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Value-Added Value-Added PresentationPresentation

By By

Yvette BestYvette Best

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Presentation ObjectivesPresentation Objectives

To define the term Value-Added and the To define the term Value-Added and the purpose of itpurpose of it

To show how different patterns of teacher To show how different patterns of teacher instruction affect the growth of high achieving, instruction affect the growth of high achieving, average and low achieving studentsaverage and low achieving students

To examine the impact of teacher effectiveness To examine the impact of teacher effectiveness on student achievementon student achievement

To highlight the importance of sustained To highlight the importance of sustained academic growth for each child over timeacademic growth for each child over time

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The History of Value-The History of Value-AddedAdded

Dr. William Sanders first developed this model in Dr. William Sanders first developed this model in Tennessee to examine longitudinal sustained academic Tennessee to examine longitudinal sustained academic growth of each child based of assessment data. This growth of each child based of assessment data. This model was intended to make effective use of data that model was intended to make effective use of data that was collected from criterion and norm-referenced was collected from criterion and norm-referenced assessments.assessments.

Since 1992, it tracked Tennessee’s students scores in every subject, every grade, and with every teacher.

It’s the largest data base ever assembled. It’s mandatory in Pennsylvania and Ohio as well as in

over 300 districts and across the U.S. HISD uses the EVAAS which is a Value-Added system that was also created by Dr. Sanders to measure student growth and teacher effectiveness.

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What is Value-AddedWhat is Value-Added

The Value-Added approach attempts to level The Value-Added approach attempts to level the playing field by focusing on the growth of the playing field by focusing on the growth of each student rather than achievement.each student rather than achievement.

Using a statistical analysis of several test Using a statistical analysis of several test scores, it tracks the growth of an individual scores, it tracks the growth of an individual student's improvement from year to year, and student's improvement from year to year, and uses that progress to estimate the uses that progress to estimate the effectiveness of teachers, principals and effectiveness of teachers, principals and schools.schools.

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How does Value-Added How does Value-Added Work?Work?

Value-added calculate projected test scores for students in a given grade and subject.

The projected scores are based entirely on the students’ prior academic achievement.

They are then compared to the actual scores at the end of the year.

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The Philosophy Behind The Philosophy Behind Value-AddedValue-Added

Schools can and should add value for each student during each school year.

This should hold true whether the student comes in above grade, at grade or below grade level.

Students are entitled to grow at least at the rate they have demonstrated in the past.

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Purpose of the Value-Purpose of the Value-Added Model (VAM)Added Model (VAM)

It is designed to provide longitudinal It is designed to provide longitudinal growth data on individual students.growth data on individual students.

The data collected can transform the way The data collected can transform the way in which teachers and school leaders in which teachers and school leaders understand instruction and student-understand instruction and student-learning.learning.

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Goal of Value-AddedGoal of Value-Added

The primary goal of Value-Added is to The primary goal of Value-Added is to ensure that each child has a chance to ensure that each child has a chance to show how much he or she can grow show how much he or she can grow without being compared to other cohorts without being compared to other cohorts of students.of students.

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Three Conditions for a Three Conditions for a Value-Added ModelValue-Added Model

Scales of measure must be closely Scales of measure must be closely correlated to the curriculum.correlated to the curriculum.

There must be sufficient stretch in the There must be sufficient stretch in the assessment instrument.assessment instrument.

There must be appropriate reliabilities of There must be appropriate reliabilities of measurement.measurement.

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The Advantages of Using The Advantages of Using the Value-Added Modelthe Value-Added Model

1.1. It allows for the It allows for the measurement of each measurement of each child.child.

2.2. A student’s growth is A student’s growth is not based on a single not based on a single assessment.assessment.

3.3. The aggregation of The aggregation of data across classrooms data across classrooms provide a vivid picture provide a vivid picture of what is happening.of what is happening.

4. Each student serves as 4. Each student serves as his or her control and his or her control and thus, eliminates factors thus, eliminates factors like socio-economic like socio-economic status that may affect status that may affect the learning outcomes of the learning outcomes of students.students.

5. It’s usage increases 5. It’s usage increases data-driven decision data-driven decision making.making.

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What the Research What the Research ShowsShows

The following patterns in student The following patterns in student achievement can occur when Value-achievement can occur when Value-Added data is examined:Added data is examined:

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Shed PatternsShed Patterns

1.1. Shed PatternsShed PatternsThese are most traumatic to student learning These are most traumatic to student learning

in schools because these patterns happen in schools because these patterns happen when the lowest achievers make the when the lowest achievers make the greatest gains in the classroom.greatest gains in the classroom. This This means the high-achieving students are means the high-achieving students are held back.held back.

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Shed PatternShed Pattern

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Reverse Shed PatternsReverse Shed Patterns

2. Reverse Shed Patterns2. Reverse Shed Patterns

This is the case where the teacher focuses This is the case where the teacher focuses instruction on the high achievers and the instruction on the high achievers and the other students receive less attention. other students receive less attention. These patterns are also particularly These patterns are also particularly dangerous because the slower and dangerous because the slower and middle students will not show much middle students will not show much growth.growth.

