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WHAT EVERY SCHOOL LEADER NEEDS TO KNOW
ABOUT TEACHER VALUE-ADDED REPORTS
OLAC ACTION FORUM
JANUARY 24TH , 2012
Learning Targets

I understand how teacher value-added reports fit into Ohio’s
education landscape.

I can communicate the fundamentals of the linkage/roster
verification process and know what to expect when we get our
teacher value-added reports.

I am prepared to discuss results with each of my teachers and
have ideas about how I may help them improve as individuals
and as team members.

I know where to get tools to help me organize effective
value-added professional development for my staff.
Note: Battelle for Kids is utilizing visual representations of copyrighted EVAAS® Web reporting
software from SAS Institute, Inc. in this document for instructional purposes.
© 2012, Battelle for Kids.
Let’s start with…
The Elephant in the Room
© 2012, Battelle for Kids.
Value-Added & Teacher Evaluation

Race to the Top

Senate Bill 5

House Bill 153: Requires LEAs to establish new policies
relative to teacher and principal evaluation




Multiple measures to include student growth metrics as 50
percent of evaluations (aligns with OTES)
Implementation timeline is 2013-14 school year
Performance-based compensation is a major national component
of education reform. If it was NOT included as a component in
LEA-approved RttT scope of work, RttT LEAs are NOT required
to implement, but are strongly encouraged to engage in this work
as are all LEAs in Ohio
SBOE shall adopt a salary schedule for teachers based on
performance
© 2012, Battelle for Kids.
Key Statewide Deliverables of RttT

Teacher Value-Added Reporting




30 percent of LEAs link in Year 1 RttT (reports received fall 2011)
–primarily LEAs in Battelle for Kids’ expanded value-added report
projects along with some SIG schools
60 percent of all LEAs link in Year 2 (represents all RttT LEAs)
100 percent of all LEAs in Ohio link in Years 3 & 4
Requires teacher linkage each spring to verify teacher
assignments and teachers’ instructional time with students
© 2012, Battelle for Kids.
Elephant in the Room


November 15, 2011-the State Board of Education adopted the
Ohio Teacher Evaluation System (OTES) Framework
www.ode.state.oh.us > “Teaching” tab > Ohio Educator
Standards > Educator Evaluation Systems in Ohio
Value-added falls
under student
growth measures
© 2012, Battelle for Kids.
Evaluation Matrix & Teacher
Value-Added Report Connection
EVAAS® Teacher ValueAdded Report Categories
Most Effective
Above Average
Average
Approaching Average
Least Effective
© 2012, Battelle for Kids.
To be Determined…

Details and recommendations for student growth
measures in OTES to be determined:




What composite information will be available for those
teachers who receive more than one teacher value-added
report in a given year? (An EVAAS® value-added report
represents one grade and/or subject.)
How will three-year averages or trend information over time
be handled?
Use of expanded value-added reporting through SOAR.
Student growth measures for grades/subject areas not
receiving EVAAS® reporting.
© 2012, Battelle for Kids.
Questions on Ohio’s Evaluation
Frameworks?


www.ode.state.oh.us > “Teaching” tab > Ohio Educator
Standards > Educator Evaluation Systems in Ohio
OTES contacts at ODE:
Kathy Harper
[email protected]
(614) 752-1473
-orCarol King
[email protected]
(614) 644-6816
Moving on from the elephant!
© 2012, Battelle for Kids.
Roster Verification Process
Teacher Value-Added Reports
Step 1: LINK
© 2012, Battelle for Kids.
Linkage: Roster Verification Process

What is Linkage?

Why Do We Link?

Who Links?

When Do You Link?

Where Do We Link?

Who Can Help Us Link?
© 2012, Battelle for Kids.
What is Linkage?

