Ohio Educator Effectiveness

Transcription

1 Improve teaching effectiveness and student outcomes Effective teaching is fundamental to improving schools. The primary purpose of STAR assessments is to improve teaching and learning. The purpose of this document is to show how STAR can provide teachers with critical data for documenting instructional practice and building a body of evidence of student growth and achievement as part of their state s and district s educator evaluation initiative. As an interim assessment, STAR provides educators with reliable data during the year so they can see the path ahead in time to impact it. STAR assessments can be administered multiple times throughout the school year, creating a trustworthy trend line that tells a story. With STAR, teachers and principals can demonstrate: student progress toward incremental benchmarks mid-course corrections in instruction and the resulting effects efforts to screen and identify students in need of intervention students response to intervention trends towards state proficiency, and more Special considerations for K-3 teachers Over the course of a school year, depending on the student, K-3 students will transition from non-readers to readers. To get Student Growth Percentiles, students must pretest and post-test with the same assessment. In other words, students who test with STAR Early Literacy in the fall must test with STAR Early Literacy in the spring in order to get an SGP. This does not preclude also testing with STAR Reading Enterprise. Please note that STAR Reading Enterprise does not produce an SGP for kindergartners. Because both STAR Early Literacy and STAR Reading are quick and provide critical information for instructional planning, there is value in administering both to students in this transitional time. Using STAR data in Ohio Ohio s educator evaluation formula includes qualitative (50%) and quantitative (50%) components (source): 1) STAR provides group growth scores for a group, class, grade, or school 2) STAR provides growth targets for Student Learning Objectives (SLO s). With SLO s, a teacher s evaluation is based on the percentage of individual students who meet the growth target. Qualitative component (50%) Teacher practice is measured by performance on the Ohio Teacher Evaluation System (OTES) instrument (source: OTES Model Packet). The information provided in this document focuses only on the quantitative portion of the formula. Quantitative component (50%) STAR Enterprise can provide growth data for the quantitative portion of an educator evaluation formula. SGP, EVAAS, etc. This document offers suggestions for how STAR data can be used within the quantitative component. It is always up to administrators and teachers to determine what is best suited for their district or schools. Student Growth Percentiles Student Growth Percentile (SGP) compares a student s growth to their academic peers (students in the same grade with a similar scaled score on a STAR assessment) nationwide. SGP is reported on a 1 99 scale, with lower numbers indicating lower relative growth and higher numbers indicating higher relative growth. For SGPs to be reported, students must be tested within at least two of the following date ranges: Fall: August 1 November 30 Winter: December 1 March 31 Spring: April 1 July 31 Pre and post-tests for half-year SGP scores (Fall to Winter, Winter to Spring) must be administered at least 60 calendar (not school) days apart, and full-year SGPs (Fall to Spring) must be administered at least 180 calendar days apart. Page 1 of 10

2 Tested subjects Untested subjects 4-8 ELA/Math (EVAAS value-added scores from OAA) K-3, 9-12 Rating Scale (source) SLO Source Final Evaluation Matrix (source, page 7) 1. Accomplished 2. Skilled 3. Developing 4. Ineffective A Student Learning Objective (SLO) is a measurable, long-term academic growth target that a teacher sets at the beginning of the year for all students or for subgroups of students. SLOs demonstrate a teacher s impact on student learning within a given interval of instruction based upon baseline data gathered at the beginning of the course. A Guide to Using Student Learning Objectives as a Locally- Determined Measure of Student Growth How Ohio Department of Education calculates a final summative rating. EVAAS Value added Ohio uses the EVAAS valued added model for grades 4-8 with the state OAA test scores. Several Ohio districts also receive EVAAS value added reports based on their STAR Early Literacy, STAR Reading, and STAR Math data for grades K-3. These districts are part of a Race to the Top pilot conducted by the Ohio Department of Education. The STAR/EVAAS data is reported on the ODE state data portal. Value-Added Growth Models measure the impact educators have on student academic growth by comparing their students growth to that of observationally similar students. Value-Added models take into account students prior knowledge and select demographic characteristics (e.g., gender, economically disadvantaged status, limited English proficiency) to statistically isolate the impact of educators. Other information The electronic Teacher and Principal Evaluation System (etpes) is the required accountability system for conducting and documenting educator evaluations and calculating ratings. Click here for more information. NOTE: This document provides examples of ways that educators may choose to use STAR data. This information is not intended as a recommendation. Educators and district leaders are always cautioned against placing too much emphasis on any one evidence source. Page 2 of 10

