Building Capacity Using Value-Added in School Improvement

1. Race to the Top Building Capacity Using Value-Added in School Improvement Ohio RttT Webinar Presented by Battelle for Kids June 21, 2011

2. Race to the Top • Building Capacity Statewide • Building LEA Capacity • Building School Capacity • Building Teacher-Team Capacity

3. Race to the Top Value-Added & Race to the Top Key Deliverables • Teacher-Level Value-Added Reporting • 30% of LEAs Link in Year 1 RttT (reports received fall 2011) - primarily LEAs in Battelle for Kids’ expanded value- added report projects along with some SIG schools • 60% of all RttT LEAs in Year 2 • 100% of all LEAs in Ohio in Years 3 & 4 • Professional development & resources will address the use of value-added for school improvement and implications of teacher-level reporting

4. Race to the Top Support Resources • Value-Added Toolkits—will be updated (fall 2011) • Problem-based approach • Key reports organized by audience • Refresh of Value-Added On-line Courses (occurred June 1) • Greater interactivity • Condensed and practical • Webinar Series • June 7 @ 3 p.m.—Value-Added: Then, Now and in the Future • June 9 @ 3 p.m.—Link Before You Leap • June 21 @ 2:30 p.m.—Building Capacity Using Value-Added in School Improvement • June 23 @ 2:30 p.m.—Implications of Teacher-Level Value-Added Data

5. Race to the Top • Value-Added Leader Support System • 60 regional-level Value-Added Leaders (VALs) • 1-2 VALs from each of the Big 8 urban districts • 1-2 VALs from each of the 8 largest suburban districts with 10,000+ students • Several designated to work with the community schools • In total, a cadre of 90-100 VALs to support the efforts available to all LEAs in Ohio (not just RttT LEAs) • VALs will be confirmed by the end of June, trained in August and ready to assist LEAs this fall

6. Race to the Top Face-to-Face Training Opportunities for LEAs • Fall 2011: District Value-Added Leadership (DVAL) team training • 2-Day events offered regionally in Sept.-Oct. • LEAs will have two different date opportunities to choose from in their area • Focus on both value-added uses in school improvement & teacher-level reporting • VALs will play the role of table facilitators with the DVAL teams during these events • 2011-2012 school year: VALs are available upon request & available to work with DVAL teams in their district/LEA as they work with building and teacher teams • Fall 2011: 2-Day trainings for community school building teams • Similar to the work mentioned above that is offered to districts/LEAs • Sponsors are encouraged to attend & support their buildings • In years 3 and 4 of RttT, there will be more face-to-face opportunities for training on value-added.

7. Race to the Top Value-Added Toolkit • Problem-based approach • How much growth was produced grade level-by-grade level across your school? • Which students benefited most (and least) from your school’s curriculum & instruction? • What other schools in your district or across the state performed well with particular groups of students? • (Teacher-Level) How can members of your team use each teacher’s individual strengths to improve the performance of the entire team? • Key reports organized by audience • District, Building, Teacher • Fall distribution

8. Race to the Top • Built a statewide structure of support for value-added use, with focus on Regional Value-Added Specialists, District Value-Added Specialists and principals • Established a context for value-added use in Ohio • Educators understand the “why” for measuring growth, the basics of value-added analysis, and how to access & interpret reports • Provided a variety of resources and support opportunities • Provided opportunities for districts/LEAs to receive expanded • value-added reporting beyond what the state provides • E.g. Grade 3, science & social studies; high school The Value-Added Work Accomplished in Ohio To Date

9. Race to the Top • Eliminate barriers to reporting • Focus the past two years was on improving Ohio’s system • e.g. student names, all students for diagnostic reports versus just Where Kids Count students, ability to include prior student data of migrant students coming from another LEA • Strengthen the leadership support (principals, superintendents, community school sponsors) • Get to the teacher-based-team level & provide the process and resources to address the “now what?” • Integrate value-added use in school improvement processes • Eliminate two EVAAS systems for those districts/LEAs receiving expanded value-added reporting Lessons Learned

