1. The Classroom Analyst & Using Growth Models
Heather Tauer-Reid & Val Vogt
Education Resource Group, Inc. 21 Waterway Avenue, Suite 300 The Woodlands TX 77380
Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending
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2. Performance Management Functions
The “Heart and Soul” of Performance Management
How well is your organization doing?
Where are improvements necessary?
Who are the models of high performance?
Are your improvement strategies working?
The greatest challenge to performance improvement is the difficulty that organizations have in seeing themselves as they really are.
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3. The Campus Analyst – The Purpose
Understand and analyze performance of the basic business unit in public education
To provide a framework for measuring relative performance
To evaluate the effectiveness of campus leaders
To set and monitor performance goals
All of the learning and most of the costs are at the campuses. We need to understand performance there in great detail.
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4. ERG Performance Management System
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5. A Level Playing Field - Academic Performance Index
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6. Pick a speaker for your group.
Divide into 6 groups.
Pick a speaker for your group.
Your group will be assigned a question that was sent to us by personnel in your district.
After the review, decide how you would answer the question.
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7. Why are rankings as important as student scores?
How can the data be used to identify areas of need & find ways to improve what we are doing as a campus?
How are districts/campuses ranked? What is the benefit of using an index like the API?
Why are rankings as important as student scores?
How do you interpret the red and green bars in the far right of the profile screen? How can that change if you reverse the order of the years?
Are there raw SAT mean scores in the system? What other detail is available about SAT scores?
List those things that you have already discovered that ERG can help you with as a district/campus leader. List those things that you would like ERG to help you with.
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8. Classroom Focus 8 Now let’s drill down to the classroom level. 8
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9. Importance of Measuring Classroom Performance
There is no correlation between academic achievement measures and teacher experience
We do not have a measure to determine improvement of teacher performance
We cannot afford to continue this level of performance
If we had a measure, perhaps this relationship would change
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10. The Problem with Growth Measures and Hurdle Rates
When measuring the year-to-year growth in student performance, the problem with using the Met Standard and Commended Performance hurdle levels is even more acute. Using the example of 7th grade Mathematics, student “A” can gain 1 point in achievement (e.g. from 27 correct to 28 correct) and go from not meeting standard to met standard and the overall pass rate percentage for the campus and district will rise. Student “B” can improve by 15 points (e.g. from 28 correct to 43 correct) and not change the achievement level of the student, campus, or district. Clearly, student “B” shows more growth in achievement than student “A”, but that growth differential is not only hidden by using only hurdle levels of performance, but is actually misleading since the campus with student “A” will appear to improve in achievement while the campus with student “B” will appear to be stagnant.
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11. How to Compare Performance
Year to Year
Same Grade – e.g. 5th grade 2011 to 5th grade in 2012
Student mix may change
Same Students – e.g. 5th grade in 2011 to 6th grade in 2012
Better metric for measuring classroom effectiveness
Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending

12. Explaining Growth in Learning The Learning Growth Index (LGI)

13. Frequency Curve of Test Scores
Student Result
Test # 1
Student Result
Test #2
LGI
Simple frequency distribution of test scores on any test. Every student has a z-score just like they have a raw and scale score.
Test scores are distributed in a population (say 5th grade math takers in English) by frequency according to a performance measure which can be raw score or scale score. To make the performance values useful, we utilize a Z-score of NCE which allows us to compare the performance of this population on another measurement instrument.
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14. Activity I Z-Score Exercise Break into Groups
Discuss the concept of Z-Score as a measurement tool
What can you gain from creating an “Expected Value”
Give an example of how you might use z-scores outside of the classroom.
Break into groups (4?) discuss the concept of z-score as a measurement tool
What can you gain from creating an expected value?
Give an example of how you might use z-score outside of the classroom

15. What Can We Learn? Change in mean score
Lower – test was harder relative to previous
Change in standard deviation
Did the group cluster more (similar achievement level) or distribute more (dissimilar achievement)
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16. What are the Basic Measurements?- Defining Terms
Teacher Achievement Index - TAI
Average of students’ LGI - measure of classroom achievement
Student Growth Index - LGI
Year-to-year change in Z-score
Student Achievement Index - SAI
Percent correct on a standardized test
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17. Measuring Growth and Achievement
High Achievement
&
Low Growth
Low Achievement
&
Low Growth
High Achievement
&
High Growth
Low Achievement
&
High Growth
How do we take these basic measurements and make them useful for leadership.
A table of numbers is not effective.
This view shows performance of your campus within a district for all tests taken.
The red dot is the campus’ weighted average. Each of the green dots represents a grade level for all tests taken.
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18. Measuring Growth and Achievement
Campus Weighted Average
Selected Detail level:
Grade Level/Subject
Teacher
How do we take these basic measurements and make them useful for leadership.
Alone, a table of numbers is not effective.
This view shows growth and relative position in light of your demographics for your campus.
The red dot is the campus’ weighted average. Each of the green dots represents a grade level for all tests taken.
At the teacher level, the red dot will be a particular subject and grade and each green dot represents a teacher.
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19. Questions? Call Heather Directly at (817)723-6105
HOMEWORK!!!!
Using the Campus Analyst, identify those areas of low hanging fruit. What are the subjects and/or grade levels that the ERG data says you should focus on for improvement?
Questions? Call Heather Directly at (817)
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20. Final Thoughts!!
ERG is a tool NOT another program. It tells the story of what is really going on – all the way down to the classroom level.
Many tools reveal performance data, ERG reveals dynamic movement of students’ learning. Which teachers “grow” students the most, i.e. which resources are being deployed successfully for the most benefit.
ERG helps to set campus goals that are based on a total picture. How a campus achieves those goals is up to the principals’ leadership.
Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending