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measure in proportion to the part of a teacher’s schedule of courses or
subjects for which the value-added progress dimension is applicable.
After July 1, 2014, if the teacher’s schedule is comprised only of courses
or subjects for which the value-added progress dimension is available,
the entire student academic growth factor of the evaluation shall be
based on this dimension. However, students with 45 or more absences
during the full academic year shall not be included in this student
academic growth factor.
For grade levels and subjects for which the assessments and the value-
added progress dimension, or the alternative student academic progress
measure, do not apply, the Ohio Department of Education is required to
develop a list of other assessments that measure mastery of course
content. This list could include nationally normed standardized
assessments, industry certification exams, or end-of-course exams.
The four levels of performance for teachers are: accomplished, skilled,
developing, and ineffective.
PERFORMANCE
EVALUATION OF
TEACHERS – THE
ALTERNATIVE
FRAMEWORK
The board may elect to use an alternative framework in the calculation of
the evaluation factors rather than the 50% student academic growth
measure.
If the alternative framework is used, the teacher’s ratings shall be
calculated as: student academic growth at 35%; teacher performance
measure at 50%; and the remaining 15% to be one or a combination of
the following components: student surveys, teacher self-evaluations,
peer evaluations, student portfolios, or any other component determined
to be appropriate by the district.
For this remaining 15%, districts are permitted, but not required, to use
instruments approved by the Ohio Department of Education.
Districts are prohibited from using value-added ratings from the
2014-2015 and 2015-2016 school years for evaluations or
employment decisions unless the district or school collectively
agrees with its teachers or principals to use them.
Evaluations are to be based solely on performance if a value-added
rating applies and no other measure of student academic growth is
available.
3319.114
PERFORMANCE
MEASURES FOR
2014-2015 REPORT
CARDS AND
SUBSEQUENT
YEARS
In addition to an overall grade, letter grades will be issued for each of the
following performance measures on a school or district’s report card:
1) Annual measurable objectives;
2) Performance index score (A must equal 90% or higher; C must
be at least 70% but less than 80%; and an F is less than 50%);
3) Percentage of applicable performance indicators that have been
achieved (A must be 90% or higher);
4) 4- and 5-year adjusted cohort graduation rates;
5) Overall score under value-added progress dimension which shall
use up to 3 years of value-added data, as available. (No overall
grade of A can be assigned unless value-added dimension grade is
a B or higher.)
6) Value-added progress dimension score disaggregated for gifted
students identified as gifted in superior cognitive ability and specific
academic ability fields, students with disabilities, and students
scoring in the lowest quintile on a statewide basis;
7) K-3 literacy progress based on the reduction of the total
percentage of students scoring below grade level on diagnostic
3302.03