Overview of Student Growth Measures

1. Overview of Student Growth Measures Carolyn Everidge-Frey, Assistant Director

2. Ohio Teacher Evaluation System

3. Ohio Revised Code and Teacher Evaluation …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

4. Who should be evaluated?

5. Teacher performance on Standards Formal Observation Classroom Walkthroughs/ Informal Observations Pre-conference Observation Post-conference Complete Performance Rubric Formal Observation and Classroom Walkthroughs/ Informal Observations Pre-conference Observation (both completed by May 1) Post-conference Complete Performance Rubric Written Report (by May 10) Professional Growth Plan Mid-Year Review and Conference Final Review and Conference Improvement Plan

6. Ohio Teacher Evaluation System Skilled

7. Definition of Student Growth The change in student achievement for an individual student between two or more points in time.

8. What do we know? 3 types of measures 3 categories of teachers District discretion and flexibility

9. HB 555 Changes Category A

10. Implementation The majority of districts in the state are required to fully implement OTES in 2013-2014 Due to differing legislative effective dates, districts should seek the advice of their legal counsel if uncertain

11. 1 Teacher Value-Added

12. What is Value-Added? Astatistical method that helps educators measure the impact schools and educators make on students' academic growth rates from year to year.

13. With Value-Added Schools Can: Measure educators’ influence on the academic growth rates of students Target instruction on students’ needs Determine where curriculum and instruction are having the greatest impact on learning Using this growth metric, teachers and schools can begin interpreting the impact of their curriculum, instruction, programs and practices on student achievement.

14. Value-AddedRatings 5Most Effective 4Above Average 3Average 2Approaching Average 1Least Effective

15. Value-Added Phased-in implementation- math and reading, 4-8 A 3 year rolling average is usedso that clear patterns can emerge www.battelleforkids.org

16. Future Assessments The following are projected to have Value-Added: • 5th & 8th Science; 4th & 6th Social Studies • EOC Physical Science & Biology • EOC English I, II, III • EOC Algebra I - II & Geometry • EOC American History & Government

17. Value-Added Weights A1 Teachers - **26% - 50% A2 Teachers - Proportionate to schedule; 10% - 50%

18. 2 Approved Vendor Assessments

19. Approved Vendor Assessment • ODE approved vendor list • Must provide a 1-5 teacher-level rating • List is fluid and is updated annually

20. Approved Vendor Assessment • Category B teachers must use 10% - 50% • Category A teachers may use as a local measure at the discretion of their district

21. 3 • Locally- Determined Measures

22. 3 Types of Local Measures Student Learning Objectives (SLOs) Shared Attribution • Approved vendor assessments for Category A2 teachers (proportionate)

23. Encourages collaborative goals and may include: Shared Attribution • Building or District Value-Added is recommended if available; • Content Area Building Teams may use a Value-Added score; and • Building or District-based SLOs

24. 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.

25. Do all Teachers Need to Write SLOs? In full implementation, teachers using SLOs as a growth measure will write two to four per year regardless of category.

26. Why is Ohio Using SLOs? Reinforce promising teaching practices and connect practice to student learning Used in all subjects/content areas Adaptable

27. Potential For Collaboration

28. SLO Approval SLOs are approved at the local level ODE recommends an existing committee Provide feedback: both cool & warm

29. The SLO Development Process

30. SLOs Components Include: • Baseline & Trend Data • Student Population • Interval of Instruction • Standards & Content • Assessment(s) • Growth Target(s) • Rationale for Growth Target(s)

31. SLO Template Checklist

32. 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. • Draws upon trend data, if available. • Summarizes analysis of data by identifying student strengths and weaknesses.

33. Sample Table for Baseline Data

34. How Could This Student Population Be Improved?

35. Sample Student Population • The SLO covers all 57 6th grade science students, which I teach 1st/2nd periods • 7-IEP students (6 reading, 1 math) • 2-504 students (ADHD, hearing impairment) • 7-Gifted students (science) • Students with 45 or more unexcused or excused days will be excluded from the final rating

36. Measures for SLOs SLOs can be created drawing on different data sources: • vendor assessments not on the ODE list • Career & Technical Educational assessments • locally-developed assessments • performance assessments • portfolios.

37. How Could This Interval of Instruction Be Improved?

38. Sample Interval of Instruction This is a yearlong course taught in one 41 minute period per day. The SLO interval of instruction begins August 27, 2013, and ends on April 15, 2014.

39. Standards and Content: • Specify which standards the SLO covers. • Represents the big ideas or domains of the content. (Teacher should explain why s/he believes these are the most important.) • Identifies core knowledge/skills students should attain if the SLO is targeted.

40. Selecting Assessments for SLOs Selecting and approving assessments is a challenging and important step. ODE strongly recommends districts not allow assessments created by one teacher for use in his or her classroom

42. Assessment(s): • Identifies valid & reliable assessments reviewed by content experts. (State who created / reviewed it? Describe its structure.) • Describes how the assessment provides “stretch” for both low and high achieving. • Provides specific details on how multiple tests will be combined into a one score. • Follows assessment guidelines.

43. Growth Target(s) The targets should reflect high expectations for student achievement that are developmentally appropriate. The targets should be rigorous yet attainable.

44. How Could This Growth Target Be Improved?

45. Example Growth Targets

46. Rationale for Growth Target(s) High-quality SLOs include strong justifications for why the goal is important and achievable. The rationale ties it ALL together.

47. Rationale for Growth Target(s): • Demonstrates teacher knowledge of students & content. • Explains why the targets are appropriate. • Addresses student needs. • Uses data to identify student needs & determine appropriate targets. • Aligns with broader school/district goals. • Sets rigorous expectations for students and teacher

48. SLO Scoring Template

49. SLO Scoring Matrix Entered in eTPES

50. Future Trainings • Assessment Literacy Training • SGM/ SLO Trainings • Online Modules