What’s your favorite thing about Issue 2/SB5?  Okay, try and say it without using swear words.  Hard, isn’t it?  Personally, I continue to marvel at the sheer magnitude of ignorance collected all in one single document.  It is sort of like browsing the pictures on the People of Walmart website, I find myself staring at the screen trying to figure out just what the hell they were thinking.

I also keep thinking about the performance pay and evaluation measures of teachers included in Senate Bill 5 (NO on Issue 2).  These sections refer to student academic growth [twice], the value-added progress dimension [twice], and student performance on the assessments [twice], all while reminding us that at least 50 percent of a teacher’s evaluation will based on these measures that will subsequently be a component in the teacher’s performance-based salary.

I’m willing to concede that to the uninformed this might sound reasonable.  And by uninformed I mean Shannon Jones and the SB5 supporters, of course.  What they seem to have overlooked in their zeal to “bring teachers in line with the private sector” is the fact that the duplication of these items within the bill erroneously skews the evaluation and subsequent compensation of teachers based on the one-shot, 2-hour, standardized paper-pencil test scores of children.  For those teachers not blessed with these assessments at the present time, don’t fret, the budget bill (HB153) covered you today when it required the Ohio Department of Education to develop a list of student assessments that measure mastery of the course content for the appropriate grade level, which may include nationally normed standardized assessments, industry certification examinations, or end-of-course examinations.

As I was saying teachers may be penalized or rewarded multiple times based on the Ohio Achievement Assessments (OAA) imposed on their 8- to 13-year old students since the data is utilized multiple times in the compensation calculation.

First, a little information on the definition of “value-added” as it pertains to education in Ohio.  Very simply, value-added is a statistical calculation of the progress of student from one year to the next based on their OAA scores.  Since the data is exclusively based on the OAA, and those tests are only given for math and reading in grades 3-8, the results only exist for teachers of math and reading in grades 4-8 (grade 3 has no prior year to measure growth).  Ohio Revised Code 3302.021 required the implementation of the “value-added dimension” for Ohio’s school districts as a part of their report card.

So, when the bill refers to value-added, it is referring to student standardized test scores.

Exhibit #1:

3317.13 (C) For purposes of this section, a board shall measure a teacher’s performance by considering all of the following:

(3) The value-added measure the board uses to determine the performance of the students assigned to the teacher’s classroom;

(4) The results of the teacher’s performance evaluations conducted under section 3319.111 of the Revised Code or any peer review program created by an agreement entered into by a board of education and representatives of teachers employed by that board;

Exhibits #2 & #3

3317.13 (C) For purposes of this section, a board shall measure a teacher’s performance by considering all of the following:

(4) The results of the teacher’s performance evaluations conducted under section 3319.111 of the Revised Code or any peer review program created by an agreement entered into by a board of education and representatives of teachers employed by that board;

3319.111 

(A) …..The policy shall utilize the framework for evaluation of teachers adopted under division (C) of section 3319.112 of the Revised Code….

3319.112

(A) …..The framework shall require at least fifty per cent of each evaluation to be based on measures of student academic growth specified by the department of education. When applicable to a teacher, those measures shall include student performance on the assessments prescribed under sections 3301.0710 [OAA] and 3301.0712 of the Revised Code and the value-added progress dimension prescribed by section 3302.021 of the Revised Code.

First, a teacher’s performance-based salary must include consideration of the valued-added measures (OAA) AND the results of their performance evaluations, which must ALSO include those test results in the calculations, once as the single-year results, and a second time as the value-added results.  With all the complexities that are involved in the daily education of young children, the imbecile from Springboro thought we should take a 2-hour snapshot of a student’s entire year and use that data not once, not twice, but THREE TIMES to label the effectiveness of a teacher.

Now when you hear the catchphrase “multiple measures” dribbling out of the mouths of the Republicans as they talk about their teacher evaluation process you’ll know that they really mean the same measure used multiple times.  Whether the students perform poorly or expertly, the fact that the results will be obviously biased one way or the other is simply another ignorant and fatal flaw in this legislation.

But wait, there’s more.  Navigate your way to the Ohio Department of Education’s informative website about the Ohio Achievement Assessments.  While you are there, check out the Frequently Asked Questions for Educators and you’ll find some fascinating information that, I assume, will be gone tomorrow.  Just in case, here’s a pic [click to enlarge]:

 

It reads as follows:

5. Will these reports be used for teacher evaluation? 

State test results are not intended to be used for teacher evaluation. Instead, they provide a good snapshot in time of how well students have learned state Academic Content Standards for their grade level. The tests can also help identify particular areas in which individual students or an entire class can benefit from targeted instruction. ODE encourages teachers, principals and superintendents to use the Achievement Assessment score reports as tools for examining and discussing student achievement. Principals and superintendents can also use the assessment results to identify professional development opportunities for staff related to specific content standards or concepts.

 

Who knew?

 

Vote NO on Issue 2

 

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