Using High-Quality Student Data to Inform Instruction and Enhance Practice

Choosing and using high-quality student data (HQSD) to guide instructional decisions and meet student learning needs is key in making sound instructional decisions for students. The teacher evaluation will use at least two measures of district-determined high-quality student data to provide evidence of student learning attributable to the teacher being evaluated. When applicable to the grade level or subject area taught by a teacher, HQSD shall include the value-added progress dimension and the teacher shall use at least one other measure of HQSD to demonstrate student learning. HQSD may be used as evidence in any component of the evaluation where applicable.

It is recognized there are many types of data that can be used to support student learning, and the data include much more than just test scores. These types of data and their uses are important and should continue to be used to guide instruction and address the needs of the whole child but may not meet the definition of high-quality student data for the purpose of teacher evaluation.

Source: Ohio Department of Education. (2020). OTES 2.0 Model (032720).

Criteria for High-Quality Student Data

The HQSD instrument used must be rigorously reviewed by locally determined experts in the field of education to meet all of the following criteria:

• Align to learning standards;
• Measure what is intended to be measured;
• Be attributable to a specific teacher for course(s) and grade level(s) taught;
• Demonstrate evidence of student learning (achievement and/or academic growth);
• Follow protocols for administration and scoring;
• Provide trustworthy results; and
• Not offend or be driven by bias.

AND

The teacher must use the data generated from the HQSD instrument by:

• Critically reflecting upon and analyzing available data, using the information as part of an ongoing cycle of support for student learning;
• Considering student learning needs and styles, identifying the strengths and weaknesses of an entire class as well as individual students;
• Informing instruction, adapting instruction to meet student need based upon the information gained from the data analysis; and
• Measuring student learning (achievement and/or academic growth) and progress towards achieving State/local standards.

Source: Ohio Department of Education. (2019). OTES Framework Draft 12.14.19.

Local Decision Points on HQSD

How will the district make decisions around HQSD?

How will it be determined if an instrument meets the criteria for HQSD? Committee? Evaluator?

How will it be determined that the teacher met the criteria of using the data from the instrument? Committee? Evaluator?

How will the district define “experts in the field”?

Source: Ohio Department of Education. (2019). Local Decision Points for Districts Regarding OTES 2.0 . Retrieved from http://education.ohio.gov/getattachment/Topics/Teaching/Educator-Evaluation-System/Ohio-s-Teacher-Evaluation-System/2019-2020-Project-OTES-Pilot/Decision-Points-for-District-Implementing-OTES-2-0_8-1-19.pdf.aspx?lang=en-US