Connecting Student Learning Objectives (SLOs), the Ohio Teacher Evaluation System (OTES), Response to Intervention (RtI) and the Ohio Improvement Process (OIP): Taming the Alphabet Soup

Presenters: Kadee Anstadt, Executive Director of Teaching and Learning; Sara Stockwell, Assistant Director of Teaching and Learning, Perrysburg Schools

Summary: To make implementation of the Ohio Teacher Evaluation system meaningful and effective, Perrysburg is integrating it at a deeper, systemic level. They have consistency in their goals, ex. student growth measures link to their intervention goals. As a result, their district’s major goals are not just part of a plan that sits on a shelf – rather, they describe what educators do every day in the classroom. Major lessons learned to date:

  • Need a leadership framework in place – have both a building leadership team and teacher-based teams based on content areas wherever possible. You can re-purpose existing teams but make sure the right people are represented.
  • Roll-out should be on the ground floor. They started working on student growth measures at a summer workshop, but very few teachers attended. Later, they established collaborative planning time during the school day, which is highly effective and transformational. Their school schedule employs a 75 minutes of planning time for teachers in the primary areas every eight days at the beginning of the day. They use the “late-start” schedule for these days, but also can offer the time for students to pursue college counseling or study hall.
  • Find the time – Planning a full-day for junior high teachers to plan and review student learning objectives was successful and worked better than the high school’s approach, which paired two teachers for the same purpose in a shorter period of time.
  • Visuals for are not always the key – you need to be sure that all school reform efforts are all part of how the district does business. Integration is the key. Perrysburg stresses that all efforts are standards-based –instruction, assignments and grade cards.
  • Don’t try to do it all – take something off your plate that does not have to be done. Also, chunk the work into manageable action steps spread throughout the school calendar.

For More Information: Contact Kadee at or Sara at for access to their Google folder of resources.

Download: Presentation



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