Transcript CTEconferenceCarolyn..

January 22, 2013
OTES Provides for Multiple
Evaluation Factors
Who should be evaluated?
…Any person who is employed under a
teacher license issued under this chapter, or
under a professional or permanent teacher’s
certificate issued under former section
3319.222 of the Revised Code, and who
spends at least fifty per cent of the time
employed providing student instruction.
ORC 3319.111
HB 555 Changes Category A
Category A is now divided into
A1 and A2
Timeline for Implementation
2013-2014 school year with the following
exceptions:
– TIF/SIG/RttT schools according to their
grant timelines or scope of work
– If bargaining agreement was entered into
prior to 9/24/12, immediately upon
expiration of agreement
Suggested Implementation Timeline
EARLY FALL:
Write and submit SLOs for approval
NOVEMBER:
Receive feedback on the SLO and, if necessary, revise
JANUARY THROUGH END OF APRIL
Gather evidence of student progress
st
BY MAY 1 :
Complete the Individual SLO Scoring Template for each
SLO and meet with the evaluator(s) to discuss
attainment of the SLO
Definition of Student Growth
For the purpose of use in Ohio’s
evaluation systems, student growth is
defined as the change in student
achievement for an individual student
between two or more points in time.
Excerpted from Measuring Student Growth for Teachers in Non-Tested Grades and Subjects: A Primer
3 Potential Measures for
Student Growth
Depending on LEA decisions and the
availability of data:
1. Value-added
2. Approved vendor-created assessments
3. LEA determined SGMs using SLOs
Approved Vendor
Value-Added
• EVAAS
Reports
• 4-8 MRM/URM
• Extended
Reporting
w/Terra Nova
and ACT EOC
exams
Assessments
LEA Measures
Approved
ODE List
 Vendor had to
show a metric
for student
growth
 List is fluid
• Student
Learning
Objectives
(SLOs)
• Shared
Attribution
• (Other)
Vendor
Assessments

3 Measures of Student Growth
1. Teacher Value-Added
 MUST use if available
o 10-50% if applicable for 2012-2013
oCategory A1 >25% effective July 2013
oCategory A1: full 50% effective July 2014
oCategory A2-proportionate
 EVAAS Value-Added metric, aggregated
across subject areas
o 1-year report; or 2- or 3-year rolling
average, based on availability
2. Approved Vendor Assessments
 From ODE-Approved List
o Vendors demonstrate how assessment can
measure growth
 MUST use for Category B Teachers
o 10-50% if applicable and no Value-Added
data available
oCategory A1-LEA decision in SY2013-2014,
not applicable for 2014-2015
oCategory A2-LEA decision
3. LEA-Determined Measures
 MAY use: LEA decision for Category A and B
o 0-40% if used in combination with Category A or
B measures
o 24% max for Category A1 in SY2013-2014
o 0% for Category A1 in 2014-2015 and thereafter
o Proportionate to Category A2 teacher’s schedule
 MUST use if Category C Teacher
o 50% if no Category A or B data available
3. LEA-Determined Measures
 Three types of LEA-Determined Measures
Student Learning Objectives (SLOs)
Shared Attribution
Approved Vendor assessments
Category A2 teachers can use local measures
after VA is applied proportionately.
Category A1 teachers can use local
measures in 2013-2014 only (24% max).
What is an SLO?
A measurable, long‐term
academic goal informed by
available data that a teacher or
teacher team sets at the beginning
of the year for all students or for
subgroups of students.
SGM Resources
On Educator Evaluation page, click SGMs section.
SLO Resources
•
•
•
•
•
Introduction to SLOs
Student Learning Objective Guidebook
Student Growth Measures for Teachers
SLO Writing Template
SLO Checklist for Writing &
Approving
• Sample SLOs
Reinforce Best Teaching
Practice Through
Setting goals for students
Using data to assess student progress
Adjusting instruction based upon progress
Why is Ohio Using SLOs?
Reinforce promising teaching practices
Can be used in all subjects/content areas
Are adaptable
Provide teachers some ownership on how
they are evaluated
Potential For Collaboration
Measures for SLOs
SLOs can be created drawing on
different data sources:
• teacher created assessments
• performance assessments
• rubric‐based assessments
• business & industry certification
• state or national assessments
Do all Teachers Need to Write SLOs?
ODE recommends that all teachers create at
least one SLO this year to gain experience
with the SLO process.
In subsequent years, teachers should create
two to four SLOs per year.
– Category A1 will not have the option
to use local measures beginning July
2014.
