OERC researchers provided a brief review of other state practices regarding student growth measures (including sample SLOs) and teacher /principal evaluation. Also included was a discussion of preliminary findings from Ohio Education Research Center (OERC) research regarding using Student Growth Measures for OTES and OPES within a sample of LEAs in Ohio.

1. STUDENT GROWTH MEASURES: A REVIEW OF
STATE EVALUATION PRACTICES
Weights and Local Measures
Jill Lindsey
OERC Research Lead
Professor and Chair, College of Education & Human Services
Wright State University
Betsy Chadd
Director of Curriculum & Professional Development
Bellbrook-Sugarcreek School District
National Network for Educational Renewal Partners
Making Research Work for Education
connect@oerc.osu.edu
www.oerc.osu.edu

2. Changes in Teacher Evaluation Policies since 2009
 36 states + DC changed teacher evaluation policies
 43 states require annual evaluation of teachers
 26 incorporated differentiated levels of teacher
performance
 32 states incorporated Student Achievement
Measures (SGM)
 26 states use Student Growth Percentiles (SGP) to
measure & communicate SGM
 39 included classroom observations
 22 included multiple observations each year
SGM @ Connecting the Dots Conference 3/22/2013 2

3. Research by Jerald and Hook 2011
graph by Hull, Center for Public Education 2011
SGM @ Connecting the Dots Conference 3/22/2013 3

4. States with 50%-50%
 Ohio
 Colorado
 Pennsylvania
 Florida
 South Dakota
 Idaho
SGM @ Connecting the Dots Conference 3/22/2013 4

5. New Jersey 2013-14
Tested Grades and Subjects (20% of teachers)
 50 - 50 including 35 percent student growth and 15
percent LEA measure
 In future years, 5 percent school-wide and cohort
comparison measures in LEA measures
Non-Tested Grades and Subjects (80% of teachers)
 85 percent teacher practice and 15 percent student
achievement
 In future years, 50-50 with 5 percent school-wide and
cohort comparison measures and 45 percent "student
growth objectives”
SGM @ Connecting the Dots Conference 3/22/2013 5

6. Connecticut
 Minimum of 40% for announced and
unannounced observation (a least 3
observations)
 45% student growth using multiple indicators
including goals/objectives with indicators and
evidence and at least 22.5% based on state tests
 5% student feedback
 10% parent or peer feedback/survey
SGM @ Connecting the Dots Conference 3/22/2013 6

7. Indiana
 20-50% SLOs + teacher performance including
observations
SGM @ Connecting the Dots Conference 3/22/2013 7

8. Arkansas
 Multiple measure
 Including observations
 Including student academic growth and
achievement
SGM @ Connecting the Dots Conference 3/22/2013 8

9. New York
 60% observations and performance with majority
based on observations by administrator and the
rest on independent trained evaluators, peer
classroom observations, student and parent
feedback from evaluators, and evidence of
performance through student portfolios +
 40% SGM with 20% based on state tests and 20%
on other vendor or locally developed tests
SGM @ Connecting the Dots Conference 3/22/2013 9

10. Tennessee
 50% Observation + 35% student growth +
15% state-approved student
achievement
 Teachers with <3yrs experience are
observed 6 times a year.
 Experienced teachers are observed 4
times a year
SGM @ Connecting the Dots Conference 3/22/2013 10

11. Delaware & Rhode Island
 No designated weights
 Delaware has 5 components and requires one
must be student improvement/growth
weighted as high as the highest other
component
 Rhode Island requires annual student growth
and achievement be included but classroom
observations are optional
SGM @ Connecting the Dots Conference 3/22/2013 11

12. 9 of the 14 States Use Danielson’s
Reviewed Today Framework for
Teaching as the
evaluation
model
SGM @ Connecting the Dots Conference 3/22/2013 12

13. Four Levels of Performance Ratings
OHIO INDIANA
 Accomplished  Highly effective
 Proficient  Effective
 Developing  Improvement necessary
 Ineffective  Ineffective
CONNECTICUT SOUTH DAKOTA
 Exemplary  Distinguished
 Proficient  Proficient
 Developing  Basic
 Below standard  Unsatisfactory
SGM @ Connecting the Dots Conference 3/22/2013 13

14. More Levels of Performance Ratings
WASHINGTON & IDAHO NEW YORK
 Distinguished  Highly Effective
 Proficient  Effective
 Basic  Developing
 Unsatisfactory  Ineffective
ILLINOIS
ARKANSAS
 Excellent
 Feedback No Ratings
 Proficient
 Needs improvement
 Unsatisfactory
SGM @ Connecting the Dots Conference 3/22/2013 14

15. District Decisions
About SGM
Weights, SLOs and
Shared Attribution
SGM @ Connecting the Dots Conference 3/22/2013 15

16. Partnership
SGM @ Connecting the Dots Conference 3/22/2013 16

17. BASELINE DATA
SGM @ Connecting the Dots Conference 3/22/2013 17

18. PROFESSIONAL DEVELOPMENT
SGM @ Connecting the Dots Conference 3/22/2013 18

19. COLLABORATION
SGM @ Connecting the Dots Conference 3/22/2013 19

20. SETTING GROWTH TARGETS
SGM @ Connecting the Dots Conference 3/22/2013 20

21. SLO DEVELOPMENT
 Grade Level
 Teacher Level
 Building Level
SGM @ Connecting the Dots Conference 3/22/2013 21

22. MID-YEAR REFLECTION
“We do not learn from
experience….
We learn from reflecting on
experience.”
-John Dewey
SGM @ Connecting the Dots Conference 3/22/2013 22

23. LESSONS LEARNED
 Staff
Development
 Impact on
Culture
 Growth Target
Rigor
SGM @ Connecting the Dots Conference 3/22/2013 23

24. QUESTIONS?
Making Research Work for Education
connect@oerc.osu.edu
www.oerc.osu.edu