3 Incorporating STAR data into Option B: Approved Vendor Assessment, teacher-level data available (10-50%) Suggested configurations for consideration, bearing in mind the importance of multiple sources of evidence: 1. Whole-class growth score (no SLO) o Suggest using median Student Growth Percentile, see Table A below. 2. Multiple SLOs ODE recommends at least 2 SLOs. (Source: See box below right.) When appropriate, teachers may choose to create one SLO with STAR Reading, one SLO with STAR Math. Teachers may consider setting growth targets for SLOs with Student Growth Percentile. See page 4 for SLO example using SGP as reported in STAR. Ohio Educator Effectiveness 3. Combination of whole-class growth and SLOs At least one whole-class growth score (See Table A below.) At least one SLO (See page 4 for SLO sample.) Note: Educators can use the same assessment for two purposes, but growth must be reported in two different ways. Source: A Guide to Using Student Learning Objectives as a Locally-Determined Measure of Student Growth 2013, p. 4. Table A. For those districts that have a pilot opportunity, ODE recommends that all teachers create at least one SLO to gain experience with the SLO process. In full implementation, teachers should create two to four SLOs per year representative of the teacher s schedule and student population. Source: A Guide to Using Student Learning Objectives as a Locally-Determined Measure of Student Growth 2013, p. 6. Available online at: /Educator-Evaluation-System/Ohio-s- Teacher-Evaluation-System/Student- Growth-Measures/Student-Learning- Objective-Examples Page 3 of 10

4 Ohio Student Learning Objective (SLO) Plan- Example Name of Teacher: Hernandez, Mike Name of Reviewers: Content Area/Grade Level: English with Intervention/9 th Grade Date Reviewed: Student Learning Objective (SLO): During the current school year, my 9 th grade English with Intervention students will be expected to maintain pace with their academic peers while increasing their reading comprehension skills. By the end of May, my goal is for 70% or more of my students to show a gain of at least 35 Student Growth Percentile (SGP) as measured by the STAR Reading Enterprise assessment, which is a valid and reliable assessment of reading comprehension. Baseline Data and Rationale: (Why did you choose this SLO?) The underlying purpose of a SLO is to determine what students need to learn, set a reasonable and attainable growth target for each student, and measure their learning. I will use STAR Reading Enterprise Screening Report data to help inform baseline decisions, though the complexity around using data to set the growth target is considerably simplified with SGP. I have chosen growth in reading comprehension for this SLO because improving this skill is not only key to our school s improvement plan; it is also greatly emphasized in the English/Language Arts Common Core State Standards for Reading: Literature, and Informational Text. Learning Content: (What content will the SLO address?) Reading comprehension is not only key to our school s improvement plan; it is also greatly emphasized in the English/Language Arts Common Core State Standards for Reading: Literature, and Informational Text, specifically, the following CCSS Reading Standards: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 10. By the end of grade nine, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Student Population: (Who are you going to include in this population?) All students in this 9 th grade intervention class. Interval: (How long will you focus on this SL0?) One school year Assessment/Evidence Source(s): (How will you measure the outcome of your target?) The assessment I will use to measure student growth is STAR Reading Enterprise which is a valid and reliable assessment of reading comprehension. My primary source of evidence for this particular SLO will be Student Page 4 of 10

5 Growth Percentile data from the STAR Reading Enterprise Growth Report. I will also incorporate multiple measures by using formative classroom assessment to verify student comprehension of texts we read in class. Targeted Growth: (What is your goal for student growth?) I will set a research-based growth target using Student Growth Percentile. I will use 35 SGP as the growth target for each student. While it may appear to be the same growth target for each student, because SGP compares each student to their academic peers, meaning students are compared to students who started out at the same achievement level, each student s growth target is actually individualized. Strategies/Instructional Practices: (What methods or interventions will you use to support this target? I will use STAR Reading Enterprise data to inform my instructional decisions. Specifically, I will use the Core Progress learning progression embedded in STAR Reading to gain insight into the skills my students are ready to learn next. I will couple explicit instruction in reading comprehension (e.g. summarization, prediction, compare and contrast) and vocabulary with the core 9 th Grade English literature study. We ll also use each novel to practice deep reading and journal writing. These practices will help ensure that my students keep pace with their academic peers. I will screen in the fall, winter, and spring. Through STAR Reading Enterprise reports and other data in my school, I will determine the best method(s) to provide instruction to my students. I will make these decisions with my colleagues during data team meetings. The STAR Record Book, which links to the Core Progress learning progression and the Instructional Planning Report, will help determine the skills my students are ready to learn. This will help me make informed decisions about where there are gaps in students knowledge and focus my instruction accordingly. The Growth Report will be important to identify students who are keeping academic pace with their peers by winter testing. If students are not growing as expected, I will determine what is needed to help them maintain pace with their peers. Support: (What instructional support or professional development is necessary to accomplish the target?) My district is providing training on data literacy and test score interpretation to make sure I know how to get the most from my STAR data. We re also using professional development around data teams, which are one element of Professional Learning Communities. Further, included with STAR Reading Enterprise are a number of professional development resources including the Getting the Most out of STAR Enterprise Guide and Renaissance-U. Page 5 of 10

