Designing Student Growth Measures for Career and Technical Education
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Transcript of Designing Student Growth Measures for Career and Technical Education
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Designing Student Growth Measures for Career and Technical Education
January 22, 2013
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MIKE MCDANIEL, PRESIDENT
OHIO ASSOCIATION OF CAREER-TECHNICAL SUPERINTENDENTS
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STEVE GRATZ, DIRECTOR
CAREER-TECHNICAL EDUCATIONOHIO DEPARTMENT OF EDUCATION
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ROBIN WHITE, CEO/PRESIDENT
GREAT OAKS CAREER CAMPUSES
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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
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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
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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.
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REVIEW OF STUDENT LEARNING OBJECTIVE (SLO) EXAMPLES
HEATHER SASSGREAT OAKS CAREER CAMPUSES
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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)
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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
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Interval of Instruction
• Matches the length of the course• Length of class period• How often the class meets
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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
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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
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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?
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Rigorous Expectations for Assessments
• Recall—Level One• Basic Application of
Skill or Concept—Level Two
• Strategic Thinking—Level Three
• Extended Thinking—Level Four
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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
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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
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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
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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)
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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
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DEBRIEFING THE SLO REVIEW
HEATHER SASSGREAT OAKS CAREER CAMPUSES
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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
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STEPS FOR DESIGNING A LOCAL STUDENT GROWTH MEASURES PLAN
PAM HUNTGREAT OAKS CAREER CAMPUSES
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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
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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.
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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.
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Great Oaks Inventory of Assessments by Program/Course
• Program/Course
• Assessment Name
• Assessment Details/Purpose
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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
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REGIONAL MEETINGS
NETWORKING TO SUPPORT SLO IMPLEMENTATION
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Discussion Guide
• What is currently underway?• What assessments are in place?• What resources are available?• How can we collaborate?
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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
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Regional Report Out• Discussion Highlights• Collaboration and
Next Steps