In regards to the fifteen percentage points based on other academic measures, the Oklahoma State Board of Education approves conducting further study of best practices across the country as well as inviting Oklahoma educators to provide input to develop a list of appropriate measures for Oklahoma. **Review/Reminder that 50% is Qualitative which is the Teacher Leader Evaluation and 50% is Quantitative which is the Value Added Test score data + the “Other Academic Measures”. On September 19 , 2012, the TLE Commission voted to recommend that the State BoE the following “The TLE Commission recommends that the teacher make the annual selection of the Other Academic Measure from a list approved by the State BoE”. This means that the teacher gets to decide from a prescribed list of grade level appropriate measures what to use for that 15% of their evaluation. This recommendation was approved by the State BoE. When this recommendation was made and approved, the Commission had no idea of what the OAM structure would look like.
Basically the OAMs can be described as 1 st two bullets Whatever the teacher chooses as an OAM must—2 nd set of bullets
Decisions about Other Academic measures can be found in adopted requirements 6A-9. Additional adopted recommendations on Policies for local school boards are found in adopted recommendations 10 and 11—which we will talk about later. You can see there is a 6 and 7 A&B. The A’s and B’s say the same thing except exchange the words teacher and leader. So the A’s are for teachers—in this presentation, we will only hear about the Teacher portion of OAMs. You will see a slide of the Other Academic Measures List in a later slide, however, you can find the information on the current slide as well as other slide with pictures of the List of OAMs and the sample worksheet based on recommended procedures on the SDE website under TLE OAM e-brochure @ http://ok.gov/sde/tle. You may want to print that brochure out to have as a reference as we continue.
Here are some recommended procedures for choosing an OAM: Determine an area of focus—now, you can do this individually, as a role alike group-meaning all 5 th grade teachers in a building working together or all Spanish I teachers in a district—the point being, you may choose to work with others or you may do your OAM by yourself it’s up to you. Administer a pre-assessment or locate data that can be used Select an OAM that will be used—each teacher should have at least 2 possibilities to choose from. If there are not 2 appropriate options listed on the approved list, your local board of ed will need to adopt an additional option or options so that there are at least 2 for each teacher’s unique job description. Keep in mind that a teacher should choose an OAM from an assessment that they are currently using, if possible. OAMs should not be adding on testing to students nor should a teacher cause the district to incur additional expenses to buy a different assessment for the OAM. For instance, if a 2 nd grade teacher is already using the BEAR test, he/she should not arbitrarily choose the Dibels test for the OAM and ask for the district to purchase it.
Additional suggestions are to establish a SMART goal for the academic area of focus. This may help you begin with the end in mind. Then, establish a 5 point rating scale that corresponds with the rankings on the TLE with a 5 being superior down to the Ineffective 1. The final step is getting the approval of your evaluator. Your local association and district should set up a procedure to use in case the teacher and leader cannot agree on the OAM rubric.
This slide and the next show a list of Categories and approved measures in those categories from which you should pick your oam. There is also a column with examples of Possible 5 tier rating scales. You do NOT have to use the samples provided. The rating scale you choose should be reflective of the subject you teach—as the results should give you meaningful feedback to your specific job. It should also take into account the specific needs of your students.
This is by no means an exhaustive list of assessment possible. There may not be 2 appropriate measures to choose from given your specific job description. This gives you an opportunity to discuss with your evaluator other measures that would be helpful to you and your students. One of the assessments that was left off of the approved list is the WIDA—which is given to ELL students. Remember, there can be additions to this list, they must be approved by your local Board of Education.
The Sample worksheet is an example of the paperwork that needs to be completed for each teacher—each year for documenting OAMs. Your district may choose to follow the sample or may choose to develop one specific to the district.
Although the training wasn’t until September 2013
The SDE created this sample timeline for districts to implement the Mandatory Pilot of OAMs for the 2013-14 school year. Local Associations should be discussing what policies and procedures they think are necessary to implement this piece of the TLE. The law says a representative sampling of school sites within the district. If you are in a small district, this means all teachers would be a part of the pilot. If you teach in a larger district, this could mean that all the teachers in feeder schools that flow into one of the district high schools would be participating.
This is a continuation of the sample implementation timeline.
The information on this website references where the information contained within this presentation can be found—as well as the contact information for the two ladies at the SDE who are in charge of the TLE. Ginger DiFalco is the coordinator while Jenyfer Glisson recently became the TLE executive director. She comes to the SDE from Sapulpa PS where she was a principal.
If you have any questions, please contact your OEA staff—the list can be found on our website http://www.okea.org or you can contact me at the email and phone number listed above.
OTHER ACADEMIC MEASURES
Linda Hampton, President
Alicia Priest, Vice President
Lela Odom, Executive Director
Working group of 60+ educators and stakeholders
met during several meetings in Feb 2013. These
stakeholders represented the SDE,
Administration, Higher Ed and teachers from a
wide range of districts and subject specialties.
