1. Jim Lloyd_2007 Educational Value Added Assessment System (EVAAS) Phase 2 Presentation

2. Learning Outcomes Understand the difference between achievement and growth Understand how teachers can have an effect on growth variance Understand that growth data is displayed in various methods Analyze student value added data Begin to consider how you could apply/use value added data in order to leverage student growth

3. Value Added 101 It is very complicated statistical procedure to measure student growth, but it is highly reliable and valid. It’s not meant to be a hammer or stick to prove that people are not doing their jobs. It’s another data tool to help us improve.

4. Why is measuring achievement & progress important? Gives a snapshot of achievement at a particular point in time. A balanced way of measuring student learning. Achievement tests don’t tell growth. A measure of progress begins to fill in missing pieces to the puzzle. It is the law.

5. Suppose this box represents a group of students for a given grade level and subject area… Low High

6. Low … and we fast forward to the end of the given school year

7. An Achievement Status Consideration Considerations for Gauging Effectiveness: 1) External Standard (proficiency level) 2) Student’s Ending Point of Achievement ? (Yes/No) … sets a proficiency level students are expected to meet.

8. Teacher Effects

9. Factors related to student learning - District, School, and Teacher Influence on Student Progress Following inferences were shared at the Governors Education Symposium (2004) Based on 22 years of Value-Added Study, Dr. Sanders draws the following conclusions: Variation in student academic progress can be attributed this way: 5% attributed to District quality 30% attributed to School quality 65% attributed to Teachers quality

10. Difference in student achievement levels after Experiencing qualitatively different teacher sequences of effectiveness, Dallas Source: Heather Jordan, Robert Mendro, & Dash Weerasinghe, “Teacher Effects On Longitudinal Student Achievement” 1997. 76 27 15 90 Beginning 3rd Grade Score (Percentile) Average Math Score 3 yrs later in Percentiles Dallas Students Assigned To 3 Highly Effective Teachers In A Row Dallas Students Assigned To 3 Ineffective Teachers In A Row

11. Rivers (1999) Can varying sequences of teacher quality vary student chances of passing a high stakes test? o Rivers (1999) followed students from 4 th through 9 th grade from two large urban districts. o Students were grouped into quartiles on the basis of achievement on the 4th grade standardized test. o Math teachers were identified for grades 5-8 and were linked to effectiveness levels (Low, Avg, High), based on their success in facilitating value-added achievement with a prior group of students. o Do these quality distinctions apply to another cohort of students and offer reliable information about how a student will do on a high stakes in the future?

12. Probability of Passing High School Exam based on Sequence of Teacher Effectiveness Experienced

13. Jim Lloyd_2006 How is value added different than what we’re currently doing? Current system measures only achievement (what percentage of kids pass the test). New system measures progress towards the standard, so can more accurately reflect the growth of ALL students, especially those who may be hard-pressed to ever reach the passing rate.

14. Jim Lloyd_2006

15. How will this help me as an educator? Measures growth from where the student enters the grade level. Measures progress at building/grade levels. Shows if programs/instruction are impacting student growth. Aligns classroom resources to help all.

16. Jim Lloyd_2006 EVAAS How to view a summary report

17. Jim Lloyd_2006 Concepts to Remember This isn’t about proving…it’s about improving. The power of the scores is in the sample size. The scores become less reliable as the size of the population decreases. We will not be looking at the individual growth of individual students because it is not reliable.

18. Jim Lloyd_2006 Colors to Remember A score of “0” isn’t bad because we have a 0 growth model which means that if all students grew as expected the color would be yellow. Red isn’t good Yellow is no detectable difference Green is good

19. Jim Lloyd_2006 Terms Mean NCE Gain—the average gain that the group achieved compared to where they started. This is the growth measure for the entire group of kids who have at least 2 data points. Standard Error—a statistical calculation used to adjust for measurement error. As score dispersion increases, the SEM increases to adjust for this. In EVAAS, we us this to determine how confident we are that the score didn’t occur due to error. Impacted by sample size and dispersion Ohio’s model uses 1 SEM for significance

20. Jim Lloyd_2006 Terms cont. State Base Year—the average amount of growth that happened by the grade in Ohio (expressed in NCE units) 2005 Mean—the average amount of achievement that the students came in with. 2006 Mean—the average amount of achievement that the students left with. How is the student GAIN determined? It is the difference between the 2005 and 2006.

21. Types of Reports Composite Diagnostic Subject Specific Reading Math Performance Subject Specific Reading Math Subgroup specific (reading/math) Jim Lloyd_2006

22. Composite Reports Jim Lloyd_2006

23. Composite Report Shows the total amount of growth by combining all achievement tests administered. We’re going to look at our composite report now.

25. What are Building Summary Reports? Jim Lloyd_2006

26. Building Summary Reports There are summary reports for each building as well that are subject specific. Here is reading building summary report...

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28. Subject Specific Reports Jim Lloyd_2006

29. Subject Specific Reports Shows the amount of growth obtained in a particular subject area. We’re going to look at a Summary Reading and Math Report now.

30. Jim Lloyd_2006 What is this? Growth standard of 0 is what we would expect if the student made a years growth

31. Jim Lloyd_2006 EVAAS How to view a Building Diagnostic Report

32. Jim Lloyd_2006 Pos Gain Neg Gain This shows us the # of OFCS students in each quintile Total # of students in the testing pool is divided into 5 groups called quintiles A “0 gain model” means that if students made about a year’s worth of growth we would see a gain within +1 or -1 of the standard error

33. Disaggregated Building Report You can look at value added data for different reported groups as well.

34. Jim Lloyd_2006 Note that without at least 5 in a group, no data is reported

35. Disaggregated Building Report You can ask to show you who the students are too

38. Jim Lloyd_2006 Example— Scattered spread w/a low performing spike

41. Jim Lloyd_2006 EVAAS Math Reports District Reports 2006 Current 6 th Grade Students

42. Jim Lloyd_2006 Building Summary Report There are summary reports for each building as well that are subject specific. Here is mathematics.

43. Jim Lloyd_2006 Math Diagnostic Reports

46. Jim Lloyd_2006 What is the gain pattern? Remember to look @ these things

47. Implications of EVAAS Questions What sorts of organizational strategies will lead to increasing district, building and teacher effectiveness? What are the professional development implications of instituting EVAAS in Olmsted Falls? What is the short and long term plan to prep the administrative team and building staff for this additional accountability system? Responses Teachers and principals make the difference. Build capacity! Make a concerted effort to get ahead of the curve and use this and other data to our advantage. Foster and reinforce a data-driven culture across the district. Build upon and expand our staffs’ capacity to implement and monitor a standards-based educational program for all students.

48. What’s Next? EVAAS Phase 3 Review of Spring 2007 value added data Discussion of the implications of the data

51. This number is underestimated and will likely change.