Designing Student Growth Measures
for Career and Technical Education
January 22, 2013
MIKE MCDANIEL, PRESIDENT
OHIO ASSOCIATION OF CAREER-TECHNICAL
SUPERINTENDENTS
STEVE GRATZ, DIRECTOR
CAREER-TECHNICAL EDUCATION
OHIO DEPARTMENT OF EDUCATION
ROBIN WHITE, CEO/PRESIDENT
GREAT OAKS CAREER CAMPUSES
Student Growth Measures in CTE
Discussion Group
Great Oaks Career Campuses
• Robin White
• Steve Jackson
• Jon Quatman
• Pam Hunt
• Heather Sass
• Laura Gale
• Andy McCool
Warren County Career Center
• Maggie Hess
• Gary Patton
Mid-East Career and Technology Centers
• Barbara Funk
Delaware Area Career Center
• Mary Beth Freeman
• Tammy Hall
Miami Valley Career Technology Center
• Harold Niehaus
C-TEC
• Joyce Malainy
• Mary Kay Andrews
• Laura Bowers
• Ginny Evans
Tolles Career and Technical Center
• Kim Davis
Meeting Objectives
1. Purpose and
framework for
SLOs
2. Use of
assessment data
in SLOs
3. Review of sample
SLOs
4. Emerging issues
for CTE districts
5. Measures of
student growth
6. Experience with
variety of
assessments
7. Network for SLO
development
Introductions
Ohio Department of Education
• Carolyn Everidge-Frey
Student Growth Measures
Specialists
• Chad Rice, SE Region
• Mark Robinson, NE Region
• Donna Huber, Central Region
• Apryl Ealy, NW Region
• Katrina Wagoner, SW Region
ESC Representatives
• Paul Smith, Hamilton
County
• Meghan Griffith,
Southern Ohio
• Lou Staffilino, Central
Ohio
• Cynthia Yoder, Central
Ohio
Contact information is included in the workshop handout packet.
REVIEW OF STUDENT
LEARNING OBJECTIVE
(SLO) EXAMPLES
HEATHER SASS
GREAT OAKS CAREER CAMPUSES
SLO Template Checklist and
Feedback Form
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)
Student Population
• Identifies the class or subgroup of students
covered by the SLO
• Describes the student population and covers
any contextual factors that may impact
student growth
• If subgroups are excluded, explains why and if
they are covered in another SLO
Interval of Instruction
• Matches the length of the course
• Length of class period
• How often the class meets
Standards and Content
• How the SLO will address applicable standards
• Represents the big ideas or domains of the
content
– Technical Knowledge and Skills
– Academic Knowledge and Skills
– 21st Century Skills
• Identifies core knowledge and skills as
required by the applicable standards
Asssessment(s)
• Identifies assessments reviewed by content
experts (valid and reliable)
• Select measures with sufficient “stretch”—all
ability levels
• Provides a plan for combining assessments if
multiple are used
• Follows the guidelines for appropriate
assessments
Guidelines for Appropriate
Assessments
• Is the assessment aligned to both my
students’ learning objectives and to the
appropriate grade- or content-specific
standards?
• Does the assessment allow high- and lowachieving students to adequately demonstrate
their knowledge? Does it have enough
“stretch?”
• Is the assessment valid and reliable?
Rigorous Expectations for Assessments
• Recall—Level One
• Basic Application of
Skill or Concept—
Level Two
• Strategic Thinking—
Level Three
• Extended Thinking—
Level Four
Evidence-Centered Design of
Assessment
Less Focus On Assessing:
• What is easily measured
• Discrete, declarative
content
• Content knowledge
• What learners do not know
More Focus On Assessing:
• What is most highly valued
• Rich, authentic knowledge
and skills
• Understanding and
reasoning, within and
across content areas
• What learners understand
and can do
Baseline and Trend Data
• Identifies sources of information about
students
• Draws upon trend data, if available
• Summarizes the teacher’s analysis of the
baseline data by identifying student strengths
and weaknesses
Growth Targets
• All students have a growth target in at least
one SLO
• Sets developmentally appropriate targets
• Creates tiered targets when appropriate
• Sets ambitious yet attainable targets
Rationale for Growth Targets
• Demonstrates teacher knowledge of student
content
• Explains why target is appropriate for the
population
• Addresses observed student needs
• Uses data to identify student needs
• Explains how targets align with broader school
and district goals
• Sets rigorous expectations for students and
teacher(s)
Procedures for Review
• Review the Health Technologies SLO
• Provide feedback on each category of the
checklist
– Warm: strengths that reflect the criteria
– Cool: suggestions for refinement or improvements
• Be prepared to share sample warm and cool
feedback with the large group
DEBRIEFING THE SLO
REVIEW
HEATHER SASS
GREAT OAKS CAREER CAMPUSES
Debriefing Questions
1. What are the characteristics of effective CTE
SLOs? Would you add or alter any criteria on
the checklist?
2. What are the challenges in implementing
SLOS for
– Districts
– Administrators
– Teachers
STEPS FOR DESIGNING
A LOCAL STUDENT
GROWTH MEASURES
PLAN
PAM HUNT
GREAT OAKS CAREER CAMPUSES
Steps for Designing a Local
Student Growth Measures Plan
1. Conduct an inventory of needs and resources
2. Determine and create student growth
measures to be used
3. Communicate expectations and refine the
entire process
Conduct an Inventory of Needs
and Resources
1a. Explore opportunities for collaboration with
other LEAs, educational service centers (ESCs)
and higher education institutions within your
community and/or region.
1b. Determine which teachers on staff are
required to be evaluated by the new system.
Conduct an Inventory of Needs
and Resources
1c. Categorize teachers into three groups:
– Value-added data
– ODE approved data list
– None of the above
1d. Determine available assessments and develop a
list of assessments and other data that are
appropriate for use in combination with SLOs in
various grade levels and content areas within your
LEA.
Great Oaks Inventory of
Assessments by Program/Course
• Program/Course
• Assessment Name
• Assessment Details/Purpose
Steps for Designing a Local
Student Growth Measures Plan
1. Conduct an inventory of needs and resources
2. Determine and create student growth
measures to be used
3. Communicate expectations and refine the
entire process
REGIONAL MEETINGS
NETWORKING TO
SUPPORT SLO
IMPLEMENTATION
Discussion Guide
•
•
•
•
What is currently underway?
What assessments are in place?
What resources are available?
How can we collaborate?
Regional Facilitators
Northwest Region--Executive
• Sharon Mastroianni
• Apryl Ealy
• Laura Gale
Central Region--Judicial
• Mary Beth Freeman
• Lou Staffilino
• Donna Huber
Southwest Region
• Maggie Hess
• Paul Smith
• Katrina Wagoner
Northeast Region
• Jerry Brockway
• Mark Robinson
• Cyndi Yoder
Southeast Region
• Pam Hunt
• Stan Jennings
• Meghan Griffith
Regional Report Out
• Discussion Highlights
• Collaboration and
Next Steps