High Quality Student Data
The temporary changes in House Bill 197, House Bill 164 and House Bill 404 of the 133rd General Assembly impact teacher, principal and school counselor evaluations. These changes, made in the context of the COVID-19 pandemic, grant districts flexibility around educator evaluations for the 2020-2021 and 2021-2022 school years.
For more information, please see Education Evaluation Systems Guide for Restart.
Using High-Quality Student Data to Inform Instruction and Enhance Practice
Choosing and using high-quality student data (HQSD) to guide instructional decisions and meet student learning needs is key in making sound instructional decisions for students. The teacher evaluation will use at least two measures of district-determined high-quality student data to provide evidence of student learning attributable to the teacher being evaluated. When applicable to the grade level or subject area taught by a teacher, HQSD shall include the value-added progress dimension and the teacher shall use at least one other measure of HQSD to demonstrate student learning. HQSD may be used as evidence in any component of the evaluation where applicable.*
It is recognized there are many types of data that can be used to support student learning, and the data include much more than just test scores. These types of data and their uses are important and should continue to be used to guide instruction and address the needs of the whole child but may not meet the definition of high-quality student data for the purpose of teacher evaluation.
The high-quality student data instrument used must be rigorously reviewed by locally determined experts in the field of education to meet all of the following criteria:
- Align to learning standards
- Measure what is intended to be measured
- Be attributable to the specific teacher for course(s) and grade level(s) taught
- Demonstrate evidence of student learning (achievement and/or growth)
- Follow protocols for administration and scoring
- Provide trustworthy results
- Not offend or be driven by bias
The teacher must use the data generated from the high-quality student data instrument by:
- Critically reflecting upon and analyzing available data, using the information as part of an ongoing cycle of support for student learning
- Considering student learning needs and styles, identifying the strengths and weaknesses of an entire class, as well as individual students
- Informing instruction and adapting instruction to meet student need based upon the information gained from the data analysis
- Measuring student learning (achievement and/or growth) and progress toward achieving state and local standards
*LEGAL REFS. ORC 3319.111; 3319.112
Types of High Quality Student Data
Ohio’s state tests provide value-added data, which research supports as a high quality source of student data. When value-added data is available for a teacher it must be one of the sources of high-quality student data used in the teacher's evaluation.
- Approved Vendor Assessments
Districts or schools can use other assessments provided by national testing vendors and approved for use in Ohio.
- District-determined instruments
Districts or schools may identify measures of high-quality student data other than value-added and vendor assessments. These measures must adhere to the requirements outlined above in the definition of high-quality student data.
Under OTES 2.0 districts may no longer use Student Learning Objectives (SLOs) or Shared Attribution.
Additional Resources for HQSD
Last Modified: 7/26/2021 8:12:45 PM