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How to Design a Local SGM Plan

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  • Ask by a show of hands how many people this graphic looks familiar to---- explain on the surface the categories seem fairly simple. However, as we progress through the session, you will learn how to delve deeper into each category (more complex thinking required).A teacher can only be in one category. Always start at the top & wherever the teacher meets the criteria, that is their category. Provide broad overview of each category. A1 = exclusively teaches value added; A2 = some value added, some not; B= no value added, but has ODE-approved vendor assessment(s); C= no value added or vendor assessment data
  • Acknowledge & thank Kathy for assistance with definition, editing & providing feedback on PPT.
  • Reference this info is on ODE’s website. This session will elaborate on each step.
  • 1.) Share about experiences in Allen Cty. last year. All LEA’s collaborated over the course of 3 meetings. Mention participants are given a workbook-----step by step companion guide for this session to be able to implement these steps in their own LEA.2.) Share about Allen Cty. LEA’s ----- Most sent the supt., principal(s), BOE member, union reps, members of transformation team, etc. ----- Ultimately, it us up to each LEA to determine who will be on their SGM design team.
  • Ask how many have seen the ODE-approved vendor assessment list? Last updated 2/21/12. Ask how many are familiar with the checklist for selecting assessments.
  • Explain a teacher has to have the value added report “in hand”, in order to be a category A teacher. Value added is determined by the schedule the teacher instructed the prior year.
  • Refer to “Business Rules for SGMs” – 9/19/13 edition
  • Share about Bluffton using STAR Early Literacy for 13 years (began in 2000 with STAR Reading & upgraded as STAR morphed). Compare them with Spencerville----just purchased STAR Early Literacy last year. When determining how much weight to place on vendor assessment, it is important to note the length of time the assessment has been in place & the amount of trend data available……establishes greater level of confidence for determining % to apply to vendor assessments. Bluffton placed a higher % on their vendor assessments because they have 13 yrs. of trend data to analyze.
  • AIR Module 6 ----- Share calibration is threaded throughout entire OTES & OPES systems……credentialing training requires calibration on the performance rating rubrics; emphasize need to calibrate on any type of rubrics-----rubrics used in SLOs for assessments, etc.
  • Explain downloadable, electronic templates of all of the inventory steps are available here.

Transcript

  • 1. How to Design a Local Student Growth Measures Plan Ohio’s Statewide Education Conference October 28-29, 2013 Presented By: Mindy Schulz, Allen County ESC Director of Curriculum eTPES, OTES, OPES State Trainer
  • 2. Agenda Participants will learn: • How to use the OTES & OPES student growth measures (SGM) framework • The steps for designing a local student growth measures plan • How to conduct an inventory of teachers, principals, and assessments • How to analyze SGM categories and current assessments • How to set default SGM percentages • Considerations for the local education agency (LEA) SGM plan
  • 3. Definition of Student Growth For the purpose of use in Ohio’s evaluation systems, student growth is defined as the change in student achievement for an individual student between two or more points in time.
  • 4. SGM Framework – OTES
  • 5. SGM Framework – OPES
  • 6. What is a Student Growth Measures Plan? “Teacher evaluation as required by O.R.C.3319.111 relies on two key evaluation components: a rating of teacher performance and a rating of student academic growth, each weighted at 50 percent of each evaluation. The following guidance speaks to the student growth measures component, specifically addressing determinations to be made for using student growth measures within teacher evaluation.” – K. Harper Special thanks to Dr. Kathy Harper, Greene Co. ESC, for sharing this definition.
  • 7. ODE Steps for Designing a Local SGM Plan 1) Conduct an inventory of needs and resources. 2) Determine and create (if necessary) student growth measures to be used. 3) Communicate expectations and refine the entire process.
  • 8. How can we collaborate with others and who should we include on our LEA design team? 1. What collaborative opportunities are available with other LEAs, ESCs, Higher Ed? 2. Who should we include on our SGM LEA design team to help plan and communicate to other stakeholders ?
  • 9. What assessments does our LEA have available? 1) Is our LEA using any of the ODE approved vendor assessments? 2) Create an Inventory • • Which grade level(s) and course(s), have current ODE approved vendor assessments available? Which assessments are not on the ODE approved vendors assessment list, but could be used in SLOs? Checklist for Selecting Assessments 3) LEA Considerations: • • Does the manner in which our LEA is using the ODE vendor assessment meet the definition of student growth? Have we secured the vendor assessment growth reports?
