Professional Report

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 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. 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. 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 The four levels of performance for teachers are: accomplished, skilled, developing, and ineffective. For this remaining 15%, districts are permitted, but not required, to use instruments approved by the Ohio Department of Education.

PERFORMANCE EVALUATION OF TEACHERS – THE

3319.114

ALTERNATIVE FRAMEWORK

PERFORMANCE MEASURES FOR 2014-2015 REPORT CARDS AND SUBSEQUENT YEARS

3302.03