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?
Improvement
Plan
Observation
Post-conference
Complete
Performance Rubric
Observation
(both completed
by May 1)
Post-conference
Complete Performance
Rubric
Written Report
(by May 10)
and
Pre-conference
Pre-conference
Conference
Classroom
Walkthroughs/
Informal
Observations
Formal Observation and
Classroom Walkthroughs/
Informal Observations
Final Review
Formal Observation
Mid-Year Review
and
Conference
Professional Growth Plan
Teacher performance on Standards
Ohio Teacher Evaluation System
Skilled
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
Teacher
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
Value-Added Ratings
5
Most Effective
4
Above Average
3
Average
2
Approaching Average
1
Least Effective
Value-Added
Phased-in implementationmath and reading, 4-8
A 3 year rolling average is
used so that clear patterns
can emerge
www.battelleforkids.org
Future Assessments
The 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%
Approved
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
LocallyDetermined
Measures
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)
How Could This Student Population Be Improved?
Student Population
• The SLO covers
22 5th grade
math students.
• Students with
IEPs will receive
accommodations.
34
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 SLOs
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.
How Could This Interval of Instruction Be Improved?
Interval of Instruction
• The interval of
instruction is
second semester
2013.
• January 17 –
April 15.
37
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.
How Could This Growth Target Be Improved?
Target 1
Students scoring 80 or
lower on the preassessment will
increase their scores on
the similar postassessment by at least
10 points. Any students
scoring 81 or higher on
the pre-assessment will
maintain their scores.
44
Example Growth Targets
Target 3
Taking into account student’s entry level of skill, all students
will meet their target score on the post assessment:
PreAssessment
Baseline
Score Range
Target Score on Post-Assessment
41-60
61-80
81-90
91-100
45
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
Support
SGM@education.ohio.gov
Evaluation@education.ohio.gov
Regional Student Growth Measure Specialists:
Chad Rice
SE
chad.rice@mvesc.org
Mark Robinson
NE
m.robinson@mahoningesc.org
Donna Huber
Cntrl
Apryl Ealy
NW
Katrina Wagoner SW
huber.donna@moesc.net
aealy@auglaizeesc.org
katrina.wagoner@hcesc.org
education.ohio.gov
Social Media
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