Transcript Building Capacity Using Value

Race to the Top
Building Capacity Using Value-Added
in School Improvement
Ohio RttT Webinar
Presented by Battelle for Kids
June 21, 2011
Race to the Top

Building Capacity Statewide

Building LEA Capacity

Building School Capacity

Building Teacher-Team Capacity
Race to the Top
Value-Added & Race to the Top
Key Deliverables
 Teacher-Level Value-Added Reporting
30% of LEAs Link in Year 1 RttT (reports received fall 2011)
- primarily LEAs in Battelle for Kids’ expanded valueadded report projects along with some SIG schools
 60% of all RttT LEAs in Year 2
 100% of all LEAs in Ohio in Years 3 & 4
 Professional development & resources will address the use of
value-added for school improvement and implications of
teacher-level reporting
Race to the Top
Support Resources

Value-Added Toolkits—will be updated (fall 2011)
 Problem-based approach
 Key reports organized by audience

Refresh of Value-Added On-line Courses (occurred June 1)
 Greater interactivity
 Condensed and practical

Webinar Series
 June 7 @ 3 p.m.—Value-Added: Then, Now and in the Future
 June 9 @ 3 p.m.—Link Before You Leap
 June 21 @ 2:30 p.m.—Building Capacity Using Value-Added
in School Improvement
 June 23 @ 2:30 p.m.—Implications of Teacher-Level ValueAdded Data
Race to the Top
Value-Added Leader Support System

60 regional-level Value-Added Leaders (VALs)

1-2 VALs from each of the Big 8 urban districts
1-2 VALs from each of the 8 largest suburban districts
with 10,000+ students
Several designated to work with the community schools
In total, a cadre of 90-100 VALs to support the efforts
available to all LEAs in Ohio (not just RttT LEAs)
VALs will be confirmed by the end of June, trained in
August and ready to assist LEAs this fall




Race to the Top
Face-to-Face Training Opportunities for LEAs




Fall 2011: District Value-Added Leadership (DVAL) team training
 2-Day events offered regionally in Sept.-Oct.
 LEAs will have two different date opportunities to choose from in
their area
 Focus on both value-added uses in school improvement & teacherlevel reporting
 VALs will play the role of table facilitators with the DVAL teams
during these events
2011-2012 school year: VALs are available upon request & available to
work with DVAL teams in their district/LEA as they work with building and
teacher teams
Fall 2011: 2-Day trainings for community school building teams
 Similar to the work mentioned above that is offered to districts/LEAs
 Sponsors are encouraged to attend & support their buildings
In years 3 and 4 of RttT, there will be more face-to-face opportunities for
training on value-added.
Race to the Top
Value-Added
Toolkit

Problem-based approach



Which students benefited most (and least) from your school’s
curriculum & instruction?

What other schools in your district or across the state
performed well with particular groups of students?

(Teacher-Level) How can members of your team use each
teacher’s individual strengths to improve the performance of
the entire team?
Key reports organized by audience


How much growth was produced grade level-by-grade level
across your school?
District, Building, Teacher
Fall distribution
Race to the Top
The Value-Added Work
Accomplished in Ohio To Date

Built a statewide structure of support for value-added use, with focus
on Regional Value-Added Specialists, District Value-Added
Specialists and principals

Established a context for value-added use in Ohio

Educators understand the “why” for measuring growth, the
basics of value-added analysis, and how to access & interpret
reports

Provided a variety of resources and support opportunities

Provided opportunities for districts/LEAs to receive expanded
value-added reporting beyond what the state provides
 E.g. Grade 3, science & social studies; high school
Race to the Top
Lessons Learned

Eliminate barriers to reporting

Focus the past two years was on improving Ohio’s system
 e.g. student names, all students for diagnostic reports versus
just Where Kids Count students, ability to include prior student
data of migrant students coming from another LEA

Strengthen the leadership support (principals, superintendents,
community school sponsors)

Get to the teacher-based-team level & provide the process and
resources to address the “now what?”