  • 10. Who is required to be evaluated by the new evaluation systems? • Any person who is employed under a teaching license or under a professional or permanent teacher’s certificate and who spends at least 50 percent of his/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 • Create an inventory of teachers in your LEA required to be evaluated by the new evaluation system. 10
  • 11. Categorize teachers into 3 groups 1) Who has teacher-level EVAAS Value-Added data, grades 4-8 reading and math? (Category A1 & A2) 2) Who does not have teacher-level Value-Added data, but has data from assessments on the ODE approved vendor assessment list? (Category B) 3) Who has no Value-Added or approved vendor data? (Category C)
  • 12. Value Added Data Timeline Spring 2013 Teacher and Building Level Value Added reports uploaded into eTPES by ODE. 4-8 Reading & Math OAA’s Administered Spring 2013 Fall 2013 Teacher Level Value Added Reports Released (Spring 2013: 4-8 Reading & Math OAAs) 2nd Semester 2013-2014 May 2014 Spring 2013 Teacher-Level value-added reports (which are actually received in Fall 2013) for Category A1 & A2 Teachers will be used in calculating SGM % based on LEA’s default percentages. Spring 2013 Building-Level value-added results for Category A principals will be used in calculating SGM % based on LEA’s default percentages. 12
  • 13. Value-Added Data Usage A1 teacher in the previous year: Value-Added data from the prior year must be used at 26% - 50% in the current year, according to the LEA’s SGM plan A2 teacher in the previous year: Value-Added data from the prior year must be used at 10% - 50% in the current year, according to the LEA’s SGM plan.
  • 14. Who instructed in a value added course in the previous year? Inventory teachers receiving a teacher-level value added report (Fall 2013) from courses instructed in the previous year (2012-13). • Did the teacher receive a teacher-level value added report this fall? • Who instructed all value added courses last year (exclusively)? • Who instructed some value added course(s), but not exclusively? What percent of time was spent instructing in value added course(s)? • What is the teacher’s current (2013-2014) SGM category? • What is the required value-added weight for the current year (2013-14)?
  • 15. Who has data from assessments on the ODE approved vendor assessment list? Create an Inventory • Which teachers are using an ODE approved vendor assessment? Refer to the LEA’s “Available Assessments Inventory”. • Are any Category A teachers using an ODE approved vendor assessment? If a value-added teacher uses an approved ODE vendor assessment, that assessment becomes a local measure.
  • 16. Who has no Value-Added or approved vendor data? Create an Inventory Inventory teachers with no value-added or ODE-approved vendor assessment data. (Category C)
  • 17. Special Considerations: Which Teachers are New to Value Added Assignment for the Current Year? • Inventory teachers that did not receive a value added report (from previous year), in Fall 2013, but have been assigned to a value added course for 2013-14 (current year). This may include:  New teachers, e.g. Year One Resident Educators, new hire  Any teacher that changed assignment from the prior year to the current year, e.g. teacher instructed 3rd grade in previous year, and currently instructs 6th grade math • Determine 2013-14 (current year) SGM category, dependent upon available data.  Are there ODE-approved vendor assessments available? (Category B)  If there are no ODE-approved vendor assessments available, LEA measures will be used. (Category C)
  • 18. Step Two: Determine LEA Default Percentages What percentages will your LEA attribute to: • Value-Added data (Category A1 and A2)? • Assessments from the ODE approved vendors (Category B)? • Local Measures within each category? (Local Measures may also apply to Category A and B)
  • 19. 2013-2014: How much will our LEA attribute to Teacher-Level Value-Added Data? 19 A1. Teacher Instructs Value-Added Subjects Exclusively Teacher Value Added 26-50% LEA Measures 0-24% A2. Teacher Instructs Value-Added Subjects, but Not Exclusively Teacher-Level Value Added Proportional to teaching schedule 10-50% 0-40% LEA Measures Proportional to teaching schedule O.R.C. 3319.111, O.R.C. 3319.112 19
  • 20. 2014-2015: Category A1 = 50% Teacher Value Added 20 A1. Teacher Instructs Value-Added Subjects Exclusively Teacher Value Added 50% A2. Teacher Instructs Value-Added Subjects, but Not Exclusively Teacher-Level Value Added Proportional to teaching schedule 10-50% 0-40% LEA Measures Proportional to teaching schedule O.R.C. 3319.111, O.R.C. 3319.112 20
  • 21. How much will our LEA attribute to Building-Level Value-Added Data for Principals?
  • 22. our LEA attribute to = LEA Measures the assessments from the ODE0-40% Approved Vendor List? Teacher Value-Added How much will 10-50% S B: Approved Vendor Assessment data available Vendor Assessment 10-50% LEA Measures 0-40% = C: No Teacher-level Value-Added or Approved Vendor Assessment data available St
  • 23. Category B: Special Considerations • How many years has the assessment(s) been administered? • Is there trend data to analyze? • Are there variations in the number of vendor assessments available by course and/or grade level?
