Value-added in Ohio

1. Value-added in Ohio Introduction

2. Ohio Accountability Measures State performance designation AYP Value-added With the addition of �value-added� growth results, the state of Ohio will have three distinct types of measures of school and district quality, each focused on a different aspect of student achievement. All of these will be available to the public on the annual �Report Cards� for schools and districts.With the addition of �value-added� growth results, the state of Ohio will have three distinct types of measures of school and district quality, each focused on a different aspect of student achievement. All of these will be available to the public on the annual �Report Cards� for schools and districts.

3. Measure One � State Performance Designation Overall performance on achievement tests attendance graduation rates (if applicable) There are 28 achievement tests in a K-12 environmentThere are 28 achievement tests in a K-12 environment

4. Measure Two - AYP AYP - �Adequate Yearly Progress� A measure of how the school and district are helping each specific sub-group of children progress academically. 1) African American, 2) American Indian/ Native Alaskan, 3) Asian/Pacific Islander, 4) Hispanic, 5) Multi-racial, 6) White, 7) Economically Disadvantaged, 8) Limited English Proficient, 9) Students with Disabilities.1) African American, 2) American Indian/ Native Alaskan, 3) Asian/Pacific Islander, 4) Hispanic, 5) Multi-racial, 6) White, 7) Economically Disadvantaged, 8) Limited English Proficient, 9) Students with Disabilities.

5. Measure Three � Value-Added Uses the academic growth of each individual student An indicator of the support that schools and districts are providing for student progress. Subgroups are African American, White, IEP, Disadvantaged, ESLSubgroups are African American, White, IEP, Disadvantaged, ESL

6. Summary All use standardized test results and other data that are common across schools Each analyzes the data in a slightly different way Each reveals different aspects of the work that we want our schools to accomplish. Taken together, these three measures give teachers, school leaders, and the public information they need to have a more well-rounded understanding of the work that schools are doing to support student achievement. While all of these measures analyze standardized test results and other data that are common across schools (such as attendance and student demographic information like race/ethnicity, gender, and poverty status), they each analyze the data in a slightly different way in order to shed light on different aspects of the work that we want our schools to accomplish. It is, of course, important that these measures rely on standardized measures of student achievement and other common data. While these sources of data do have some limitations (which we�ll discuss in detail a bit later), the fact that they are collected and �scored� the same way across all schools is what lets us compare results across the state�otherwise, we would be attempting to compare �apples and oranges.�Taken together, these three measures give teachers, school leaders, and the public information they need to have a more well-rounded understanding of the work that schools are doing to support student achievement. While all of these measures analyze standardized test results and other data that are common across schools (such as attendance and student demographic information like race/ethnicity, gender, and poverty status), they each analyze the data in a slightly different way in order to shed light on different aspects of the work that we want our schools to accomplish. It is, of course, important that these measures rely on standardized measures of student achievement and other common data. While these sources of data do have some limitations (which we�ll discuss in detail a bit later), the fact that they are collected and �scored� the same way across all schools is what lets us compare results across the state�otherwise, we would be attempting to compare �apples and oranges.�

7. School and District Performance Designations and Performance Index Scores General student performance and participation overall, for one particular year. Summarize current (or recent) achievement status. Do not reflect subgroup progress or student body changes

8. School and District Performance Designations % state determined indicator results met Ohio defined 30 indicators. 28 indicate the percentage of students proficient on grades 3 through 11 tests in math, reading, writing, social studies, and science 1 indicates the overall attendance rate 1 indicates the graduation rate of high school students.

9. School and District Performance Designations Excellent is the highest rating 29 or 30 of the indicators met 75% of students passed each of the tests in all grades overall attendance rate of at least 93% overall graduation rate of at least 90%. At the individual school level, only some of the 30 indicators will be applicable�only the tests in the grades that the school has, plus attendance rate. The graduation rate indicator also is counted for high schools. At the individual school level, only some of the 30 indicators will be applicable�only the tests in the grades that the school has, plus attendance rate. The graduation rate indicator also is counted for high schools.

10. School and District Performance Designations Excellent (29 or 30 indicators met) Effective (23 to 28 met) Continuous Improvement (15 to 22 met) Academic Watch (10 to 14 met) Academic Emergency (0 to 9 met).

