1. Student Learning Objective Overview Carolyn Everidge-Frey, Assistant Director

2. Ohio Teacher Evaluation System Skilled

3. 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

4. Who should be evaluated?

5. Definition of Student Growth The change in student achievement for an individual student between two or more points in time.

6. What do we know? 3 types of measures 3 categories of teachers District discretion and flexibility

7. HB 555 Changes Category A

8. Locally- Determined Measures 3

9. 3 Types of Local Measures Student Learning Objectives (SLOs) Shared Attribution Approved vendor assessments for Category A2 teachers (proportionate)

10. 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

11. Shared Attribution Decisions 1.Is the district going to use shared attribution as a local measure? 2.Which single shared attribution measure will the district apply? 3.How much weight will the district assign to shared attribution? (5-10% recommended)

12. 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.

13. 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.

14. Why is Ohio Using SLOs? Reinforce promising teaching practices and connect practice to student learning Used in all subjects/content areas Adaptable

15. Potential For Collaboration

16. The SLO Development Process

17. SLO Approval SLOs are approved at the local level ODE recommends an existing committee Provide feedback: both cool & warm

18. Recommended Steps for Approving an SLO Committees should go through a calibration process first. Read over the entire SLO. Using the checklist, review the SLO. Discuss whether it meets each criterion and provide feedback. Allow 10 days for needed revisions.

19. SLOs Components Include: Baseline & Trend Data Student Population Interval of Instruction Standards & Content Assessment(s) Growth Target(s) Rationale for Growth Target(s)

20. Examine the SLO Checklist

21. SLO Template Checklist

22. Data Sources SLOs 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

23. 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.

24. Sample Table for Baseline Data Baseline Score (based on pre-assessment) Number of Students score < 6010 61-705 71-803 81-902 Growth Target (for post-assessment; whichever is greater)

25. Student Population The SLO covers 22 5 th grade math students. Students with IEPs will receive accommodations. 25 How Could This Student Population Be Improved?

26. Student Population Automotive Technology I has 15 enrolled students. Students are in grade 11. 3 have an IEP. No subgroups are excluded. 26 How Could This Student Population Be Improved?

27. Sample Student Population The SLO covers all 57 6 th grade science students, which I teach 1 st /2 nd 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

28. Interval of Instruction The interval of instruction is second semester 2013. January 17 – April 15. 28 How Could This Interval of Instruction Be Improved?

29. 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.

30. 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.

31. 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

33. 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.

34. Growth Target(s) The targets should reflect high expectations for student achievement that are developmentally appropriate. The targets should be rigorous yet attainable.

35. 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. 35 How Could This Growth Target Be Improved?

36. Example Growth Target 36 Target 2 Students will increase their scores by half the difference between 100 and their pre- assessment score. For example, a student with a pre-assessment of 50 would be expected to increase his or her score by 25 points on the post-assessment. 100 – 50 = 50 / 2 = 25

37. Example Growth Targets 37 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

38. 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.

39. 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

40. SLO Review: Automotive Technology I

41. SLO Review Activity 1.Complete calibration exercises. 2.Read the entire Automotive Tech I SLO. 3.Using the checklist, review the SLO. 4.Discuss each component with a partner. 5.Provide feedback for the instructor. 6.Allow 10 days for needed revisions.

42. SLO Scoring Template

43. SLO Scoring Matrix Percentage of students that met or exceeded growth target Descriptive ratingNumerical rating 90-100Most Effective5 80-89Above Average4 70-79Average3 60-69Approaching Average2 59 or lessLeast Effective1 Entered in eTPES

44. Future Trainings Assessment Literacy Training SGM/ SLO Trainings Online Modules

45. Support SGM@education.ohio.gov Evaluation@education.ohio.gov SE chad.rice@mvesc.org NE m.robinson@mahoningesc.org Cntrl huber.donna@moesc.net NW aealy@auglaizeesc.org SW katrina.wagoner@hcesc.org Regional Student Growth Measure Specialists:

46. Assessment Literacy Specialists sPence@auglaizeesc.orgsPence@auglaizeesc.org NW Thomas.Rounds@esc-cc.orgThomas.Rounds@esc-cc.org NE Holly.Lavender@mvesc.orgHolly.Lavender@mvesc.org SE Elizabeth.Wolfe@mcesc.orgElizabeth.Wolfe@mcesc.org SW Cathryn.Shaw@escco.orgCathryn.Shaw@escco.org Central Tom.Musgrave@escco.orgTom.Musgrave@escco.org Coordinator

47. education.ohio.gov

48. Social Media @OHEducation ohio-department-of-education Ohio Families and Education Ohio Teachers’ Homeroom OhioEdDept storify.com/ohioEdDept