Niles Township HS Presentation on Student Growth

Ensuring Success for Every StudentFacilitating academic success for all through rigorous, individual achievement growth targeting

http://www.niles-hs.k12.il.us/

http://www.niles-hs.k12.il.us/west

http://www.niles-hs.k12.il.us/north

To ensure a student-focused learning environment where every student succeeds.

District 219 Mission 1

DISTRICT 219 PHILOSOPHY

D219 GROWTH MODEL

ALIG

NE

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Facilitating academic success for all through rigorous, individual achievement growth targeting



LOCAL growth model 1

Accounts for confounding variables, i.e. SES, Sp. Ed., Race

Growth is determined under local programs, courses and teachers

Propensity scores can capture achievement potential from multiple past achievement records with different growth projections/scales

Uses Local Norming – not State, Regional or Federal

Same testing windows

Same Assessments or combination of assessments – District chooses

D219’S LGM 1

In addition benchmarking growth against state, national and college readiness benchmarks, the growth model benchmarks individual and aggregate growth against local norms.

Eliminate known limitations of the EPAS system for measuring growth

Reliably identify students at risk for not being on track to meet or exceed state standards

Capture individual and aggregate value-added growth


Local norms provide the following benefits:

Provide more meaningful growth benchmarks; benchmarks individual student growth against typical growth of similar D219 students



Application 1

TEACHER AND ADMINISTRATOR EVALUATION

PLACING STUDENTS into the most rigorous courses; ensuring all students have equitable access to instruction within the curriculum; academic intervention placement

MONITORING THE ACHIEVMENT GROWTH of every individual student; setting realistic but rigorous individual targets

Program and course evaluation – RETURN ON INVESTMENT

Current D219 EPAS Program 2

EXPLORE

(for course placement)

GRADE 8

PLAN

SPRING GRADE 9

Practice ACT

SPRING GRADE 10

ACT/PSAE

SPRING GRADE 11




Local Norms 2


Example: Mathematics

10.0

15.0

20.0

25.0

30.0

35.0

GR 8 EXPLOREMATH

GR 9 PLAN MATH GR 10 IACT MATH GR 11 ACT MATH

ME

AN

SC

OR

E

CRL 1: 1-12 CRL 2: 13-15 CRL 3: 16-19CRL 4: 20-25 DISTRICT

CRL = College Readiness Level



Setting Individual Targets 2


Every student will grow one point greater each year than comparable students in the norm group.

Individual Student Targets: MathematicsSCORE PLAN IACT ACT SCORE

25 27 29 34 2524 26 28 33 2423 25 27 32 2322 24 26 31 2221 23 25 30 2120 22 24 29 2019 22 23 28 1918 21 22 27 1817 20 21 26 1716 19 20 25 1615 18 19 23 1514 17 18 22 1413 16 17 21 1312 17 18 21 1211 16 17 20 1110 15 16 19 109 14 15 18 98 13 14 17 87 12 13 16 76 11 12 15 65 10 11 14 54 9 10 13 43 8 9 12 32 7 8 11 21 6 7 10 1

SCORE PLAN IACT ACT SCORE

YOUR EPAS PERFORMANCE

5

10

15

20

25

30

35

GR 8 EXPLORE MATH GR 9 PLAN MATH GR 10 IACT MATH GR 11 ACT MATH

YOUR SCORES

TARGETS

CRL LEVEL

CRL = College Readiness Level

*Note: Student has not yet taken ACT



2

2

2

2

Value-Added Education 1

If the District 219 Instructional Program is improving, students should outperform the projections.

How are we going to do that?

One student at a time by:

Setting realistic, but rigorous individual student targets for every single student.

Ensuring students have access to the most important components of the curriculum through appropriate course placement and access to interventions.

Improving the effectiveness of all programs.


Adds to the conversation – HIGH SCHOOL READINESS



1

District 219 will also be using the models to reliably and analytically recommend eighth-grade students into freshman-year courses.

Course Placement 2

Rigor will be stressed when considering placement. Students will be placed in the highest-level course that is supported by the data.




Placement decision rules are based on sophisticated analytical procedures. The following table shows a simple rule of thumb that works for most cases.

Course Placement: Rules of Thumb 2

Rules of Thumb: Math


EXPLORE Math EXPLORE Math, Science Recommendation

17-25 Math + Science > 38 A05/07

Math + Science < 38 A03

14-16 2*Math + Science > 43 A03

2*Math + Science < 43 A01

12-13 Science > 12 A01

Science < 12 B01

1-11 B01



2

2

2012 2013 2014 2015

2 31% 30% 19% 8%3 42% 43% 54% 68%4 27% 27% 27% 24%

0%10%20%30%40%50%60%70%80%

Freshman Math Course EnrollmentBy Graduating Class & Grade Weight

Summer 20102

• 131 students enrolled in Algebra Readiness to improve mathematics deficiencies

• 33% of these students tested out of the extension course• Average proficiency went from 20% to 52% mastery of

learning targets for Algebra• Algebra Readiness students increased their EXPLORE math

scores by an average of 2.6 points

Summer 2011 Algebra Readiness Results 2

Summer 2011Algebra Proficiency Results 2

• 75 students enrolled in Algebra Proficiency• 88% were promoted to Geometry• Due to both summer Algebra Proficiency and the Algebra

Proficiency exam, 223 students who would have normally retaken Algebra as freshmen are taking Geometry.

• This alters their destiny, as they will be able to take Calculus as a senior

2

EVALUATION and Value-Added Growth Models 1

Value-added growth models are designed to answer a basic question that has frustrated educators for decades.

How do we know if a student or group of students performed any better than they would have anyways:

- In a different school

- Under a different curriculum

-If they were not in a particular program- With a different teacher

Historically, our inability to answer this question has been related to the absence of control groups.

Teacher/Administrator Evaluation

1

2

2

1

Legal Context for Use of Growth Models in Evaluation

• Performance Evaluation Reform Act (PERA) requires student growth to be a significant factor in teacher and principal evaluations.

• Significant factor not yet codified but likely at least 30% of the evaluation. 50% in state model.

• Begin using data by no later than 2016 but can be earlier by agreement.

Considerations for Negotiations

• Growth data in evaluations. D219 is piloting beginning this year.

• Four tiers in evaluations. Evaluation criteria is bargained in D219.

• Professional development plan for teachers needing improvement. D219 will use PAR.

• Job descriptions specifying qualifications• Distribution of teacher ratings. Avoid over 90% of

teachers receiving excellent ratings.• Reductions in force based on performance. Four

groupings. Annual performance rankings given to union by 75 days before the end of school.

Presenter Information

Dr. Nanciann Gatta, Superintendent

[email protected]

Dr. Anne Roloff, Assistant Superintendent for Curriculum and Instruction

[email protected]

John Heintz, Assistant Superintendent for Human Resources/Chief Legal Officer

[email protected]

mailto:[email protected]

