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Multiple Ways to Measure Student Growth

Multiple Ways to Measure Student Growth. A West Virginia Perspective: Tales from a State Transitioning to CCSS and SBAC. Juan M. D’Brot Executive Director Office of Assessment and Accountability West Virginia Department of Education. Overview. WV’s Context The Need for Growth Data

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Multiple Ways to Measure Student Growth

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  1. Multiple Ways to Measure Student Growth A West Virginia Perspective: Tales from a State Transitioning to CCSS and SBAC Juan M. D’Brot Executive Director Office of Assessment and Accountability West Virginia Department of Education

  2. Overview • WV’s Context • The Need for Growth Data • Potential and Expected Uses of Growth • Policy and Practice Implications • (Early) Lessons Learned

  3. Setting the Context:West Virginia… • Is a highly centralized system • Has newly articulated (and more rigorous) • Standards • Assessments • Cut Scores • Uses externally benchmarked standards (NAEP) to define cuts • Faces challenges around AYP in the face of new Annual Measurable Objectives (AMOs)

  4. Setting the Context:The Order of Events • Revisions to the Standards and Assessment System • Standards: (pre) SY 2008-2009 • Instruction: Ongoing • Assessment: SY 2008-2009 • Cut Scores: SY 2009-2010 • AMOs: 2010-2011…

  5. ~ +6% per year

  6. So Why Growth? Why Now? • WV is a Governing State in the SMARTER Balanced Assessment Consortium – Can’t we wait? • A culture of accountability has shifted focus to school performance • SGPs provide an opportunity to shift focus back to the student • A dichotomous distinction (both school and student) requires more granular articulation • Increasing the sensitivity of the accountability system

  7. How do we communicate value on continuous improvement and not AYP? • Accountability isn’t going away • Insensitivityof AYP • AYP shouldn’t be the driver of the conversation • AYP is the outcome, improvement is the process • Sensitivity requires one to answer 3 questions: • Am I proficient? • How much did I grow? • Did I grow enough? • Ultimately, we want to change conversations about student data

  8. But how? What do we need? • Infrastructure • Communication Plan • Technical Assistance

  9. But how? What do we need? • Infrastructure • Only requires scale scores (SBAC) • Embed data into student information system • Communication Plan • Marketing (not advertising!) blitz…timeline? • Disseminating data and results…timeline? • Technical Assistance • What these data mean • (INDIRECT) Accountability implications • Potential for data around instructional, resource allocation, and data-driven decisions. • Learning from states like Colorado

  10. Potential Uses in WV • School Improvement • Educator Effectiveness • School Accountability • Informing Instructional Decisions • Program Evaluation and Research • Informing Stakeholders

  11. Expected Short-Term Uses:Policy vs. Practice • Policy • Not for the accountability system…yet (had been considered) • Embedding into the revised teacher evaluation system • 1003(g) SIG and SFSF applicability • Practice • To drive instructional, student-focused goal setting • Provide increased transparency for parents, teachers, administrators, and students

  12. Immediate Lessons Learned • Concerted consideration from the ground up (3 administrations) • Communication • Buy-in • Information dissemination • Timeline revision: https://sites.google.com/a/wvde.k12.wv.us/oaar-file-cabinet/research - see “WV Growth Model”

  13. Questions?

  14. Thank You Comments? Criticism? Suggestions? Juan D’Brot (jdbrot@access.k12.wv.us) Executive Director Office of Assessment and Accountability

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