To ensure a student-focused learning environment where every student succeeds. District 219 Mission 1 DISTRICT 219 PHILOSOPHY D219 GROWTH MODEL A L I G N E D Facilitating academic success for all through rigorous, individual achievement growth targeting
LOCAL growth model 1 Accounts for confounding variables, i.e. SES, Sp. Ed., Race Growth is determined under local programs, courses and teachers Propensity scores can capture achievement potential from multiple past achievement records with different growth projections/scales Uses Local Norming – not State, Regional or Federal Same testing windows Same Assessments or combination of assessments – District chooses
D219S LGM 1 In addition benchmarking growth against state, national and college readiness benchmarks, the growth model benchmarks individual and aggregate growth against local norms. Eliminate known limitations of the EPAS system for measuring growth Reliably identify students at risk for not being on track to meet or exceed state standards Capture individual and aggregate value-added growth Facilitating academic success for all through rigorous, individual achievement growth targeting Local norms provide the following benefits: Provide more meaningful growth benchmarks; benchmarks individual student growth against typical growth of similar D219 students
Application 1 TEACHER AND ADMINISTRATOR EVALUATION PLACING STUDENTS into the most rigorous courses; ensuring all students have equitable access to instruction within the curriculum; academic intervention placement MONITORING THE ACHIEVMENT GROWTH of every individual student; setting realistic but rigorous individual targets Program and course evaluation – RETURN ON INVESTMENT
Current D219 EPAS Program EXPLORE (for course placement) GRADE 8 PLAN SPRING GRADE 9 Practice ACT SPRING GRADE 10 ACT/PSAE SPRING GRADE 11 Facilitating academic success for all through rigorous, individual achievement growth targeting
Local Norms Facilitating academic success for all through rigorous, individual achievement growth targeting Example: Mathematics CRL = College Readiness Level
Setting Individual Targets Facilitating academic success for all through rigorous, individual achievement growth targeting Every student will grow one point greater each year than comparable students in the norm group. Individual Student Targets: Mathematics CRL = College Readiness Level *Note: Student has not yet taken ACT
ILP STUDENT A Releases have been obtained by the parents to use this data in this presentation
Value-Added Education If the District 219 Instructional Program is improving, students should outperform the projections. How are we going to do that? One student at a time by: Setting realistic, but rigorous individual student targets for every single student. Ensuring students have access to the most important components of the curriculum through appropriate course placement and access to interventions. Improving the effectiveness of all programs. Facilitating academic success for all through rigorous, individual achievement growth targeting Adds to the conversation – HIGH SCHOOL READINESS
District 219 will also be using the models to reliably and analytically recommend eighth-grade students into freshman-year courses. Course Placement Rigor will be stressed when considering placement. Students will be placed in the highest-level course that is supported by the data. Facilitating academic success for all through rigorous, individual achievement growth targeting
Placement decision rules are based on sophisticated analytical procedures. The following table shows a simple rule of thumb that works for most cases. Course Placement: Rules of Thumb Rules of Thumb: Math Facilitating academic success for all through rigorous, individual achievement growth targeting EXPLORE MathEXPLORE Math, ScienceRecommendation 17-25Math + Science > 38A05/07 Math + Science < 38A03 14-162*Math + Science > 43A03 2*Math + Science < 43A01 12-13Science > 12A01 Science < 12B01 1-11B01
131 students enrolled in Algebra Readiness to improve mathematics deficiencies 33% of these students tested out of the extension course Average proficiency went from 20% to 52% mastery of learning targets for Algebra Algebra Readiness students increased their EXPLORE math scores by an average of 2.6 points Summer 2011 Algebra Readiness Results
Summer 2011Algebra Proficiency Results 75 students enrolled in Algebra Proficiency 88% were promoted to Geometry Due to both summer Algebra Proficiency and the Algebra Proficiency exam, 223 students who would have normally retaken Algebra as freshmen are taking Geometry. This alters their destiny, as they will be able to take Calculus as a senior
EVALUATION and Value-Added Growth Models Value-added growth models are designed to answer a basic question that has frustrated educators for decades. How do we know if a student or group of students performed any better than they would have anyways: - In a different school - Under a different curriculum -If they were not in a particular program -With a different teacher Historically, our inability to answer this question has been related to the absence of control groups.
1. PAR in D219: Vision PAR is a comprehensive and collaborative process for effectively mentoring, assisting, developing, and evaluating teachers. PAR represents a shared vision between the District and the NTFT of great teaching, high quality mentoring and supervision, and best practices in evaluation. It fosters a trusting environment where all members of the organization assume responsibility for developing and promoting high standards in teaching.
2. PAR in D219 Highlights Teachers Evaluate Teachers. The PAR Panel, a joint union-administrative committee, appoints Consulting Teachers who guide and evaluate teachers. - Untenured years 1 & 2 and tenured who need improvement. The PAR Panel acts upon retention and dismissal recommendations from the Consulting Teachers and Directors. Directors continue to be content-area leaders in every department, but the role of the Director shifts from evaluator to guide for teachers working with a Consulting Teacher.
3. PAR Rollout in D219 During the 2011-2012 school year, only first year untenured teachers will participate in PAR. In the 2012-2013 school year, 1 st and 2 nd year untenured teachers and tenured teachers who either self-refer or receive ratings warranting PAR as their professional development plan will participate in PAR. (Student Achievement data pilot for tenured in English & Math)
Legal Context for Use of Growth Models in Evaluation 105 ILCS 5/10-23.8 requires new multi- year admin contracts be performance contacts Illinois Public Act 96-0861 requires student growth be used in teacher and principal evaluations
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