Linkage is a process that allows teachers to attribute
instructional influence on student academic progress
and to receive teacher value-added reports. The
linkage process includes:



Establishing a roster of students taught throughout the
year;
Indicating the month(s) when students are in and out of
the classroom (i.e. mobility), and;
Reporting the percentage of instruction a teacher has for
a given student for a given subject.
© 2012, Battelle for Kids.
Why Do We Link?
Reliability & Trustworthiness

When using teacher value-added information for school
improvement purposes or as a component of an educator’s
evaluation, it is imperative to have the most reliable information to
ensure that teachers are not misidentified, mislabeled or mistreated
due to a flawed analysis based on inaccurate data.
“Why Link” Video Series & Facilitation Guide
www.BattelleforKids.org/Ohio > Race to the
Top > Link (Roster Verification Process)
© 2012, Battelle for Kids.
Who Links?
Principals/Support Team & Teachers

Involving principals and teachers in the process helps to ensure
that the most accurate teacher student linkages are captured, and
that they are captured transparently.

By understanding the data that goes into the linkage system,
teachers and principals have more confidence and trust that the
information truly reflects his/her classroom and students across the
school year.

Grades 4–8 ; reading and math

LEAs participating in SOAR and receiving extended value-added
analysis will link additional grades and subjects.

Grade 3 reading & math, grades 3–8 science & social studies, high
school ACT end-of-course content areas
© 2012, Battelle for Kids.
Who Links?
Rollout Across LEAs Statewide

The 30 percent who linked in spring 2011

Intent to Link email communication sent to the rest of RttT LEAs
who were not part of the first 30 percent. Assumption is that all RttT
LEAs will link in spring 2012, unless they identified the following
year in their LEA Scope of Work.

All LEAs will link in spring 2013.

Current list of 85 non-RttT LEAs who want to Link in spring 2012

Compiling information and strategizing phase

Confirming totals from RttT LEAs

What is possible as part of state RttT funding for these non-RttT LEAs

There is a cost to link this spring (this year only) that will be communicated to
non-RttT LEAs interested in doing so.
© 2012, Battelle for Kids.
Who Links?
Principals’ Responsibilities in Managing Linkage

Establish a support team for your school by designating members of
your staff who will serve in a supportive role during your school’s
linkage process

Upon accessing the online linkage system, review the teachers and
classes initially loaded

Make certain that teachers are associated with the grades/subjects
they teach

Facilitate completion of the linkage process

Use available linkage reports to ensure staff are completing linkage
successfully, and provide support as needed

Review for accuracy and approve the final linkage data that will be
used in the analysis
© 2012, Battelle for Kids.
Who Links?
Principals’ Responsibilities in Managing Linkage
© 2012, Battelle for Kids.
Who Links?
Teachers’ Responsibilities in Completing Linkage

Teachers complete the following steps:

Ensure all students are accurately included on each class roster,
and modify rosters by adding/deleting students where necessary

Indicate class enrollment by setting student entry and exit
dates
Set percentage of instruction provided
Submit class rosters for principal review and approval


© 2012, Battelle for Kids.
Who Links?
Teachers’ Responsibilities in Managing Linkage
© 2012, Battelle for Kids.
When Do You Link?

Three Phases:


School Set-Up: Principals (and support team, as desired) gain access to
verify the staff list and staff assignments
Roster Verification: Teachers gain access to verify their class rosters and
set linkage attribution—the students they taught, how long they taught
them, and the percentage of instruction they provided each student


Support team should be monitoring teacher completion
Review & Approval: Principals review staff linkages and alerts before
giving final approval
2012 Link Season:
April 16 – May 8 School Setup
May 9 – May 23 Roster Verification
May 24 – May 30 Review & Approval
Training Dates for 2012 Link Season
COMING SOON!
Half-day technical sessions will be offered
throughout the state from April 16 – May 8.
One building representative should attend.
Webinars offered for returning “linkers”.
© 2012, Battelle for Kids.
Where Do You Link?

The Ohio Student Progress Portal, www.BattelleforKids.org/Ohio
© 2012, Battelle for Kids.
Where Do You Link?

The Ohio Student Progress Portal, www.BattelleforKids.org/Ohio
All principals and staff log in with
their “My Portal” account, using their
work email address.
See the “Mechanics of Link & TeacherLevel Value-Added Reports” handout for
specifics on how portal accounts are
created.
Access the Link application via the
“BFK•Link®” icon.
© 2012, Battelle for Kids.
Who Can Help Us Link?

