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 EDUCATIONOHIO DEPARTMENT OF EDUCATION

ROBIN WHITE, CEO/PRESIDENT

GREAT OAKS CAREER CAMPUSES

Student Growth Measures in CTEDiscussion Group

Great Oaks Career Campuses• Robin White• Steve Jackson• Jon Quatman• Pam Hunt• Heather Sass• Laura Gale• Andy McCool

Warren County Career Center• Maggie Hess• Gary Patton

Delaware Area Career Center• Mary Beth Freeman• Tammy Hall

Mid-East Career and Technology Centers• Barbara Funk

Miami Valley Career Technology Center• Harold Niehaus

C-TEC• Joyce Malainy• Mary Kay Andrews• Laura Bowers• Ginny Evans

Tolles Career and Technical Center• Kim Davis

Meeting Objectives

1. Purpose and framework for SLOs

2. Use of assessment data in SLOs

3. Review of sample SLOs

4. Emerging issues for CTE districts

5. Measures of student growth

6. Experience with variety of assessments

7. Network for SLO development

Introductions

Ohio Department of Education• Carolyn Everidge-Frey

Student Growth Measures Specialists• Chad Rice, SE Region• Mark Robinson, NE Region• Donna Huber, Central Region• Apryl Ealy, NW Region• Katrina Wagoner, SW Region

ESC Representatives• Paul Smith, Hamilton

County• Meghan Griffith,

Southern Ohio• Lou Staffilino, Central

Ohio• Cynthia Yoder, Central

Ohio

Contact information is included in the workshop handout packet.

REVIEW OF STUDENT LEARNING OBJECTIVE (SLO) EXAMPLES

HEATHER SASSGREAT OAKS CAREER CAMPUSES

SLO Template Checklist and Feedback Form

1. Baseline and Trend Data

2. Student Population3. Interval of

Instruction4. Standards and

Content

5. Assessment(s)6. Growth Target(s)7. Rationale for

Growth Target(s)

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

Interval of Instruction

• Matches the length of the course• Length of class period• How often the class meets

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

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

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?

Rigorous Expectations for Assessments

• Recall—Level One• Basic Application of

Skill or Concept—Level Two

• Strategic Thinking—Level Three

• Extended Thinking—Level Four

Evidence-Centered Design of Assessment

Less Focus On Assessing:• What is easily measured• Discrete, declarative

content• Content knowledge

• What learners do not know

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

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

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

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)

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

DEBRIEFING THE SLO REVIEW

HEATHER SASSGREAT OAKS CAREER CAMPUSES

Debriefing Questions

1. What are the characteristics of effective CTE SLOs? Would you add or alter any criteria on the checklist?

2. What are the challenges in implementing SLOS for – Districts– Administrators– Teachers

STEPS FOR DESIGNING A LOCAL STUDENT GROWTH MEASURES PLAN

PAM HUNTGREAT OAKS CAREER CAMPUSES

Steps for Designing a Local Student Growth Measures Plan

1. Conduct an inventory of needs and resources

2. Determine and create student growth measures to be used

3. Communicate expectations and refine the entire process

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.

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.

Great Oaks Inventory of Assessments by Program/Course

• Program/Course

• Assessment Name

• Assessment Details/Purpose

Steps for Designing a Local Student Growth Measures Plan

1. Conduct an inventory of needs and resources

2. Determine and create student growth measures to be used

3. Communicate expectations and refine the entire process

REGIONAL MEETINGS

NETWORKING TO SUPPORT SLO IMPLEMENTATION

Discussion Guide

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

Regional Facilitators

Northwest Region--Executive• Sharon Mastroianni• Apryl Ealy• Laura Gale

Central Region--Judicial• Mary Beth Freeman• Lou Staffilino• Donna Huber

Northeast Region• Jerry Brockway• Mark Robinson• Cyndi Yoder

Southwest Region• Maggie Hess• Paul Smith• Katrina Wagoner

Southeast Region• Pam Hunt• Stan Jennings• Meghan Griffith

Regional Report Out• Discussion Highlights• Collaboration and

Next Steps