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Reverse Shed PatternReverse Shed Pattern

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Tee-Pee PatternsTee-Pee Patterns

3. Tee- Pee Patterns3. Tee- Pee Patterns

These patterns arise when the teacher These patterns arise when the teacher focuses their instruction on the average focuses their instruction on the average students in the class. Therefore, the students in the class. Therefore, the average students make the greatest average students make the greatest gains and those that at the bottom and gains and those that at the bottom and top show less gain.top show less gain.

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Tee-Pee PatternTee-Pee Pattern

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Variability of Teacher Variability of Teacher EffectivenessEffectiveness

As one travels up the grade levels, the As one travels up the grade levels, the variability of teacher effectiveness increases.variability of teacher effectiveness increases.

The difference in student achievement could The difference in student achievement could be a function of the teacher sequence that a be a function of the teacher sequence that a child went through.child went through.

**For example, a study showed that 5For example, a study showed that 5thth grade math grade math students who were assigned to top teachers for 3 consecutive students who were assigned to top teachers for 3 consecutive years scored at the 96years scored at the 96thth percentile. On the contrary, students percentile. On the contrary, students assigned to a series of ineffective teachers for 3 consecutive assigned to a series of ineffective teachers for 3 consecutive years scored in the 44years scored in the 44thth percentile. percentile.

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Research cont’dResearch cont’d

Dr. Sanders research in Tennessee also Dr. Sanders research in Tennessee also indicated that 5indicated that 5thth grade students who had grade students who had a series of three highly effective teachers a series of three highly effective teachers in a row, gained 50 percentile points in a row, gained 50 percentile points more on the state’s assessment than more on the state’s assessment than other students who had three ineffective other students who had three ineffective teachers.teachers.

A similar study conducted in Dallas also A similar study conducted in Dallas also showed identical results.showed identical results.

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Teacher Effectiveness Teacher Effectiveness Over TimeOver Time

Teachers have growing effectiveness Teachers have growing effectiveness during their first 10-12 years of teaching.during their first 10-12 years of teaching.

These years are followed by another 10-These years are followed by another 10-12 years of their highest level of 12 years of their highest level of effectiveness.effectiveness.

This effectiveness declines during the This effectiveness declines during the last third of their careers. last third of their careers.

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Pattern of Teacher Pattern of Teacher Effectiveness Over TimeEffectiveness Over Time

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Sustaining Academic Sustaining Academic Growth for Each ChildGrowth for Each Child

No matter at what level a student enters a No matter at what level a student enters a class, he or she should be assured to show class, he or she should be assured to show significant growth over the school year. significant growth over the school year.

Students should make gains every school year Students should make gains every school year and simply passing a state assessment may and simply passing a state assessment may not be enough to measure that growth. not be enough to measure that growth.

Instruction must be tailored to meet the needs Instruction must be tailored to meet the needs of each child so that shed and tee-pee patterns of each child so that shed and tee-pee patterns will disappear.will disappear.

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Revelations from Value-Revelations from Value-Added ResearchAdded Research

The differences in teacher effectiveness is the The differences in teacher effectiveness is the single largest factor affecting academic growth.single largest factor affecting academic growth.

Highly effective teachers ensure that all Highly effective teachers ensure that all students are achieving.students are achieving.

They teach students from where they are and They teach students from where they are and work on their growth.work on their growth.

They differentiate instruction. There is no one- They differentiate instruction. There is no one- size-fits-all instruction going on.size-fits-all instruction going on.

Highly effective teachers make remarkable Highly effective teachers make remarkable gains that lead to highly effective schools.gains that lead to highly effective schools.

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ConclusionConclusion

The use of Value-Added data enables schools to see The use of Value-Added data enables schools to see whether or not students are making the gains that they whether or not students are making the gains that they should. It allows each teacher to be more confident should. It allows each teacher to be more confident with working with the students that they receive with working with the students that they receive because their effectiveness will be measured based on because their effectiveness will be measured based on the gains that each student makes. Additionally, the the gains that each student makes. Additionally, the success of a student or the teacher is not limited to the success of a student or the teacher is not limited to the passing of one particular assessment. The use of passing of one particular assessment. The use of differentiated instruction in the classroom will ensure differentiated instruction in the classroom will ensure that all students make gains across the board. that all students make gains across the board. Ultimately, the use of the Value-Added Model paints a Ultimately, the use of the Value-Added Model paints a better picture of how each student is performing each better picture of how each student is performing each school year. school year.

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Research InformationResearch Information

http://articles.latimes.com/2009/oct/18/local/me-myths1http://articles.latimes.com/2009/oct/18/local/me-myths188

http://www.cgp.upenn.edu/ope_value.html#2http://www.cgp.upenn.edu/ope_value.html#2 http://www.recorderonline.com/articles/process-44046-http://www.recorderonline.com/articles/process-44046-

student-education.htmlstudent-education.html

http://www.qualityresearchinternational.com/glossary/vhttp://www.qualityresearchinternational.com/glossary/valueadded.htmalueadded.htm

Nicholson M.R. & Brown, J.R., Value-Added Analysis in Nicholson M.R. & Brown, J.R., Value-Added Analysis in Instruction, School Administrator v. 67 no.2 (Feb 2010) Instruction, School Administrator v. 67 no.2 (Feb 2010) p.26-27, 29-30p.26-27, 29-30

Value-Added Concepts & Research with Dr. William Value-Added Concepts & Research with Dr. William Sanders- notes from videoSanders- notes from video