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Doubling Down on Data: Using CCRPI, SLDS, and TKES to Maximize Student Outcomes

Doubling Down on Data: Using CCRPI, SLDS, and TKES to Maximize Student Outcomes. WWW.pike.k12.ga.us To download today’s presentation. CCRPI. The College and Career Ready Performance Index Each school receives a score out of 100 points, made up of three areas: Achievement 70 points

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Doubling Down on Data: Using CCRPI, SLDS, and TKES to Maximize Student Outcomes

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  1. Doubling Down on Data: Using CCRPI, SLDS, andTKES to Maximize Student Outcomes WWW.pike.k12.ga.us To download today’s presentation

  2. CCRPI The College and Career Ready Performance Index Each school receives a score out of 100 points, made up of three areas: • Achievement 70 points • Progress 15 points • Achievement Gap 15 points

  3. High School Achievement = 70 Possible Points • Content Mastery 40% • Post School Readiness 30% • Graduation 30%

  4. High School Achievement 70pts Content Mastery = 40% Raw points based on 100% Benchmark Performance on Indicator (%) 9th Lit EOCT 85.1 = 8.5 Am. Lit EOCT 89.8 = 8.9 Math I EOCT 67.2 = 6.7 STUDENT BODY Math II EOCT 61.5 = 6.2 Phy. Sc. EOCT 77.0 = 7.7 Bio. EOCT 74.0 = 7.4 US Hist. EOCT 70.0 = 7.0 Possible points Category performance Econ. EOCT 78.2 = 7.8 60.3 / 80 = .753 X40% Category Weight Weighted Performance .3015

  5. High School Achievement 70pts Post High School Readiness = 30% Performance on Indicator (%) Raw points by benchmark Path. Comp. 50.4 = 5 EOPA Cred. N/A = N/A Non Remd. 61.7 = 7.4 STUDENT BODY Acc. Enr. 43.8 = 6.0 World Lan. N/A = N/A Op. 2013-14 GHSWT Exc. 95.9 = 9.6 1275 Lex. 37.9 = 5.8 EOCT Exc. 28.6 = 5.6 Possible points Category performance Attendance 94.5 = 9.5 48.9 / 70 = .698 X30% Category Weight Weighted Performance .2095

  6. Achievement 70pts High School Graduation 30% • 4-year grad rate 67.47% = 6.7 5-year grad rate 69.91% = 7.0 STUDENT BODY STUDENT BODY Total Pts 13.7 / 20.0 Category Performance = .685 Category Weight X 30% Weighted Performance = .2055

  7. High School Achievement 70pts Mastery Performance .3015 STUDENT BODY Post Readiness Performance .209571 Prediction Performance .2055 .71714 X 70 Achievement Points 50.2

  8. Student Progress 15 points 2010 CRCT 2010 CRCT 2010 CRCT 2010 CRCT 2010 CRCT 2010 CRCT 2011 CRCT 2011 CRCT 2011 CRCT 2011 CRCT 2011 CRCT 2011 CRCT SGP determined by comparison of current test performance to those of like score history 2012 EOCT 2012 EOCT 2012 EOCT 2012 EOCT 2012 EOCT

  9. Student Progress 15 points % of students meeting typical/high growth - Z 65.1% X 15 Multiplied by Maximum Points Progress Points 9.8

  10. Achievement Gap 15 Points 25% STUDENT BODY 25% State Mean TEST PERFORMANCE GAP 25% Mean Score Compared 25%

  11. Achievement Gap 15 Points Gap Size and Gap Change evaluated The higher score for each tested area is used, from 1 – 4 points. For the EOCT High Schools averaged 3.25 points for size. 3.25 x 5 = 15 points / 20 possible = .8125 x 15 points = 12.2 points STUDENT BODY GAP

  12. CCRPI – StatewideHigh School Score Possible Achieved Achievement 70 50.2 Progress 15 9.8 Achievement Gap 15 12.2 Total Points 72.2

