1. By Maximizing TVAAS Value Added Data
Diane Bennett
By Maximizing TVAAS Value Added Data
Introduction
Linda – meet monthly
7-yr. friendship
Continue series to Empower Instruction
Maximizing TVAAS Value Added Data
Ms. Monks and Mr. Wilson conversations to identify ways data can help us now as we prepare for TCAP
Value Added – the measure by which the TDOE determines if students have gained the current year’s worth of academic knowledge
Measure which currently counts as 35% of your evaluation
So… today I hope to share with you some strategies to “Empower Instruction” to improve value added gains and growth
And… As your motto so accurately states… In doing that you will be “Empowering Today’s Learners to Become Tomorrow’s Leaders”

2. What does empowerment mean?
Write a complete sentence statement on a sticky note that defines “Empowerment”.
Post on large sheet on wall.
At the end of the session, I want us to go back to that definition and identify what you’ve learned about value added data that helps you to be empowered.
i.e. What you will do… How students will be affected…
Empowerment is not about what a teacher is as much as it is about what a teacher does.

3. Using Value Added Data to Empower Instruction for TCAP 2015
The more we know about value added… the more likely we can prepare our students for individual growth. When the knowledge empowers your actions, you can determine if those actions are working or need to be modified. This empowers you, your students, and your school. The key is to determine what works to see growth in each and every student every year.
There is enough responsibility to go around to obtain positive value added scores. For this reason, I work to explain value added to both teachers and students as well as parents and schools.
Value added… represents the impact you had on your students in a given year.
In order to use the knowledge we gain from learning about value added, we must put in place some strategies for being sure we, as teachers, are taking students from where they are upon entering our class and move them over the course of the year to gain at least that year’s knowledge plus some catch up, if necessary.
Each and every day matters. Our responsibility as teachers is to prepare well each day to meet that challenge by year’s end.

4. Quotes to Note
Water your grass…. It is a matter of providing the attention and care it needs.
To enlighten means to “furnish knowledge to” BUT
Empower means to “enable someone” to have the power to do something with that knowledge
So… an exemplary teacher enables his/her students to be able to use knowledge gained in, hopefully, a constructive way to benefit others.
And so it goes.

5. Today’s Objectives
Deepen our understanding of value-added data measurements
Review value added data through TVAAS Data
Understand students’ past and predicted performance
Deconstruct data to empower informed decisions about our instruction
Provide resources to analyze & monitor student TNReady preparation & performance

6. 1st in nation 25 years experience 3 kinds of legacy data…
Emphasis upon value added and accountability…. Measured against other schools and districts and increasingly linked to a comparison to state averages
Long history of TN being a leader in TVAAS data calculation… done in Cary, NC at SAS
Report card data should align with accountability data…. Another area where data can get confusing for parents and students…

7. Both these data measures are important.
Achievement – is a measure to provide us a picture for students knowledge compared to standards and preparedness in relation to grade-level expectations.
Progress – is a measure to determine how much a student has grown over what is expected in a given year. Tells us the value of the instruction that year on where that student was upon entering. Let’s us know about growth for a given year.
The two together is a more complete picture of student learning. We need both to see a broader picture of what students know and are able to do.

8. How Data Informs Instruction
All instruction should have assessments. Formative & Summative. Formative on a day-to-day basis and to guide the needs for changing instruction to reach students. Summative to be sure students are prepared at their grade level.
This graphic is a clear picture of what we need to assess in order to help students progress beyond where they currently are.

9. How Growth Is Measured*
When it comes to growth expectations, it is desired that students grow academically year to year.
If a student is growing at a faster rate than his/her peers with similar testing history, the student will show positive growth.
If a student is growing at a slower rate than his/her peers with similar testing history, the student will show negative growth.
If a student is growing at the same grade-level expected growth as his/her peers across the state, the growth will be 0. This is expected (or one year’s) growth.
Measuring growth academically is similar to measuring student’s physical growth.
How many of you have had boys who had a growth spurt in the 6-8th grades? For what reason? Active in sports? Eating more? Etc.
We measure student’s academic growth to determine how they are “IN RELATION TO THEIR PEERS”. For it is their peers that determine relationships of how they are growing compared to the group.
*NCE’s or Normal Curve Equivalency

10. The starting line is different for each child
Student A
A second important point about TVAAS is that the measurement system recognizes that the starting line is different for each child.
For example, a 7th grade student might start the year performing significantly above her peers across the state [PAUSE AND CLICK] while another 7th grader might start the year performing far below her peers.
Regardless of where these two students started, by the end of the 7th grade we expect both of them to have grown academically.
Grade level
starting point
Start
Student B

11. Goal: Individual Student Growth
Because….
Every Student Matters
Permission to use pics
Each of these students grew in value added
Proud of accomplishment

12. Shed Patterns in Reviewing School Diagnostic Reports
Patterns reflect how our instruction (design and delivery) is meeting the needs of these groups. Identified by “school learning experiences”. Takes into account impact.

13. Tent Patterns
in Reviewing School Diagnostic Reports

14. Other Patterns
in Reviewing School Diagnostic Reports

15. Data Analysis Activity
Using printouts of diagnostic grade and content level performance for FMS….
Decide which pattern is apparent.
Discuss changes for instruction that might positively impact the pattern.
By grade level… ask participants to view handouts for each grade and subject.
Decide which pattern is apparent. Use handouts for review of patterns.
Discuss changes for instruction and be ready to share out.

16. How Can We Improve Value Added Performance?
Understand our students’ individual academic needs.
Use research-based best practices in teaching and learning.
Diligently plan instruction around student needs.
Deliver high-quality explicit instruction.
Differentiate instruction for students with an emphasis on those not showing growth.
Use formative assessments and resulting data to drive instruction.
Diligently provide academic feedback to students.
Track and monitor standards mastery for each student.
Involve students in setting goals and tracking progress.
Use RTI to address targeted skill deficits based on student performance.
Use state approved practice tests or materials specifically targeted to SPI and/or CCSS mastery.
So… what can we do to improve those areas where students (in subgroups and as a whole) are not showing growth?
Many things possible…. Many strategies
Today… focus on honing in on student projection targets and monitoring SPI mastery and mastery.
This process is data driven and can include other strategies to drive the change in the data. It also includes student ownership and participant, if the teacher targets that as a strategy.
12. Use TVAAS Projection Targets to monitor student progress toward growth.

17. Student Projections Benefit to teachers
Student projections are available in the form of custom reports that teachers can produce based on students’ prior test performance—They contain projections of how students will perform on particular future tests in relation to their peers.
Projection reports are not meant to be self-fulfilling prophesies; instead they project where students are likely score if they continue on their present trajectory.
Benefits to teachers:
Helps teachers project targets where students can show growth. The process directs teachers to specific SPI mastery for individual students and subgroups of students.
Can be monitored through benchmarks and practice tests.
Can be used for differentiated instruction and AIMS Web “teach to deficit” work.

18. Example of a Projections & Probability Report*
*Report represents only a portion of the actual report
Sort Column
Blocked out for privacy
Student B
Student A
Projections are based upon previous testing history… i.e. graphs on each student depicting testing history from beginning in TN schools.
Goal… Score at or above this projected percentile in order to show growth. Growth accounts for value added. Aligns with a student making at least a year’s worth of progress and hopefully catch-up growth if below proficient.
Example: Student A is projected to score in the 61st percentile for RLA 7th Grade TCAP. In order to show growth for this content and this grade level year, this student must score AT or ABOVE this percentile to show growth. If he/she scores exactly at the 61%, she would reach her predicted proficiency for that year and show expected growth (yellow, Level 3).
Data used to inform instruction

19. What is the Value of the Projections?*
Projections are NOT about predicting the future.
They ARE about assessing students’ academic needs TODAY.
Although projections indicate how a student will likely perform on a future test, their real value lies in how they can inform educators today. By incorporating the projections into their regular planning, teachers, administrators, and guidance counselors can make better decisions about how to meet each student’s academic needs now.
*Need to grow in relation to peers across the state with similar testing history
Copyright © 2010, SAS Institute Inc. All rights reserved.

20. Student A’s TCAP History
Each grade-level TCAP Performance relative to peers within the school.
Explain each student has a recorded history.
That history is in relation to the school (and district, where applicable).
Helps determine projected proficiency.

21. Student A’s Projected Percentile
Projected to score in the 61st percentile.
Think, pair, share…
What plan of action could you take to help this student’s reach the 61st projected percentile?
This screen gives the information that can guide your work as a teacher.
If… this student reaches the 61st percentile… they will have shown at least one year’s growth for 7th grade…
Because this is a known value… we can work toward reaching that targeted percentile by using strategies.

22. Value Added Explanation
Show the difference in reaching value added and the different areas of distinction based on state growth standard.
Note: 0 Growth is Actual = Predicted. This would garner a “yellow” level 3 and the teacher receives credit for growth. None more. None less.

23. Research – Meta studies
138 Maxims… about maximizing the impact upon learning.
#1 of these is Student involvement in self-reporting grades/progress. Vital to have data conferences and chats to meet this maxim.

24. Value Added Predictability Charts
Based on this chart, Student A must get 46 questions correct (NCE of 57) in order to make the 61st predicted percentile. More than the 61st percentile is value added. At the 61st percentile is 0 or expected growth. Less than 61% is negative growth.
Based on this chart, Student B must get 41 questions correct (NCE of 47) in order to make the 45th predicted percentile. More than the 45th percentile is value added. At the 45th percentile is 0 or expected growth. Less than 45% is negative growth.
Describe how the charts were created.
Give student A example
Give student B example
Note achievement level markings….
2014 Achievement Levels

25. Log into TVAAS (https://tvaas.sas.com/)
Model Logging Into TVAAS… Creating Custom Report
Log into TVAAS (

26. Instruction Sheet Handout

27. Using Individual Student Projections to Improve Value Added Scores
Use the Custom Reports feature of TVAAS to generate projection data (see directions)
Create a class roster of your students using the Excel template provided
Use the Value-added Projection Chart to determine the number of questions correct each student needs in order to achieve their projected score. See Example

28. Next Steps… Take 3 Practice Tests and Monitor Goals and SPI Performance

29. Smart Instructional Goals for Using Data

30. When it comes to improving instruction and learning, it’s not the quantity of the data that counts, but how the information is used.

32. Data Walls Motivate Students and Student Groups

33. Presentation to Students
Grades 3-11
Student friendly terms
Compare academic growth to physical growth

36. Did We Accomplish Our Objectives?
Deepen our understanding of value-added data measurements
Review 2014 value added data for FMS through TVASS Data
Understand students’ past and predicted performance
Deconstruct data to empower informed decisions about our instruction
Provide resources to analyze & monitor student TCAP preparation & performance
Diane Bennett
Certified School Improvement Specialist

37. Please complete a “Reflection Upon My Professional Development Experience”

38. By Maximizing TVAAS Value Added Data
Diane Bennett