Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 1 Copyright © Education Resource Group, Inc. All Rights reserved. The Classroom Analyst & Using Growth Models Heather Tauer-Reid & Val Vogt Education Resource Group, Inc. 21 Waterway Avenue, Suite 300 The Woodlands TX 

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 2 The “Heart and Soul” of Performance Management The greatest challenge to performance improvement is the difficulty that organizations have in seeing themselves as they really are. How well is your organization doing? Where are improvements necessary? Who are the models of high performance? Are your improvement strategies working? Performance Management Functions

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 3 The Campus Analyst – The Purpose Understand and analyze performance of the basic business unit in public education To provide a framework for measuring relative performance To evaluate the effectiveness of strategies and resources. To set and monitor performance goals

GOOD TO GREAT  Face the brutal facts.  Autopsy without blame.  Get the right people on the bus. Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 4

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 5 ERG Performance Management System

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 6 A Level Playing Field - Academic Performance Index

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 7 Elementary School Performance Matrix

Activity I Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 8 Login to the Campus Analyst and choose the “Campus Sample Group”. Look at the “square” that your campus is in and describe the meaning of your campus’ position within the Matrix.

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 9 Elementary School Performance Matrix

Activity II Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 10 Using your campus’ data and the Performance Table to the right of the Matrix, complete the following: 1. Did your EPI move up or down? How much did it change? 2. Did your API move up or down? How much did it change? 3. Did your SPI move up or down? How much did it change?

Longitudinal Charts Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 11

Activity III Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 12 Click on the Longitudinal Icon next to your Campus’ API. Using your campus’ API Longitudinal data and the three charts, 1. What do the 3 charts tell you about how your campus has been trending? 2. What do you believe are the factors contributing to that trend? 3. Use the Profile menu option to the left of the screen to view all subject areas (will be found near the bottom of the profile screen). Use the Longitudinals to investigate how each content area contributed to your campus’ overall performance.

Campus Ranking Tables Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 13

Activity IV Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 14 Using your campus’ data and the Ranking Table to the right of the Matrix, complete the following: 1. What is your API Rank? Which campus is immediately above you? 2. What is your SPI Rank? Which campus is immediately above you? 3. Do these agree with what you expected? Were there any surprises?

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 15 LCISD Performance Matrix

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 16 Classroom Focus

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 17 Importance of Measuring Classroom Performance

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 18 The Problem with Growth Measures and Hurdle Rates

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 19 How to Compare Performance Year to Year Same Grade – e.g. 5 th grade 2011 to 5 th grade in 2012 Student mix may change Same Students – e.g. 5 th grade in 2011 to 6 th grade in 2012 Better metric for measuring classroom effectiveness

Explaining Growth in Learning The Learning Growth Index (LGI)

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 21 Frequency Curve of Test Scores Student Result Test # 1 Student Result Test #2 LGI

Activity I Z-Score Exercise Break into Groups  Discuss the concept of Z-Score as a measurement tool  What can you gain from creating an “Expected Value”  Give an example of how you might use z-scores outside of the classroom.

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 23 What Can We Learn? Change in mean score Lower – test was harder relative to previous Change in standard deviation Did the group cluster more (similar achievement level) or distribute more (dissimilar achievement)

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 24 Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 24 What are the Basic Measurements? – Defining Terms Education Performance Index EPI Overall grade 1. Student Achievement SAI Average Percent Correct for the Class 2. Student Growth LGI Year-to-year change in Z-score 3. Teacher Achievement TAI Average of student LGIs. Measure of classroom achievement 4. Teacher Growth TGI Year-to-year change in TAI

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 25 Measuring Growth and Achievement High Achievement & High Growth Low Achievement & High Growth High Achievement & Low Growth Low Achievement & Low Growth

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 26 Measuring Growth and Achievement Campus Weighted Average Selected Detail level: Grade Level Subject Teacher

What is Next?