The SLO Development Process
High-Quality SLOs Include:
•
•
•
•
•
•
•
Baseline & Trend Data
Student Population
Interval of Instruction
Standards & Content
Assessment(s)
Growth Target(s)
Rationale for Growth Target(s)
Student Learning Objective Template
SLO Template Checklist
SLO Approval
SLOs are approved at the local level.
ODE recommends an existing
committee.
Provide feedback: both cool & warm.
Recommend allowing 10 days for
revisions.
SLO Approval Process
• Committees should go through a
calibration process.
• Read over the entire SLO first.
• Using the checklist, review the SLO.
• Discuss whether it meets each criterion
and provide feedback to the teacher.
• Develop a plan for tracking SLOs
returned for revisions.
High-quality SLOs include the
following criteria:
1.
2.
3.
4.
5.
6.
7.
Baseline and Trend Data
Student Population
Interval of Instruction
Standards and Content
Assessment(s)
Growth Target(s)
Rationale for Growth Target(s)
30
Baseline and Trend Data:
Identifies source(s) and summarizes
student information (test score from
previous years, results of pre-assessments)
in numerical and narrative form.
Reviews trend data to inform the objective
and establish the amount of growth that
should take place.
Identifies student strengths and
weaknesses.
Student Population:
Includes all students in the class.
Describes the student population
(number, course, grade level, etc.).
Considers any contextual factors
that may impact growth.
Does not exclude subgroups of
students that may have difficulty
meeting targets. Provide details.
Interval of Instruction:
The duration of the course that the
SLO will cover including the start
and end dates.
Include how frequently the course
meets and length of a class period.
Include any other relevant
information that could impact
student growth.
Standards and Content:
Specify which standards the SLO covers.
Broad enough to represent the most
important learning or overarching skills,
but narrow enough to be measured.
What content do the students need in
order to be successful next year or in the
next course? Explain why.
Is this a targeted SLO?
Assessment(s):
Identify the assessment. Who created/
reviewed it? Describe its structure.
Describe how the assessment provides
“stretch” for low and high achieving.
Identify supplemental assessments.
Provide specific details on how multiple
tests will be combined into a summative
score.
Follow assessment guidelines.
Identifying Appropriate
Assessments
Selecting Assessments for SLOs
Selecting and approving assessments
can be one of the most challenging and
important steps of the SLO process.
Assessments enable teachers to
determine growth toward and attainment
of the SLO.
Criteria for Selecting Assessments
1. Was the assessment(s) reviewed
by content/industry experts?
2. Is the assessment aligned to both
the SLO and the standards?
3. Does the assessment have enough
stretch?
4. Is the assessment valid & reliable?
Selecting Assessments for SLOs
• ODE strongly recommends LEAs not
allow assessments created by one
teacher for use in his/her classroom.
Growth Target(s)
Growth targets should be developmentally
appropriate, rigorous, and attainable.
Ensure all students have a growth target
(not necessarily a passing score).
Refer to baseline/pretest data and course
requirements.
Provide tiered targets to encompass all
learners.
*Rank order pretest scores and look for
breaks in data.
Acceptable & Unacceptable
Growth Targets
Rationale for Growth Target(s)
Rationale ties it ALL together.
Explain how you used the data to establish the
targets.
Refer to students strengths/weaknesses based
upon data.
Explain why this content is the most important.
Rationales should be aligned to broader school
and district goals.
*Connect pre-test data + tiered targets =
expectations (show connections & accountability)
QUESTIONS?
Support
Carolyn Everidge-Frey, Assistant Director
Office of Educator Equity and Talent 614-644-7446
[email protected]
[email protected]
Regional Student Growth Measure Specialists:
Chad Rice
SE Region
[email protected]
Mark Robinson
NE Region
[email protected]
Donna Huber
Central
[email protected]
Apryl Ealy
NW Region
[email protected]
Katrina Wagoner
SW Region
[email protected]
SLO SCORING TEMPLATE
SLO Scoring matrix
Percentage of students
that met or exceeded
growth target
Descriptive rating
Numerical
rating
90-100
Most Effective
5
80-89
Above Average
4
70-79
Average
3
60-69
Approaching Average
2
59 or less
Least Effective
1
Final SLO Rating
Evaluation Matrix
4
3
2
1
Above
Accomplished
Accomplished
Proficient
Developing
Expected
Proficient
Proficient
Developing
Developing
Developing
Developing
Ineffective
Ineffective
Below
Student Growth Measures
Teacher Performance
Research and Best Practices
Updated as research
and best practices
emerge
Ohio Education
Research Center
(OERC)