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Value-Added Overview. August 16, 2012. Sapulpa Public Schools. Our Mission. The mission of Sapulpa Public Schools, in partnership with the community, is to provide a premier education to ensure that every student achieves success in a global society. Sapulpa Public Schools’ Self-Assessment. - PowerPoint PPT Presentation
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Value-Added Overview
Sapulpa Public Schools
August 16, 2012
Copyright, 2012. Battelle for Kids.
Our Mission
The mission of Sapulpa Public Schools, in partnership with the community, is to provide a premier education to ensure that every student achieves success in a global society.
Copyright, 2011. Battelle for Kids.
Sapulpa Public Schools’Self-Assessment
Copyright, 2012. Battelle for Kids.
Learning Targets
Understand why value-added analysis provides a more complete picture of school and teacher effectiveness.
Understand how harnessing the power of two, achievement and progress, provides a more robust picture of school improvement.
Develop a conceptual understanding of growth metrics
Copyright, 2011. Battelle for Kids.
“Education is no longer a pathway to opportunity and success. It is a prerequisite for success.”
-President Barack Obama, March 2009
National Landscape
Copyright, 2011. Battelle for Kids.
No Child Left Behind (NCLB) has brought an increased focus on student achievement results for schools, school systems and specific groups of students within schools.
National Landscape
Copyright, 2011. Battelle for Kids.
“With increased accountability, American schools and the people who work in them are being asked to do something new—to engage in systemic, continuous improvement in the quality of the educational experience of students and to subject themselves to the discipline of measuring their success by the metric of students’ academic performance.”
-Richard Elmore, Bridging the Gap Between Standards and Achievement
National Landscape
Copyright, 2011. Battelle for Kids.
Across the country, growth models are helping schools identify strengths, challenges and opportunities throughout the system. Growth analysis brings a new and critically important kind of diagnostic information to allow districts to be strategic and focused in their decision-making.
National Landscape
Copyright, 2011. Battelle for Kids.
For the first time in the history of American education, the definition of “great” teachers is grounded in the students’ academic growth, not just student achievement. The difference is subtle but extremely important.
National Landscape
Copyright, 2012. Battelle for Kids.
Let’s Consider…
What are some ways that we determine our effectiveness as teachers?
Are some ways more insightful to our professional learning?
Copyright, 2012. Battelle for Kids.
Audience Share
Teacher observation Student growth Classroom mgmt. Student engagement Student productions-produce
the language Analyze the data
(achievement and benchmark)
Scaffolding information/differentiated instruction
Passion of the teacher
Parent feedback Student independence Student feedback Daily work Labs Questions students ask All students involved Student attitudes Attendance Providing a healthy
environment Teacher knowledge of students
Copyright, 2012. Battelle for Kids.
Audience Share
Copyright, 2011. Battelle for Kids.
All measures should inform practice and lead to improvement for students.
Multiple measures should clarify, not confuse.
Multiple measures are not necessarily “better.” Less is more, sometimes.
Important to measure what is important.
The Right Measures
Copyright, 2011. Battelle for Kids.
Don’t just admire the data.
Harness the power of data for improvement, not judgment.
Convert data to information.
Respond to the data. Don’t react.
Using the Measures Correctly
Copyright, 2012. Battelle for Kids.
Value-added models measure the influence of schools or teachers on the academic growth rates of students.
Value-added analysis compares the change in achievement of a group of students from one year to the next, to an expected amount of change, based on their prior achievement history and other potential influences.
What is value-added analysis?
Copyright, 2012. Battelle for Kids.
In a perfect world: Students start at the same place. Students progress at the same pace. Achievement test scores are enough to
show growth.
Stair Step Expectations
Copyright, 2012. Battelle for Kids.
In reality: Students start at different places. Students progress at different rates. We need more than scores on a single test to
show a school’s effectiveness.
Differentiated Reality
Copyright, 2012. Battelle for Kids.
Why use value-added analysis?
Using value-added analysis, along with other data allows us to separate…
what we think is happeningfrom
what is actually happening.
Copyright, 2012. Battelle for Kids.
What do you see?
Copyright, 2012. Battelle for Kids.
Take a second look.
Copyright, 2012. Battelle for Kids.
To do this we need: The right questions The right data The knowledge to interpret these data The wisdom to respond (not react) and apply
strategies for school improvement
Harnessing the Power of Data for Improvement
Copyright, 2012. Battelle for Kids.