  • 24. What LEA measures will be used? Types: • Student Learning Objectives (SLOs) • Shared Attribution Category A Only: • If LEA measures are used, vendor assessment data may be used.
  • 25. What are SLOs? • A goal that demonstrates a teacher’s 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.
  • 26. What is shared attribution? • Shared attribution is a collective measure. • The LEA 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 (i.e. the 5th grade VAM score or the middle school reading ELA team’s combined VAM score)  Building-level or district-level SLOs
  • 27. What is shared attribution for principals? • These are measures to encourage collaborative goals. • The LEA determines which measure of shared attribution it would like to use. • Shared attribution for principals may include:  District Value-Added  Recommended if available  Groups of schools (such as grade level buildings or regional areas within a district) may utilize a composite Value-Added score  District-based SLOs
  • 28. LEA Default Percentages Percentages for Teachers in Category •A1 •A2 •B •C
  • 29. What Default Percentages will your LEA Set for 2013-14? *This information may appear differently in eTPES Spring 2014. LEA Measures Educator Category A: ValueAdded Value-Added Vendor Assessment A1 (exclusive) 26-50% A2 (nonexclusive) Representative & Proportionate to Teacher Schedule 10-50% Shared Attribution Remaining % may be split among SLOs and Shared Attribution areas Total = 50% 50% Remaining % may be split among SLOs and Shared Attribution areas B: Approved Vendor Assessment 10% or greater C: LEA Measures SLOs/Other* 50% Remaining % may be split among SLOs and Shared Attribution areas 50% Remaining % may be split among SLOs and Shared Attribution areas 50% *For Category A, teachers with Value-Added may also include ODE-Approved Vendor Assessment data in this LEA Measures. A special thanks to Dr. Kathy Harper , Greene Co. ESC, for contributing to the contents of this slide. 29
  • 30. What Default Percentages will your LEA Set for 2014-15? *This information may appear differently in eTPES Spring 2014. LEA Measures Educator Category A: ValueAdded Value-Added Vendor Assessment A1 (exclusive) 50% A2 (nonexclusive) Representative & Proportionate to Teacher Schedule 10-50% Shared Attribution Remaining % may be split among SLOs and Shared Attribution areas Total = 50% 50% Remaining % may be split among SLOs and Shared Attribution areas B: Approved Vendor Assessment 10% or greater C: LEA Measures SLOs/Other* 50% Remaining % may be split among SLOs and Shared Attribution areas 50% Remaining % may be split among SLOs and Shared Attribution areas 50% *For Category A, teachers with Value-Added may also include ODE-Approved Vendor Assessment data in this LEA Measures. A special thanks to Dr. Kathy Harper, Greene Co. ESC, for contributing to the contents of this slide. 30
  • 31. Special Considerations • Are there any special considerations to include in the LEA SGM plan?  Possible Example:  New Teacher • If the district decides to allow variation from the default percentages, they must make manual adjustments within eTPES.  Districts should try to be as consistent as possible when setting percentages.  Percentages should not be determined by individual teachers or determined based on individual past results. • Inventory any teachers that require special consideration for SGMs.
  • 32. LEA Default Percentages Percentages for Principals in Category •A •B •C
  • 33. SGM Default Percentages for Principals 33 *This information may appear differently in eTPES Spring 2014 . * *For Category A principals, this could also include the ODE-Approved Vendor Assessment data average of all teachers’ growth ratings. 33
  • 34. Determine how the LEA will implement the local measures process. • Will shared attribution measures be used? • Who is required to create SLOs? • Within the guidelines of 2-4 SLOs, how many SLOs are required for each teacher? • Who will be approving the SLOs? • How will SLOs be tracked, through revisions, and to final approval? • What guidance, training, and support will be provided to teachers and evaluators?
  • 35. Will shared attribution measures be used? • What shared attribution measures are we using? • Have we secured the proper reports? • Will the same shared attribution measures be used for all teachers within each SGM category? Note: Only one shared attribution measure may be used per teacher.
  • 36. Will SLOs be used? • Who is required to create SLOs?  Which categories of teachers will have LEA measures?  Did we select SLOs as an LEA measure?  Which SGM categories will this include? • Within the guidelines of 2-4 SLOs, how many SLOs are required for each teacher? • What assessments will be used?  Refer to the LEA’s “Available Assessments Inventory”  If assessments do not exist for certain grade level(s) and/or courses, have we followed the “SLO Guidelines for Selecting Assessments”?  Will we have a district-approved list of SLO assessments? • Inventory teachers writing SLOs, # of SLOs, and courses SLOs will be written.
