- 56 Views
- Uploaded on
- Presentation posted in: General

Teacher Value Added Model

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Teacher Value Added Model

St. Johns County School District

March 23, 2012

Part 1

- For the school to earn a Learning Gain Point.
(School Learning Gain Points = % of students making a Learning Gain)

- Level 1 and Level 2 students must earn the designated amount of Developmental Scale Score points from the previous year based on the FCAT to earn a Learning Gain point.
- Level 3, 4 and 5 students do nothave to earn the designated amount of Developmental Scale Score points from the previous year to earn a Learning Gain point as long as they stay in their current proficiency level or gain a level.

What is a value added measure?

- The value added measure focuses on whether or not every student met, exceeded, or fell short of the projected growth prediction the state calculates for each student.
- The value added model does not rely on proficiency; it relies on calculating an expected growth value for each student based on various factors and then determining, based on test scores, whether or not the student met the projected growth.

What factors help shape the growth prediction for each student?

The vast majority of the growth prediction comes from the students’ own previous test scores. One score can be used but when available, 2 previous scores are used. The most recent score carries the most weight in the prediction.

- Additional Variables:
- Number of subject relevant courses (English and Intensive Reading)
- ESE status (Primary and secondary disabilities are considered)
- ELL status (Less than two years in the ESOL program)
- Gifted status
- Mobility – Number of times a student switches schools during the school year.
- Attendance - Also includes days missed due to suspension.
- Higher absences = lower growth expectation.

- Age - Is the student much older than grade level peers. (Captures retentions)
- Class size - Not really applicable due to class size amendment.
- (Impact of Associate Teachers)

- Variables not addressed (prohibited by law)
- Gender,
- race or
- socioeconomic status (free/ reduced lunch)

- The state can’t provide a growth prediction at the beginning of the year because attendance and mobility are not known until the end of the year.

The difference between the expected growth and the actual growth is what makes up the bulk of the value added score.

+30 = Student …….. Outcome

…….. (residual)

-10 = Student …….. Outcome

…….. (residual)

Example Scenario

- Student A
- Has grown a large number of Developmental Scale Score points (DSS) each of the last 2 FCAT administrations
- Student has perfect attendance
- Student has been at the same school all year

- Student B
- Has had minimal growth in Developmental Scale Score points (DSS) each of the last 2 FCAT administrations
- Student has missed 25 days of school this year
- Student has attended 3 different schools this year because his family has had to move multiple times.

Biggest

Indicator

Growth expectation would be lower

Growth expectation would be higher

Can a student be proficient but not meet projected growth? Yes

Both students enter the year as FCAT level 4 and leave the year at level 4.

+5

-10

- Cell size - The current system is that you need to have at least 30 scores over a 3 year period in order to receive your own score. (not finalized)
- Students who move or enter during the year - If you delivered instruction to the student during survey 2 or survey 3, you will receive their score. If a student is with you during survey 2 and then moves, their score is duplicated. This means that each teacher (school A and school B) receives the student’s full score.
* Value Added scores are expected to arrive the end of July.

- ESE students - In general, the scores for ESE students are broken in two. HR teacher gets half of the score, ESE teacher gets half.
- Alternate assessment students - Currently, the scores of alternate assessment students do not count towards the teacher value added score.
For elementary, 4th and 5th grade teachers and the ESE teachers who support them will get their own scores (if 3 year total number of scores is above 30 for each teacher). All others will receive the school average.

Part 2

- There are several “ingredients” that are used in the calculation of the teacher value added score. The ingredients are put into various formulas in order to determine the value added score.
- The ingredients are:
- Average student outcomes (Stdoutcomes)
- School Component (Schcomponent)
- Teacher Componet (Tchcomponent)

- Tchvas= (Tchcomponent) + .5 x (Schcomponent)

- Now that we know that the teacher value added score is equal to the teacher component plus one half of the school component, we have a few more questions to answer.
- How does the state calculate the average student outcomes (Stdoutcomes) needed in order to calculate the teacher component?
- How does the state calculate the (Schcomponent)?
- How does the state calculate the (Tchcomponent)?

- Before we look at the average student outcome, we’ll look at how a single student outcome is calculated. A student outcome is the difference between the Student’s Projected Growth and the actual growth.
- Example:
- Student projected growth is 100 developmental scale points.
- Student actual growth was 110 developmental scale points.
- Student outcome is the difference = +10.

