West High School Professional Development:

Colorado Growth Model and Response to Intervention

The Future of Teacher Evaluation and the Steps We Can Take to Ensure

Student GrowthBy: Kevin Purfurst

Agenda

• Introduction– Objectives– Rationale

• Colorado Growth Model– Old Model– New Model– Example– How West Stacks Up

• Response to Intervention

Content Objectives

• TWBAT explain the Colorado Growth Model and apply it to examples.

• TWBAT explain Response to Intervention and apply it to examples.

• TWBAT evaluate West’s current progress in the Response to Intervention program.

Language Objectives

• TWBAT read about the Colorado Growth Model and Response to Intervention.

• TWBAT discuss in whole group, small group and partner settings the Colorado Growth Model and Response to Intervention.

• TWBAT write evaluations for West’s current Response to Intervention program.

Rationale

• Colorado Growth Model is the way the state evaluate the effectiveness of teachers and schools.

• The district will be rolling this into the teacher evaluation framework under LEAP evaluations.

• Understanding how it works will help us to better serve our students.

• RtI is a good step towards helping student – and thus ourselves reach the goals of the CGM.

Introduction to CGM

• Old Model– Implications for Students– Implications for Teachers, Schools and Districts

• New Model

Old Model and Students

• Student data prior to CGM:– Students measured based on their performance on state

standards.– Students were given a rating of unsatisfactory, partially

proficient, proficient or advanced. – The goal was for all students to be proficient or advanced,

or they were considered poor performing students.

With the person sitting next to you, discuss the potential implications for students under this model.

Implications for Students

• Only gives a snapshot to students about their work for one year, on one text.

• Can be demoralizing if scores are low year after year.

• Created labels for student based on their performance.

Others?

Old Model and Teachers, Schools and Districts

• Teacher, School and Districts prior to CGM:– Teachers only given the snapshot of the prior year.– Teachers, Schools and Districts labeled based on student

performance on that snapshot test.– Effective teaching/schools only seen as increasing the total

number of students proficient or advanced relative to other teachers, schools and districts.

With the person sitting next to you discuss the implications for teachers, schools and districts based on this old model?

Implication for Teachers, Schools and Districts

• Teachers evaluated on only one test.• Expectation for students to be proficient or

advanced without accounting for where they were entering at.

• Schools and districts were compared to each other based on this snapshot of the number of students proficient or advanced.

Others?

Better Systems

• This caused DPS, CDE and the State of Colorado to look for better systems to evaluate students, teachers, schools and districts.

• Work with a partner to determine what might be a system that is more fair to evaluate these groups by.

New Model - Colorado Growth Model

• Growth seen as the answer.• It is better to measure a student based on how

far they have grown, rather than evaluate them on how they right now.

• Effective teachers and schools are those that work to get students to grow compared to where they were last year!

What do you think?

How does it work?

• Key number to evaluate a student, teacher, school or district is the growth percentile.

• This is the comparison of a student’s growth from one year to the next, relative to other students who performed at the same level the year before.

• Let’s look at an example!

Example

• Jose and Juan both took the CSAP this year.

• Jose scores 450 – partially proficient.• Juan scores 700 – proficient.

• Who looks good under the old system?• What does a school full of Juans look like to

the state?

Example

• Under CMG – each is compared to their previous year’s scores.

• Jose scored 200 – unsatisfactory.• Juan scored 600 – proficient.

• How did they look last year?

Example

• Both students grew!

• Jose grew by 250!• Juan grew by 100!

• The raw growth number is not what is most important.

Example

• We now compare each students growth to that of other students in the whole state who scored the same as them the prior year.

• Other students scoring 200 (Jose) averaged a score of 350 the following year.

• Other students scoring 600 (Juan) averaged a score of 750 the following year.

Example

• So here’s where we are.Jose Juan

2010 200 (unsatisfactory) 600 (proficient)

2011 450 (partially proficient) 700 (proficient)

Growth 250 100

All Students Scoring 200 (2010) All Student Scoring 600 (2011)

2010 average 200 600

2011 average 350 750

Growth average 150 150

Example• When we compare Jose and Juan to all students in the state

with the same test scores from the previous year, we see:– Jose made higher than average growth– Juan made lower than average growth

• Each student is then assigned a percentile (rank compared to all the other students in their category).

• 50 or higher is good because that shows they are growing at or above what their peers are.

Example

• Jose is growing faster than his peers at the 75th percentile.

• Juan is growing slower than his peers at the 40th percentile.

Example – Implications

• What conclusions can be drawn about the teacher, school and district that Jose has?

• Juan has?• How do these implications compare to how

they would have been judged before?

Evaluate

• Is this system better?

• Is it perfect?

• How can or should this data be used?

Senate Bill 191

• Requires that half of all teacher evaluations come from student outcomes.

• DPS does not want to use only CGM for evaluations.

• This should help to balance the effect of this data being based on only one test.

Using This Data

• Can be used to see what particular teachers and schools are doing to be effective.

• Other ideas?

How West Stacks Up

• All of this data is aggregated at the school level – remember that higher than 50 means the school is showing higher than average growth.