Battelle for Kids’ Linkage Help Desk during “Link Season”:


Principal and Support Team Member Support:

Online via the Link Application: Principals and support team members can
submit an electronic support ticket. Once a question is submitted online, be sure
to log back into the portal to review responses.

Phone: Principals and support team members may contact the Customer Support
Team at (866) 543-7555, Monday – Friday 8 a.m. to 6 p.m.
Teacher Support:

Building-Level: Teachers should seek assistance from their principal and school
support team as identified by the principal. Your support team is identified on the
“My Linkage” page.

Online via the Link Application: Teachers may submit electronic support tickets,
available on the “My Linkage” page. Be sure to log back into the portal to review
responses.
COMING SOON: Dates for 2012 Link Season
Half-day technical sessions will be offered throughout the state from
April 16 – May 8. Recommendation for one building rep. to attend.
Webinars offered for returning “linkers”.
© 2012, Battelle for Kids.
Teacher Value-Added Reporting
Teacher Value-Added Reports
Step 1: LINK
Step 2: Get Teachers Ready to Understand their Teacher
Value-Added Reports
 Have you provided teachers with tools to understand the
use of value-added information?
 What do you need to know regarding access?
 What information is available?
© 2012, Battelle for Kids.
Access to Teacher Value-Added Reports:
What do you Need to Know?

Access to Reports



Online via EVAAS® accounts
Password protected
Teachers will automatically receive an email from SAS
with username and password
Now let’s “get in the weeds” for
a minute on the details.
Grab your “Mechanics of
Linkage & Teacher Value-Added
Reporting” document.
Anti- “in the weeds” folks,
please hang in there with us!
© 2012, Battelle for Kids.
What information is available?
Go to the EVAAS® Portal Login Screen
Found via ODE website or the homepage of the Ohio
Student Progress Portal
© 2012, Battelle for Kids.
Let’s Find Your Teacher Data
Teacher Reports are found under the
“Reports” tab once logged into
EVAAS®.
A second login is required to access
teacher reports. Teachers are to use
the last four digits of their SSN along
with their EVAAS® password.
© 2012, Battelle for Kids.
Let’s Find Your Teacher Value-Added Report
& Analyze (Aggregate portion of report)
Drill down to see
students
linked/included in
this report.
Drill down to the
disaggregate portion
of the teacher
report—the Teacher
Diagnostic Report.
© 2012, Battelle for Kids.
Let’s Find Your Teacher Value-Added Report
& Analyze (Aggregate portion of report)
What do the levels
mean?
© 2012, Battelle for Kids.
Let’s Find Your Teacher Diagnostic
Report and Analyze the Data
Drill down to see
your students and
how they fall in
each of the pool
tertiles
© 2012, Battelle for Kids.
Let’s Drill Down to Your Students
Drill down to see a
student’s
achievement history
© 2012, Battelle for Kids.
Let’s Drill Down to Your Student’s
Report and Analyze the Data
Select to see where
this student’s
performance level
will likely be on next
year’s test
© 2012, Battelle for Kids.
Let’s Drill Down to Your Student’s
Projection Report and Analyze the Data
© 2012, Battelle for Kids.
Teacher Summary Reports for
Administrators
School Teacher
Summary and
Teacher List is
available for the
school administrator
© 2012, Battelle for Kids.
School Teacher Effectiveness
Summary (OAA, Math & Reading)
© 2012, Battelle for Kids.
School Teacher Effectiveness List (OAA
Math & Reading)
© 2012, Battelle for Kids.
Cautions about Teacher Value-Added
Reporting

All value-added reports are estimates



Estimates are improved with more data




All available student performance information is used to overcome
the errors of measurement at the individual student level
Statistical tools are used to protect teachers from being
“misclassified,” especially those who don’t have many students
A two-year average is a better measure of teacher effectiveness
than a one-year estimate
A three-year average is better than a two-year average
Multiple measures are better than a single measure
The real danger is in jumping to conclusions

Given all of these issues, value-added estimates are still the best
measures of student progress that are currently available
© 2012, Battelle for Kids.
Supporting the Use of Teacher
Reports
Teacher Value-Added Reports
Step 1: LINK
Step 2: Get Teachers Ready to Understand their
Teacher Value-Added Reports
Step 3: Now What? Supporting the Use of Teacher
Reports
 Communicate
 Create a safe environment
 Make it about continuous improvement
© 2012, Battelle for Kids.
Communicate, Communicate, Communicate
Start NOW!
 Share what the reports look like. What they say and
don’t say?
 Give examples of what teacher teams could do with
the information.
 Co-create a plan for discussing the results BEFORE
teacher reports are released.
 Connect with other administrators who have had
successful roll-outs.

