When looking at the graphic on the teacher performance side, it appears the evaluation system begins with student growth measures from the previous year. However, only a small percentage of teachers have student growth data (Value-Added) available going into the first year of implementation. What do the rest of the teachers use as the basis for their professional growth plan?
In the first year of implementation, every teacher and principal starts on a professional growth plan (unless the teacher or principal is already on an improvement plan). Starting with a professional growth plan allows for comparability within buildings, districts and the entire state. Professional growth plans help teachers focus on areas of professional development that will enable them to improve their practice. If student growth data are available, they are part of the plan. However, completing the self-assessment enables teachers to identify professional goals in the initial and subsequent years. After the first year of implementation, all teachers and principals will have a professional growth plan or improvement plan based on their student growth measures.
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Do all teachers in the same department or grade in a district have to use the same weighted percentage for growth measures?
The district develops an overall plan (with input from teachers) for using student growth measures for evaluation. Whenever possible, the goal is district-wide consistency. However, there may be instances when certain teachers need different percentages (for example, in the case of a new teacher). The district ultimately makes this decision.
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Will the Ohio Department of Education audit our district on our student growth measures process? What happens if our district or school is found inadequate?
The department will randomly review districts and schools. If there are areas of concern, the department and the district or school may create a correction plan. The district or school must make the corrections identified in the plan.
Educator Evaluation Process Review webpage
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How will my student growth measures be determined if I’m responsible for multiple subjects?
If you are a teacher with multiple subjects that have Value-Added data, you will receive a composite report. If you teach other non-Value-Added grades/subjects using approved vendor and/ or local measures, your data for growth measures should be proportional to your teaching schedule.
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How will student growth measures be used for intervention specialists?
For intervention specialists, the student growth measures depend on the availability of data. If you instruct students in grades/ subjects using the Value-Added progress dimension, you must complete the Roster Verification/Linkage process and may receive a Value-Added report. If you instruct grades/subjects that do not receive Value-Added reports, but your district or school uses an assessment on the Approved Vendor list, you must use data from those assessments. If neither is available, you will use the Student Learning Objective process and/or shared attribution with measures specific to your instructional setting.
In co-teaching situations, it is very important to link your students to you, the teacher, to be accurate. For Value-Added reports, this linkage determines your student growth report information. A similar district-developed process is necessary to verify student rosters for the student growth measures data in situations using approved vendor assessments or local measures.
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How can I demonstrate growth for my gifted students when they are already high performing?
Many gifted students enter school near, at, or above the proficient level. When no Value-Added or vendor assessment growth data are available, you will write student learning objectives. When writing student learning objectives, you will describe the specific student population and how this affects the establishment of growth targets. High achievement scores do not necessarily indicate progress, but gains do. Additionally, be certain to use assessments with “stretch” for the growth calculation. Stretch is where there are enough advanced knowledge/skill questions in assessments for these high-performing students to show achievement.
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If I am an itinerant teacher, do I have student growth measures for teacher evaluation?
Your district or school will evaluate all teachers under the evaluation model, unless the Business Rules for Student Growth Measures state otherwise. Therefore, your district or school needs to carefully review, on a case-by-case basis, whether each itinerant teacher meets the criteria stated in the Business Rules. Some of these criteria include a minimum of six students and meeting the locally determined minimum interval of instruction.
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How do I determine whether or not I have the required six or ten full-time equivalent students to generate a teacher-level Value-Added report?
If you teach a Value-Added course, you should automatically link regardless of the number of students you instruct. To receive a teacher-level Value-Added report, you must link to the equivalent of at least six full-time students for 4-8 reading or math or ten full-time students in other state tested areas. After linking, you will receive scores for your students. The system determines the students who factor into the full-time equivalent and determines whether you meet the minimum full-time equivalent students.
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