Ensuring Success for Every Student Facilitating academic success for all through rigorous,...

Ensuring Success for Every StudentFacilitating academic success for all through rigorous, individual achievement growth targeting

http://www.niles-hs.k12.il.us/

http://www.niles-hs.k12.il.us/west

http://www.niles-hs.k12.il.us/north

To ensure a student-focused learning environment where every student succeeds.

District 219 Mission

DISTRICT 219 PHILOSOPHY

D219 GROWTH MODEL

ALIG

NE

D

Facilitating academic success for all through rigorous, individual achievement growth targeting


Philosophy


The new growth model is a manifestation of the District 219 philosophy by:

Monitoring the achievement growth of every student

Setting realistic, but rigorous individual targets

Ensuring all students have equitable access to instruction within the curriculum


Current D219 EPAS Program

EXPLORE

(for course placement)

GRADE 8

PLAN

SPRING GRADE 9

Practice ACT

SPRING GRADE 10

ACT/PSAE

SPRING GRADE 11



D219 Growth Model

The new growth model is based on EPAS data, and is consistent with District 219 philosophy by tracking student growth reliably and sensitively for each student. The D219 growth model:

Is anchored to local norms

Benchmarks individual student growth against typical growth of similar District 219 students

Identifies students at risk for failing to meet state and college readiness standards



Local NormsIn addition benchmarking growth against state, national and college readiness benchmarks, the growth model benchmarks individual and aggregate growth against local norms.

Eliminate known limitations of the EPAS system for measuring growth

Reliably identify students at risk for not being on track to meet or exceed state standards

Capture individual and aggregate value-added growth


Local norms provide the following benefits:

Provide more meaningful growth benchmarks


Local Norms


Example: English

CRL = College Readiness Level10

15

20

25

30

35

GR 8 EXPLOREENGLISH

GR 9 PLANENGLISH

GR 10 IACTENGLISH

GR 11 ACTENGLISH

ME

AN

SC

OR

E

CRL 1: 1-12 CRL 2: 13-15 CRL 3: 16-19

CRL 4: 20-25 DISTRICT


Local Norms


Example: Mathematics

CRL = College Readiness Level

10

15

20

25

30

35

GR 8 EXPLOREMATH

GR 9 PLAN MATH GR 10 IACT MATH GR 11 ACT MATH

ME

AN

SC

OR

E

CRL 1: 1-12 CRL 2: 13-15 CRL 3: 16-19CRL 4: 20-25 DISTRICT

Local Norms


Example: Reading


10

15

20

25

30

35

GR 8 EXPLOREREADING

GR 9 PLANREADING

GR 10 IACTREADING

GR 11 ACTREADING

ME

AN

SC

OR

E


Local Norms


Example: Science


10

15

20

25

30

35

GR 8 EXPLORESCIENCE

GR 9 PLANSCIENCE

GR 10 IACTSCIENCE

GR 11 ACTSCIENCE

ME

AN

SC

OR

E


Local Prediction ModelsPROBABILITY OF

MEETING OR EXEEDING STANDARDS ON

PSAE READINGBASED ON

EXPLORE PLAN IACTSCORE Reading Reading Reading

36 99%35 99%34 99%33 99%32 99% 99%31 99% 99%30 99% 99%29 99% 99%28 99% 98%27 99% 97%26 99% 96%25 99% 99% 95%24 99% 98% 94%23 99% 97% 91%22 99% 96% 88%21 99% 94% 85%20 99% 91% 80%19 98% 87% 74%18 96% 81% 68%17 92% 74% 61%16 87% 65% 53%15 78% 55% 45%14 66% 45% 37%13 51% 35% 30%12 36% 26% 24%11 23% 19% 18%10 14% 13% 14%9 8% 9% 11%8 5% 6% 8%7 3% 4% 6%6 1% 3% 4%5 1% 2% 3%4 1% 1% 2%3 1% 1% 2%2 1% 1% 1%1 1% 1% 1%

CRB 15 17 (21)PSAE ME 13 15 16

Established growth profiles were also used to develop local prediction models that reliably identify students who are not on track to pass the PSAE*. The model:

Estimates the probability of meeting or exceeding state standards for each test and each content area

For example, a student with an EXPLORE reading score of 13 has a 51% chance of passing the PSAE

* Predictions apply IF District 219 continues to have the same impact and does not make changes to increase growth

Predicting District Performance


PSAE Content Area

*Projected % to Meet or ExceedPSAE 2010

Class of 2011

Reading 63%

Mathematics 55%

Science 68%

* Predictions apply IF District 219 continues to have the same impact and does not make changes to increase growth.