6 How to incorporate STAR data into a SLO A SLO is calculated by determining the percentage of students in a class that meet a growth target. In some states, educators can select the growth target and the percentage of students who must meet the target when setting up their SLOs. Two components (or levers ) in calculating a SLO: 1. Growth target 2. Percentage of students in your classroom who must meet the growth target Ohio comparison data STAR Reading (n=10,425 classrooms) Percentage of students who meet the growth target Growth Targets 40 SGP 45 SGP 50 SGP 60% of students hitting target per classroom 70% of students hitting target per classroom 80% of students hitting target per classroom 90% of students hitting target per classroom Individual students hitting SGP (n=221,678 students) 55% 44% 33% 34% 24% 16% 16% 10% 6% 5% 3% 2% 61% 56% 51% Source: A Guide to Using Student Learning Objectives as a Locally-Determined Measure of Student Growth 2013, page 18. INFORMATION TO INFORM YOUR DECISION MAKING: The table above illustrates the percentage of classrooms in which a specified percentage of students hit the 40, 45, and 50 SGP growth targets. Using the Ohio sample rubric shown above right, a score of Average or 3 would require 70% of students to reach their SLO growth target. If that target were set at 40 SGP, 34% of classrooms (teachers) in Ohio would meet the growth target and get an Average rating for their SLO. At the same time, when not rolled up into classrooms, 61% of individual students will meet the 40 SGP growth target. But, that is not the nature of the SLO, which is calculated by determining the percentage of students within a classroom that meet the SLO growth target. Educators should consult their own school and district baseline data, when available, to set growth targets. Page 6 of 10

7 Teacher Name: Hernandez, M School: South High School SLO Title: Freshman English with Intervention Assessment Name (if available): STAR Reading Enterprise Bowekaty, Chad Edwards, Broc Hill, David Johnson, Matthew Lanier, Madeline Ormeo, Ricardo Taylor, Wayne Vazquez, Jennifer Wills, Brady Student Name Student Number Baseline Score Growth Target 890 SS 40 SGP 743 SS 40 SGP 914 SS 40 SGP 933 SS 40 SGP 659 SS 40 SGP 848 SS 40 SGP 604 SS 40 SGP 857 SS 40SGP 823 SS 40 SGP Final Score 1003 SS Fall-to-Spring SGP: SS Fall-to-Spring SGP: SS Fall-to-Spring SGP: SS Fall-to-Spring SGP: SS Fall-to-Spring SGP: SS Fall-to-Spring SGP: SS Fall-to-Spring SGP: SS Fall-to-Spring SGP: SS Fall-to-Spring SGP: 24 Exceeds/ Meets Target? (yes/ no) No No % of students that exceeded/ met growth target Descriptive Rating Numerical Rating Final SLO Percentage % Exceeding/Meeting NUMERICAL RATING OF SLO: 3 Target: 78% (7 out of 9 students) Most Effective Above Average Average Approaching Avg or less Least Effective 1 % Below Target: 22% (2 of 9 students) Page 7 of 10

8 Sample Growth Target = 40 SGP 40 SGP is used in this example for demonstration purposes only. It is not a recommendation. Page 8 of 10

9 Wayne and Brady did not meet the 40 SGP growth target. % of students that exceeded/ met growth target Descriptive Rating Numerical Rating Final SLO Percentage % Exceeding/Meeting NUMERICAL RATING OF SLO: 3 Target: 78% (7 out of 9 students) Most Effective Above Average Average Approaching Avg or less Least Effective 1 % Below Target: 22% (2 of 9 students) Page 9 of 10

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