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Heather Domjan Value- Added Presentation 2010
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Heather Domjan Value- Added Presentation 2010


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  • 1. Value-Added: What is it? Presented By: H. Domjan
  • 2. Value-Added History
    • Developed by Dr. William Sanders of
    • the University of Tennessee and has
    • been used in Tennessee since 1993.
    • Mandatory in Pennsylvania and Ohio
    • as well as in over 300 districts and
    • consortia across the U.S.
    • Since 1992, tracks each of the state’s
    • 885,000 students.
      •  10 million records, grades 2‐12
      • with test scores in every subject,
      • every grade, every teacher.
      •  Largest data base ever
      • assembled.
  • 3. 3 Conditions for Value-Added Model
    • Scales of measure highly correlated to specific curriculum
    • Sufficient stretch in the assessment instrument
    • Appropriate reliabilities of measurement
  • 4. What is the Purpose of Value- Added Measurement?
    • Provide longitudinal growth data on each student.
    • Data is for the teacher, principal, and school to utilize and take appropriate action.
  • 5. What is the Goal of Value-Added?
  • 6. What’s the Difference compared to the Current Measurement? AYP Value-Added School progress is an all-or-nothing affair Better measure of school improvement Teachers and administrators are held accountable Focus on individual classrooms Raise achievement of students in the subset that satisfies requirements Raise achievement of all students Compare last year students with current students Tracks individual students over time
  • 7. Value-Added Benefits
    • Each student is measured
    • Viewing comparable plots on many students can point to certain classrooms
    • Aggregating data across classrooms lends itself to viewing the whole picture
    • Each student serves as his/her own control which eliminates socioeconomic variables as the cause for learning rate differences
    • Parents can view a snapshot of their child’s academic growth rate
  • 8. Disadvantages of the Value-Added Model
    • The Value-Added Model does not inform us what highly qualified teaching looks like or how to duplicate it.
    • The model can only rate as good as the quality of the tests administered.
    • A collaboration of measures should be utilized in determining teacher effectiveness rather than solely being dependent upon one model.
  • 9. Teaching Patterns The shed pattern occurs when the lowest achievers make the greatest gains in the classroom and the highest achievers are held back.
  • 10. Teaching Patterns Continued… The reverse shed pattern occurs when the teacher is teaching to the high achievers at the expense of other students.
  • 11. Teaching Patterns Continued… The Tee-Pee pattern is when the teacher is teaching right down the middle.
  • 12. Implications on Teachers
    • Forces teachers to teach to all individual students
    • Best practices are sought after and shared
    • Improve data decision making
    • Builds learning communities
    • Differentiate instruction
    • Improve focus and impact of instruction
  • 13. Teacher Effectiveness
    • Over time:
    • 1 st 10-12 years : Teachers have growing
    • effectiveness
    • 2 nd 10-12 years : Highest level of
    • effectiveness
    • 3 rd 10-12 years : Effectiveness declines
  • 14. Highly Effective Teachers
    • Ensure that all students are achieving
    • Teach students from where they are
    • Differentiate instruction and focus on individuals
    • Make excellent gains across the previous achievement spectrum
  • 15. Highly Effective Schools
    • Link teachers over grade levels and focus on gains in achievement grade by grade
  • 16.
    • Our nation, which has prevailed in conflict after conflict over several centuries, now faces a stark and sudden choice: adapt or perish. I'm not referring to the war against terrorism but to a war of skills -- one that America is at a risk of losing to India, China, and other emerging economies. And we're not at risk of losing it on factory floors or lab benches. It's happening every day, all across the country, in our public schools. Unless we transform those schools and do it now . . . it will soon be too late.
    • Louis Gerstner, former Chairman, IBM
    • Chairman, The Teaching Commission
  • 17. What is our student’s education worth?
  • 18. Value-Added Links
    • An Overview of Value-Added Assessment:
    • http:// Added%20for%20Web.pdf
    • The Revelations of Value-Added:
    • Value-Added Assessment
    • Value-Added Assessment: An Accountability Revolution
    • Value-Added Assessment from Student Achievement Data: Opportunities and Hurdles
    • Value Added Assessment (questions/answers)
    • Parents Can See Snapshot of Academic Progress