11. School and District Performance Index Scores Special analysis that summarizes only the tests given in grades 3, 4, 5, 6, 7, 8, and 10 in math, reading, writing, social studies, and science These scores are �weighted,� or averaged in order to give a score that can be compared across schools The Performance Index Score is a special analysis that summarizes only the tests given in grades 3, 4, 5, 6, 7, 8, and 10 in math, reading, writing, social studies, and science (23 total tests in all). These scores are �weighted,� or averaged together in a certain way, in order to give a score that can be compared across schools regardless of the fact that the school may offer a different group of tests than another school. The Performance Index Score is calculated so that the score for the elementary school can be compared to the score for the high school, giving a quick summary of the academic performance of the students in each school. The Performance Index Score is a special analysis that summarizes only the tests given in grades 3, 4, 5, 6, 7, 8, and 10 in math, reading, writing, social studies, and science (23 total tests in all). These scores are �weighted,� or averaged together in a certain way, in order to give a score that can be compared across schools regardless of the fact that the school may offer a different group of tests than another school. The Performance Index Score is calculated so that the score for the elementary school can be compared to the score for the high school, giving a quick summary of the academic performance of the students in each school.

12. Adequate Yearly Progress (�AYP�) No Child Left Behind mandate (2001) Tracks annual progress of smaller groups of students in the minority Holds schools accountable for adequate yearly progress for all groups of students. Annual growth requirements are set by each state to have all proficient by 2014

13. Adequate Yearly Progress (�AYP�) NOT a measure that follows any individual student�s progress year to year. Looks at �all African American students� scores this year� and compares that result to �all African American students� scores last year��these are NOT the same students in each group.

14. Adequate Yearly Progress (�AYP�) African American, American Indian/ Native Alaskan, Asian/Pacific Islander, Hispanic, Multi-racial, Subgroups White, Economically Disadvantaged, Limited English Proficient, Students with Disabilities.

15. Adequate Yearly Progress (�AYP�) Two differences from performance designation Scores grouped by student types allows some students to fall in more than one group. Instead of just summarizing scores for one year�a �snapshot in time��AYP looks at the growth of the group over time �a movie�. In order to meet AYP, a group�s performance must increase sufficiently in that year.

16. Value-added Scores A calculation of the growth, or progress, that each individual student makes on academic tests from year to year.

17. Value-added Scores �Value� part of the �value added� terminology refers to student growth due to the �value� that the school adds Can make inferences about the teacher, school, and district work related to the students� progress. Score reflects how much �value� the students get from attending the school?

18. Value-added Scores Not dependent on special groupings Difference in scores over multiple points in time in order to see student growth Follows individual kids allowing the grouped results to potentially be more reliable.

19. Value-added Scores Uses multiple tests over time Extends our view from a �snapshot� to a �movie� about the progress that students are making. Allows us to credit the work of teachers and schools where good work might otherwise be missed.

20. Value-added Scores Example A classroom is well behind grade level at the beginning the year. The teacher brings the kids up a full grade and a half. The end-of-year Performance Indicators show this class is still performing below proficient. The value added analysis indicates that the teacher did an outstanding job in spite of the final test results.

21. Value-added Scores There are two ways in which value-added progress scores will be calculated in Ohio. Both use multiple test score results. Both summarize the results by groups Any grouping of students can be used: grade levels, whole schools, districts, or special sub-groups of students

22. Value-added Scores These scores are then adjusted statistically in order to estimate how much of that growth and learning that was due to the work of the teachers, school, and district in supporting students.

23. What does a Value-added Score Look Like? Analysis of 2004-2005 data showed ranges of -35 to 35 Range decreased as grade level increased Expected growth is within one standard deviation of 0

24. Are all Value-added Scores the same? NO! Other differences in state level reporting

25. How will Value-added Scores be Used at the Local Level? Identify weak areas in local school Identify best practices in schools statewide

26. What Should You Do with This Information? Be informed Reduce anxiety Understand literature/legislative references Be able to respond to parents Align instruction to the standards to maximize growth measures/gain scores of students Differentiate instruction to help all students make academic progress