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

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

District 219 Mission 1

DISTRICT 219 PHILOSOPHY

D219 GROWTH MODEL

ALIG

NE

D

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

LOCAL growth model 1

Accounts for confounding variables, i.e. SES, Sp. Ed., Race

Growth is determined under local programs, courses and teachers

Propensity scores can capture achievement potential from multiple past achievement records with different growth projections/scales

Uses Local Norming – not State, Regional or Federal

Same testing windows

Same Assessments or combination of assessments – District chooses

D219’S LGM 1

In 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

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

Local norms provide the following benefits:

Provide more meaningful growth benchmarks; benchmarks individual student growth against typical growth of similar D219 students

Application 1

TEACHER AND ADMINISTRATOR EVALUATION

PLACING STUDENTS into the most rigorous courses; ensuring all students have equitable access to instruction within the curriculum; academic intervention placement

MONITORING THE ACHIEVMENT GROWTH of every individual student; setting realistic but rigorous individual targets

Program and course evaluation – RETURN ON INVESTMENT

Current D219 EPAS Program

EXPLORE

(for course placement)

GRADE 8

PLAN

SPRING GRADE 9

Practice ACT

SPRING GRADE 10

ACT/PSAE

SPRING GRADE 11

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

Local Norms

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

Example: Mathematics

10.0

15.0

20.0

25.0

30.0

35.0

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: 16-19

CRL 4: 20-25 DISTRICT

CRL = College Readiness Level

Setting Individual Targets

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

Every student will grow one point greater each year than comparable students in the norm group.

Individual Student Targets: MathematicsSCORE PLAN IACT ACT SCORE

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

SCORE PLAN IACT ACT SCORE

YOUR EPAS PERFORMANCE

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

CRL = College Readiness Level

*Note: Student has not yet taken ACT

ILP

STUDENT A

Releases have been obtained by the parents to use this data in this

presentation

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 and access to interventions.

Improving the effectiveness of all programs.

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

Adds to the conversation – HIGH SCHOOL READINESS

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.

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

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: Math

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

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

2012 2013 2014 2015

2 31% 30% 19% 8%3 42% 43% 54% 68%4 27% 27% 27% 24%

0%10%20%30%40%50%60%70%80%

Freshman Math Course EnrollmentBy Graduating Class & Grade Weight

Summer 2010

• 131 students enrolled in Algebra Readiness to improve mathematics deficiencies

• 33% of these students tested out of the extension course

• Average proficiency went from 20% to 52% mastery of learning targets for Algebra

• Algebra Readiness students increased their EXPLORE math scores by an average of 2.6 points

Summer 2011 Algebra Readiness Results

Summer 2011Algebra Proficiency Results

• 75 students enrolled in Algebra Proficiency

• 88% were promoted to Geometry

• Due to both summer Algebra Proficiency and the Algebra Proficiency exam, 223 students who would have normally retaken Algebra as freshmen are taking Geometry.

• This alters their destiny, as they will be able to take Calculus as a senior

EVALUATION and Value-Added Growth Models

Value-added growth models are designed to answer a basic question that has frustrated educators for decades.

How do we know if a student or group of students performed any better than they would have anyways:

- In a different school

- Under a different curriculum

-If they were not in a particular program

-With a different teacher

Historically, our inability to answer this question has been related to the absence of control groups.

Teacher/Administrator Evaluation 1

1. PAR in D219: Vision

PAR is a comprehensive and collaborative process for effectively mentoring, assisting, developing, and evaluating teachers.

PAR represents a shared vision between the District and the NTFT of great teaching, high quality mentoring and supervision, and best practices in evaluation.

It fosters a trusting environment where all members of the organization assume responsibility for developing and promoting high standards in teaching.

2. PAR in D219 Highlights

• Teachers Evaluate Teachers. The PAR Panel, a joint union-administrative committee, appoints Consulting Teachers who guide and evaluate teachers. - Untenured years 1 & 2 and tenured who “need improvement”.

• The PAR Panel acts upon retention and dismissal recommendations from the Consulting Teachers and Directors.

• Directors continue to be content-area leaders in every department, but the role of the Director shifts from evaluator to guide for teachers working with a Consulting Teacher.

3. PAR Rollout in D219

• During the 2011-2012 school year, only first year untenured teachers will participate in PAR.

• In the 2012-2013 school year, 1st and 2nd year untenured teachers and tenured teachers who either self-refer or receive ratings warranting PAR as their professional development plan will participate in PAR. (Student Achievement data pilot for tenured in English & Math)

Legal Context for Use of Growth Models in Evaluation

• 105 ILCS 5/10-23.8 requires new multi-year admin contracts be performance contacts

• Illinois Public Act 96-0861 requires student growth be used in teacher and principal evaluations