1. The Classroom Analyst & Using Growth Models – Part 2
Heather Tauer-Reid & Val Vogt
Education Resource Group, Inc. 21 Waterway Avenue, Suite 300 The Woodlands TX 77380
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2. Performance Management Functions
The “Heart and Soul” of Performance Management
How well is your organization doing?
Where are improvements necessary?
Who are the models of high performance?
Are your improvement strategies working?
The greatest challenge to performance improvement is the difficulty that organizations have in seeing themselves as they really are.
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3. GOOD TO GREAT Face the brutal facts. Autopsy without blame.
Get the right people on the bus.
After Heather describes the purpose. Val relates to Good to Great.
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4. Classroom Focus 4 Now let’s drill down to the classroom level. 4
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5. 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.
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6. Importance of Measuring Classroom Performance
There is no correlation between academic achievement measures and teacher experience
We do not have a measure to determine improvement of teacher performance
We cannot afford to continue this level of performance
If we had a measure, perhaps this relationship would change
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7. The Problem with Hurdle Rates versus Growth Measures
When measuring the year-to-year growth in student performance, the problem with using the Met Standard and Commended Performance hurdle levels is even more acute. Using the example of 7th grade Mathematics, student “A” can gain 1 point in achievement (e.g. from 27 correct to 28 correct) and go from not meeting standard to met standard and the overall pass rate percentage for the campus and district will rise. Student “B” can improve by 15 points (e.g. from 28 correct to 43 correct) and not change the achievement level of the student, campus, or district. Clearly, student “B” shows more growth in achievement than student “A”, but that growth differential is not only hidden by using only hurdle levels of performance, but is actually misleading since the campus with student “A” will appear to improve in achievement while the campus with student “B” will appear to be stagnant.
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8. Paradigms are …. “Maps” through which we see the world
Assumptions that are usually not questioned
Per Andrew Kim,
“Entrepreneurial competition needs to be embedded in everything we do. Think of Blockbuster and Netfilx. There are a lot of forces out there for school choice and private institutions. GM lost their way because they forgot they were there to build better cars.”
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9. Paradigms You Hold Now May Be:
Incomplete
Partial
Changing
Inaccurate
Are you willing to change?
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10. Comparing Performance
Year to Year
Same Grade – e.g. 5th grade 2011 to 5th grade in 2012
Student mix may change
Same Students – e.g. 5th grade in 2011 to 6th grade in 2012
Better metric for measuring classroom effectiveness
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11. Frequency Curve of Test Scores
Student Result
Test # 1
Student Result
Test #2
LGI
Simple frequency distribution of test scores on any test. Every student has a z-score just like they have a raw and scale score.
Test scores are distributed in a population (say 5th grade math takers in English) by frequency according to a performance measure which can be raw score or scale score. To make the performance values useful, we utilize a Z-score of NCE which allows us to compare the performance of this population on another measurement instrument.
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12. ERG Growth Report
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13. What are the Basic Measurements?- Defining Terms
Teacher Achievement Index - TAI
Average of students’ LGI - measure of classroom achievement
Student Growth Index - LGI
Year-to-year change in Z-score
Student Achievement Index - SAI
Percent correct on a standardized test
Teacher Achievement Index- TAI
Average of students’ LGI - measure of classroom achievement
Teacher Growth Index- TGI
Year-to-year change in TAI - Measure of a teacher’s growth
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14. Measuring Growth and Achievement
High Achievement
&
Low Growth
Low Achievement
&
Low Growth
High Achievement
&
High Growth
Low Achievement
&
High Growth
How do we take these basic measurements and make them useful for leadership.
A table of numbers is not effective.
This view shows performance of your campus within a district for all tests taken.
The red dot is the campus’ weighted average. Each of the green dots represents a grade level for all tests taken.
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15. Measuring Growth and Achievement
Grade 10
Algebra I
Campus Weighted Average
Grade 11
Geometry
Selected Detail level:
Grade Level
Subject
Teacher
How do we take these basic measurements and make them useful for leadership.
A table of numbers is not effective.
This view shows performance of your campus within a district for all tests taken.
The red dot is the campus’ weighted average. Each of the green dots represents a grade level for all tests taken.
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16. More Tools – the Classroom Analyst Reports
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17. The Classroom Analyst Report
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18. The Next Step – The Classroom Analyst Exercise
Using your campus’ Classroom Analyst report:
Identify your strongest and weakest growth area by subject and grade level.
Strongest: 5th grade Math
5th grade ELAR
4th grade Math
Weakest: 4th grade ELAR
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19. The Next Step – The Classroom Analyst Exercise
Using your campus’ Classroom Analyst report:
Identify the subject that has both the lowest achievement (SAI) and the lowest growth (TAI).
Go to the page of the report that identifies the teachers who taught that subject and grade level.
List the teachers from highest achievement to lowest.
Consider which ones are gaining the most ground and which ones are having negative movement.
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20. Understand Your Mission ….
Always keep in mind the overall “mission” for the campus by having a copy of the profile handy. This can be found by:
Going to the Campus Analyst.
Click on the word “Profile” in the grey menu on the far left.
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21. Before you begin conferencing you NEED to know….
A familiarity with what the vernacular means. In this case:
SAI – Student Achievement Index – scale score of students or percent correct at this time
TAI – The average year of the year change in the the students Z scores
TGI – Teacher Growth Index or the year-to-year change in the TAI
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22. Classroom Analyst - Reports
Build a familiarity with the range of raw scores in that grade/content and where the teachers fall. (Go to the table between the Performance Matrix and the Growth Matrix)
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23. Supporting Information … Looking for Patterns Over Time
If available:
The results of teachers’ benchmarks, or
6 week exams and how they did in relation to peers
Any similar comparative data
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24. What About the Teacher Conference ?
Data itself is neutral.
Work on your culture of improvement first!
It is the Teacher’s reaction to the data that affects their evaluation.
An established practice of looking for examples of best practitioners should be a welcomed part of the process.
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25. Practice Guiding Questions
You DO NOT have to show the teacher the Classroom Analyst to have the conversation!
ERG organizes the data through valid statistical means so that YOU have the information to guide the teacher’s development!
What were some of the particular challenges you faced?
Describe your system for assessing mastery of the student expectations?
How did you work with the students who weren’t “getting it”.
Where will you focus this coming year to increase your raw scores for students? Let’s work on a plan.
What type of support can we help you with? Would you like a mentor? An opportunity to visit in some other classrooms?
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26. Build a familiarity with …
The individual’s state of mind. Are they willing and able? Unable and Unwilling? Defensive? Competitive? Was there and extraordinary circumstance to be addressed?
1. Able and Unwilling
2. Unable and Unwilling
3. Able and
Willing
4. Unable and Willing
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27. Immediately Be Ready To ...
Have available the resources you can offer. Ex. materials for improving instructional strategies, opportunities to observe in other classrooms, a mentoring relationship, etc.
Have an established schedule of checkpoints to share (a checkpoint being when you will meet on progress).
A sense of immediacy and fidelity will be critical to your success. This is not a hammer …. You must be prepared to have their “trip planner” ready.
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28. 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.
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29. 817-723-6105 htauer@educationresourcegroup.com Help desk: 281-265-4916
Heather Tauer-Reid
Help desk:
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30. Your Classroom Analyst – the Web Version
From the Campus Analyst screen, click on the third button on the top right of the screen that says “Classroom Analyst”.
Look at the Display Options under the Performance Matrix.
Change the “Matrix” option from “Campuses” to “Teachers”
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
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