Value-Added Education

If the District 219 Instructional Program is improving, students should outperform the projections.

How are we going to do that?

One student at a time by:

Setting realistic, but rigorous individual student targets for every single student.

Ensuring students have access to the most important components of the curriculum through appropriate course placement.

Improving the effectiveness of all programs.



Setting Individual Targets


Every student will show yearly growth at least one point greater than comparable students in the local norm group.

Individual Student Targets: English

SCORE PLAN IACT ACT SCORE25 27 29 36 2524 26 28 35 2423 25 27 34 2322 24 26 33 2221 23 25 32 2120 22 24 31 2019 22 23 30 1918 21 22 29 1817 20 21 28 1716 19 20 27 1615 18 18 25 1514 17 17 24 1413 16 16 23 1312 15 15 21 1211 14 14 20 1110 13 13 19 109 12 12 18 98 11 11 17 87 10 10 16 76 9 9 15 65 8 8 14 54 7 7 13 43 6 6 12 32 5 5 11 21 4 4 10 1

SCORE PLAN IACT ACT SCORE CRL = College Readiness Level

YOUR EPAS PERFORMANCE

5

10

15

20

25

30

35

GR 8 EXPLORE ENGLISH GR 9 PLAN ENGLISH GR 10 IACT ENGLISH GR 11 ACT ENGLISH

YOUR SCORES

TARGETS

CRL LEVEL



SCORE PLAN IACT ACT SCORE




Individual Student Targets: Mathematics


*Note: Student has not yet taken ACT


5

10

15

20

25

30

35

GR 8 EXPLORE MATH GR 9 PLAN MATH GR 10 IACT MATH GR 11 ACT MATH

YOUR SCORES

TARGETS

CRL LEVEL


SCORE PLAN IACT ACT SCORE




Individual Student Targets: Reading



5

10

15

20

25

30

35

GR 8 EXPLORE READING GR 9 PLAN READING GR 10 IACT READING GR 11 ACT READING

YOUR SCORES

TARGETS

CRL LEVEL




Individual Student Targets: Science


SCORE PLAN IACT ACT SCORE CRL = College Readiness Level


5

10

15

20

25

30

35

GR 8 EXPLORE SCIENCE GR 9 PLAN SCIENCE GR 10 IACT SCIENCE GR 11 ACT SCIENCE

YOUR SCORES

TARGETS

CRL LEVEL

District 219 will also be using the models to reliably and analytically recommend eighth-grade students into freshman-year courses.

Course Placement

Rigor will be stressed when considering placement. Students will be placed in the highest-level course that is supported by the data.



Placement decision rules are based on sophisticated analytical procedures. The following table shows a simple rule of thumb that works for most cases.

Course Placement: Rules of Thumb

Rules of Thumb: English


EXPLORE Reading EXPLORE Reading, English Recommendation

16-25 Reading + English > 38 F01

Reading + English < 38 F03

13-15 Reading + English > 24 F03

Reading + English < 24 F19 integrated with R19

1-12 F19 integrated with R19




Rules of Thumb: Math


EXPLORE Math EXPLORE Math, Science Recommendation

17-25 Math + Science > 38 A05/07

Math + Science < 38 A03

14-16 2*Math + Science > 43 A03

2*Math + Science < 43 A01

12-13 Science > 12 A01

Science < 12 B01

1-11 B01




Rules of Thumb: Science


EXPLORE Science EXPLORE Science, Math Recommendation

13-25 3*Science + Math > 83 B05

Science + Math > 33 B03

Science + Math > 28 D01

Science + Math < 28 H01

1-12 H01

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