- Zero is the state average/baseline for the growth model.
- A positive number means the student exceeded the projected growth while a negative number means the student did not meet the expected projected growth.

- The average student outcomes (Stdoutcomes) is calculated using a two step process.
- First, the projected growth is compared to the actual growth for each student.
- The differences between the scores are then averaged to arrive at the student outcomes.

NameProjected growthActual growthDifference(residual)

Robert 100 pts. 110 pts. +10Sam 65 pts. 80 pts. +15Jane 110 pts. 115 pts. +5 Average = +10

- Average (Stdoutcomes) = 10

- The school component (Schcomponent) is calculated the same way as the average student outcomes (Stdoutcomes) except for one key difference.
- In the average student outcomes, just the students for that specific teacher are used.
- For the school component, all of the value added eligible students in the school are used.

Student 1 +10

Student 2 +5

Student 3 +10

Student 4 +18

Student 5 +2

Student 6 +3

48 / 6 = 8

- (Schcomponent) = 8
- 10+5+10+18+2+3 divided by 6 (number of students in the school)

- Sum of all residual points earned by the students in the school divided by the total number of students.
- 240total residual points divided by the 30students in the school equals a school component of8
240/30 = 8

Ingredient # 1Ingredient # 2

(Tchcomponent) = (Stdoutcomes) - (Schcomponent)

Example from previous slides:

- (Tchcomponent) = 10 (from example) – 8 (from example)
- (Tchcomponent) = 2

- We now mix the 3 ingredients.
- Average student outcome (Stdoutcomes)
- used in (Tchcomponent)

- Average student outcome (Stdoutcomes)

Tchvas= (Tchcomponent) + .5 x (Schcomponent)

Tchvas= 2 + (.5 x 8)

Tchvas= 6

Please note that the Teacher value added score (Tchvas)

is provided by the state.

The calculations just discussed are not done at the district level.

Part 3

How do we verify that the Tchvas accurately represents the true Value Added for the teacher?----------------------------------------------------------------------------------------------------------------------------------------We verify by using a Standard Error (SE) and a K value.

- Standard Error (SE) – is used to construct confidence intervals around the Teacher Value Added Score (Tchvas).
- (Strongly influenced by the number of Students)

- SJCSD is using .5K for this additional element of certainty.

(Tchvas) +/- [(.5K) x SE)] = (FTchvas)

- The Teacher Value Added Score (Tchvas) is sorted from highest to lowest score - this is provided by the state.

- The results from sorting (Tchvas) will create positive and negative values:
- the A cohort is above zero
- the B cohort is below zero.

- Applying the formula:
- (Tchvas) +/- [(.5K) x SE)] = (FTchvas)
- will create (+ +, + -, - +, - -) categories that differentiate between performance levels.

A++

A+

A+-

B-+

B-

B--

- To calculate the Teacher Concordant Score
- In our sample A ++has a range of 0 to 9. There are 6 pts. for the range (3.5 to 4.0). Divide 9 by 6 which equals a 1.5 range between each level.
Example for A++Range:

- In our sample A ++has a range of 0 to 9. There are 6 pts. for the range (3.5 to 4.0). Divide 9 by 6 which equals a 1.5 range between each level.

* Regardless of weighted Concordant Score the highest possible is a 4.0

- Teacher with specific FCAT student results with 3 or more years of data.
- 50% of overall summative will be based on all 3 years data the (FTchvas)
- 50% Marzano Observable Elements

- Teacher with specific FCAT student results with less than 3 years of data.
- 40% of overall summative will be based on the data available (FTchvas)
- 60% Marzano Observable Elements

- School personnel who are not assigned to specific FCAT student results and 3rd grade FCAT Teachers.
- 50% of overall summative will be based on the (Schcomponent).
- 50% Marzano Observable Elements

- Observable Elements (50%) + the Weighted Value Added Student Growth (50%) = Final Summative Score
- Marzano Rating Scale
Highly Effective Effective Needs Improvement/Developing Unsatisfactory

3.5 – 4.0 2.5 – 3.4 1.5 – 2.4 1.0 – 1.4

- Example:
- Observable Elements (Marzano) 2.3
- Weighted Teacher Value Added Score+ 3.3
- Total 5.6 / 2