january 22, 2013. otes provides for multiple evaluation factors

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January 22, 2013 Slide 2 OTES Provides for Multiple Evaluation Factors Slide 3 Who should be evaluated? Any person who is employed under a teacher license issued under this chapter, or under a professional or permanent teachers 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 Slide 4 HB 555 Changes Category A Slide 5 Category A is now divided into A1 and A2 Slide 6 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 Slide 7 Suggested Implementation Timeline Slide 8 Definition of Student Growth For the purpose of use in Ohios 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 Slide 9 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 Slide 10 3 Measures of Student Growth Value-Added LEA Measures EVAAS Reports 4-8 MRM/URM Extended Reporting w/Terra Nova and ACT EOC exams Student Learning Objectives (SLOs) Shared Attribution (Other) Vendor Assessments Approved Vendor Assessments Approved ODE List Vendor had to show a metric for student growth List is fluid Slide 11 1. Teacher Value-Added MUST use if available o 10-50% if applicable for 2012-2013 o Category A1 >25% effective July 2013 o Category A1: full 50% effective July 2014 o Category A2-proportionate EVAAS Value-Added metric, aggregated across subject areas o 1-year report; or 2- or 3-year rolling average, based on availability Slide 12 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 o Category A1-LEA decision in SY2013-2014, not applicable for 2014-2015 o Category A2-LEA decision Slide 13 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 teachers schedule MUST use if Category C Teacher o 50% if no Category A or B data available Slide 14 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). Slide 15 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. Slide 16 SGM Resources On Educator Evaluation page, click SGMs section. Slide 17 SLO Resources Introduction to SLOs Student Learning Objective Guidebook Student Growth Measures for Teachers SLO Writing Template SLO Checklist for Writing & Approving Sample SLOs Slide 18 Reinforce Best Teaching Practice Through Setting goals for students Using data to assess student progress Adjusting instruction based upon progress Slide 19 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 Slide 20 Potential For Collaboration Slide 21 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 Slide 22 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. Slide 23 The SLO Development Process Slide 24 High-Quality SLOs Include: Baseline & Trend Data Student Population Interval of Instruction Standards & Content Assessment(s) Growth Target(s) Rationale for Growth Target(s) Slide 25 Student Learning Objective Template Slide 26 Slide 27 SLO Template Checklist Slide 28 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. Slide 29 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. Slide 30 High-quality SLOs include the following criteria: 1.Baseline and Trend Data 2.Student Population 3.Interval of Instruction 4.Standards and Content 5.Assessment(s) 6.Growth Target(s) 7.Rationale for Growth Target(s) 30 Slide 31 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. Slide 32 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. Slide 33 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. Slide 34 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? Slide 35 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. Slide 36 Identifying Appropriate Assessments Slide 37 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. Slide 38 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? Slide 39 Selecting Assessments for SLOs ODE strongly recommends LEAs not allow assessments created by one teacher for use in his/her classroom. Slide 40 Slide 41 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. Slide 42 Acceptable & Unacceptable Growth Targets Slide 43 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) Slide 44 QUESTIONS? Slide 45 Support Carolyn Everidge-Frey, Assistant Director Office of Educator Equity and Talent 614-644-7446 Carolyn.Everidge-Frey@education.ohio.gov SGM@education.ohio.gov Chad Rice SE Regionchad.rice@mvesc.org Mark RobinsonNE Regionm.robinson@mahoningesc.org Donna HuberCentralhuber.donna@moesc.net Apryl EalyNW Regionaealy@auglaizeesc.org Katrina WagonerSW Regionkatrina.wagoner@hcesc.org Regional Student Growth Measure Specialists: Slide 46 SLO SCORING TEMPLATE Slide 47 SLO Scoring matrix Percentage of students that met or exceeded growth target Descriptive rating Numerical rating 90-100Most Effective5 80-89Above Average4 70-79Average3 60-69Approaching Average2 59 or lessLeast Effective1 Slide 48 Final SLO Rating Slide 49 Teacher Performance 4321 Student Growth Measures Above Accomplished ProficientDeveloping Expected Proficient Developing Below Developing Ineffective Evaluation Matrix Slide 50 Research and Best Practices Updated as research and best practices emerge Ohio Education Research Center (OERC)


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