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 (growth) - this is the measure of teacher achievement
Student Growth Index - LGI
Year-to-year change in Z-score – individual student growth
Student Achievement Index - SAI
Percent correct on a standardized test
Teacher Growth Index- TGI
Measure of a teacher’s growth over 2 years
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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. And … we drill again – The Classroom Analyst
Math – All Grades
ELAR – All Grades
Grade 10
Algebra I
Grade 11
Geometry
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17. And … we drill again – The Classroom Analyst Teacher Level Detail
10th Grade Math Teachers
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18. Classroom Analyst - Exercise #1
Choose ONE campus at your table to explore.
You will use the Classroom Analyst to explore those subjects and grade levels you identified as areas of “low hanging fruit”.
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19. The Classroom Analyst – Choosing Your Display Options
At this point the only “Display Option” you will change is the “Subject”. Elementaries and Middle Schools can choose between ELAR & Math. High Schools should explore all subjects.
Identify your strongest and weakest growth area by subject and grade level.
Weakest: 4th Grade Math
5th Grade Math
5th Grade ELAR
Strongest: 4th Grade ELAR
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20. The Next Step – The Classroom Analyst Exercise #2
Using your campus’ Classroom Analyst report:
In the “Display Options” change the “Matrix” to “Teachers.”
Also, change the subject and grade level to the one that had the lowest achievement (SAI) and the lowest growth (TAI).
Click “Update”.
List the teachers from highest growth to lowest.
Were there any surprises?
Discuss, in relation to this campus, which was most beneficial, the campus’ growth or its achievement?
Is it possible for a high achieving campus to have high growth?
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21. 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 Profile.
Click on the word “Profile” in the grey menu on the far left.
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22. 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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23. 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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24. 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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25. What About the Teacher Conference ?
Work on your culture of improvement first!
Data itself is neutral.
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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26. 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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27. Having the “Talk” What NOT to Say:
Your students’ performance really dropped this year. Did you review at all before the test?
What TO Say:
Do you see areas that really stand-out as strengths or areas you want to focus on?
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28. Having the “Talk” What NOT to Say:
I hope you have a plan in mind to fix this.
What TO Say:
What steps have you been thinking about for this year?
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29. Having the “Talk” What NOT to Say: Do you even like teaching math?
What TO Say:
What strategies will you be using?
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30. Having the “Talk” What NOT to Say:
I suggest you observe Mrs. Jackson. She really knocked the top off of that area this year.
What TO Say:
Would you like to observe in a classroom to see some strategies that worked well this past year?
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31. Having the “Talk” What NOT to Say:
I’ve chosen some great teachers for those of you who aren’t sure what you’re doing, to observe. I think it will really help you.
What TO Say:
Would you be willing to let others observe in your classroom who want to see how you use strong strategies? You have a lot to share.
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32. Having the “Talk” The Negative Results from “What NOT to Say”:
This approach will put the individual on the defensive. It then becomes a discussion about blame, not the results and future goals.
The Positive Results for “What TO Say”:
This is confronting the brutal facts, but allowing the teacher to participate and share his/her observations. This approach builds buy-in and respects the teacher’s professional status.
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33. 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 but Unwilling
2. Unable and Unwilling
3. Able and
Willing
4. Unable but Willing
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34. 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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35. More Tools – the STAAR Reports
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36. The Tutorial Report
The tutorial report identifies those students who scored less than 70% by Reporting Category.
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37. TEKS STAAR Report
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38. 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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39. 817-723-6105 htauer@educationresourcegroup.com Help desk: 281-265-4916
Heather Tauer-Reid
Help desk:
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