STUDENT GROWTH MEASURES Condensed from ODE Teacher Training

Student Growth Measures will be part of the Ohio Teacher Evaluation System OTES

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 or 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 SGMs Fit In? 4 Skilled

Definition of Student Growth 5 Excerpted from ICF International. (2011). Measuring Student Growth for Teachers in Non-Tested Grades and Subjects: A Primer (Document created for the Race to the Top Technical Assistance Network). Fairfax, VA: Author. For the purposes of 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.

Growth, Not Proficiency 6 Proficiency targets set a minimum level of achievement that all students are expected to meet on their summative assessment, regardless of where the student starts. Unlike proficiency targets that set the same post- assessment score for all students, growth targets are customized for students based on their pre- assessment score or other baseline data.

Example Growth Target On the science preassessment, students scored between 40 and 79. Tiered Growth Targets are set as: Pre-assessment Post-assessment Score Range Growth Target 40 – 4970 or above 50 – or above 60 – 6980 or above 70 – 7985 or above 7

Categories of Teachers in OTES 8 CategoryTeachers are in this category if … A1 They receive value-added reports from state assessments for all courses they teach. A2 They receive value-added reports from state assessments for some, but not all, courses. B They do not receive any value-added reports, but they use vendor assessments that produce growth scores. C They do not receive any value-added reports or vendor assessment growth scores.

Student Growth Measures Starting 2014–15 House Bill 555 affects the measures used and weights assigned to them for Category A teachers. Beginning 2013−2014, Category A splits into two categories. 9

What Are the Types of LEA Measures? SLOs Shared attribution Approved vendor assessments (Category A2 only) 10

What Are SLOs? 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 11

Shared Attribution Shared attribution is a collective measure. The district determines which measure of shared attribution it would like to use. Shared attribution could be: A building or district value-added score Recommended if available Building team composite value-added score (e.g., the fifth-grade VAM score or the middle school reading team’s combined VAM score) Building-level or district-level SLO 12

Student Growth Measures Starting in 2014–15 13 LEA Measures: SLOs Shared Attribution Vendor Assessments (for Category A2 teachers only)

District Plan Example Teacher Category Value Added 10% ‒ 50% Vendor Assessment 10% ‒ 50% LEA Measure Total SLO/Other Shared Attribution A1 (Value Added) 50%0% 50% A2 (Value Added) 40%10%0%50% B (Vendor Assessment) 30%10% 50% C (LEA Measure) 40%10%50% 14

Student Growth Measure Scoring The district will submit the district plan in the Electronic Teacher and Principal Evaluation System (eTPES). The plan will provide percentages attributed to types of student growth measures according to the three categories of teachers. Designated administrators from the district will enter teacher scores into eTPES. Provides a consistent process. Minimizes burden on district. 15

Entering Student Growth Measure Scores per Teacher An electronic worksheet similar to this one will be completed for each teacher. 16

Final Student Growth Measure Score After the individual SLO scores are input into eTPES, the system will generate a final score that incorporates scores from all student growth measures. Teacher index score will be converted to an effectiveness rating: Above Expected Below 17

What Composes an SLO Score? An SLO final score represents the percentage of students who met their growth targets. The percentage of students who met the growth target then falls within a range that corresponds to one of five descriptive and numerical ratings. 18 SLO Scoring Matrix Percentage of Students Who Met or Exceeded Growth Target Descriptive RatingNumerical Rating 90 ‒ 100 Most effective5 80 ‒ 89 Above average4 70 ‒ 79 Average3 60 ‒ 69 Approaching average2 59 or lessLeast effective1

Recommended Timeline for SLO Implementation Early fall: Write and submit SLOs for approval. October: Receive feedback on the SLO and, if necessary, revise. From approval to 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. 19

INTRODUCTION TO STUDENT LEARNING OBJECTIVES (SLOS)

What Are SLOs? 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 21

How Many SLOs Are Required in Ohio? ODE requires a minimum of two SLOs for teachers using SLOs as a growth measure. ODE recommends teachers create 2–4 SLOs that are representative of their schedule. Science teacher with four sections of biology and two sections of life science: Because the majority of her students are in biology, she might write two SLOs covering biology content classes and one for the life science content. Elementary teacher in Grade 2: Because most elementary schools focus on reading and mathematics, he may write one reading SLO and one math SLO. 22

SLO Evaluation Cycle 23 SLO Development Process SLO Approval Midcourse Check-In Final Review of SLO Attainment and Scoring Discussion of the Summative Rating and Impact on Practice

The SLO Development Process 24 STEP 1: Gather and review available data. STEP 2: Determine the interval of instruction, and identify the content.. STEP 3: Choose assessments and set the growth targets.. STEP 3: Choose assessments and set the growth targets. STEP 4: Submit your SLO and prepare for review and approval. STEP 5: Monitor and prepare for SLO rating and discussion.

High-Quality SLOs Include or Address 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) 25

Online Modules As an additional resource, two online training modules are available that recap the information presented today and provide additional information on using your own data within SLOs. Module 5A and Module 5B Evaluation-System/Ohio-s-Teacher-Evaluation- System/Student-Growth-Measures/Student-Learning- Objective-Examples Evaluation-System/Ohio-s-Teacher-Evaluation- System/Student-Growth-Measures/Student-Learning- Objective-Examples 26

ODE Contact Information NAMERttT REGIONESCPHONE Rice, ChadSEMuskingum Valley Robinson, MarkNEMahoning County Huber, DonnaCentralMid-Ohio Ealy, AprylNWAuglaize County Wagoner, KatrinaSWHamilton County STUDENT GROWTH MEASURE AND ALIGNMENT SPECIALISTS Carolyn Everidge-Frey Assistant Director Office of Educator Equity and Talent 25 South Front Street | Columbus, Ohio System/Ohio-s-Teacher-Evaluation-System/Student-Growth-Measures Carolyn Everidge-Frey Assistant Director Office of Educator Equity and Talent 25 South Front Street | Columbus, Ohio (614) education.ohio.gov