1 / 25

Student Growth Measures in Teacher Evaluation

Student Growth Measures in Teacher Evaluation. Module 1: Introduction to Student Growth Measures and SLOs . Who Will Be Evaluated Under OTES? .

mingan
Download Presentation

Student Growth Measures in Teacher Evaluation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Student Growth Measures in Teacher Evaluation Module 1: Introduction to Student Growth Measures and SLOs

  2. Who Will Be Evaluated Under OTES? • Any person who is employed under a teaching license or under a professional or permanent teacher’s certificate and who spends at least 50 percent of his/her time employed providing student instruction. This does not apply to a teacher employed as a substitute. • This usually excludes: • Speech pathologists, occupational therapists • Teachers on assignment • Nurses, psychologists, guidance counselors

  3. Where Do SLOs Fit In?

  4. 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

  5. Student Growth Measures**2012-13 only

  6. A: Teacher-level Value-Added Data Available 2012-13 Teacher Value Added 10-50% LEA Measures 0-40%

  7. Student Growth MeasuresStarting 2014-2015 • HB 555 impacts the measures used and weights assigned to them for Category A teachers • Starting next year, Category A splits into two categories

  8. A: Teacher-level Value-Added Data Available A1. Teacher Instructs Value-Added Subjects Exclusively Teacher Value Added 26-50% LEA Measures 0-24% 2013-14 A2. Teacher Instructs Value-Added Subjects, but Not Exclusively Teacher-Level Value Added Proportional to teaching schedule 10-50% 0-40% LEA Measures Proportional to teaching schedule

  9. A: Teacher-level Value-Added Data Available A1. Teacher Instructs Value-Added Subjects Exclusively Teacher Value Added 50% 2014-15 A2. Teacher Instructs Value-Added Subjects, but Not Exclusively Teacher-Level Value Added Proportional to teaching schedule 10-50% 0-40% LEA Measures Proportional to teaching schedule

  10. B: Approved Vendor Assessment Data Available

  11. C: No Teacher-level Value-Added or Approved Vendor Assessment Data Available

  12. Student Growth MeasuresStarting in 2013 • LEA measures must count as 50 percent of the evaluation of Category C teachers • LEAs can choose to use LEA measures with all other categories of teachers, but the weights assigned to those measures must fall within acceptable ranges: • Category A1: 50 percent • Category A2: Must be proportional to teaching schedule • Category B: No more than 40 percent

  13. Student Growth Measures LEA Measures: Student Learning Objectives (SLOs) Shared Attribution Vendor Assessments (for Category A teachers only)

  14. District Plan Example*This form will look different starting next year, 2013-14. DRAFT/SAMPLE

  15. What are Student Learning Objectives? An SLO is: • A goal that demonstrates a teacher’s impact on student learning within a given interval of instruction. • A measurable, long-term academic target written by an individual teacher or a teacher team.

  16. Why Implement SLOs? • SLOs… • Reinforce promising teaching practices and connect teacher practice to student learning • Can be used in all subjects and content areas • Are adaptable • Encourage collaboration • Provide teachers some ownership of how they are evaluated

  17. SLO Evaluation Cycle

  18. SLO Template Checklist

  19. High-quality SLOs include or address the following criteria: • Baseline and Trend Data • Student Population • Interval of Instruction • Standards and Content • Assessment(s) • Growth Target(s) • Rationale for Growth Target(s) 19

  20. SLO Components 1 - 2 • Baseline and Trend Data • Summarizes student information (test score from previous years, results of pre-assessments), • Identifies student strengths and weaknesses, and • Reviews trend data to inform the objective and establish the amount of growth that should take place. • Student Population. Includes the following: • Students • Course • Grade level • Number of students included in the objective.

  21. SLO Components 3-4 • Interval of Instruction. The duration of the SLO (including start and end dates) • Standards and Content. • SLO should cover the content, skills, and specific standards to which the SLO is aligned. • SLOs should be broad enough to represent the most important learning or overarching skills, but narrow enough to be measured.

  22. SLO Components 5-6 • Assessment(s). • Assessments that will be used to measure student growth for the objective. • Assessment(s) should be reviewed by content experts to effectively measure course content and should have sufficient “stretch” so that all students may demonstrate learning. • If supplemental assessments are needed to cover all ability levels in the course, this section should provide a plan for combining multiple assessments. • Growth Target(s). • The target for student growth should reflect high expectations for student achievement that are developmentally appropriate. • The targets should be rigorous yet attainable.

  23. SLO Component 7 • Rationale for Growth Target(s). • High quality SLOs include strong justifications for why the goal is important and achievable for this group of students. • Rationales should draw upon assessment, baseline and trend data, student outcomes, and curriculum standards and should be aligned to broader school and district goals.

  24. Reviewing an SLO using the Checklist • With a partner, evaluate the quality of the Choir SLO prior to revision in Handout 1.4 using the SLO Template Checklist (Handout 1.3). • Discuss what changes would need to be made and questions you would have for the teacher • Then, compare your suggestions to the annotated checklist in Handout 1.5.

  25. Timeline for SLO Implementation 2013-2014 and Beyond Year Long Courses • Early Fall- Write and submit SLOs for approval • November – Receive feedback on the SLO and, if necessary, revise • January – April – Gather evidence of student progress • By May 1 – Complete final submission form and meet with the evaluator to discuss the final review and scoring of the SLO Block/Semester Courses • Early Fall OR Spring- Write and submit SLOs for approval • Oct/Feb – Receive feedback on the SLO and, if necessary, revise • Throughout Semester– Gather evidence of student progress • By Jan. OR May– Complete final submission form and meet with the evaluator to discuss the final review and scoring of the SLO

More Related