Focus for Learning

Focus for Learning in OTES 1.0 is a stand-alone domain. In OTES 2.0, Focus for Learning is comprised of three components:

* Use of HQSD (formerly Assessment Data)

* Connections to Prior and Future Learning (formerly Prior Content Knowledge/Sequence/Connections)

* Connections to State Standards and District Priorities

This section explores the similarities and differences between OTES 1.0 and OTES 2.0 for Focus for Learning and crosswalks the performance ratings within each component.

Standards, Elements and Sources of Evidence

Standards

Standard 1: Students

Standard 2: Content

Standard 3: Assessment

Standard 4: Instruction

Sources of Evidence

Pre-Conference

Standards and Elements

Standard 1: Students

Element 1.1

Element 1.2

Element 1.3

Standard 2: Content

Element 2.1

Element 2.2

Element 2.3

Element 2.4

Element 2.5

Standard 3: Assessment

Element 3.3

Standard 4: Instruction

Element 4.1

Element 4.7

Sources of Evidence

Pre-Conference

Artifacts

Portfolios

Analysis of Student Data

Lesson Plans

Student Surveys

Common Assessments

Domains, Components & Performance Level (Accomplished)

Focus for Learning

The teacher establishes challenging and measurable goal(s) for student learning that aligns with the Ohio standards and reflect a range of student learner needs.

The teacher demonstrates how the goal(s) fit into the broader unit, course, and school goals for content learning and skills.

Assessment Data

The teacher purposefully plans assessments and differentiates assessment choices to match the full range of student needs, abilities, and learning styles, incorporating a range of appropriate diagnostic, formative, and summative assessments into lesson plans.*

Student learning needs are accurately identified through an analysis of student data; the teacher uses assessment data to identify student strengths and areas for student growth.

Prior Content Knowledge/Sequence/ Connections

The teacher uses the input and contributions of families, colleagues, and other professionals in understanding each learner’s prior knowledge and supporting their development. The teacher makes meaningful and relevant connections between lesson content and other disciplines and real-world experiences and careers as well as prepares opportunities for students to apply learning from different content areas to solve problems.

The teacher plans and sequences instruction that reflects an understanding of the prerequisite relationships among the important content, concepts, and processes in school and district curriculum priorities and in state standards as well as multiple pathways for learning depending on student needs. The teacher accurately explains how the lesson fits within the structure of the discipline.

Use of High-Quality Student Data

The teacher leads thoroughly and correctly analyzes trends and patterns in at least two sources of high-quality student data to develop measurable and developmentally appropriate student growth goal(s) and monitors student progress toward goal(s).

The teacher plans for the facilitation of developmentally appropriate student data collection and strategies to assist in student goal setting and progress monitoring.

Connections to Prior and Future Learning

The teacher plans lessons that intentionally make clear and coherent connections with student prior and future learning and include strategies that communicate the connections to students - among lesson content, other disciplines and/or real-world experiences. The teacher plans lessons use the input and contributions of families, colleagues and/or other professionals to understand each student’s prior knowledge while supporting the student’s development.

Connections to State Standards and District Priorities

The teacher’s instructional plan incorporates activities, assessments and resources, including technology, that align with student needs, school and district priorities, and Ohio’s Learning Standards.

The teacher participates in studying and evaluating advances in content and/or provides input on school and district curriculum.

Similarities

OTES 1.0

Uses assessment data to identify student strengths and areas for student growth; establishes challenging and measurable goal(s)
Assessment choices to match the full range of student needs; aligns with the Ohio standards and school and district curriculum priorities
Analysis of student data
The teacher plans and sequences instruction that reflects an understanding of the prerequisite relationships
Connections between lesson content and other disciplines and real-world experiences
Input and contributions of families, colleagues, and other professionals in understanding each learner’s prior knowledge and supporting their development

