Frequently Asked Questions about English Language Teacher Evaluations

Contact Information

STUDENT GROWTH MEASURES

(P) 614-644-7446 or (P) 614-995-4121
SGM@education.ohio.gov

ELL Education

(P) 614-387-2265
 Lau@education.ohio.gov

 

Frequently Asked Questions about English Language Teacher Evaluations

English Language Specialists-How are we evaluated in Ohio?


English Language Specialists-How are we evaluated in Ohio?

    I teach English language learners. Will I be evaluated under the Ohio Teacher Evaluation System?

    Yes, if you have an Ohio teaching license and instruct students for at least 50 percent of your time at school.

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    I am an English language tutor who works for a district on a part-time basis. Will I be evaluated under the Ohio Teacher Evaluation System?

    Yes, if you have an Ohio teaching license and instruct students for at least 50 percent of your job.

     

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    Student Growth Measures are 50 percent of my evaluation. What are my measures?

    As an English language specialist, your main responsibility is that your students learn English. If you teach reading or math in grades 4-8, your district or school may assign a specific percentage of your students’ Value-Added performance to your growth measure in your evaluation. This is a district decision, ideally with your input. 

    If you teach subjects that have state-approved commercial tests available and your district connects you to these tests, then your district or school may assign a certain percentage of your share of this test data to the student growth measure portion of your evaluation.

    If your district or school is developing student learning objectives as part of your growth measure, you should contribute to the development of the objectives based on Ohio’s current English Language Proficiency Standards.

     

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    Is the Ohio Test of English Language Acquisition a state-approved test for the growth measure?

    No.  However, data from the Ohio test can inform baseline data when developing a learning objective for English learners.

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    I already know that a percentage of my growth measure will include locally-developed learning objectives based on English Language Proficiency Standards. How does this work?

    Here are suggested steps:

    1. Review the information provided on the Student Growth Measures page on the Ohio Department of Education website here.
    2. Download the Student Learning Objectives template here.
    3. Download and review the Student Learning Objectives Guidebook.
    1. Use the Checklist for Writing and Approving objectives when creating your learning objectives.

     

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    What information do I include in the Student Population section of the learning objective?

    Describe the students who are included in the objective. Include the number of students by grade level and explain any factors that could impact growth.  These factors could include refugee situations, students with disabilities, talented and gifted identification, etc. 

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    What data do I include in the Baseline and Trend Data section?

    List the English language proficiency levels of your students. You can include the scores from the Ohio Test for English Language Acquisition, if students took this test the previous year. For newly enrolled students, you can include the results of the initial English language assessment. Additionally, your district may have a locally-developed test to assist in determining baseline data.  The information provided informs the creation of the student learning objective and establishes the amount of growth expected.

     

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    Does my interval of instruction run from the first day of school to the last day of the school year?

    The duration of the course that the learning objective covers, including the specific beginning and end dates, is what counts. The end date must correspond to district evaluation timelines. For the purpose of the objective, the interval of instruction must end around mid-April. This is to allow time to complete the teacher evaluation process, including the student growth measure component, by May 1 as required by law, even if the actual course continues until the end of the school year.

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    How do I identify the overall content from all the standards included in my English Language Proficiency Standards?

    Begin by identifying the content in the student learning objective. Then align the Proficiency Standards with the learning objective. For specialists who are focusing on English language acquisition, the objectives can be on the current standards for English learners in listening, speaking, reading and writing. The main goal is to help students develop the English they need to participate in grade-appropriate academic and social settings. Since every teacher must have a minimum of two student learning objectives, one objective can focus on the oral language standards (listening and speaking) and the other objective can focus on the literacy standards (reading and writing). 

     

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    Since I cannot use the state test for my student learning objective, what tests should I use?

    You can use performance-based tests designed and approved by your district. These tests provide English learners the opportunity to demonstrate specific English language communication skills.  For example, to measure a student’s skill to speak fluently, the student could retell a grade-appropriate story or summarize grade-appropriate informational text. A rubric would be used to score the student’s performance in terms of fluency, pronunciation, inflection and stress.  The performance-based test could be the pre-test given at the beginning of the course and the post-test given at the end of the interval of instruction.

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    How do I determine appropriate growth targets that students should reach by the end of the interval of instruction?

    Growth targets should be developmentally appropriate as determined by the baseline data you have gathered. Once you have a target based upon data, then make sure you are pushing the students a little by identifying a target that is rigorous, yet attainable. 

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    Is there a sample student learning objective for English language specialists available for review?

    Yes, a sample learning objective is available on the Department’s website here.

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    Are there other ways I could arrange my two student learning objectives besides one objective for oral communication skills (listening and speaking) and one objective for literacy skills (reading and writing)?

    Yes, there are different ways to categorize learning objectives. It is essential that the growth of all students learning English for whom the teacher is responsible is measured in all four areas – reading, writing, listening and speaking. So, one objective could focus on speaking and writing to demonstrate communication in English. Another could focus on listening and reading skills to demonstrate an understanding of the English language. Yet another learning objective could focus on all four areas for all the students, and a second learning objective could target a particular group of students who need additional attention (such as refugee students, recent arrivals or students at the very beginning level of English proficiency).

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    How do I handle students who enroll after the school year begins or who withdraw in the middle of the school year? Are they included in my learning objective?

    The document Business Rules for Student Growth Measures addresses this issue.  The section entitled “Interval of instruction for SLO” states the following:

    In situations where students join a class late in the year or withdraw early, the student learning objective should attempt to minimally identify the minimal interval of instruction as defined by the district or school. For example, a district or school may have a six-week reporting period. A student moves into the district late, but has data that can serve as baseline and end-of-course based on the six-week interval. In this case, the learning objective should reflect those data points.

     

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    Who approves the student learning objectives and when?

    The local district or school approves learning objectives. The department recommends that an existing district or building committee be trained to review, provide feedback and, ultimately, approve student learning objectives. The composition of this approval committee is a local decision. The Student Learning Objective Template Checklist for writing and approving learning objectives is here.  The department recommends objectives be written and approved, including any needed revisions, no later than November 1 for yearlong courses.  However, the exact timeline is a local decision.

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    I haven’t attended any training regarding the student learning objective process. Will there be trainings offered this summer?

    Yes, training opportunities are currently available through Educational Service Centers. Please contact your local ESC to inquire or check STARS.  The department recently added twenty-four regional sessions from August through December 2013.

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Last Modified: 10/1/2014 10:45:42 AM