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Reil school growthmeasuresandcalculationthereilscore
 

Reil school growthmeasuresandcalculationthereilscore

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  • Why 25%? (1)In 2013-14 90% of REIL score is individual; (2) 50% weight to school growth will likely have higher misclassification rates; (3) LOI results are as highly correlated with teachers’ value-added estimates as school-level VAMs; (4) A lot of schools in the REIL districts made some major staff changes last year, or at the end of last year, in part because of the LOI results – new teachers low value-added
  • Schools’ value-added estimates are very highly correlated with schools’ student growth percentile - .90, very high

Reil school growthmeasuresandcalculationthereilscore Reil school growthmeasuresandcalculationthereilscore Presentation Transcript

  • REIL School Growth Measures & Calculating the REIL Score REIL Symposium August 2012
  • REIL Score Components in 2012-13 2013-14 and Beyond REIL Score Components in 2012-13 Individual Growth Observation 40% 50% School Growth 5% Observation Team 25% Growth 5% School Growth 75%
  • School Growth Measures in 2012-13 Teachers in Schools Administering Teachers in Schools AIMS/SAT-10 and Galileo K-12 Administering only AIMS/SAT-10 Galileo CategoricalAIMS/SAT-10 GrowthValue-Added AIMS/SAT-10 Value-Added 10% 25% 15% 75% 75%
  • AIMS/SAT-10 Value-AddedREIL Value-Added Model Measures Definition of Value-Added Models A variety of sophisticated statistical techniques that use one or more years of prior student test scores, as well as other data, to adjust for preexisting differences among students when calculating contributions to student test performance Braun, H., Chudowsky, N.& Koenig, J. (2010). Getting Value out of Value-Added. National Academies Press. http://www.nap.edu/openbook.php?record_id=12820&page=1
  • AIMS/SAT-10 Value-Added Measures Value-Added vs. Growth vs. Proficiency Proficiency How much do my students know? Growth How much did my student learn this year? How much did the school contribute to Value-Added students’ growth?
  • AIMS/SAT-10 Value-Added Measures 415 410 409 405 Value-Added Gain = +4 405AIMS Scale Scores 400 School Value-Added Measure = 395 Average difference between students’ predicted and actual scores 390 385 380 Students predicted Students Actual AIMS Score* AIMS Score
  • AIMS/SAT-10 Value-Added Measures Criteria for Selecting Value-Added Model Covariates Available Accurate Desirable Predictive Are data on the Are data on the Does the variable Is the variable predictive of variable available variable consistent and measure a factor students test scores after from state or REIL reliable for students/ that is considered to controlling for their prior Districts? teachers/schools in all be outside the test scores. REIL districts? teacher’s or school’s control?
  • AIMS/SAT-10 Value-Added Measures Variables under ConsiderationPrior Achievement Attendance, Behavior, MobilityPrior test score in same subject as posttest  Student attendance Prior test score(s) in off subject as posttest  Enrolled in same school for full academic year Student Background Characteristics Student Suspensions/Disciplinary InfractionsFree & Reduced-Price Lunch  Retained ("held back") in prior yearRace/ethnicity (Asian, Black, Hispanic, Am. Indian)  Same school in pretest and posttest years Sex  No. Years enrolled in DistrictMigrant status  No. Years enrolled in SchoolFoster care status 1st Year in School Homeless status  TardinessStudent Age  Academic InterventionsParental Involvement (e.g., parent-tchr conf) After-school tutoring participationInternet & Computer Access at Home Summer school/ program participationSpecial Education/Program Instructional pull-out (e.g., small group with reading specialist)English language learner (ELL) status  Teacher FactorsEnglish Language Learner Sub-designations Teacher leave of absence (maternity leave)Fluent English Proficient  Indicator that teacher is in first yearGifted & Talented status Date teacher was hired by the districtDisability and/or Special Ed  Teachers total no. years teaching experienceSpecial Ed Sub-designations No. years teaching in REIL districtInstructional Time & Schedule Co-teaching arrangementEnrolled in block-scheduled class Classroom FactorsYear-round schedule Class SizeSchool on a year-round or non-traditional calendar Ability grouped classroomEnrolled in school with extended day schedule Online instruction or using blended learning modelInstructional minutes (Per day/year)Number of class sessions per week  = Currently available for all REIL districts