10. Improvement Focus

11. Look for patterns in student performance data at the appropriate level of the system • Use data to uncover your strengths and your challenges • Explore root causes of your highest priority strengths and challenges • Focus improvement in limited number of areas • (1 to 2) The Keys to Improvement

12. Putting Data Together Looking at Value-Added & Achievement Data Example of a Progress and Achievement Matrix

13. Finding Patterns

14. Exploring Root Causes Building-Level Strength Fishbone

15. Race to the Top How Can We Build Capacity In Our District/LEA?

16. What District Level Leaders Should Know People are down on what they are not up on.. If school leaders do not prepare teachers and the public to be well-informed about what value-added results are saying and how they should and should not be used, concerns and recalcitrance will be heightened.

17. What District Level Teams Should Know • Don’t assume building leaders/principals know how to interpret value-added reports • Provide tangible action steps and expectations for BLTs to follow for preparing and sharing value-added data with teachers • Expect that staff use value-added information to inform improvement plans • BLTs may need support to translate data into goals or action steps

18. What District Level Teams Should Know • Don’t wait to give teachers accurate information about teacher-level reports • Send a team to the DVALT training in your region • BLTs may need support to translate data into goals or action steps

19. Race to the Top How Can I Build Capacity in My School?

20. What Building Level Leaders Should Know • Use value-added information to: • Determine program efficacy • Systematically identify strengths and challenges • Stimulate discussions during the school year about ongoing measures of student growth • Customize professional development based on student growth patterns • Create Student Pattern Lists in EVAAS to: • Pair teachers with students with whom they are most successful • Partner teachers with other teachers who may complement their strengths • Identify students who are not making sufficient progress and design intervention plans

21. What Building Level Leaders Should Know • Build a culture of data use, sharing and support: • Teachers and parents need to be well-informed about what value-added results are saying and how they should and should not be used • Use progress and achievement data to model problem-based learning strategies • Encourage team-based learning and goal setting • Value-added reports and achievement data that are provided by the grade and subject level are especially useful for grade-level and department-level teams to determine patterns and identify improvement priorities

22. Race to the Top Building Capacity at the Teacher-Team Level

23. Collectively, the members of teams have a greater potential to produce measurable improvement than do individual teachers. Teams: • Include more points of view and strengths • Are more likely to solve difficult problems • Have a higher level of accountability than do individuals • Provide mutual support that is readily available on a team but is less available for individuals who are going it alone Building Capacity at the Teacher-Team Level

24. Team-level data is simply the aggregate of teacher data BUT… • Although teams can study data, make decisions and support change processes, it is individual teachers who act • Real improvement hinges on whether individual teachers can change the dynamics in individual classrooms • Teams only make this difficult process more productive Building Capacity at the Teacher-Team Level

25. Building Capacity at the Teacher-Team Level • Value-added reports and achievement data that are provided by the grade and subject level are especially useful for grade-level and department-level teams to determine patterns and identify improvement priorities • Members of teacher-teams can also share individual teacher-level value-added and classroom achievement data results with each other • Teachers can share their individual teacher-level value-added results with peers in a public way or can privately contribute the knowledge gained from their own reports to the team’s improvement work

26. Building Capacity at the Teacher-Team Level • Replicate the regional training in your school with teacher-teams • Teachers can determine how their results align are the rest of the grade- and/or subject-level team within their school or across schools • Teams can set few but meaningful goals based on their progress and achievement data • Establish a progress monitoring system to determine the progress being made by students • Keep the data conversations ongoing—make it part of your culture and routine

27. Race to the Top Additional Webinars • June 7 @ 3 p.m.—Value-Added: Then, Now and in the Future • June 9 @ 3 p.m.—Link Before You Leap • June 21 @ 2:30 p.m.—Building Capacity Using Value-Added in School Improvement • June 23 @ 2:30 p.m.—Implications of Teacher-Level Value-Added Data

28. Race to the Top Additional Resources Contacts: Battelle for Kids Mary Peters, mpeters@battelleforkids.org Help Desk, support@battelleforkids.org or (866) 543-7555