  • 37. SLO Approval • Who is approving SLOs in our LEA?  LEAs are responsible for SLO approval.  ODE recommends this process is completed by a committee(s). • Has SLO calibration been completed?  SLO calibration is the process of ensuring a thorough and fair review of all SLOs by systematically requiring high quality and rigor across SLOs.
  • 38. SLO Procedures • How will SLOs be tracked?  Submission  Revisions  Final Approval • What guidance, training, and support will be provided to teachers and evaluators?
  • 39. SLO Tracking Form Teacher Name SLO Event Date Completed Original SLO Submission Committee Feedback Provided to Teacher SLO Approval Midpoint Check-In (recommended, not required) SLO End-of-Interval Scoring and Conference Final SLO Score Entered in eTPES 39
  • 40. SLO Professional Development Form (Example) Grade Level ELA Math Science Soc. St. P.E. Art Music Other Other (__________) (__________) K 1 2 3 4 5 6 7 40
  • 41. Step Three: Communicate Expectations and Refine the Entire Process • Design communication plans, training, and professional development opportunities around requirements and implementation for teachers and their evaluators.  How will the SGM plan be communicated to all stakeholders?  What training will be provided to educators, e.g. SLO training, Interpreting Teacher-Level Value Added Reports, SGM training?  What ongoing professional development and support will be needed to sustain and refine the process?
  • 42. SGM Professional Development Form (Example) Date Agenda Items Target Audience (Identify which teachers will attend the training) Follow-Up Follow up Training Training Agenda Items Date (if applicable) Target Audience (Identify which teachers will attend the training) 42
  • 43. Additional Session Resources To access session resources, including the step-by-step workbook and templates on how to design your own LEA SGM Plan, go to: http://bit.ly/SGMPlan
  • 44. Works Cited • Education, Ohio Department of. (2013, May 12). Steps for Designing a Local Student Growth Measures Plan. Retrieved from Ohio Department of Education: http://education.ohio.gov/Topics/Teaching/Educator-Evaluation-System/Ohio-sTeacher-Evaluation-System/Student-Groth-Measures/Additional-Information/Steps-for-Designing-a-Local-StudentGrowth-Measure • LaWriter Ohio Laws and Rules. (2013, March 22). 3319.111 Applicability of section; evaluating teachers on limited contracts. Retrieved from LaWriter Ohio Laws and Rules: http://codes.ohio.gov/orc/3319.111 • LaWriter Ohio Laws and Rules. (2013, September 29). 3319.112 [Effective 9/29/2013] Standards-based state framework for the evaluation of teachers. Retrieved from LaWriter Ohio Laws and Rules: http://codes.ohio.gov/orc/3319.112v2 • Ohio Department of Education. (2013, July 26). Approved Vendor Assessments. Retrieved from Ohio Department of Education: http://education.ohio.gov/Topics/Teaching/Educator-Evaluation-System/Ohio-s-Teacher-EvaluationSystem/Student-Growth-Measures/Approved-List-of-Assessments#approved • Ohio Department of Education. (2013, September 13). Local Measures. Retrieved from Ohio Department of Education: http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/New-Learning-Standards/StudentLearning-Objective-Examples/041113-Guidance_on_Selecting_Assessments_for_SLOs.pdf.aspx • Ohio Department of Education. (2013, September 13). Local Measures. Retrieved from Ohio Department of Education: http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/New-Learning-Standards/StudentLearning-Objective-Examples/112912-SLO-Requirements-and-Recommendations.pdf.aspx • Ohio Department of Education. (2013, September 25). Student Growth Measures for Teachers. Retrieved from Ohio Department of Education: http://education.ohio.gov/getattachment/Topics/Teaching/Educator-Evaluation-System/Ohios-Teacher-Evaluation-System/Student-Growth-Measures/091913_Business-rules-for-SGM-FINAL-040913-3.pdf.aspx • Ohio Department of Education. (2013, September 25). Student Growth Measures for Teachers. Retrieved from Ohio Department of Education: http://education.ohio.gov/getattachment/Topics/Teaching/Educator-Evaluation-System/Ohios-Teacher-Evaluation-System/Student-Growth-Measures/091913_Combining-the-SGM-scores-one-pager.pdf.aspx
  • 45. Acknowledgements A special thank you to the following individuals for editing, proofreading, and helping shape my knowledge of the information contained in this presentation: • Dr. Kathy Harper, Coordinator/Liaison for StateSchool Initiatives, Greene County Educational Service Center • Carolyn Everidge-Frey, Assistant Director, Office of Educator Equity and Talent, Ohio Department of Education
  • 46. Questions Steps for Designing a Local SGM Plan Mindy Schulz Director of Curriculum, Allen County ESC mindy.schulz@allencountyesc.org ODE Contact Information: Student Growth Measures SGM@education.ohio.gov (P) 614-644-7446