Western Suffolk BOCES Boot Camp

1. Western Suffolk BOCES Boot Camp Emma Klimek eklimek33@gmail.com Eastern Suffolk BOCES 2012

2. Emma Klimek 2012

3. What do we mean by “Growth”? • Growth is change from point A to point B • Growth is an expectation of learning • Growth is a relative measure compared to like students in like conditions

4. The What, Why, and How of Growth Models and Measures

5. By the End of This Section…. • You should be able to: • Explain why the state is measuring student growth and not achievement • Describe how the state is measuring growth compared to similar students • Define a student growth percentile and mean growth percentile

6. Prior Year Performance for Students in Two Teachers’ Classrooms ─ Proficiency

7. Current Year Performance of Same Students ─ Proficiency

8. Prior and Current Year Performance for Ms. Smith’s Students

9. Prior and Current Year Performance for Ms. Smith’s Students

10. Student A’s Current Year Performance Compared to “Similar” Students If we compare student A’s current score to other students who had the same prior score (450), we can measure her growth relative to other students. We describe her growth as a “student growth percentile (SGP”). Student A’s SGP is 45, meaning she performed better in the current year than 45 percent of similar students. High SGPs ELA Scale Score Student A 450 Low SGPs 2011 2012

11. Comparing Performance of “Similar” Students Given any prior score, we see a range of current year scores, which give us SGPs of 1 to 99. Current Year Score Prior Year Score

12. SGPs for Ms. Smith’s Students

13. Which Students Count in a Teacher or Principal’s MGP for 2011-12? Student has valid test scores for at least 2011-12 and 2010-11 Student meets continuous enrollment standard for 2011-12 Student growth is attributed to the teacher and the school Yes Yes No No Student scores do not count for 2011-12 Expected for 2012-13: students weighted by duration of instructional linkage

14. From Student Growth to Teachers and Principals In order for an educator to receive a growth score, he or she must have a minimum sample size of 16 student scores in ELA or mathematics across all grades he or she teaches. Examples: A teacher has a self-contained classroom with 8 students who take the 4th grade ELA and math assessments; this teacher would then have 16 student scores contributing to his or her growth score. A teacher has a class with 12 students who are in varied grades (4th, 5th, 6th) who take the ELA and math assessments for their respective enrolled grade level; this teacher would then have 24 student scores contributing to his or her growth score. If an educator does not have 16 student scores, they will not receive a growth score from the State and will not receive information in the reporting system at the educator level. Educators likely to have fewer than 16 scores should use SLOs.

15. From Student Growth to Teachers and Principals (continued) To measure teacher performance, we find the mean growth percentile (MGP) for her students. To find an educator’s mean growth percentile, take the average of SGPs in the classroom. In this case: Step 1: 45+40+70+60+40=255 Step 2. 255/5=51 Ms. Smith’s mean growth percentile (MGP) is 51, meaning on average her students performed better than 51 percent of similar students. A principal’s performance is measured by finding the mean growth percentile for all students in the school.

16. Expanding the Definition of “Similar” Students • So far we have been talking about “similar” students as those with the same prior year assessment score • We will now add two additional features to the conversation: • Two additional years of prior assessment scores • Remember—a student MUST have current year and prior year assessment score to be included • Student-level factors • Economic disadvantage • Students with disabilities (SWDs) • English language learners (ELLs)

17. Adjustments for Three Student-Level Factors in Measuring Student Growth TeacherInstruction Student performance Disability Other factors (12-13) Language proficiency Economic disadvantage

18. Going Back to Student A’s Current Year Performance Compared to “Similar” Students If we compare student A’s current score to other students who had the same prior score (450), we can measure her growth relative to other students. We describe her growth as a “student growth percentile (SGP”). Student A’s SGP is 45, meaning she performed better in the current year than 45 percent of similar students. High SGPs ELA Scale Score Student A 450 Low SGPs 2011 2012

19. Expanding the Definition of “Similar” Students to Include Economically Disadvantaged—An Example Now if student A is economically disadvantaged, we compare student A’s current score to other students who had the same prior score (450) AND who are also economically disadvantaged. In this new comparison group, we see that student A now has an SGP of 48. ELA Scale Score High SGPs Student A 450 Low SGPs 2011 2012

20. Further Information on Including Student Characteristics in the Growth Model The following slides were developed using sample data from 2010-2011. The “combined” MGPs on the charts have been calculated at the educator level (combining all grades and subjects). Not all districts provided data linked to teachers for grades 4-8 ELA/Math in 2010-11.

21. Teacher MGPs after Accounting for Economic Disadvantage Taking student-level characteristics into account helps ensure educators with many students with those characteristics have a fair chance to achieve high or low MGPs. For example, note that for teachers with any percent of economically disadvantaged students, teacher MGPs range from 1 to 99. NOTE: Beta results using available 2010-2011 data.

22. Teacher MGPs after Accounting for SWD NOTE: Beta results using available 2010-2011 data.

23. Teacher MGPs after Accounting for ELL Percent of ELL Students in Class NOTE: Beta results using available 2010-2011 data.

