Overview of Student Growth Measures

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.

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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

SupportSGM@education.ohio.gov

Evaluation@education.ohio.gov

Chad Rice SE chad.rice@mvesc.org

Mark Robinson NE m.robinson@mahoningesc.orgDonna Huber Cntrl huber.donna@moesc.net

Apryl Ealy NW aealy@auglaizeesc.orgKatrina Wagoner SW katrina.wagoner@hcesc.org

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