building capacity using value-added in school improvement ohio rttt webinar presented by battelle...
TRANSCRIPT
Building Capacity Using Value-Added in School Improvement
Ohio RttT WebinarPresented by Battelle for Kids
June 21, 2011
Race to the Top
Race to the Top
Building Capacity Statewide Building LEA Capacity Building School Capacity Building Teacher-Team Capacity
Value-Added & Race to the Top Key Deliverables
Race to the Top
Teacher-Level Value-Added Reporting30% 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
Race to the Top
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
Support Resources
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
Race to the Top 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.
Face-to-Face Training Opportunities for LEAs
Value-Added Toolkit
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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
The Value-Added Work Accomplished in Ohio To Date
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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
Lessons Learned
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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
Improvement Focus
The Keys to Improvement
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)
Putting Data Together Looking at
Value-Added & Achievement Data
Example of a Progress and Achievement Matrix
Finding Patterns
Building-Level Strength Fishbone
Exploring Root Causes
How Can We Build Capacity In Our District/LEA?
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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.
What District Level Leaders Should Know
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
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
Race to the Top
How Can I Build Capacity in My School?
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
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
What Building Level Leaders Should Know
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Building Capacity at the Teacher-Team Level
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
Building Capacity at the Teacher-Team Level
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
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
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
Building Capacity at the Teacher-Team Level
Additional Webinars
Race to the Top
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
Additional Resources
Race to the Top
Contacts:
Battelle for Kids
Mary Peters, [email protected]
Help Desk, [email protected] or (866) 543-7555