1. Jim Lloyd_2007 Educational Value Added Assessment System (EVAAS) Olmsted Falls City Schools Initial Presentation of 4 th Grade Students

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

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

4. 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.

5. A Value-Added Consideration Considerations for Gauging Effectiveness: 1) Student’s Prior Achievement Level 2) Student’s Ending Point of Achievement … sets one end of the measurement at the students’ entry point, not at an external standard. How much gain?

6. 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

7. 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

8. 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?

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

10. 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.

11. Jim Lloyd_2006

12. 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.

13. Jim Lloyd_2006 EVAAS How to view a summary report

14. 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.

15. Jim Lloyd_2006 Colors to Remember A score of “0” isn’t bad because we have a 0 growth model. Red isn’t good Yellow is no detectable difference Green is good

16. 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 as to 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

17. 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. The amount of growth is the difference between the 2005 and 2006.

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

19. Composite Reports Jim Lloyd_2006

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

22. Building Summary Reports Jim Lloyd_2006

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

24. Jim Lloyd_2006

25. Subject Specific Reports Jim Lloyd_2006

26. 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.

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

28. Jim Lloyd_2006 EVAAS How to view a Diagnostic Report

29. 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

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

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

34. Jim Lloyd_2006

36. EVAAS Math Reports District Reports 2006 Current 6 th Grade Students

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

38. Jim Lloyd_2006 Math Diagnostic Reports

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

42. 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.

43. Objectives of the Presentation 1. Understanding of the statute requirements of value added assessment 2. Understanding the difference between student achievement and student growth 3. Understanding district, building and teacher effect 4. How will this help teachers help students 5. Preliminary viewing of OFCS value added data

44. 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.

45. Statute Requirements: Ohio Revised Code “…implement a value-added progress dimension for school districts & buildings…” “…shall incorporate the value-added progress dimension into the report cards and performance ratings issued for districts and buildings…” “A scale for describing the levels of academic progress in reading and math relative to a standard year of academic growth in those subjects…”

46. Achievement vs. Growth

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

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

49. 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.

50. A Value-Added Consideration Considerations for Gauging Effectiveness: 1) Student’s Prior Achievement Level 2) Student’s Ending Point of Achievement … sets one end of the measurement at the students’ entry point, not at an external standard. How much gain?

51. 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.

53. Effects on Students

54. 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

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

56. How will this help educators?

57. 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.

58. But I’m a teacher who isn’t directly affected by value added… District goal is to help students achieve. PreK-2 teachers lay the foundation for student learning and impact growth. Will most likely extended to other grades and subjects.

59. 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.

60. Will we be required to test more? No…EVAAS uses the currently administered achievement tests; however There are tests in off grades that the district could utilize in order to gather information in Sci & SS

61. How can value added positively impact gifted and talented students? GT kids achieve – but how much did they grow? EVAAS helps plan for growth among all student populations Focuses enrichment and extension activities on the growth standards.

63. Jim Lloyd_2006 Colors to Remember A score of “0” isn’t bad because we have a 0 growth model. Red Red isn’t good Yellow Yellow is no detectable difference Green Green is good

64. Jim Lloyd_2006 Composite Report Shows the total amount of growth by combining all achievement tests administered. We’re going to look at our composite report now.

67. 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

68. 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 through investment in people! 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.