Data-driventeacher effectiveness

Chances areyou’re already thinking about howto improve teacher effectiveness.

ActecuringS eacherT ffectiveness,Eeaders,L earningL ndA esultsR

S 763:

S 763:

STELLAR ACT

Where tobegin

You could6 figures—even 7 figures—on more testing...

invest

... but what if you coulddrive school change…

...using the assessment datayou already have today

GrowthModeling

Our approach:Compare & analyze ANY test data.

Your result:NO extra testing.NO extra cost.

Example:Language ITBS Growth vs. Achievement(anonymous school)

100

50

752

5

1000 50 7525

Low performance/high growth High performance/high growth

Low performance/low growth High performance/low growth

1

2

3

5

4

7

10

9

8

6

19

20

21

22

23

14

13

12

11

18

17

1516

25

24

National Percentile Rank(2009 ITBS)

Stu

dent

Gro

wth

Per

cent

ile(2

00

7-2

00

9 IT

BS

)

Student Names

1 14

2 15

3 16

4 17

5 18

6 19

7 20

8 21

9 22

10 23

11 24

12 25

13

Example:Math ITBS Growth vs. Achievement(district-wide)

100

50

752

5

1000 50 7525

Low performance/high growth High performance/high growth

Low performance/low growth High performance/low growth

Median 2009 ITBS NPR

Med

ian

Dis

tric

t S

GP

(20

07-

20

09

ITB

S)

300 or more

200 - 299

150-199

100-149

Less than 100

Inquiry

Outliers?What’s going on?Why?

What are ourbest practicesand how do weshare them

What NCLB did forprincipal accountability,GROWTH MODELING does forteacher accountability.

Data-driventeacher effectiveness

Data-driventeacher effectiveness

Now that I’ve identified

the issues...

...how do I support

the process

Replicate myexceptionally goodteachers.

Replicate myexceptionally goodteachers.

Support mystruggling learners.

Support mystruggling learners.

GrowthModeling