© 2012, Battelle for Kids.
Make it About Continuous Improvement
Using value-added information is the same process whether
it’s at a systems level, building level, teacher-based teams
level or teacher level.
Flip through your facilitators’ copy of this book
for ideas.
“This helpful book comes at an important time for teachers and
school administrators. While value-added analysis has been
around for more than two decades, the widespread use of valueadded assessment is just now exploding into common use.”
—Douglas B. Reeves
© 2012, Battelle for Kids.
Begin with Strengths
Ask teachers to consider:



Value-added results
reveal how well your
curriculum and
instruction are working
How they can leverage effective practices
 Look for overarching patterns of strength
in your building’s data
How they can leverage their strengths
 Look for student achievement groups (tertiles) that are
producing the most growth. Why is this? How can you use this
knowledge to help other students?
How they can leverage the strengths of their team
 Who is producing the most overall growth?
 With which student achievement groups?
 What can you learn from each other?
© 2012, Battelle for Kids.
School Improvement Conversations
1. How do your aggregate-level results compare to the
aggregate-level results of your team? (Compare your
value-added estimate and standard error to the valueadded estimate and standard error in the school valueadded report.)
2. Is this subject an area of strength or an area of challenge
for you relative to your team?
3. If this subject is an area of strength for you, how can you
provide support for other members of your team?
4. If this subject is a challenge for you, who on your team can
you call on for support?
© 2012, Battelle for Kids.
School Improvement Conversations (cont.)
5. How do the trends in the School Diagnostic Report
compare to your Teacher Diagnostic Report?

What contributed to these trends?
6. Which subgroups show growth?

Are there team members who could benefit from your
support with these subgroups?
7. Which subgroups present challenges?

Are there team members who could provide you
support with these subgroups?
© 2012, Battelle for Kids.
Be Proactive!
1. What strategies will you use with each of the five groups for
continuous improvement purposes?
2. Get into the data as soon as it goes live! Concentrate early
on macro levels (various summary reports) to determine if
there is a program/curricular problem across your school or
district versus an instructional problem.
Available by subject area
© 2012, Battelle for Kids.
A Few Strategies for Helping Teachers
to Improve






First Priority! Determine if an issue is a teacher problem or a
program/curricular problem
Partner teachers with other teachers who complement
their strengths
Identify students who are not making sufficient progress and
design intervention plans
Customize professional development based on student
growth patterns
Stimulate discussions during the school year about ongoing
measures of student growth
Pair teachers with students with whom they are most
successful
© 2012, Battelle for Kids.
Factors That Influence
Instructional Effectiveness

Instructional Practices



Instructional Arrangements


Was student progress measured “in time”?
Are the learning, the feedback, and the assessments focused
on the right goals?
How were the data used to determine student assignments to
courses and to create flexible groupings?
Focused Professional Development





Data-driven?
Embedded: collaborative time centered around student
learning?
TBT’s introduced to protocols for examining student work?
Focused on “vital” behaviors?
Sustainable?
© 2012, Battelle for Kids.
Scenario Activity: Principal
1. Use the Scenarios document from your materials.
2. Ask one person from the table to read aloud the
assigned scenario.
3. Have a ten minute discussion about this scenario, then ...
4. Be ready for a brief whole-room discussion.
5. As you listen to each table’s presentation, play devil’s
advocate. Ask them some tough questions to give them
some practice in addressing questions/situations that
may arise.
© 2012, Battelle for Kids.
Questions?
BFK Support Desk:
[email protected]
or (866) 543-7555
RttT-Related Questions for BFK:
[email protected]
Thank You!
© 2012, Battelle for Kids.
www.BattelleforKids.org
http://twitter.com/BattelleforKids

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