25. “Similar” Students: A Summary Reported to Educators Used for Evaluation Reported to Educators

26. One Last Feature of the Growth Model…. The New York growth model accounts for measurement error in computing student growth percentiles. All testscontain measurement error, with greater uncertainty for highest and lowest-achieving students

27. State Growth Model Summary Growth model for 2011-12 only for grades 4-8 ELA/Math for teachers and principals

28. Using Growth Measures for Educator Evaluation

29. MGPs and Statistical Confidence MGP 87 Lower Limit Upper Limit Confidence Range • NYSED will report a 95 percent confidence range, meaning we can be 95 percent confident that an educator’s “true” MGP lies within that range. Upper and lower limits of MGPs will also be reported. • An educator’s confidence range depends on a number of factors, including: number of student scores included in their MGP and the variability of student performance in their classroom.

30. Well Above Average Average Well Below Average Below Average MGP 1 MGP 99 MGP 50 MGP MGP MGP MGP MGP MGP MGP Illustrating Possible Growth Ratings

31. From MGPs to Growth Ratings: TeachersRules on last slide result in these HEDI criteria for 2011-12 Mean Growth Percentile Confidence Range HEDI Rating Is your MGP ≥ 69? Highly Effective: Results are well above state average for similar students Is your Lower Limit > Mean of 52? No Is your MGP 42-68? Effective: Results equal state average for similar students Any Confidence Range No Is your MGP 36-41? Developing: Results are below state average for similar students Is your Upper Limit < Mean of 52? No Ineffective: Results are well below state average for similar students Is your MGP ≤ 35? Is your Upper Limit < 44? No Yes Yes Yes Yes Yes Yes Yes Yes No No

32. Illustrating Possible Growth Ratings MGP MGP MGP MGP MGP MGP Well Above Average Average Well Below Average Below Average MGP 1 MGP 99 MGP 50 MGP

33. Illustrating Possible Growth Ratings Well Above Average Average Well Below Average Below Average MGP 1 MGP 99 MGP 50 MGP MGP MGP MGP Ineffective Highly Effective Developing Effective

34. Illustrating Possible Growth Ratings MGP MGP MGP Well Above Average Average Well Below Average Below Average MGP 1 MGP 99 MGP 50 Developing Effective Effective

35. Assignment of Points with HEDI Category Teachers Principals • Point value of 3 includes educators with MGPs in the Ineffective category but CRs above 44 (for teachers) and above 46 (for principals) • Point value of 9 includes educators with MGPs in the Developing category but CRs above state average • Point value of 17 Includes educators with MGPs in the Highly Effective category but CRs below state average

37. Definitions • SGP (student growth percentile): measure of a student’s growth relative to similar students • Similar students: students with the same prior test scores, ELL, SWD, and economic disadvantage status • ELLs: English language learners • SWD: students with disabilities • Economic disadvantage: a student who participates in, or whose family participates in, economic assistance programs such as the Free- or Reduced-price Lunch Programs (FRPL), Social Security Insurance (SSI), Food Stamps, Foster Care and others • High-achieving, low-achieving: defined by the performance of students based on prior year State assessment scores (i.e., Level 1 = low-achieving, Level 4 = high-achieving)

38. Definitions • MGP (mean growth percentile): the average of the student growth percentiles attributed to a given educator • “Unadjusted” MGP: an MGP based on SGPs for which ELL, SWD, and economic disadvantage status have NOT been accounted • “Adjusted” MGP: an MGP based on SGPs for which ELL, SWD, and economic disadvantage status have been accounted • Growth rating: HEDI rating based on growth • Growth score: growth subcomponent points from 0-20

39. Definitions • Measurement error: uncertainty in test scores due to sampling of content and other factors • Standard error: a measure of the statistical uncertainty surrounding a score • Upper/lower limit: highest and lowest possible MGP taking statistical confidence into account • Confidence range: range of MGPs within which we have a given level of statistical confidence that the true MGP falls (95 percent statistical confidence level used for state growth measure)

40. Break

41. Student Learning Objectives:

42. The State Language • “For teachers where there is no State-provided measure of student growth, “comparable measures” are the state-determined District-wide growth goal-setting process. Student Learning Objectives (SLOs) are the State determined process.”

43. Student Learning Objective Do a close reading of the state’s paragraph on Student Learning Objectives Highlight or underline 5 key words (only 5) with a shoulder partner Use all 5 of the words, if possible, in a “sound bite” or graphic Emma Klimek 2012

44. State Message Regarding Student Learning Objectives • SLOs name what students need to know and be able to do at the end of the year. • SLOs place student learning at the center of the conversation. • SLOs are a critical part of all great educator’s practice. • SLOs are an opportunity to document the impact educators make with students. Emma Klimek 2012

45. Key Messages for SLOs continued… • SLOs provide principals with critical information that can be used to manage performance, differentiate and target professional development, and focus support for teachers. • The SLO process encourages collaboration within school buildings. • School leaders are accountable for ensuring all teachers have SLOs that will support their District and school goals. Emma Klimek 2012

46. Who has SLOs and how will SLOs be set? Who Needs an SLO? Emma Klimek 2012

47. Emma Klimek 2012

48. Emma Klimek 2012

49. General Rules • If 50% or more of a teacher’s students receive a State Growth Percentile (SGP) then the teacher does not need an SLO • Common Branch teachers, who do not get an SGP, must have 2 SLOs, one in ELA and one in math • A common branch teacher will not have an SLO in other subjects • If a teacher has 16 or more State test scores in grades 4-8, ELA or math, but that is less than 50% of his/her students, he/she must use this as the first SLO Emma Klimek 2012

50. Identifying Who needs an SLO and which one Emma Klimek 2012