Student Growth Measures in Teacher Evaluation

1. Student Growth Measures in Teacher Evaluation Module 4: Scoring an Individual SLO

2. Training Norms • Be present. • Respect time boundaries. • Recognize the need for quiet while working. • Use electronics respectfully and appropriately when prompted. • Return to large group attention when signaled.

3. Agenda • Module 1: Introduction to SLOs • Module 2: Selecting Appropriate Assessments • Module 3: Using Data to Inform Growth Targets and Submitting Your SLO • Module 4: Scoring an Individual SLO

4. The SLO Development Process STEP 1:Gather and review available data STEP 2:Determine the interval of instruction and identify content STEP 3: Choose assessments and set the growth target STEP 4: Submit your SLO and prepare for approval and review STEP 5: Final Scoring of the SLO

5. Timeline for SLO Scoring

6. What Comprises an SLO Score? • An SLO final score represents the percentage of students that met their growth targets. • The percentage of students that met the growth target then falls within a range that corresponds to one of five descriptive and numerical ratings.

7. SLO Scoring Example • A teacher has 100 students included in an SLO. • 90 students, or 90 percent of students, met their growth targets. • This percentage corresponds to a rating of “Most Effective.”

8. Additional Scoring Example • In an SLO with 89 students, 15 students did not meet their growth targets. • 74 who met targets divided by 89 students total = 83 percent meeting their growth targets. • 83 percent corresponds to “Above Average.” In this example, the following represent thresholds for each corresponding performance level: 80 out of 89 students met growth target - Most Effective 71 out of 89 students met growth target - Above Average 62 out of 89 students met growth target - Average 53 out of 89 students met growth target - Approaching Average 52 or less students met growth target - Least Effective

9. From SLO Approval to Midcourse Review • After approval, monitor student progress toward the growth targets • Interim or formative assessments • ODE recommends a midcourse check-in • Suggested timeline: February for full-year course; otherwise, approximately midpoint in the interval of instruction • Bring evidence of student progress to discuss • Interim/formative assessment data, student work products, and other evidence that demonstrate growth is occurring • Identify students off-target and come prepared to discuss strategies to make up ground

10. SLO Scoring • A streamlined process improves efficiency and fairness. • It is the responsibility of the teacher to organize and present evidence to the evaluator or local committee.

11. Preparing for SLO Scoring • Steps in organizing and presenting the evidence: • Include a copy of the original, approved SLO Template and Checklist. • Complete the Individual SLO Scoring Template. • Include example copies of the final assessments. • Include any relevant rubrics or an explanation of how the assessment was scored (e.g., for a portfolio of work or performance assessment).

12. Individual SLO Scoring Template • (Handout 4.1) This template is used to present the data to demonstrate whether or not targets have been met for individual students and includes the aggregate percentage of students meeting the target.

13. Completing the Individual SLO Scoring Template • Handout 4.2 provides instructions to complete the scoring template.

14. Cases in Which to Emphasize Use of Multiple Measures • Consider 10 students with writing deficiencies in two different courses: English Composition and Comparative Government • Consider the effect of inaccurate growth targets for those 10 students in two scenarios:

15. SLO Scoring Outcome Scenario • Scoring Example 1 – Mr. Ramirez • Outcome: 95% met growth target; Most Effective (5) • Verbal and written performance assessment, an essay scored with a rubric, and a multiple-choice exam. • Three tiers of growth set, based on a pretest, Spanish I data from the previous year, trend data from Spanish II • Six students did not meet their growth targets • These six students were in the middle tier of expected growth. All were students toward the bottom of the middle tier in terms of prior achievement. • Q1: With the information you have been given, describe what aspects of the SLOs appear to be strong. • Q2: Are there any improvements that you might suggest Mr. Ramirez make when setting his growth targets next time?

16. SLO Scoring Activity • In small groups of three, read Handout 4.3 and use the provided examples and questions to facilitate a discussion around the SLO scoring process. Designate one person to record for the group.

17. Student Growth Measure Scoring • The local education agency (LEA) will submit the district plan in the Ohio Teacher and Principal Evaluation System (eTPES) • The plan will provide default percentages attributed to types of student growth measures based on three categories of teachers. • The LEA will enter teacher scores into eTPES. • Provides a consistent process • Minimizes burden on LEA

18. District Plan Example

19. Variation in Student Growth Measure Percentages Across Teachers • Percentages attributed to student growth measures may vary across teachers if the district believes there is reason. • Consistency across similar circumstances • Comparability across grades and subjects • Individual teachers do not choose percentage attributed to measures.

20. Entering Student Growth Measure Scores Per Teacher • A worksheet similar to the following will be completed for each teacher. See Handout 4.4.

21. Final Student Growth Measure Score • Once 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 converted to an effectiveness rating • Above • Expected • Below

22. Reflection • What stumbling blocks or concerns do you anticipate that LEAs and teachers will have around SLO scoring and combined student growth measure scoring? • How can this training better address these stumbling blocks or concerns?

23. End of Module 4 This concludes Module 4: Scoring an Individual SLO.