  • AIMS/SAT-10 Value-Added Measures AIMS and SAT-10 Test Scores used in Value-Added (Reading) Prior Grade Test Scores Grade Outcome Scores Same Subject Off Subject 3 AIMS Rdg SAT-10 Rdg SAT-10 Math 4 AIMS Rdg AIMS Rdg AIMS Math 5 AIMS Rdg AIMS Rdg AIMS Math 6 AIMS Rdg AIMS Rdg AIMS Math 7 AIMS Rdg AIMS Rdg AIMS Math 8 AIMS Rdg AIMS Rdg AIMS Math 9 SAT-10 Rdg AIMS Rdg AIMS Math 10 AIMS HS Rdg SAT-10 Rdg SAT-10 Math Notes: "Outcome scores" refer to the spring test scores from current grade used to evaluate performance; "Prior Test Scores" refers to spring test scores from prior grade used to establish predicted or expected performance target in current grade
  • AIMS/SAT-10 Value-Added Measures Leveling the Playing Field 1 .5 0 -.5 -1 0 20 40 60 80 100 Percentage FRL grp1 grp2 grp3 grp4 grp5 Lfit regression
  • AIMS/SAT-10 Value-Added Measures Leveling the Playing Field 1 .5 0 -.5 -1 0 20 40 60 80 100 Percentage FRL grp1 grp2 grp3 grp4 grp5 Lfit regression
  • AIMS/SAT-10 Value-Added Measures Converting AIMS/SAT-10 to REIL Component Scores (1 to 5) Component School Value-Added Estimates Score School The school’s average growth is significantly above 5 Growth expectations for schools with similar student populations The school’s average growth is above expectations for 4 schools with similar student populations The school’s average growth is not distinguishable from 3 the state average for schools with similar student populations The school’s average growth is below expectations for 2 schools with similar student populations The school’s average growth is significantly below 1 expectations for schools with similar student populations
  • Galileo Categorical Growth Measures Galileo Categorical Growth Summary
  • Galileo Categorical Growth Measures Converting Galileo Categorical Growth Measures to REIL Component Scores (1 to 5) Component Galileo CGA Criteria Score Significant increase in the proportion of students achieving 5 standards mastery (Expected growth exceeded) Increase in the proportion of students achieving standards 4 mastery (Expected growth exceeded) No significant change in standards mastery (Expected 3 growth maintained) Decrease in the proportion of students achieving standards 2 mastery (Expected growth not maintained) Significant decrease in the proportion of students achieving 1 standards mastery (Expected growth not maintained)
  • Galileo Categorical Growth Measures Grades and subjects covered by Galileo Pre/Post Tests K 1st 2nd 3rd 4th 5th 6th 7th 8th Reading          Math         Science     Writing    
  • Constructing the REIL Score Step 1: Convert the LOI and REIL Growth results to scores on a 1-5 scale Step 2: Combine the LOI and REIL Growth scores from step 1 using weights Step 3: Determine performance classifications
  • The REIL Scorecard Component Score REIL Points Total Possible Measure Weight (1-5) Earned REIL Points Total LOI Points ______ X 50 = _______ 250 LOI 3+ Rate ______ X 25 = _______ 125 AIMS/SAT-10 School ______ X 15 = _______ 75 Value-Added Measure Galileo Categorical ______ X 10 = _______ 50 Growth Measure REIL Score: _______ 500
  • The REIL Score Continuum REIL Score Performance Range Classification 100 to 199 Ineffective 200 to 299 Developing 300 to 349 Effective 1 350 to 374 Effective 2 375 to 424 Highly Effective 1 425 to 500 Highly Effective 2
  • The REIL Score Continuum Distribution of REIL Scores in 2011-12 Ineffective Developing Highly Highly Effective 1 Effective 2 (100-199) (200-299) Effective 1 (300-349) (425-500) (375-424)100 125 150 175 200 225 250 275 300 325 350 375 400 425 450 475 500 Effective 2 (350-374)