Student Learning Objective Overview Carolyn Everidge-Frey, Assistant Director

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

Locally- Determined Measures3

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)

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

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)

Examine the SLO

Checklist

SLO Template Checklist

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

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)

Student Population

• The SLO covers 22 5th grade math students.

• Students with IEPs will receive accommodations.

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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.

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How Could This Student Population Be Improved?

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

Interval of Instruction

• The interval of instruction is second semester 2013.

• January 17 – April 15.

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How Could This Interval of Instruction Be Improved?

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.

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.

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How Could This Growth Target Be Improved?

Example Growth Target

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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

Example Growth Targets

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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

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: Automotive

Technology I

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

targetDescriptive 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

SupportSGM@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.orgSW katrina.wagoner@hcesc.org

Regional Student Growth Measure Specialists:

Assessment Literacy Specialists

sPence@auglaizeesc.org NW

Thomas.Rounds@esc-cc.org NE

Holly.Lavender@mvesc.org SE

Elizabeth.Wolfe@mcesc.org SW

Cathryn.Shaw@escco.org Central

Tom.Musgrave@escco.org Coordinator

education.ohio.gov

Social Media

@OHEducation

ohio-department-of-education

Ohio Families and EducationOhio Teachers’ Homeroom

OhioEdDept

storify.com/ohioEdDept