  13. Maximum Value Of Achievement Items Achievement 70 points Content Mastery is 40% 28 Points Post High School Readiness is 30% 21 Points Graduation Rate is 30% 21 Points

  14. Maximum Value Of Achievement Items Content Mastery (EOCTs) 40% 28 Points 8 Indicators 3.5 Points Post High School Readiness is 30% 21 Points 7 Active Indicators 3 Points Graduation Rate is 30% 21 Points 2 Indicators 10.5 Points

  15. Maximum Value Of Student Progress & Achievement Gap Student Progress 15 Points -This is measured with all EOCTs Achievement Gap 15 Points -This is measured with all EOCTs

  16. Maximum Value Of Achievement Items Content Mastery (EOCTs) 40% 28 Points 8 Indicators 3.5 Points Content Mastery has the most valuable single items at 3.5 points each Post High School Readiness is 30% 21 Points 7 Active Indicators 3 Points Graduation Rate is 30% 21 Points 2 Indicators 10.5 Points Improving Content Mastery has direct impact on Student Progress points and Achievement Gap points

  17. Guiding Questions Who are my high impact students? Who are my highly effective teachers? What improvement can I reasonably predict by putting them together? How do I develop highly effective teachers?

  18. Who are my high impact students? CCRPI In the portal, choose CCRPI Reports, Middle School, Data Details. Select file Type: Progress- Student Growth Percentiles

  19. Student Growth Percentiles The Student Growth Percentile data set will allow you to filter and identify your low growth students. Remember, this is all middle school students , so you will need an 8th grade roster to further refine. We will also cross-reference with Z scores later.

  20. Achievement Gap Z Scores “Hattie (2009) reports a …one standard deviation increase in teacher effectiveness should increase student achievement gains by about one-third of a standard deviation.”  This report will assist you with identifying students who are on the “BUBBLE”; that is, within one-third standard deviation below and/or above the mean. These students represent the ones that with a highly effective teacher can bump into the Meets category, pushing up your achievement and growth indicators, or if paired with an ineffective teacher can regress into the Do Not Meets category. Why 1/3 of an standard deviation?

  21. Add -.333 to the first PRO score -0.44988and +.333. This will identify your target bubble group. 29 students 54 Students

  22. Who are my highly effective teachers?

  23. Student Longitudinal Data SystemSLDS NO YES Teacher Growth Model

  24. Potential Impact • 279 Math 1 students • 94 DNM • 1/3 STD Improvement • 29 move into Meets and High Growth • .825 Increase in Math 1 achievement • .3 growth in Math 1

  25. What if you could get this impact in all EOCT Courses? Achievement increase by 6.6 points Progress increase by 2.4 points Increase by almost a letter grade without taking into account improvement in Achievement Gap and Gap Size.

  26. Result: • .83 increase in Math 1 Achievement • .3 increase in Growth If we only had this modest improvement in each EOCT area, it would equal a 9 point increase in CCRPI Score. This does not take into account points gained in reducing Achievement GAP and Gap Size

  27. “If anyone is serious about improving the academic levels of all students , then this improvement will be obtained only by reducing the likelihood that students will be assigned to relatively ineffective teachers” (Sanders, 2000).What if I don’t have a Highly Effective Teacher for each EOCT Course?Identify those with the greatest potential to be highly effective using TKES and Georgia FIP

  28. What teacher practices lead to greater levels of effectiveness? Hattie, 2009 An effect size of d=1.0 equates to improving the rate of learning by 50%. Hattie 2009

  29. An effect size of d=1.0 equates to improving the rate of learning by 50%. Hattie 2009 Source: GADOE

  30. How can we leverage the TLE platform? Artifacts

  31. Student Surveys Marsh (2007) found that the majority of studies show student surveys to be reliable, trustworthy and valid.

  32. Developing Highly Effective Teachers Formative Instructional Practices

  33. TKES Crosswalk

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