STUDENT GROWTH MEASURES

Condensed from ODE

Teacher Training
 Student Growth Measures will be part of the
Ohio Teacher Evaluation System
OTES
 3

Who Will Be Evaluated Under OTES?

Any person who is employed under a teaching
license or under a professional or permanent
teachers certificate and who spends at least 50
percent of his or her time employed providing
student instruction. This does not apply to a teacher
employed as a substitute.
This usually excludes:
Speech pathologists, occupational therapists
Teachers on assignment
Nurses, psychologists, guidance counselors
 4

Where Do SGMs Fit In?

Skilled
 5

Definition of Student Growth

For the purposes of Ohios evaluation
systems, student growth is defined as
the change in student achievement for
an individual student between two or
more points in time.

Excerpted from ICF International. (2011). Measuring Student Growth for Teachers in Non-Tested
Grades and Subjects: A Primer (Document created for the Race to the Top Technical Assistance
Network). Fairfax, VA: Author.
 6

Growth, Not Proficiency

Proficiency targets set a minimum level of
achievement that all students are expected to meet
on their summative assessment, regardless of
where the student starts.
Unlike proficiency targets that set the same post-
assessment score for all students, growth targets
are customized for students based on their pre-
assessment score or other baseline data.
 7

Example Growth Target

On the science preassessment, students scored between
40 and 79. Tiered Growth Targets are set as:
Pre-assessment Post-assessment
Score Range Growth Target

40 49 70 or above
50 59 75 or above
60 69 80 or above
70 79 85 or above
 8

Categories of Teachers in OTES

Category Teachers are in this category if

They receive value-added reports from state

A1 assessments for all courses they teach.
They receive value-added reports from state
A2 assessments for some, but not all, courses.
They do not receive any value-added reports,
B but they use vendor assessments that
produce growth scores.
They do not receive any value-added reports
C or vendor assessment growth scores.
 9

Student Growth Measures

Starting 201415

House Bill 555 affects

the measures used
and weights assigned
to them for Category A
teachers.
Beginning 20132014,
Category A splits into
two categories.
 10

What Are the Types of LEA Measures?

SLOs
Shared attribution
Approved vendor assessments (Category
A2 only)
 11

What Are SLOs?

An SLO is:
A goal that demonstrates a teachers impact on
student learning within a given interval of
instruction
A measurable, long-term academic target
written by an individual teacher or a teacher
team
 12

Shared Attribution
Shared attribution is a collective measure.
The district determines which measure of shared
attribution it would like to use.
Shared attribution could be:
A building or district value-added score
Recommended if available
Building team composite value-added score (e.g., the fifth-grade
VAM score or the middle school reading teams combined VAM
score)
Building-level or district-level SLO
 13

Student Growth Measures

Starting in 201415

LEA Measures:

SLOs

Shared Attribution

Vendor
Assessments
(for Category A2
teachers only)
 14

District Plan Example

Value Vendor
Teacher
Added Assessment LEA Measure
Category
10%50% 10%50%
Shared
SLO/Other
Attribution Total
A1 (Value
50% 0% 0% 50%
Added)
A2 (Value
40% 10% 0% 50%
Added)
B (Vendor
30% 10% 10% 50%
Assessment)
C (LEA
40% 10% 50%
Measure)
 15

Student Growth Measure Scoring

The district will submit the district plan in the Electronic
Teacher and Principal Evaluation System (eTPES).
The plan will provide percentages attributed to types of student
growth measures according to the three categories of teachers.
Designated administrators from the district will enter
teacher scores into eTPES.
Provides a consistent process.
Minimizes burden on district.
 16

Entering Student Growth Measure Scores per

Teacher
An electronic
worksheet
similar to this
one will be
completed for
each teacher.
 17

Final Student Growth Measure Score

After the individual SLO scores are input into eTPES, the
system will generate a final score that incorporates scores
from all student growth measures.

Teacher index score will be converted to an effectiveness

rating:
Above
Expected
Below
 18

What Composes an SLO Score?

An SLO final score represents the percentage of students
who met their growth targets.
The percentage of students who met the growth target
then falls within a range that corresponds to one of five
descriptive and numerical ratings.
SLO Scoring Matrix

Percentage of Students Who Met or

Descriptive Rating Numerical Rating
Exceeded Growth Target

90100 Most effective 5

8089 Above average 4
7079 Average 3
Approaching
6069 2
average
59 or less Least effective 1
 19

Recommended Timeline for SLO Implementation

Early fall: Write and submit SLOs for approval.

October: Receive feedback on the SLO and, if necessary,
revise.
From approval to April: Gather evidence of student
progress.
By May 1: Complete final submission form, and meet with
the evaluator to discuss the final review and scoring of the
SLO.
INTRODUCTION TO STUDENT LEARNING
OBJECTIVES (SLOS)
 21

What Are SLOs?

An SLO is:
A goal that demonstrates a teachers impact on
student learning within a given interval of
instruction
A measurable, long-term academic target
written by an individual teacher or a teacher
team
 22

How Many SLOs Are Required in Ohio?

ODE requires a minimum of two SLOs for teachers using
SLOs as a growth measure.
ODE recommends teachers create 24 SLOs that are
representative of their schedule.
Science teacher with four sections of biology and two
sections of life science: Because the majority of her students are
in biology, she might write two SLOs covering biology content
classes and one for the life science content.
Elementary teacher in Grade 2: Because most elementary
schools focus on reading and mathematics, he may write one
reading SLO and one math SLO.
SLO Evaluation Cycle

23
 24

The SLO Development Process

STEP 1: Gather and review available data.

STEP 2: Determine the interval of instruction,

.and identify the content.
STEP 3: Choose assessments and set the
growth targets.
STEP 4: Submit your SLO and prepare for
review and approval.
STEP 5: Monitor and prepare for SLO rating and
discussion.
High-Quality SLOs Include or Address the Following
Criteria:
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)

25
 26

Online Modules
As an additional resource, two online training modules are
available that recap the information presented today and
provide additional information on using your own data
within SLOs.

Module 5A and Module 5B

http://
education.ohio.gov/Topics/Teaching/Educator-Evaluatio
n-System/Ohio-s-Teacher-Evaluation-System/Student-Gro
wth-Measures/Student-Learning-Objective-Examples
 27

ODE Contact Information

NAME RttT REGION ESC PHONE
Rice, Chad SE Muskingum Valley 740-408-2786
Robinson, Mark NE Mahoning County 440-554-4950
Huber, Donna Central Mid-Ohio 419-295-9418
Ealy, Apryl NW Auglaize County 419-674-3663
Wagoner, Katrina SW Hamilton County 937-515-0376

http://
education.ohio.gov/Topics/Teaching/Educator-Evaluation-System/Ohio-
s-Teacher-Evaluation-System/Student-Growth-Measures

Carolyn Everidge-Frey
Assistant Director
Office of Educator Equity and Talent
25 South Front Street | Columbus, Ohio 43215-4183
(614) 644-7446
Carolyn.Everidge-Frey@education.ohio.gov
education.ohio.gov