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
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
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)
How Could This Student Population Be Improved? 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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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
How Could This Interval of Instruction Be Improved? Interval of Instruction
• The interval of instruction is second semester 2013. • January 17 – April 15.
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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: PreAssessment Baseline Score Range
Target Score on Post-Assessment
41-60 61-80
81-90 91-100
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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. 2. 3. 4. 5. 6.
Complete calibration exercises. Read the entire Automotive Tech I SLO. Using the checklist, review the SLO. Discuss each component with a partner. Provide feedback for the instructor. Allow 10 days for needed revisions.
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
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