Integrate value-added use in school improvement processes

Eliminate two EVAAS systems for those districts/LEAs receiving
expanded value-added reporting
Improvement Focus
The Keys to Improvement

Look for patterns in student performance data at
the appropriate level of the system

Use data to uncover your strengths and your
challenges

Explore root causes of your highest priority
strengths and challenges

Focus improvement in limited number of areas
(1 to 2)
Putting Data Together
Looking at
Value-Added & Achievement Data
Example of a
Progress and
Achievement
Matrix
Finding Patterns
Exploring Root Causes
Building-Level Strength Fishbone
Race to the Top
How Can We Build Capacity
In Our District/LEA?
What District Level
Leaders Should Know
People are down on what they are not up on..
If school leaders do not prepare teachers and the
public to be well-informed about what value-added
results are saying and how they should and should
not be used, concerns and recalcitrance will be
heightened.
What District Level Teams
Should Know

Don’t assume building leaders/principals know how to
interpret value-added reports

Provide tangible action steps and expectations for
BLTs to follow for preparing and sharing value-added
data with teachers

Expect that staff use value-added information to
inform improvement plans

BLTs may need support to translate data into goals or
action steps
What District Level Teams
Should Know

Don’t wait to give teachers accurate information
about teacher-level reports

Send a team to the DVALT training in your region

BLTs may need support to translate data into goals
or action steps
Race to the Top
How Can I Build Capacity in
My School?
What Building Level
Leaders Should Know
Use value-added information to:
 Determine program efficacy
 Systematically identify strengths and challenges
 Stimulate discussions during the school year about ongoing
measures of student growth
 Customize professional development based on student
growth patterns
 Create Student Pattern Lists in EVAAS to:



Pair teachers with students with whom they are most successful
Partner teachers with other teachers who may complement their
strengths
Identify students who are not making sufficient progress and
design intervention plans
What Building Level
Leaders Should Know
Build a culture of data use, sharing and support:

Teachers and parents need to be well-informed about what
value-added results are saying and how they should and
should not be used

Use progress and achievement data to model problem-based
learning strategies

Encourage team-based learning and goal setting

Value-added reports and achievement data that are provided
by the grade and subject level are especially useful for gradelevel and department-level teams to determine patterns and
identify improvement priorities
Race to the Top
Building Capacity at the
Teacher-Team Level
Building Capacity at the
Teacher-Team Level
Collectively, the members of teams have a greater
potential to produce measurable improvement
than do individual teachers. Teams:
Include more points of view and strengths
 Are more likely to solve difficult problems
 Have a higher level of accountability than do
individuals
 Provide mutual support that is readily available on a
team but is less available for individuals who are
going it alone

Building Capacity at the
Teacher-Team Level
Team-level data is simply the aggregate of
teacher data BUT…

Although teams can study data, make decisions and
support change processes, it is individual teachers
who act

Real improvement hinges on whether individual
teachers can change the dynamics in individual
classrooms

Teams only make this difficult process more
productive
Building Capacity at the
Teacher-Team Level

Value-added reports and achievement data that are
provided by the grade and subject level are especially useful
for grade-level and department-level teams to determine
patterns and identify improvement priorities

Members of teacher-teams can also share individual
teacher-level value-added and classroom achievement data
results with each other

Teachers can share their individual teacher-level valueadded results with peers in a public way or can privately
contribute the knowledge gained from their own reports to
the team’s improvement work
Building Capacity at the
Teacher-Team Level

Replicate the regional training in your school with
teacher-teams
Teachers can determine how their results align are
the rest of the grade- and/or subject-level team
within their school or across schools
 Teams can set few but meaningful goals based on
their progress and achievement data

Establish a progress monitoring system to
determine the progress being made by students
 Keep the data conversations ongoing—make it part
of your culture and routine

Race to the Top
Additional Webinars

June 7 @ 3 p.m.—Value-Added: Then, Now and in the Future

June 9 @ 3 p.m.—Link Before You Leap


June 21 @ 2:30 p.m.—Building Capacity Using Value-Added in School
Improvement
June 23 @ 2:30 p.m.—Implications of Teacher-Level Value-Added
Data
Race to the Top
Additional Resources
Contacts:
Battelle for Kids
Mary Peters, [email protected]
Help Desk, [email protected] or (866) 543-7555