a ssessing with t echnology projecting individualized student growth targets in the classroom with...
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ASSESSING WITH TECHNOLOGY Projecting Individualized Student Growth Targets in the Classroom with Web-Based Assessment
Lauren Menard, EdD.
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ASCENDANCY OF ACADEMIC GROWTH
(NOELL & BURNS, 2006)
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“International competitiveness, ensure all students regardless of background have access to a high quality education, and prepare all students for college, work and citizenship” (Statement on National Governors Association and State Education Chiefs Common Core Standards, 2010, ¶5).
Teacher effectiveness simultaneously being evaluated with unprecedented emphasis on student growth
Common Core State Standards Compass
CCSS IMPLEMENTATION SUPPORT NEEDED
“As states move forward to implement the standards, they will need to translate standards into classroom teaching that will help all students master these new standards” (Statement on National Governors Association and State
Education Chiefs Common Core Standards, 2010, ¶4).
Requires collective collaboration—similar to
weeding the garden— “debating what to continue, what to change, and what to cast away”(Duncle, 2010, p.2).
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“By themselves, value-added data are neither good nor bad.
It is how we use them that matters” (Di Carlo, 2012,
p.39).
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“It is not surprising that many states and districts have neglected some of these steps. They were already facing budget cuts and strained capacity before having to design and implement new teacher evaluations in a short time frame. This was an extremely difficult task” (Di Carlo, 2012, p.41).
CONTROVERSIAL VALUE ADDED MODEL (VAM) EVALUATIONS New York City:
Los Angeles Times: public database of teacher names and ratings
Alternate view: VAM’s reflect, “Whom a teacher teaches, not how well they teach” (Darling-Hammond, 2012, ¶14)
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Your daughter is the worst teacher in the city!!
STUDENTS WITH DISABILITIES
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Vast majority of IDEA eligible students, “taught and tested on grade-level state-mandated curricula” (Richards, 2010, p. 8).
“Leave no child behind can be described in similar shorthand as maximum exposure to grade-level curriculum” (Richards, 2010, p. 1).
Access to instruction in grade-level content in order to move closer to grade-level achievement … to focus instruction on a student's instructional level would lower expectations and limit opportunities (20 USED, 2007, p.
17,755)
NCLB AYP IDEA
LOUISIANA TEACHERS
Required to:
Develop Student Learning Targets (SLT) by content based on common assessments
Develop a scoring plan to evaluate their effectiveness (Louisiana Department of Education, 2011b)
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SAMPLE CLASS: 10 STUDENTS
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Variety of disabilities (e.g., Specific Learning Disability, Developmental Delay, Intellectual Disability, Other Health Impaired)
Medical conditions, behavioral challenges, communication and motor deficits
All self-contained K - 5th Grade
Eight African Americans, one Caucasian, one Hispanic
7 boys and 3 girls
6 students: LEAP; 2 students LAA2
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One evaluation measure for all, such as survival or percent proficient on LEAP, risks labeling all high-risk specializing centers unacceptable.
Greater risks: Discouraging teaching where growth is predictably
low Penalizing teachers “for taking on the toughest
assignment” (Darling-Hammond, 2012 , ¶ 16)
BENCHMARKS NEEDED TO PROJECT
GROWTH
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Common assessment benchmarks (e.g., Aimsweb, DIBELS) were not available because none were administered to students in the self-contained class at the beginning of the year, presumably because of low skill levels.
Initial baselines had to be quickly gathered because teacher SLT’s were due.
EASYCBM™ So
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Houghton Mifflin Harcourt
Curriculum-based assessment and progress-monitoring tool for grades K-8th
Web-based
Free teacher version
Louisiana approved Tier 2 common assessment
Over 163,000 teachers relying on easyCBM™
Approved by the National Center for Response to Intervention (EasyCBM™, 2012)
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SELECTED EASYCBM™ PROGRESS MONITORING FOR THE SAMPLE CLASS
Letter Naming Fluency
Word Reading 1
Word Reading 2
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GROWTH TARGETS
Bill Copeland once said, “The trouble with not having a goal is that you can spend your life running up and down the field and never score” (Yaeger, 2011, p.1). Value-added models paraphrase the sentiment:
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Without reaching growth targets teachers can teach all year without contributing to a student’s
education.
PROJECTING INDIVIDUALIZED GROWTH TARGETS
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Increase initial benchmarks by 20%
Interpret growth as a new raw score
Apply a minimum increase of three assessment items
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Student Skill Pre-test % 20%↑Growth
percentageGrowth target
1 WR(2) 39/176 22.15% 4.43 26.58 47/176
2 WR (1) 7/120 5.83% 1.16 6.99 10/120
3 WR(1) 9/120 7.5% 1.5 9 12/120
4 WR(1) 13/120 10.83% 2.17 13. 16/176
5 LNF 14/100 14% 2.8 16.8 17/100
6 WR(1) 8/120 6.66% 1.33 7.99 11/120
7 LNF 13/100 13% 2.6 15.6 16/100
8 WR (1) 1/120 .83% .166 .996 4/120
9 WR(2) 14/176 7.95% 1.59 9.54 17/120
10 LNF 19/100 19% 3.8 22.8 23/100
TEACHER SLT AND SCORING RUBRIC
Eight of the ten students in the class will demonstrate growth in literacy skills as evidenced by 20% or
more growth between baselines and post assessments with easyCBM™ measurements.
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Insufficient Attainment (1)
Partial Attainment (2)
Full Attainment (3)
Exceptional Attainment (4)
6 or fewer students meet individual growth target
7 students meet individual growth target
8 students meet individual growth target
9 or more students meet individual growth target
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IB Goal PM 1 PM2
Student 1 Student 2 Student 3 Student 4 Student 5
Student 6 Student 7 Student 8 Student 9 Student 10
The first plots (IB) represent initial raw scores on Letter Naming, Word Reading Fluency 1, or Word Reading Fluency 2. The second point in the series (GOAL) represents projected individual growth targets. Time delays between progress monitoring (PM) trials were between two and four weeks. Student absence and scheduling affected the number of trials. All assessments occurred over approximately eight weeks. Several students met growth targets by the first or second progress monitoring period, which suggests a 20% projected increase was too low.
VAM ISSUES
How much academic growth do all students need to evidence for teachers to be considered effective?
Teacher gains were lower with new English-learners and special education students than with typical students (Darling-Hammond, 2012, ¶18).
Students with disabilities learned new words at less than half the rate (Deno et al., 2001).
Construct shifting affects rate of growth (Martineau, 2006; O’Malley, et
al., 2011).
“Teacher effects are both additive and cumulative with little evidence of compensatory effects of more effective teachers in later grades”(Sanders & Rivers, 1996, p.6).
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CLOSING
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In environments of low student achievement, strained capacity, and budget cuts, a teacher may have limited training on evidencing value-added teaching. If a dichotomy of a teacher’s heart versus a teacher’s knowledge base or the question of whether great teachers are born or madewere debated, this work would firmly stand on the side of instructional pedagogy.
Questions and comments following. Thank you for your attention.