communicating about evaluations with student growth measures
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COMMUNICATING ABOUT EVALUATIONS WITH STUDENT GROWTH MEASURES. CCSSO TOPICAL MEETING RALEIGH, NC Sept. 19, 2013. The View from 30,000 Feet. Distribution . Content . 2. You need to translate. ”. “. - PowerPoint PPT PresentationTRANSCRIPT
COMMUNICATING ABOUT EVALUATIONS WITH STUDENT GROWTH MEASURES
CCSSO TOPICALMEETINGRALEIGH, NC
Sept. 19, 2013
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The View from 30,000 Feet
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Distribution
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Content
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You need to translate
我們非常歡迎您的孩子在經過一夏天特別忙碌的準備之後重新回到學校。在這個夏天及過去幾天內，當我在學校視察時，看到老師和學校的主管們一直在孜孜不倦地工作著，確保您的孩子在接下來的一學年中能夠享受到充滿魅力和挑戰的課堂生
活。
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Estamos encantados de dar de nuevo la bienvenida a la escuela a su hijo tras un verano especialmente cargado de preparativos. Durante mis visitas a las escuelas a lo largo del verano y en los últimos días, he comprobado cómo profesores y directores trabajaban incansablemente para garantizarles un año escolar repleto de actividades interesantes y estimulantes para su hijo.
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ايک پر طور خصوصی ہوئے بهرے سے تياريوںکا بچے کے ہمآپ بعد موسِمگرماکے مصروف
پُرجوش ہوئے کرتے استقبال پر واپسی ميں سکولکچهدنوں پچهلے اور موسِمگرماميں پورے ہيں۔
کو قائدين کے سکول اور اساتذہ نے ميں،ميںليے کے بنانے يہيقينی ہے ديکها کامکرتے انتهکاور مشغوليت سال تعليمی کا بچے کے کہآپ
ہو پُر سے اسباق “محرک”
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3 Key Questions
Who?
What?
Why?
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SEA colleagues (“family first”)
Teachers/Principals Legislators
Media
Who?
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New Different Better
What?
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What’s in it for me?Why
?
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Students at the Center
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All Roads Lead to Student SuccessEffective Teaching
Standards/curriculum
Tests
School leadership
Data/Accountability
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Evaluations Measures
All Roads Lead to Student Success
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Effective Teaching
Standards/curriculumTestsSchool leadershipData/Accountability
Support
Feedback
How to Discuss Student Growth Models
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Why are evaluations such a hot-button issue in the first place? Tying student
achievement data to evaluations embodies the fears and anxieties that many teachers have about reform and their profession.
Exacerbating factors:• Scary math• High stakes• Little perceived value• Misinformation
Concerns about
testing
Concerns about
mechanizationof teaching
Concerns aboutlack of control and input
Concerns about
data-drivenaccountability
Evals
Source: TNTP
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Value-Added Model: Lessons LearnedHold realistic
expectationsThe goal is not to make teachers diehard fans of VA, but to ensure they understand the basics and accept VA as one of multiple measures.
Emphasize function within the larger evaluation system
Emphasize that VA is just one part of the puzzle. Focus on its unique role as an objective measure of student learning that can balance more subjective measures, like principal observations.
Acknowledge shortcomings
Be honest about the limitations of value-added and have a plan for addressing them. Glossing over the challenges will only increase skepticism.
Be prepared for misinformation
Concerns often stem from misinformation about what VA is and how it will be used. Know the myths and have succinct responses ready.
Stay out of the weeds
Offer a detailed explanation for those who are interested, but stay focused on the big picture.
Plan for glitches Implementation will expose problems. Create and communicate an easy way for teachers to check for and report issues or errors.
Source: TNTP
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Critical Themes We’re all here to help
students learn. Of all the tools we can
use to measure a teacher’s impact on student learning, value-added is the most sophisticated.
Value-added isn’t perfect, but it doesn’t have to be perfect to be useful.
Teaching is complex and can’t possibly be captured in a single measure.
Students of teachers with high VA ratings don’t just do well on tests.
