New Report Card Measures What It Means for Gifted Education

Prepared for Success

K-3 Literacy

Graduation Rate

Gap Closing

Progress

Achievement

Overall Grade

(2015)

Overall Grade & Components

Performance Indicators

Gifted Performance Indicator

August 2015 report card

Gifted Performance Indicator data… 4

Performance Index

Measures the achievement of every student, not just whether or not they reach proficient.

Schools receive points for every student’s level of achievement.

Performance Index Accelerated students receive next

higher scoring level if score is proficient or above

If score is advanced, additional proportional weight is assigned, as

approved by the State Board.

Assigned subject by subject

Performance Index • Beginning with the 2012-13 school year, schools and districts will be rewarded for having students on a Formal Acceleration Plan where the student passes over a grade and takes an assessment that is in a higher grade than the student's overall grade provided the student scores Proficient or higher.

Performance Index For the purpose of calculating the PI score, a formally accelerated student's assessment that • scores in the "Proficient" range will count as if it is in the "Accelerated" range;

• an assessment in the "Accelerated" range will count as if it is in the "Advanced" range and

• an assessment in the "Advanced" range will be given a new weight of 1.3 points in the new "Advanced Plus" range.

Calculation on the report card

Progress

Value-Added Overall Gifted Students Progress with Lowest 20% Students with Disabilities

Progress Component Aug 2013 Aug 2014 Aug 2015

Aug 2016

Component Grade

Calculated Calculated

Overall Value-Added

Graded Graded Graded Graded

Value-Added: Gifted

Graded Graded Graded Graded

Value-Added: Students with Disabilities

Graded

Graded Graded Graded

Value-Added: Lowest Quintile

Graded Graded Graded Graded

High School Progress

Graded

Progress Component

Component Grade

A = Excellent progress B = Above average progress C = Average progress D = Below average progress F = Failing to meet minimum progress

Overall Value-Added

The overall score shall use up to 3 years of VA data

Value-Added: Gifted

Students identified as gifted in superior cognitive ability and specific academic ability

Value-Added: Students with Disabilities

Students with disabilities taking regular assessments where value-added growth can be determined

Value-Added: Lowest Quintile

Students whose performance places them in the lowest quintile for achievement on a statewide basis

High School Progress

Not later than July 1, 2015, the state board shall develop a measure of student academic progress for HS students

Value-Added

Value-Added Letter Grade

Value-Added Gain Index

A > = 2.0

B >= 1 and < 2

C >= -1 and < 1

D >= -2 and < -1

F < -2

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Value-Added Findings: Teachers Can Make a Difference

30

40

50

60

70

80

90

100

3 4 5 6 7 8

Student AStudent BStandard

We must expect progress for all students. --Value Added Assessment: Battelle for Kids, 2005

Student A

Student B

Proficient

Explanations for the “shed pattern” • Lack of opportunity for the high scoring students to proceed at their own pace

• Lack of challenging material • Lack of accelerated course offerings • Concentration of instruction on the average or below average student

This finding indicates that it cannot be assumed that “higher achieving students will make it on their own.”

William L. Sanders and Sandra P. Horn, 1998

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Prepared for Success Component

Aug 2013 Aug 2014 Aug 2015 Aug 2016 Component Grade Calculated Calculated College Admission Test

Report Only Report Only

Report Only

Dual Enrollment Credits

Report Only

Report Only

Report Only

Industry Credentials

Report Only

Report Only

Report Only

Honors Diplomas Report Only Report Only Report Only AP Participation & Score

Report Only

Report Only

Report Only

IB Participation & Score

Report Only

Report Only

Report Only

College and Career Ready Assessment

Report Only (if available)

Report Only (may be included in component grade)

Report Only (may be included in component grade)

Prepared for Success Component Measures

• College Admission Test: • Percent taken • Percent remediation free

• Dual Enrollment Credit • Number of students earning

three college credits •  Industry Credentials

• Percent of students receiving

Prepared for Success Component Measures

• Honors Diploma • Percentage who receive

• Advanced Placement (AP) • Percentage participating • Percentage with score of 3 or above

•  International Baccalaureate (IB) • Percentage participating • Percentage with a score of 4 or better