OTES 2.0

Use at least two sources of high-quality student data to develop measurable and developmentally appropriate student growth goal(s)
Assessments and resources that align with student needs, school and district priorities, and Ohio’s Learning Standards
Analyzes trends and patterns
The teacher plans lessons that intentionally make clear and coherent connections with student prior and future learning
Connections to students - among lesson content, other disciplines and/or real-world experiences
Input and contributions of families, colleagues and/or other professionals to understand each student’s prior knowledge while supporting the student’s development

New Performance Expectations

The teacher monitors student progress toward goals

The teacher plans for the facilitation of developmentally appropriate student data collection and strategies to assist in student goal setting and progress monitoring

The teacher participates in studying and evaluating advances in content and /or provides input on school and district curriculum

Emphasis on technology

The teacher’s plan aligns with school and district priorities and Ohio’s Learning Standards

OTES 2.0 Performance Level Crosswalk

Use of High-Quality Student Data

Ineffective

Does not use HQSD
Develop measurable and developmentally appropriate student growth goal(s)

Developing

Uses one source HQSD
Develop measurable and developmentally appropriate student growth goal(s)
Attempts to analyze patterns; analysis may be incomplete or inaccurate

Skilled

Uses at least two sources of high-quality student data HQSD
Develop measurable and developmentally appropriate student growth goal(s)
Thoroughly and correctly analyzes trends and patterns
Monitors student progress toward goal(s)

Accomplished

Uses at least two sources of high-quality student data HQSD
Develop measurable and developmentally appropriate student growth goal(s)
Thoroughly and correctly analyzes trends and patterns
Monitors student progress toward goal(s)
The teacher plans for the facilitation of developmentally appropriate student data collection and strategies to assist in student goal setting and progress monitoring

Connecting to Prior and Future Learning

Ineffective

No connection to student prior learning or future learning

Developing

Attempts to make connections with student prior learning or future learning
Connections are not clear

Skilled

Intentionally makes connections with student prior learning and future learning
Connections are clear and coherent
Include strategies that communicate the connections to students

Accomplished

Intentionally makes connections with student prior learning and future learning
Connections are clear and coherent
Include strategies that communicate the connections to students - among lesson content, other disciplines and/or real-world experiences
Uses the input and contributions of families, colleagues, and/or other professionals
Support the student’s development

Connections to State Standards and District Priorities

Ineffective

Does not reference Ohio’s Learning Standards

Developing

References Ohio’s Learning Standards
Goals and activities do not align with student needs, school and district priorities, or the standards

Skilled

Incorporates Ohio’s Learning Standards
Activities, assessments and resources, including technology, that align with student needs, school and district priorities.

Accomplished

Incorporates Ohio’s Learning Standards
Activities, assessments and resources, including technology, that align with student needs, school and district priorities
Participates in studying and evaluating advances in content and/or provides input on school and district curriculum

Potential Questions based on Deconstruction of the Accomplished Performance Level

Use of HQSD

What two (or more) sources of HQSD are used?

What evidence exists of correctly and thoroughly analyzing HQSD for trends and patterns?

What evidence is provided of measurable and developmentally appropriate growth goals developed for each student?

How frequently are the growth goals monitored for each student?

In what ways does the teacher facilitate the developmentally appropriate student data collection and strategies to assist in student goal setting and progress monitoring ?

Connections to Prior and Future Learning

How does the teacher intentionally make clear and coherent connections to prior and future learning?

How frequently does the teacher intentionally make clear and coherent connections to prior and future learning?

What strategies are used to communicate connections to students?

How effective are these strategies?

What evidence exists for regular cross-curricular and real-world connections?

How is input from families, colleagues and/or other professionals gathered?

How is the input used to understand each student’s prior knowledge?

How is the input used to support each student’s development?

Connections to State Standards and District Priorities

What evidence exists of alignment to each student’s needs?

What evidence exists of alignment to school and district priorities?

What evidence exists of alignment to Ohio Learning Standards?

What activities, assessments and resources are used for complete alignment?

How does the teacher demonstrate participation in studying and evaluating advance in content?

How does the teacher provide input on school and district curriculum?

Sources

Ohio Department of Education. (2015). OTES-Model-122315.
Ohio Department of Education. (2019). OTES Rubric 12.10.19.v2.clean.

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