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

Value-Added & Race to the Top Key Deliverables Race to the Top  Teacher-Level Value-Added Reporting  30% of LEAs Link in Year 1 RttT (reports received fall 2011) - primarily LEAs in Battelle for Kids’ expanded value- added 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  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 3 p.m.—Value-Added: Then, Now and in the Future  June 3 p.m.—Link Before You Leap  June 2:30 p.m.—Building Capacity Using Value-Added in School Improvement  June 2:30 p.m.—Implications of Teacher-Level Value- Added Data Support Resources

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 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  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 & teacher- level reporting  VALs will play the role of table facilitators with the DVAL teams during these events  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. Face-to-Face Training Opportunities for LEAs

Value-Added Toolkit Race to the Top  Problem-based approach  How much growth was produced grade level-by-grade level across your school?  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  District, Building, Teacher  Fall distribution

The Value-Added Work Accomplished in Ohio To Date Race to the Top  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

Lessons Learned Race to the Top  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

Building-Level Strength Fishbone Exploring Root Causes

How Can We Build Capacity In Our District/LEA? Race to the Top

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 Leaders Should Know

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?

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 grade- level and department-level teams to determine patterns and identify improvement priorities What Building Level Leaders Should Know

Race to the Top 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

 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 value- added 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 Building Capacity at the Teacher-Team Level

Additional Webinars Race to the Top  June 3 p.m.—Value-Added: Then, Now and in the Future  June 3 p.m.—Link Before You Leap  June 2:30 p.m.—Building Capacity Using Value-Added in School Improvement  June 2:30 p.m. —Implications of Teacher-Level Value-Added Data

Additional Resources Race to the Top Contacts: Battelle for Kids Mary Peters, Help Desk, or (866)