Prepared for Success Component Measures

• College and career-ready assessment • Results of this assessment provided

for district and/or building • Will either begin on the August 2014

or 2015 report card, depending on the budget

• May be part of Prepared for Success Component grade

State Report Cards Lists and Rankings

Final Gifted Rankings 2013

Gifted Ranking continued

Gifted Ranking • Districts are ranked on the average of three separate components. This average is displayed in the column titled “Average of Gifted Component Ranks.” • Opportunity Rank • Performance Index Rank • Value-Added Gain Index Rank

USING REPORT CARD DATA

What to do with the information

Analyzing Your Data

Performance Index • Monitor the performance of gifted students in their areas

of identification • Provide intervention for those not performing up to

potential • Provide intervention for those performing above grade

level • Report accelerated students in EMIS • Verify that accelerated students test at their accelerated

grade level on the state assessment

Analyzing Your Data

Indicators

• Administer whole-grade screening for identification in superior cognitive ability and specific academics

• Monitor the achievement of students in their area of identification

Analyzing Your Data Value-Added Growth • Request an EVAAS log-in for your district • View school value-added reports • Click on school diagnostic link • Select gifted subgroup • Drill down to the student list • Progress monitor each student throughout the year in all areas of identification

Analyzing Your Data Opportunity Rank

• Evaluate current status of service to gifted students • Does the district have service opportunities at all levels;

elementary, middle, and high school? • Consider dual enrollment, AP, IB, and PSEO programs

that are truly advanced level and make sure WEPs are written for gifted students

• Review student test results for all district assessments that are on the approved list for gifted identification (i.e. EXPLORE, PLAN, ACT, PSAT, NMSQT)

Instruction for Gifted Students • Delivery • Grouping • Management • Acceleration • Assessments • Settings

Can You Grow Being Taught What You Already Know?

Eric Calvert, Ed.D, Northwestern University

Eric Calvert, Ed.D, Northwestern University

Eric Calvert, Ed.D, Northwestern University

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Research on Instructional Delivery: PROCESSES

• Gi#ed  students  tend  to  use  higher  order  thinking  even  without  training,  but  benefit  significantly  from  being  trained  

• Gi#ed  students  prefer  a  structured  learning  environment,  (desks,  tables,  etc)  but  open-­‐ended  tasks  and  assignments  

• Academically  gi#ed  students  tend  to  be  uncomfortable  taking  risks  or  dealing  with  ambiguity;  therefore  a  need  for  teaching  divergent  thinking  and  producAon  exists  

• Pull-­‐out  opAons  are  most  effecAve  when  focused  on  acceleraAve  content  versus  isolated  criAcal  or  creaAve  thinking  skills    Rogers  (2002)  

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Types  of  Grouping  Arrangements  for  Gi3ed  Students  

Rogers, 1998

• Within class by subject areas (ES =. 34 with pre-assessment and acceleration)

• Cross grade by subject areas (ES = .45) • Clustered in one classroom (ES = .62) • Special classes organized around accelerated and/or enriched curriculum (ES = .65 if content related) • Fulltime self-contained classes delivering an integrated comprehensive curriculum (ES = .49 – elementary; .33 - secondary)

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Necessary Component: Instructional Management and Acceleration Research

• Grade Skipping (ES=.49) • Early Entrance to School (ES = .49) • Subject Acceleration (ES = .57) • Grade Telescoping (ES = .40) • Concurrent Enrollment (ES = .22) • AP Courses (ES = .27) • Early Admission to College (ES = .30) • Credit by Examination (ES = .59)

•  Rogers, 1998

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Appropriate Learning Assessments for Gifted Students

• Performance-based • Portfolio • Off-level achievement tests • Diagnostic assessments • Informal assessments (discussion, observation)

Pull-out/Resource Rooms

Eric Calvert, Ed.D, Northwestern University

Readiness Grouping

Acceleration

Eric Calvert, Ed.D, Northwestern University

Differentiation in the Regular Classroom

Eric Calvert, Ed.D, Northwestern University

What might this look like in the classroom? https://www.teachingchannel.org/videos/keeping-students-engaged

Questions? Elaine Barkan elaine.barkan@email.sparcc.org Julie McDonald JMcDonald@scs-k12.net