Their suggestions were taken to the TLE
The SDE synthesized and wrote up “working group
suggestions” and presented them to the TLE
The TLE Commission approved the OAM suggestions
The Oklahoma State Board of Education approved the
recommendations from the TLE Commission
Additional alternative instruments
ensuring a robust evaluation
Capture unique facets of effective
Reflect student academic performance
impacted by the teacher
Specific to job assignments
During the first nine weeks of school, each teacher shall do
each of the following:
1.Determine an academic area of focus for your students that
will guide the OAM for the teacher or leader.
2.Select an OAM that will be used to measure the performance
of the academic area of focus at the end of the year (or after
instruction for the academic area of focus is complete). See
“Approved Other Academic Measures List.”
4. Establish a SMART goal for the academic area of focus as
measured by the OAM. SMART goals are Specific,
Measurable, Attainable and Ambitious, Results-driven,
and Time-bound. SMART goals should be established
based on pre-assessment data.
5. Establish a 5-point rating scale for the SMART goal, where
5 =Superior, 4 = Highly Effective, 3 = Effective, 2 = Needs
Improvement, and 1 = Ineffective.
6. By way of signature, receive agreement from the
evaluator on the SMART goal and 5-point rating scale.
Additional consultation may be necessary in order to
When will Other Academic Measures become part
of teachers’ evaluation scores?
Statute requires all districts to participate in a
no-stakes pilot OAM collection in 2013-2014. In
2014-2015, all teachers and leaders will collect
OAM data to be included as 15% of their final
evaluation scores in 2015-2016.
Why is there a year lag between the time Other
Academic Measures are collected at the site level
and when they are calculated as part of teachers’
final evaluation scores?
Because many of the approved OAMs options include
benchmarks, state exams, and even value added
scores, much of the data used to evaluate a
teachers’ effectiveness using OAMs will not be
available until late spring/early summer, after site
evaluations have been completed. Therefore, a
one-year lag between collecting data for the
quantitative portion of the TLE system, including
OAMs, and using that data as part of teacher
evaluation scores will always exist.
When should local school boards begin adopting
policies for Other Academic Measures?
The collection of OAMs will occur in the 2013-2014
school year for pilot purposes. The OSDE strongly
suggests that local boards begin to adopt policies
regarding Other Academic Measures in the spring of 2013.
School districts and school boards should work closely
with educators from their districts to develop policies.
Districts may consult with a consortium of districts
(such as their local REAC3
H Network) or regional
committees to provide consistency from district to
district on the development and implementation of
local OAM policies.
District OAM evaluation policies should consider the
• Determining timelines and processes for selection of
OAMs, end of year scoring of OAMs, and inclusion of
OAM results into the final evaluation score.
• Offering as many OAM choices as possible to
teachers and leaders
• Determining whether a teacher or leader may select
more than one OAM.
• Allowing Value Added Model (VAM) scores
• Establishing a process for teachers and leaders to
collaboratively develop SMART goals and 5-point
rating scales with peers.
• Establishing a mediation process
• Providing processes for teachers or leaders who
encounter extenuating circumstances
Possible Timeline for Other Academic Measure (OAM)
Pilot Implementation for 2013-2014 School Year
Local school board and/or the superintendent select sites within the district
for representative sampling. (Note: For those districts with a significant
number of school sites, a representative sampling should include at least
enough elementary schools, middle schools, and high schools to be
statistically representative of the entire district. For those districts with a
small number of school sites, all sites will need to participate in order to be
representative of the sites within the district. All educators within each school
site identified for the pilot year should participate in the OAM process.)
Local school board and/or the superintendent convene a representative
group of teachers and leaders to draft local OAM Policies.
Local school board approves OAM Policies for the 2013-2014 Pilot Year.
Principals of selected sites collaborate with teachers for whom there are not
two appropriate options on the State Board Approved OAM List to select
additional OAMs for local school board approval. (Note: Each educator must
have two appropriate options from which to choose. If two appropriate
options for an educator exist on the State Board Approved OAM List, the
educator must choose one from the list.)
All teachers and leaders of selected sites select an individual OAM.
OAM proposals must be relevant to the job duties of that
educator, provide actionable feedback, and be based on a 5-point
scale. (5-Superior, 4-Highly Effective, 3-Effective, 2-Needs
Supervisors/evaluators confirm that the OAM selection is directly
related to the educator’s job duties and meets the definition of
OAMs approved by the State Board of Education.
Supervisors/evaluators approve the 5-point scale for each
educator’s OAM (or similar process as established by the local board
The superintendent submits proposals for additional OAMs to
local school board for approval on behalf of educators for whom
there are not two appropriate options on the State Board Approved
Site principals incorporate approved OAM policy into on-going
Ginger DiFalco, TLE Coordinator
Jenyfer Glisson, Executive Director of TLE