• Reading = 51st percentile• Writing = 47th percentile• Math = 41st percentile

What does this mean?

What does this mean?

We Have Room to Grow!

Things We’ve Been Doing, and Doing Well

• Backwards planning• Aligning curriculum to standards• Analyzing data

What Could Help Us More?

Response to Intervention!

Response to Intervention (RtI)

• A system to evaluate students performance in class and provide targeted supports that work to increase student growth.

• Effectively this is a differentiation system which helps us to target students both struggling and succeeding to provide remediation and extensions to help the grow at a high level.

Components

1. Leadership2. Curriculum and Instruction3. School Climate and Culture 4. Problem Solving Process5. Assessment6. Family and Community Engagement

Leadership

• There must be a commitment to this process at all levels.

• District, school and department commitments must be made.

• This is a process that takes time getting used to and everyone must commit.

Leadership – At West

• Erin Mack – assigned administrator for RtI in the school.

• Allocated district resources for necessary staff (school psychologist) necessary for RtI.

• Teacher leaders – there will need to be a commitment by teachers to help lead this initiative to increase student growth! (Potential for extra planning periods to be facilitators!)

Curriculum and Instruction

• Three tiered system

Tier 1

• High quality curricula and instruction strategies

• Research based techniques• Regular state and district wide assessment of

skills

Tier 1 - At West Professional Development• Understanding by Design• Teach Like a Champion• 50 Strategies• Leap Aligned PD• ELA Strategies• School Wide Writing RubricAssessment• CSAP• District Benchmarks• Course aligned formative assessments

Tier 2

• Provide supplemental instruction for those students not progressing well in Tier 1

• Systematically aligned with Tier 1• Designed to provide remediation for skills in

Tier 1• ALSO to enhance and extend the learning of

advanced students who might be “bored” with the base instruction in Tier 1

Tier 2 – At West

*New This Year*• Weekly tutorials– Designed to identify students who are advanced or

not meeting proficiency in skills at Tier 1 instruction– These students are assigned to Graduation Station

(during 8th period, regular school hours) for remediation or enrichment

– These are identified using weekly administered course alike assessments

Tier 2 – At West

• Remediation– During graduation station – once a week by department

– those students from all course alike teachers who are not proficient will meet with one of those teachers to receive remediation on those skills

• Enrichment– During graduation station – once a week by department

– those students from all course alike teachers who are advances will meet with a different one of those teachers to receive enrichment on those skills

Tier 3

• Designated for students who are not successful after Tier 2 interventions

• Designed to provide very specific skill remediation

• Done in small or individual settings• Referred to and determined need by problem

solving team

Tier 3 – At West

• Student Intervention Team– Made up of Erin Mack, school psychologist,

language specialist, teacher effectiveness coaches and a department representative to be chosen later?

– Students who are not responding to Tier 2 interventions should be referred to this group.

– They will review data about the student and determine if intervention at a Tier 3 is necessary.

Tier 3 – At West

• Intervention Courses– Those students deemed to need intervention at the

lower levels will be placed into Reading and Math intervention course

– It is our belief that those who are struggling at Tier 2 are typically struggling with basic language and math skills and remedial courses for them are the best solution

– These students are to be evaluated regularly and exited from these courses as soon as they demonstrate grade level performance in reading and math

School Climate and Culture

• Behavior is essential for academic success• Teachers and schools should explicitly teach

and model proper academic behavior• BPS systems are effective

School Climate and Culture – At West

• PBS professional development– Explicit discussion and examples of how to us PBS

in the building to support student success and build school climate and culture

School Climate and Culture – At West

• Explicit instruction and modeling of classroom and academic expectations– Expectation is that all teachers spend at least one

day explicitly teaching and modeling (using examples and non-examples0 classroom expectations and academic expectations

– Consistent use of school wide behavior ladder

School Climate and Culture – At West

• ABC interventions– Designed to prevent students from slipping

“through the cracks”– Works to provide what students need to be

successful while ensuring they are in school

School Climate and Culture – At West

• ABC interventions– Attendance• Any student with 4 or more unexcused absences or

tardies will be place on an attendance contract that requires a parent or guardian to be present to discuss the terms and sign• Violation of the attendance contract will result in

further consequences up removal from the school

School Climate and Culture – At West

• ABC interventions– Behavior• Any student with 4 or more behavior incidences

(defined as the teacher giving more than two verbal warnings – according to the behavior ladder – in one class period) will be placed on a behavior contract requiring a parent or guarding to be present to discuss terms and sign• Violation of the behavior contract will result in further

consequences up removal from the school

School Climate and Culture – At West

• ABC interventions– Credits

• Any student with 1 unexcused absence from Graduation Station or 1 or more Ds or Fs will be referred to the Student Intervention Team to determine if their academic struggles are because they need Tier 3 interventions

• If it is they will begin to receive those interventions• If not, they will be referred to the behavior team for

behavior intervention processes discussed earlier • Violation of the behavior contract will result in further

consequences up removal from the school

Problem Solving Process

• Team of individuals invested in investigating the success of a student.

• Goal is to determine interventions and outcomes for a student.

