overview of student growth measures
DESCRIPTION
Overview of Student Growth Measures . Carolyn Everidge-Frey, Assistant Director . Ohio Teacher Evaluation System. Ohio Revised Code and Teacher Evaluation. - PowerPoint PPT PresentationTRANSCRIPT
Overview of Student Growth Measures
Carolyn Everidge-Frey, Assistant Director
Ohio Teacher Evaluation System
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
Who should be evaluated?
Impr
ovem
ent
Plan
Prof
essi
onal
Gro
wth
Pla
n Formal Observation
Classroom Walkthroughs/ Informal Observations
Pre-conference
Observation
Post-conference
Complete Performance Rubric
Formal Observation andClassroom Walkthroughs/
Informal Observations
Pre-conference
Observation(both completed
by May 1)
Post-conference
Complete Performance Rubric
Written Report
(by May 10)
Mid
-Yea
r Rev
iew
and
Conf
eren
ce
Fina
l Rev
iew
and
Conf
eren
ce
Teacher performance on Standards
Skilled
Ohio Teacher Evaluation System
Definition of Student Growth
The change in student achievement for an individual student between two or more points in time.
What do we know?
3 types of measures
3 categories of teachers
District discretion and flexibility
HB 555 Changes Category A
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
1Teacher Value-Added
What is Value-Added?
A statistical method that helps educators measure the impact schools and educators make on students' academic growth rates
from year to year.
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.
Value-Added Ratings
5 Most Effective
4 Above Average
3 Average
2 Approaching
Average
1 Least Effective
Value-Added
Phased-in implementation- math and reading, 4-8
A 3 year rolling average is used so that clear patterns
can emerge
www.battelleforkids.org
Future AssessmentsThe 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
Value-Added Weights
A1 Teachers - **26% - 50%
A2 Teachers - Proportionate to
schedule; 10% - 50%
2Approved Vendor Assessments
Approved Vendor Assessment
ODE approved vendor list
Must provide a 1-5 teacher-level rating
List is fluid and is updated annually
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
Locally- Determined Measures3
3 Types of Local Measures
Student Learning Objectives (SLOs)
Shared Attribution
Approved vendor assessments for
Category A2 teachers (proportionate)
Shared Attribution
Encourages collaborative goals and may include:
• 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
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.
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.
Why is Ohio Using SLOs?
Reinforce promising teaching practices and connect practice to student learning
Used in all subjects/content areas
Adaptable
Potential For Collaboration
SLO Approval
SLOs are approved at the local level
ODE recommends an existing committee
Provide feedback: both cool & warm
The SLO Development Process
SLOs Components Include:
• Baseline & Trend Data• Student Population• Interval of Instruction• Standards & Content• Assessment(s)• Growth Target(s)• Rationale for Growth Target(s)
SLO Template Checklist
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.
Sample Table for Baseline Data
Baseline Score (based on pre-assessment)
Number of Students
score < 60 10
61-70 5
71-80 3
81-90 2
Growth Target(for post-assessment; whichever is greater)
Student Population
• The SLO covers 22 5th grade math students.
• Students with IEPs will receive accommodations.
34
How Could This Student Population Be Improved?
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
Measures for SLOsSLOs 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.
Interval of Instruction
• The interval of instruction is second semester 2013.
• January 17 – April 15.
37
How Could This Interval of Instruction Be Improved?
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.
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.
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
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.
Growth Target(s)
The targets should reflect high expectations for student achievement that are developmentally appropriate.
The targets should be rigorous yet
attainable.
Target 1
Students scoring 80 or lower on the pre-assessment will increase their scores on the similar post-assessment by at least 10 points. Any students scoring 81 or higher on the pre-assessment will maintain their scores.
44
How Could This Growth Target Be Improved?
Example Growth Targets
45
Target 3
Taking into account student’s entry level of skill, all students will meet their target score on the post assessment:
Pre-Assessment
Baseline Score Range
Target Score on Post-Assessment
41-60
61-80
81-90
91-100
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.
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
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
Entered in eTPES
Future Trainings
Assessment Literacy Training
SGM/ SLO Trainings
Online Modules
Chad Rice SE [email protected]
Mark Robinson NE [email protected] Huber Cntrl [email protected]
Apryl Ealy NW [email protected] Wagoner SW [email protected]
Regional Student Growth Measure Specialists:
education.ohio.gov
Social Media
@OHEducation
ohio-department-of-education
Ohio Families and EducationOhio Teachers’ Homeroom
OhioEdDept
storify.com/ohioEdDept