Source: TNTP
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Be Prepared
Explain the What
Explain the Why
Explain the How
Anticipate and Combat Resistance
Be Prepared for Questions
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What It IsValue-added analysis uses standardized test scores to determine a teacher’s impact on student growth per year
What It Isn’tUnlike other measures, it takes into account each student’s starting point based on background and previous performance
What It Gives Us
It allows us to better understand what impact the teacher had
1. Explain the What
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Use Visuals To Show How It Works
Source: The Los Angeles Times
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Show How It Captures Gains, Not Just Scores
While Student A meets State standards, his value-added score reveals decreasing performance.
Conversely, Student B does not meet State standards, but his
value-added score reveals improved performance.
Source: Chicago Public Schools
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Show How It Works for Students with Different Starting Points
Source: DC Public Schools
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ATTAINMENT MODELWhich gardener has the tallest tree?
Gardener AGardener B
72 in.61 in.
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GAIN MODELWhich gardener’s tree grew the most in the past year?
52 in.
2011 20122011 2012
72 in.20 in
.
47 in.
61 in.14 in.
Gardener AGardener B
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VALUE-ADDED MODELWhich gardener’s tree grew the most in the past year when accounting for conditions such as rainfall and temperature?
52 in.
72 in.
47 in.
61 in.+22 in.
+18 in.
Gardener AGardener B
2011 20122011 2012
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2. Explain the WhyThe Gates Foundation’s MET Project says:
Source: Learning about Teaching, Bill & Melinda Gates Foundation, December 2010
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Don’t Make the Perfect the Enemy of GoodTNTP says:A teacher’s value-added score is comparable to many widely accepted measures of performance in other professions. In order from most stable to least:Baseball Pitchers: Earned run averages, by yearInsurance Salespeople: Value of policies sold, by monthBaseball Hitters: Batting average, by yearElementary Teachers: Value-added student growth, by year
Middle School Teachers: Value-added student growth, by year
University Faculty: Student ratings, by semesterSecurities Analysts: Commissions, by quarter
Sources: McCaffrey and Sass, Florida State University, and The RAND Corporation, 2009
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Comparable MeasuresBrown Center/Brookings says: SAT/ACT correlations with college success Mortality rates for hospitals and surgeons Volume of home sales for realtors Returns on investment funds Output of sewing machine operators Productivity of utilities’ field-service workers
Source: Brown Center on Education Policy at Brookings
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3. Explain the HowSix key steps:1. Select a measure of student
achievement 2. Collect individual achievement scores3. Determine individual growth 4. Select the external factors5. Examine the effect of various external
factors6. Calculate individual student growth
relative to their comparison group
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For Example:
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4. Anticipate and Combat Resistance
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Reminder: It’s about the Kids
“Framing the problem in terms of false negatives places the focus almost entirely on the interests of the individual who is being evaluated rather than the students who are being served.”
—Brown Center on Education Policy at Brookings
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5. Be Prepared for Questions
Did my child make a year’s worth of progress in a year? Is my child making progress
toward state standards?
What percent of a teacher’s evaluation will be based on value-added
scores?How will we evaluate
teachers who don’t have them?
How can I be creative if student progress is based on test scores?
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5. Be Prepared for QuestionsTechnical questions: Are we able to connect
teachers to student test scores?
Is it possible to show progress with all groups of students?
Who will design the value-added model?
Design questions: What other measures
(observation, portfolios, etc.) will be used to evaluate teachers in concert with value-added scores?
How will this affect multiyear tenure (for instance, two-year tenure) if the accuracy of value-added scores improves with three years’ worth of data?
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Useful Resources Communicating about Evaluations Toolkithttp://www.cgcs.org/Page/265 Myths and Facts about Value-Added Analysis — TNTPhttp://tntp.org/assets/documents/TNTP_FactSheet_ValueAdded_2011.pdf Achieve NJ web site for teachershttp://www.state.nj.us/education/AchieveNJ/teacher/overview.shtml
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Final Thoughts What were your key takeaways from today? How will you use what we discussed in your state?
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Questions and Discussion
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Final Thoughts What were your key takeaways from today? How will you use what we discussed in your state?