• Should involve school professionals as well as parents.

• Uses 4 step cyclical process to provide interventions.

Problem Solving Process – At West

• Student Intervention Team– Students referred to SIT by teachers for Tier 3

intervention after Tier 2 interventions do not produce desired results.

– Team examines initial data to determine if students does need enhanced interventions.

Problem Solving Process – At West

• Student Intervention Team– If so, parents are contacted and a 4 step cyclical

process takes place:1. The problem is defined.

– Problem is defined as the difference between the observed performance of the student and the expected performance as defined by standards or peer performance.

– Data is used to evaluate student performance in quantitative terms.

– It is determined if the problem is an individual, small group or large problem to ensure that the proper use of resources.

Problem Solving Process – At West

• Student Intervention Team– If so, parents are contacted and a 4 step cyclical

process takes place:2. The problem is defined.

– SIT determines what is at the root of the problem.– The proper setting and methods for addressing the

intervention are determined.

Problem Solving Process – At West

• Student Intervention Team– If so, parents are contacted and a 4 step cyclical

process takes place:3. A plan is developed and implemented.

– SIT refers the student for the proper intervention.– The skills to be focused on are explicitly defined.– The outcomes of the intervention are explicitly defined. – Plan is provided to the proper individuals (i.e. intervention

class teachers, enrichment opportunity providers, etc.)

Problem Solving Process – At West

• Student Intervention Team– If so, parents are contacted and a 4 step cyclical

process takes place:4. The RtI is evaluated.

– SIT reviews student progress on each intervention weekly.– The results of weekly progress monitoring are presented in

relation to desired outcomes in a proper format.– Students who need to be exited from the intervention are exited,

and those who continue to need support continue to receive it.– If the student is not showing adequate progress towards desired

outcomes the 4 step process is repeated to determine if the correct interventions are being provided.

Assessment

• Uses diagnostic, formative and summative assessments to monitor student progress.

• Assessment data is reviewed regularly and EFFICENTLY.

• Assessment data is used to determine the root of student performance.

Assessment – At West

• What teachers are doing:– Using CSAP, Benchmark and diagnostic test data to

inform areas of highest need for instruction in course alike partners.

– Increasing instruction in areas of highest need.– Using course alike formative assessments to evaluate

student progress towards skill mastery.– Providing tutorials during Graduation Station once a

week to students who do not demonstrate mastery of skills (Tier 2 intervention).

Assessment – At West

• What SIT is doing:– Administering assessments at weekly intervals to

measure student progress in Tier 3 interventions specific to student plans.

– Working with intervention teachers and enrichment providers to design assessments that measure the targeted skill for intervention students.

Family and Community Engagement

• Involve families in the RtI process by:– Sharing student information (and data).– Involving them in the problem-solving process.

(Who knows students better than their own families?)

– Celebrating student success.

Family and Community Engagement – At West

• SIT meetings– During the 4 stages of the problem solving process

family members are at the table with the SIT to help determine the best student interventions and proper outcomes.

– When interventions are not working families are involved again to repeat the process.

– When the student is ready to be exited from the intervention families are invited to the meeting to discuss the successes and look at the results.

Family and Community Engagement – At West

• ABC team– Whenever a student meets the criteria for ABC

intervention family members are brought in for the contract meeting to help determine the proper terms to help the student be successful.

CGM and RtI

• Before RtI was used, students were only receiving Tier 1 style education.

• This allowed students to “slip through the cracks.”

• Using RtI we can identify students who need support and provide it to them.

• This helps their growth, helps you be a more effective teacher, and helps West become a better school.

Analyze Your Work Load• We know that you already do lots of hard work!

• We also want to show you that RtI is not going to be significantly more work that you already are doing!

• Use the handout you receive to analyze your work load for RtI.

• Hopefully you will see that the work of RtI is what you are already doing in your classrooms!

Resources and References

Colorado Growth Model

Information:http://www.cde.state.co.us/media/cdeedserv/growthmodel/GrowthModelIntroPt01.html

Data:https://edx.cde.state.co.us/growth_model/public/index.htm#/year-2011/district-0880/schools/

Resources and ReferencesResponse to Intervention

CDE RtI Framework:The Colorado Department of Education. (2008) Response to Intervention: A Practitioner’s Guide To implementation.

http://www.cde.state.co.us/rti/downloads/PDF/RtIGuide.pdf Intervention Model:http://vizedhtmlcontent.next.ecollege.com/CurrentCourse/RTI%20framework%20from%20DWW.pdf McCook, John. E. (2006). The RTI Guide: Developing and Implementing a Model in Your Schools. Horsham: LRP Publications. Wright, J. W. (2007). RTI Toolkit: A Practical Guide for Schools. Port Chester: Dude Publishing. Tier2 Strategies:http://dww.ed.gov/Response-to-Intervention-Reading/Progress-Monitoring-and-Differentiation/practice/?T_ID=27&P_ID=73 RtI Resources:http://www.cde.state.co.us/RtI/ToolsResourcesRtI.htm Implementation of RtI:http://www.cde.state.co.us/rti/LearnAboutRtI.htm