Setting the Stage: The Power of Two
Copyright, 2012. Battelle for Kids.
The Power of Two
Achievement plus Growth Measures = A Clearer Picture of Student Outcomes
Achievement Measures a student’s performance at a point in time
on a single test in a single subject Compares to a standard (e.g., proficiency) Important to post-secondary opportunities (GPA,
ACT)
Copyright, 2012. Battelle for Kids.
The Power of Two
Achievement plus Growth Measures=A Clearer Picture of Student Outcomes
Growth Measures the student’s progress between two points in
time Uses student’s own prior performance to predict future
performance May factor in student background characteristics Uses multiple data points (including student
demographics) that relate to student performance to increase precision
Measures the effect a district, school, grade-level, classroom or teacher has on growth of student
Copyright, 2012. Battelle for Kids.
How do value-added measures support what we know about schools?
The Power of Two:Achievement & Progress
Pro
gre
ssO
ne Y
ear’
s G
row
th
AchievementTest Results
Standard
Low ProgressLow Achievement
Low ProgressHigh Achievement
High ProgressLow Achievement
High ProgressHigh Achievement
• School A
• School B
• School C
• School D
• School E
• School F
• School H
• School K
• School G
• School J
Copyright, 2012. Battelle for Kids.
Pro
gre
ssO
ne Y
ear’
s G
row
th
AchievementTest Results
Standard
Low ProgressLow Achievement
Low ProgressHigh Achievement
High ProgressLow Achievement
High ProgressHigh Achievement
• School A
• School B
• School C
• School D
• School E
• School F
• School H
• School K
• School G
• School J
Leading
The Power of Two:Achievement & Progress
Copyright, 2012. Battelle for Kids.
Pro
gre
ssO
ne Y
ear’
s G
row
th
AchievementTest Results
Standard
Low ProgressLow Achievement
Low ProgressHigh Achievement
High ProgressLow Achievement
High ProgressHigh Achievement
• School A
• School B
• School C
• School D
• School E
• School F
• School H
• School K
• School G
• School J
Learning
The Power of Two:Achievement & Progress
Copyright, 2012. Battelle for Kids.
Pro
gre
ssO
ne Y
ear’
s G
row
th
AchievementTest Results
Standard
Low ProgressLow Achievement
Low ProgressHigh Achievement
High ProgressLow Achievement
High ProgressHigh Achievement
• School A
• School B
• School C
• School D
• School E
• School F
• School H
• School K
• School G
• School J
Losing Ground
The Power of Two:Achievement & Progress
Copyright, 2012. Battelle for Kids.
Pro
gre
ssO
ne Y
ear’
s G
row
th
AchievementTest Results
Standard
Low ProgressLow Achievement
Low ProgressHigh Achievement
High ProgressLow Achievement
High ProgressHigh Achievement
• School A
• School B
• School C
• School D
• School E
• School F
• School H
• School K
• School G
• School J
Lucky
The Power of Two:Achievement & Progress
Copyright, 2012. Battelle for Kids.
Pause and Reflect
Where do you think your school is?
Where would you like to be?
What strategies can you embrace now to get there?
Copyright, 2012. Battelle for Kids.
The gardeners’ oak trees are 4 years old. We need to find the starting height for each tree in order to more fairly
evaluate each gardener’s performance during the past year. Both trees were much shorter last year. Oak Tree A grew by 14 inches and Oak Tree B grew by 20 inches.
Gardener AGardener B61 in.
Oak AAge 4
(Today)
72 in.
Oak BAge 4
(Today)
Oak AAge 3
(1 year ago)
47 in.
Oak BAge 3
(1 year ago)
52 in.
Although it appears that Gardener B was more effective in attaining a taller tree, it does not tell the whole story.
+14 in.
+20 in.
This is analogous to a Simple Growth Model
Copyright, 2011. Battelle for Kids.
Achievement ModelSimple Growth ModelValue-Added Model
A Conceptual Analogy
Copyright, 2012. Battelle for Kids.
For the past year, the gardeners have been tending to their oak trees, trying to maximize the height of the trees.
Each gardener used a variety of strategies to help their own trees grow. After one year of implementing their strategies, one of Gardener A’s tree
grew to 61 inches tall and one of Gardener B’s trees grew to 72 inches tall.
Gardener A Gardener B
61 in.
72 in.
We begin by understanding what attributed to the growth of the gardeners’ trees.
This is analogous to an Achievement Model
Copyright, 2012. Battelle for Kids.
