Student Learning Objective Overview
Carolyn Everidge-Frey, Assistant Director

Ohio Teacher Evaluation System
Skilled

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?

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

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

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)

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

The SLO Development Process

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

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.

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

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

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
61-70
10
5
71-80
81-90
3
2
Growth Target
(for post-assessment; whichever is greater)

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

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

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

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.
35

Example Growth Target
Target 2
Students will increase their scores by half the difference between 100 and their preassessment 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
36

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:
Pre-
Assessment
Baseline
Score Range
41-60
61-80
81-90
91-100
Target Score on Post-Assessment
37

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 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.

SLO Scoring Template

SLO Scoring Matrix
Percentage of students that met or exceeded growth target
90-100
80-89
70-79
60-69
59 or less
Descriptive rating
Most Effective
Above Average
Average
Approaching Average
Least Effective
Numerical rating
5
4
3
2
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:
SE chad.rice@mvesc.org
NE
Cntrl
NW
SW m.robinson@mahoningesc.org
huber.donna@moesc.net
aealy@auglaizeesc.org
katrina.wagoner@hcesc.org

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

education.ohio.gov

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