Growth Models Oklahoma Maridyth McBee, Ph.D. Assistant Superintendent for Accountability and Assessment Oklahoma State Department of Education

School and district report cards Teacher and leader evaluation Measuring Growth School and district report cards Change Scores Teacher and leader evaluation Value Add Scores

Student Growth Section Growth is divided into two sub-categories; All students in a school worth seventeen percent (17%) of the final grade Bottom twenty-five percent of students in a school worth seventeen percent (17%) of the final grade

Student Growth Section Reading and Math exams only (Grades 3-8 Reading and Mathematics, Algebra I End-of-Instruction, English II End-of-Instruction). Scores of Full Academic Year students paired with previous test score to evaluate growth. Scores paired with similar versions of the exam. For example, a modified exam to modified exam

Student Growth Calculation Previous Proficiency Level   Student Growth Calculation Number of Points Awarded Based on Change of Proficiency Level Previous Proficiency Level Current Proficiency Level Increase OPI > State Avg. Unsatisfactory Limited Knowledge Proficient Advanced 1 2 3

Calculation of Points for Mathematics Number of Students Point Value Calculation Points Number Remaining Proficient or Advanced 150 1 150 x 1 Number of Unsatisfactory Improving to Limited Knowledge 10 10 x 1 Number of Unsatisfactory Improving to Satisfactory or Proficient 6 2 6 x 2 12 Number of Unsatisfactory Improving to Advanced 3 0 x 3 Number of Limited Knowledge Improving to Satisfactory 20 20 x 1 Number of Limited Knowledge Improving to Advanced 4 4 x 2 8 Number with OPI Growth greater than State Average 8 x 1   Total Math Points 208 Total Number of Students 240

Calculation of Overall Growth Index   Number of Students Number of Points Calculation Points ÷ Students = GI Letter Grade Mathematics 240 208 208 ÷ 240 = .866 87 = B Reading 224 224 ÷ 240 = .933 93 =A Total 480 432 432 ÷ 480 = .90 90 = A

Growth Index: Bottom 25% Only students with a pre-score proficiency level of “Unsatisfactory” or “Limited Knowledge” are included. The bottom twenty-five percent growth index will be calculated the same way as the overall growth index.

Challenges to Change Scores Do not yet have a vertical scale: growth is not consistent from grade to grade. Multiple tests: Regular, modified and portfolio. Scores from each type of test reported on a different scale. Changing to Common Core State Standards Assessments in 2014-15.

Teacher/Leader Evaluation: Statutory Requirements Qualitative 50% Quantitative: Student Academic Growth 35% Quantitative: Other Academic Measurements 15%

Value-Added Model Committee of legislators, educator leaders and community/business representatives recommending teacher/leader evaluation system.

Value-Added Model Value Added Model selected to measure student academic growth for teachers and leaders in grades and subjects for which multiple years of standardized test data exist.

Value-Added Model Components of model to be determined during the next school year. Variables and Business Rules for Data Processing discussed by the Committee Simulated results will assist the Committee to select a model to pilot

Challenges to Value-Added Model Attributing scores to the correct teacher or teachers. Measuring content areas when assessments are not given in consecutive grades. Changing assessments in 2014-15.

Future Goal Measure growth validly and consistently in report cards and for teacher evaluations.

Further Information Contact the Office of Assessment and Accountability http://ok.gov/sde/accountability-assessments