Growth Model for District “X”

Growth Model for District “X” Why Use Growth Models? Showing progress over time is a more fair way of evaluating It is not just a “snap shot” in time

Model Choices…. • Average Growth Model • Advantages: • Sliding scale score showing progress for students over time (older students have higher score than younger) • Most reliable model because of this sliding scale • Disadvantages: • Student demographics and other data are not taken into consideration in averaging scores

Model Choices • Value-Added Model • Advantages • Takes into consideration student characteristics • Identifies not only progress made but the extent in which schools, community and parents have contributed • Disadvantages: • Requires substantial resources • Because of “assumptions” and “estimates” there is built in error

ISBE Recommendations Recommendations Using these basic tenets, the Illinois Task Force on Growth Models makes the following recommendations. They are listed under four major categories: I. Growth Model Development • Provide support at the state level to research, develop algorithms and report growth model data to school/districts. • Use a state algorithm that provides schools/districts with state average growth o Over time o For subgroups o For similar schools • Provide resources for the Illinois State Board of Education to produce growth model reporting to schools. • Consider how formative assessments can be used at the state level. • Consider how growth can be used to recognize the progress and gains of schools in status.

ISBE Recommendations II. Research • Support local and state wide pilots using growth models including alternative schools. Use the results to help determine next steps and policy decisions. • Research the impact of growth models on schools, districts and the state. Include the challenges and successes as well as the unintended consequences. Provide more study on how mobility impacts student improvement. • Study and implement ways that growth model data could be used to support school improvement work. • Study and implement ways that growth model data could be used for schools in status.

ISBE Recommendations III. Support to Schools and Districts: • Provide resources for professional development in data literacy. • Provide funding for every district to be registered on the Interactive Illinois Report Card so they can easily access and analyze individual student data. • Fund optional local benchmark assessments including the Explore/Plan for high schools. • Integrate school improvement activities to include curriculum/instruction and assessment AND professional development.

ISBE Recommendations IV. Alternative Schools: • Illinois needs an alternative school accountability model that is consistent with mandates, reliable/valid across alternative schools, feasible at the local level and provides a fair method of accountability for students and schools serving this vulnerable student population group. • It is recommended that state lawmakers consider requiring school districts that have alternative schools to annually evaluate such schools. Such an accountability mandate should include “value-added” assessments to acknowledge/reward academic progress of students who begin far behind and are not yet achieving to the standards measured by state tests. Student Performance data from such evaluations could be supplemental accountability information to AYP and be back-up accountability information when there is insufficient test data to report to adequately evaluate AYP

Possible Questions @ Board Meeting • Does the Growth Model truly improve student ability to grade level knowledge, which NCLB requires by 2014? • How much will this effect the district financially and in personnel? • Is this the most beneficial manner to attain AYP while still appropriately serving our students? • How would we compare scores regionally, state-wide and nationally?

Current Practice-Status Model • Status models are “one-look-in-time” approach to evaluating school performance. • A snapshot • Progress is defined by students achieving at a proficient level at a point in time.

“What is a Growth Model?” • A Growth Model is a system that tracks students over of a period of time. • Shows a students grade equivalent, or similar measure, to see if each student makes a years worth of growth in a years worth of time.

“Why the change?” • Our goal, as educators, as a board, is to help students improve throughout their years of schooling • Status models do not capture student growth over time. • Information is more effective to determine how students, classrooms, schools, and districts are performing.

District Growth Models Robin Becker Keith Hagene David Larkin Brad Detering

How will this benefit the District? • Individual growth • Motivation for Students • Actual data for Staff • Identifying trends • Differentiated instruction • Increases teacher knowledge of incoming students

Growth Model Presentation Leslie Carder, Supt Janette Schade, Asst. Supt Lori Given, Asst. Supt Rick Batchelor, Typist

Questions • How would implementing a growth model truly benefit students? • How does the growth model fit into NCLB? • What impact would a growth model have on curriculum?

We currently use the state mandated status model to determine AYP. • Status model is a snapshot approach to evaluating school performance, this model typically uses proficiency. • Disadvantages: • Scores compare a given grade in one year to the same given grade of the next year. It does not track that individual cohorts progress. • It does not provide teachers with valid target skills that are specific to the current students.

Reasons to change A growth model refers to looking at student performance over time. There are two types of growth models • Average growth. • Value added. Both are very similar and both look at individual student performance from year to year.

Advantages of growth models • Gives credit to school and students for progress made. • Compares same students regardless of student mobility. • Eliminates significant gains and dangerous dips. • Identifies changes due to school curriculum, or teacher effectiveness. • Allows states to recognize movement towards their proficiency even though cut scores are not met.

At Present: Status Model Snapshot of a sub-group or school’s level of student proficiency at one point in time

Future: Growth Model Measures progress by tracking test score of a student group from one year to the next to determine progress made.

Advantages • Allows credit for student progress made regardless of distance from set target point. • Aids in determining the effectiveness of particular teaching practices or programs. • Serves as the foundation for an accountability system at building level and of individual educators.

Disadvantages • Do not inherently have a universal goal such as achieving at a proficient level. • Will add significantly to the size and scope of the state accountability system. • NCLB does not allow growth to be used to calculate AYP. • Could inappropriately place blame on teachers, programs, or schools.

Recommendations • The growth model should be used as a supplement to the current status model. • District must recognize both progress and lack thereof. • District needs to provide resources to allow the school to fund optional local benchmark assessments, registration on the IIRC and for professional development in data literacy.

Why Use a Growth Model? Gives the district a method for looking at student performance. We choose the Value-Added Growth Model approach to appeal to student performance. Isolates the impact of instruction on student learning, it provides detailed information at the classroom level.

It identifies contributers that are involved in student performance. Provides new way to identify learning. e.g.-looks at student progress data from year to year. Takes into consideration student’s background criteria. e.g.-rich/poor, race, gender, IEP. Teacher effectiveness

Why choose Value-Added Approach • It identifies contributors that are involved in student performance.

Addressable Issues • Identifying Achievement Gaps • 5 student characteristics • Socioeconomic status, single parent families, lack of parenting, lack of money for supplies, no positive reinforcement, possible interventions.

Measuring Impact • The best part of this approach is its ability to measure the teacher and school effectiveness and the resulting potential for increased student achievement. • Implements sophisticated statistical formulas that are intended to isolate non-educational factors such as student’s financial status and demographics. • e.g.-poor, parental involvement, etc.

Likely Impact • Helps educators target ways to improve instructions. • Alternative measure to help schools meet NCLB and AYP guidelines.

Teacher Accountability • Holds teachers accountable for student achievement.

Questions • What is the cost associated with this project?

Growth Model for District “X”