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 28 High Growth/ High Achievement Low Growth/ Low Achievement High Growth/ Low Achievement Low Growth/ High Achievement Mr. Atkins is a top teacher; his students have high growth and high achievement. What could the principal do with this information? While Ms. Adams students had low achievement, they were greatly improved from the prior year. In looking at her students’ results, it was easy to see they were on a trajectory for success in the coming year. What could the principal do with this information? Let’s Look at Smith Elementary

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 29 Mr. Atkins had a class of traditionally average students. In examining the reports from ERG, the principal found that his students were strong across the board in all of the sixth grade math Student Expectations. The principal asked Mr. Atkins what his key strategies were. Rather than start class by taking roll, Mr. Atkins had students immediately do a “warm-up” activity of previously taught skills. He wrote robust test questions and used Eduphoria to analyze results on his weekly quizzes. He had also developed his own calendar to make sure that each S.E. was regularly reviewed. Mr. Atkins had a study group for students during homeroom. He worked with his fellow teachers to allow the students to come in and work on skills they had difficulty with. Mr. Atkins

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 30 Ms. Adams The new principal also interviewed Ms. Adams. She found that Ms. Adams had a disproportionate number of At-Risk students in her room, and yet had done an outstanding job in helping them improve. Like Mr. Atkins, Ms. Adams had a routine for review and reinforcement of skills and was very knowledgeable about the higher standards on STAAR. The new principal was concerned that, in reviewing PDAS, Ms. Adams was ranked in the lower quartile in the building in Domains III and VIII.

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 31 PDAS  Active, Successful Student Participation in the Learning Process  Learner-centered Instruction  Evaluation and feedback on Student Progress  Management of Student Discipline, Instructional Strategies, Time/Materials  Professional Communication  Professional Development  Compliance with Policies, Operating Procedures and Requirements  Improvement of All Students' Academic Performance ERG Provides Specific Measures of “Output”

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 32 Mrs. Iron’s Domai n III Ms. Adam’s Domain III PDAS Comparison

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 33 Ms. Adams and the At- Risk Class Ms. Adams/Mrs. Irons Mrs. Irons and the Gifted Class

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 34  Click on the third tab, “Classroom Analyst” to see your teachers.  Look at the Display Options under the Teacher Performance Matrix.  Change these to reflect the grade, subject area, and assessment that you wish to see. (These results are for 2012.)  Under the teachers’ names are the subpops.  Across from each of the subpop categories, you can see the: Count (CNT) Raw score on the exam (most exams do not have scaled scores as yet) SAI (Average Percent Correct) Following this is the SAI Profile and the same information on the TAI Your Classroom Analyst

Purpose of the Classroom Analyst  Identify teachers who are experiencing a high level of success with their strategies/instruction who can serve a resources and/or models.  Identify resources that have been cost effective.  Identify teachers who need support with their instructional strategies.  Provide data for the overall school improvement plan at an accurate and specific level.  Helps to correct “anecdotal” perceptions.  Makes the Teacher Self-Report form more meaningful. Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 35

What about Teacher Evaluation?  Data itself is neutral.  It is the Teacher’s reaction to the data that is part of their evaluation. Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 36

Four types of individuals in the workplace 1.Unwilling but Able 2. Unable and Unwilling 3. Able and Willing 4. Able but Unwilling Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 37

Discuss what you would say to a teacher in each scenario below. 1.Unwilling but Able in the 2-4 box. 2. Unable and Unwilling in the 3-3 box. 3. Able and Willing in the 4-2 box. 4. Able but Unwilling in the 2-2 box. Note: Placement in the box is based on data, not opinion or observation. Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 38

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 39 Teacher Performance - Growth

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 40 Teacher Performance by TAKS Objective

Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 41 Student Growth – By TAKS Objective Students

Final Thoughts…  ERG is a tool NOT another program. It tells the story of what is really going on – all the way down to the classroom level.  Many tools reveal performance data, ERG reveals dynamic movement of students’ learning. Which teachers “grow” students the most, i.e. which resources are being deployed successfully for the most benefit.  ERG helps to set campus goals that are based on a total picture. How a campus achieves those goals is up to the principals’ leadership. Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 42

Heather Tauer-Reid   m m  Help desk:   Copyright © Education Resource Group, Inc. All Rights Reserved. Patent Pending Page 43