Low High
Gardener A Gardener B
We still do not know how much of this growth was due to the strategies used by each gardener. We need a more accurate estimate. We examine all oaks in each respective area to find the average height
increase for these trees. We also take into consideration the impact of three environmental factors:
Rainfall, Soil Richness, and Temperature.
Copyright, 2012. Battelle for Kids.
+20 Average+20 Average
+ 3 for Rainfall
- 3 for Soil + 2 for Soil
- 8 for Temp + 5 for Temp_________+12 inchesDuring the year
_________+22 inches During the year
The average increase in oak tree height was 20 inches during the past year. However, each tree was exposed to different levels of rainfall, temperature
and soil richness. Therefore, we must adjust the average height during the past year to
compensate for these environmental factors.
Gardener A Gardener B
+47 in. +52 in.
- 5 for Rainfall
Based on data for all oak trees in the region:
Now it’s time to use our data to make a more accurate prediction for the expected height of oak trees in this area.
59 in.12 in.
74 in.
22 in.61 in.
72 in.
Copyright, 2012. Battelle for Kids.
Our predicted heights for tree A and B are 59 and 74 inches respectively. Oak tree A’s actual height of 61 inches is 2 inches more than we predicted. We attribute this above-average result to the effect of Gardener A. Oak tree B’s actual height of 72 inches is 2 inches less than we predicted. We attribute this below-average result to the effect of Gardener B.
Finally, we compare the actual height of each tree to our prediction.
PredictedOak A
PredictedOak B
ActualOak A
ActualOak B
59 in.
74 in.Gardener A Gardener B
61 in.
72 in.+2
-2
This is analogous to a Value-Added Model
Copyright, 2012. Battelle for Kids.
PredictedOak B
ActualOak B
Gardener A
Avg. = -4 in.
PredictedOak A
ActualOak A
Avg. = +5 in.
Apply this method to all trees under each gardener’s care.
This information can be used to calculate the height for each tree today if it were being cared for by an average gardener in this area.
Now, who is the more effective gardener?
Gardener B
Copyright, 2012. Battelle for Kids.
How Does This Analogy Relate to Value-Added in the Education Context?
Oak Tree Analogy Value-added in Education
What are we looking at? • Gardeners • Districts• Schools• Grade levels• Classrooms• Programs and
Interventions
What are we using to measure success?
• Relative height improvement in inches
• Relative improvement on standardized test scores
Sample • Single oak tree • Groups of students
Control factors • Rainfall• Soil richness• Temperature
• Students’ prior test performance (usually most significant predictor)
• Other demographic characteristics (grade level, gender, SWD, ELL status, IEP status, mobility, etc.)
Copyright, 2012. Battelle for Kids.
Reflection
Why is it important to measure both achievement and progress?
What are the challenges of identifying our most effective practices through a single lens of an achievement measure?
How may the use of value added measures inform our efforts to identify and replicate our most effective practices?
Copyright, 2012. Battelle for Kids.
The Value-Added Research Center (VARC) Model
School Level Results Teacher Level Results
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Value-Added Color Scheme on Reports
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Which grade-level team should be prioritized?
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Value-Added Analysis: Actual minus Predicted
Value-Added Above Prediction
Value-Added Below Predicted
Value-Added At Prediction
Copyright, 2012. Battelle for Kids.
Prior Data Points Used to Predict:
Using the data from the Oklahoma Core Curriculum Test (OCCT), in reading and math… A prior reading achievement level can be predictive
of reading achievement. e.g., 7th grade reading predicts 8th grade reading
A prior math achievement level can be predictive of math achievement.
It is also possible that a prior reading test can predict
math and vice versa.
Copyright, 2012. Battelle for Kids.
Culture Matters
For many of us, examining data can be very personal.
The school value-added report may be the first time we look into the mirror and reflect upon the impact of our practices.
A supportive and collaborative culture fosters using the data to improve our practices in a positive and productive manner.
Copyright, 2012. Battelle for Kids.
Closing Questions
Think about your school’s culture. How would we assess our readiness to collaborate around our data for the purposes of improved practice?
What are some ways that we can nurture a positive school culture for using value-added data to improve practice?
Copyright, 2012. Battelle for Kids.
Check for Understanding
Please complete the 3–2–1 Exit Ticket before leaving today.
3 Ways value-added data can improve your school and/or classroom.
2 Things you would like to further explore.
1 Takeaway you gleaned from this presentation.
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