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Designing Student Growth Measures for Career and Technical Education

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.

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Designing Student Growth Measures for Career and Technical Education

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  1. Designing Student Growth Measures for Career and Technical Education January 22, 2013

  2. Mike McDaniel, President Ohio Association of Career-Technical Superintendents

  3. Steve Gratz, DirectorCareer-Technical EducationOhio Department of Education

  4. Robin White, CEO/PresidentGreat Oaks Career Campuses

  5. Student Growth Measures in CTEDiscussion Group • Great Oaks Career Campuses • Robin White • Steve Jackson • Jon Quatman • Pam Hunt • Heather Sass • Laura Gale • Andy McCool • 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 • Warren County Career Center • Maggie Hess • Gary Patton • Mid-East Career and Technology Centers • Barbara Funk • Tolles Career and Technical Center • Kim Davis

  6. Meeting Objectives • Measures of student growth • Experience with variety of assessments • Network for SLO development • Purpose and framework for SLOs • Use of assessment data in SLOs • Review of sample SLOs • Emerging issues for CTE districts

  7. Introductions • ESC Representatives • Paul Smith, Hamilton County • Meghan Griffith, Southern Ohio • Lou Staffilino, Central Ohio • Cynthia Yoder, Central Ohio • Ohio Department of Education • Carolyn Everidge-Frey • Student Growth Measures Specialists • Chad Rice, SE Region • Mark Robinson, NE Region • Donna Huber, Central Region • AprylEaly, NW Region • Katrina Wagoner, SW Region Contact information is included in the workshop handout packet.

  8. Review of Student Learning Objective (SLO) ExamplesHeather SassGreat Oaks Career CAmpuses

  9. SLO Template Checklist and Feedback Form • Baseline and Trend Data • Student Population • Interval of Instruction • Standards and Content • Assessment(s) • Growth Target(s) • Rationale for Growth Target(s)

  10. 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

  11. Interval of Instruction • Matches the length of the course • Length of class period • How often the class meets

  12. 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

  13. 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

  14. 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 low-achieving students to adequately demonstrate their knowledge? Does it have enough “stretch?” • Is the assessment valid and reliable?

  15. Rigorous Expectations for Assessments • Recall—Level One • Basic Application of Skill or Concept—Level Two • Strategic Thinking—Level Three • Extended Thinking—Level Four

  16. Evidence-Centered Design of Assessment Less Focus On Assessing: 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 • What is easily measured • Discrete, declarative content • Content knowledge • What learners do not know

  17. 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

  18. 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

  19. 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)

  20. 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

  21. Debriefing the SLO ReviewHeather SassGreat Oaks Career CAmpuses

  22. Debriefing Questions • What are the characteristics of effective CTE SLOs? Would you add or alter any criteria on the checklist? • What are the challenges in implementing SLOS for • Districts • Administrators • Teachers

  23. Steps for Designing a Local Student Growth Measures PlanPam HuntGreat Oaks Career Campuses

  24. Steps for Designing a Local Student Growth Measures Plan • Conduct an inventory of needs and resources • Determine and create student growth measures to be used • Communicate expectations and refine the entire process

  25. 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.

  26. 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.

  27. Great Oaks Inventory of Assessments by Program/Course • Program/Course • Assessment Name • Assessment Details/Purpose

  28. Steps for Designing a Local Student Growth Measures Plan • Conduct an inventory of needs and resources • Determine and create student growth measures to be used • Communicate expectations and refine the entire process

  29. Regional Meetingsnetworking to support slo implementation

  30. Discussion Guide • What is currently underway? • What assessments are in place? • What resources are available? • How can we collaborate?

  31. Regional Facilitators • Northwest Region--Executive • Sharon Mastroianni • AprylEaly • Laura Gale • Northeast Region • Jerry Brockway • Mark Robinson • Cyndi Yoder • Central Region--Judicial • Mary Beth Freeman • Lou Staffilino • Donna Huber • Southwest Region • Maggie Hess • Paul Smith • Katrina Wagoner • Southeast Region • Pam Hunt • Stan Jennings • Meghan Griffith

  32. Regional Report Out Discussion Highlights Collaboration and Next Steps

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