1. Implementation of Value-Added in an Urban School District Josephine Scott Sandra A. Stroot Dean Fowls

2. The question for educators today: Regardless of where students begin, how do we maximize the progress each makes in any given year? 84% of the American public believe student progress is the best measure of a school’s effectiveness !

3. CPS Challenges/Strengths We serve about 62,000 students We serve about 62,000 students 66% are eligible for free and reduced-priced meals 66% are eligible for free and reduced-priced meals 30% change schools during the school year 30% change schools during the school year 8,300 qualify for special education 8,300 qualify for special education

4. CPS Challenges/Strengths One in five of our students - more than 12,400 Columbus students - are Gifted and Talented as defined by state standards. We have designed specific programs to serve these students also. One in five of our students - more than 12,400 Columbus students - are Gifted and Talented as defined by state standards. We have designed specific programs to serve these students also. 3,900 have limited English proficiency and live in homes where English is not the primary spoken language 3,900 have limited English proficiency and live in homes where English is not the primary spoken language 800 are homeless; and 800 are homeless; and 400 are in foster care 400 are in foster care

5. CPS Challenges/Strengths In the 2003-04 school year, the district graduated 530 more students than in the preceding school year. In the 2003-04 school year, the district graduated 530 more students than in the preceding school year. The class of 2004 earned $28.9 million in scholarships, grants and financial aid packages, following a record breaking $27.5 million the year before. The class of 2004 earned $28.9 million in scholarships, grants and financial aid packages, following a record breaking $27.5 million the year before.

6. CPS District Goals Quality Instruction: All teachers will deliver high quality instruction to increase academic achievement for all students. Quality Instruction: All teachers will deliver high quality instruction to increase academic achievement for all students. Committed Leadership: District leaders will create and maintain policies and practices that support increased academic achievement and efficient business operations. Committed Leadership: District leaders will create and maintain policies and practices that support increased academic achievement and efficient business operations.

7. CPS District Goals Opportunity to Learn: All students will be given equitable opportunities for Learning. Opportunity to Learn: All students will be given equitable opportunities for Learning. Student Motivation: All students will be motivated to give their best effort. Student Motivation: All students will be motivated to give their best effort.

8. CPS District Goals Efficient, Equitable Operations: The district will operate more efficiently and equitably. Efficient, Equitable Operations: The district will operate more efficiently and equitably. Parent/Community Involvement: The district will engage parents and community organizations to support student success. Parent/Community Involvement: The district will engage parents and community organizations to support student success.

9. Preparing for Value-Added in CPS Project SOAR Project SOAR Schools’ On-line Achievement Reports Schools’ On-line Achievement Reports

10. Preparing for Value-Added in CPS Journey Through the Data Pilot Journey Through the Data Pilot

11. Preparing for Value-Added in CPS 2003-2004 OSU Graduate-Level Coursework 2003-2004 OSU Graduate-Level Coursework Purpose Purpose Experience and critique materials and resources related to data analysis and value-added reporting Experience and critique materials and resources related to data analysis and value-added reporting Review the data in Battelle’s Value-added system to decide how it might be useful at the school level Review the data in Battelle’s Value-added system to decide how it might be useful at the school level Make recommendations to the superintendent on how to roll out value-added in the district Make recommendations to the superintendent on how to roll out value-added in the district

12. Preparing for Value-Added in CPS Participants Participants Building-level teams Building-level teams Central Administration representatives Central Administration representatives

13. Implementation of Value-Added in CPS Parallel Strategies Basic Foundation Basic Foundation In-Depth Knowledge In-Depth Knowledge

14. Basic Foundation Common Knowledge Across District Common Knowledge Across District Process of Implementation Process of Implementation Instructional Video Instructional Video School-level Meetings School-level Meetings September Introduction September Introduction

15. In-Depth Knowledge Professional Development: Professional Development: OSU Graduate-level Coursework OSU Graduate-level Coursework ASIT members will receive initial preparation on the use of the value-added database. ASIT members will receive initial preparation on the use of the value-added database. ASIT members will provide subsequent professional development on use of the value- added database for educators at their buildings. ASIT members will provide subsequent professional development on use of the value- added database for educators at their buildings.

16. Four-Year Professional Development Plan Phase I

17. Four-Year Professional Development Plan Phase II

18. Value-Added Web-Based Reports

19. SCHOOL VALUE-ADDED REPORT

20. SCHOOL DIAGNOSTIC REPORT Progress by Prior Achievement Level

21. PERFORMANCE DIAGNOSTIC REPORT Progress by Proficiency Level

22. STUDENT REPORT

23. Student Projections STUDENT PROJECTION

24. A View of Student Progress We must expect progress for all students. Student A Student B Proficient

25. eSchool Modules Samples of the E-School Modules for Value- Added Assessment Samples of the E-School Modules for Value- Added Assessment School Value Added Report - Review School Value Added Report - Review School Value Added Report - Review School Value Added Report - Review School Diagnostic Report School Diagnostic Report School Diagnostic Report School Diagnostic Report Individual Student Report - Projection Individual Student Report - Projection Individual Student Report - Projection Individual Student Report - Projection

26. PD Outcomes Provide ASIT teams with the knowledge and resources to lead professional development opportunities in their school setting. Provide ASIT teams with the knowledge and resources to lead professional development opportunities in their school setting. Ensure all educators understand how to interpret data and use data to improve student achievement. Ensure all educators understand how to interpret data and use data to improve student achievement.

27. Limitations to Value-Added Data other urban comparison group is currently part of the same pool. No other urban comparison group is currently part of the same pool. Access to the information is limited. Access to the information is limited. E.g.--no specific classroom data available. E.g.--no specific classroom data available. Currently, data are: Currently, data are: not connected to individual teacher results; not connected to individual teacher results; limited to proficiency achievement tests areas; limited to proficiency achievement tests areas; limited to Grades 3-8 limited to Grades 3-8

28. Strengths to Value-Added Data Measures growth from where a child begins the school year, thus giving credit for adding value to student achievement. Measures growth from where a child begins the school year, thus giving credit for adding value to student achievement. Provides a framework to examine the history of students’ performances Provides a framework to examine the history of students’ performances Provides information on a yearly basis, permitting staff to develop interventions aimed at each child’s areas of need. Provides information on a yearly basis, permitting staff to develop interventions aimed at each child’s areas of need. Provides a focus for school personnel to engage in conversations about instructional strategies to improve students’ academic growth. Provides a focus for school personnel to engage in conversations about instructional strategies to improve students’ academic growth.

29. Closing Statement Our goal is to use our phase-in structure to ensure that we are systematic in providing a set foundation for the leadership team we have established at each school, ensuring a thorough understanding of value-added and its role in instructional decision making. Our goal is to use our phase-in structure to ensure that we are systematic in providing a set foundation for the leadership team we have established at each school, ensuring a thorough understanding of value-added and its role in instructional decision making.

30. Questions / Comments?