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WASL Growth. WERA March 27 10:15 – 11:30. Don Schmitz: Director of Assessment Sarah Swain-Annepu: Grade 3/4 Teacher Melissa Walker: Grade 5 Teacher. Goal #1: Stimulate discussion and research on WASL growth. Goal #2: Identify instructional practices for programs with

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WASL Growth

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WASL Growth

WERA

March 27

10:15 – 11:30

Don Schmitz: Director of Assessment

Sarah Swain-Annepu: Grade 3/4 Teacher

Melissa Walker: Grade 5 Teacher


Goal #1:

Stimulate discussion and research on WASL growth.


Goal #2:

Identify

instructional practices for programs with

high WASL Growth.


Mukilteo School District by the numbers

  • Students 14,485

  • Number of Schools 18

  • Free and Reduced 40%

  • TBL 16%

  • Ethnicity

    • Amer. Ind. 1.6%

    • Asian14.2%

    • Black 5.2%

    • Hispanic15.0%

    • White58.7%

  • Classroom teachers797


Accountability Models

  • Status

  • Improvement

  • Growth

  • Value-Added

Goldschmidt, Pete (2005).Policymakers’ Guide to Growth Models for School Accountability: How do Accountability Models Differ? . Council of Chief State School Officers.


1. Status Model

  • On average, how are students performing this year?

Annual Target

Used for Safe Harbor in AYP

Year x

Year x +1


2. Improvement Model

  • On average, are students doing better this year as compared to students in the same grade last year?

Improvement

Year 1

Year 2


3. Growth Model

  • How much on average, did the same students’ performance change?

Growth

At least two scores for each student.

Year 1

Year 2


4. Value-Added Model

  • On average, did students’ change in performance meet the growth expectation? By how much?

Actual Performance

Value Added

Expected Performance

Starting Point

Year 1

Year 2


WASL Data(in yellow)

status

Grades 4-8 cohorts

improvement

Growth


Grade 4 Cohort

Post WASL

Pre WASL

Gr. 3

Cohort 4th

Gr. 4

N = 900

All statistics reported are based on the cohort of students.


Post WASL

Pre WASL

Gr. 3

Cohort 4th

Gr. 4

N = 900

Grade 4 Cohort


Grade 4 to 8 Cohorts

Grade 4 grade 5 grade 6 grade 7 grade 8

N = 4450


What are some issues with this approach?

Each subject and grade level has different average WASL scores (different test)

Classes are made up of different composition of students

Achievement levels

Ability levels

Behavior

Demographics

Only one year of data


What are some benefits of this approach?

Levels the playing field

Measures gains on same students or same groups of students.

Uses the measure in which we are being held accountable.


Four Growth Calculations

1 Diff

2 DiffAvg

3 DiffLvl

4 DiffZ


5 Cohorts: grades 4 - 8

Post WASL

Pre WASL

2006

Cohort

2007

N = 900

(estimate)

1

Post - Pre = Difference Score (Diff)


Post - Pre = Difference Score (Diff)

Single student example:

Pre WASL Math = 400

Post WASL Math = 410

Difference Score = +10

Diff = +10

1


Reading Diff Means by Grade


Math Diff Means by Grade


Cohort Sample

Post WASL

Pre WASL

2006

Cohort

2007

2

N = 900

(estimate)

Post - Pre = Difference Score (Diff)

(Post - Pre ) – District Average = Difference Score (DiffAvg)


(Post - Pre ) – District Average = Difference Score (DiffAvg)

Single student example:

Grade 3 WASL Math = 400

Grade 4 WASL Math = 410

Difference Score = +10

(Avg Diff for grade cohort = -4)

DiffAvg = +14

2


Grade Cohort

Post WASL

Pre WASL

2006

Cohort

2007

3

N = 900

(estimate)

Post - Pre = Difference Score (Diff)

(Post - Pre ) – District Average = Difference Score (DiffAvg)

(Post - Pre ) – District Average by Level = Difference Score (DiffAvgLvl)


Math: by pretest levels


(Post - Pre ) – District Average by Level = Difference Score (DiffAvgLvl)

Single student example:

Grade 3 WASL Math = 400

Grade 4 WASL Math = 410

Difference Score = +10

(Average Diff. for grade level 3 = +2)

DiffAvgLvl = +8

3


Grade Cohort

Post WASL

Pre WASL

2006

Cohort

2007

4

N = 900

(estimate)

Post - Pre = Difference Score (Diff)

(Post - Pre ) – District Average = Difference Score (DiffAvg)

(Post - Pre ) – District Average by Level = Difference Score (DiffAvgLvl)

(Post z – Pre z ) = Difference Score (DiffZ)


(Post z – Pre z ) = Difference Score (DiffZ)

Single student example:

Z = WASL score - mean/standard deviation

(mean = 0, SD = 1)

Grade 3 WASL Math z score = 0.2

Grade 4 WASL Math z score = 0.3

Difference Z Score = 0.1

DiffZ = 0.1

4


Primary Variables

Student name/ID

Pre WASL

Pre WASL Level

Post WASL


Category Variables

Grade

School

Special Education

ELL

F & R

Teacher name

Teacher experience


Sample Programs/Classrooms

Special Education

Gifted (Summit)

Transitional Bilingual

Free & Reduced

Achievement Gap


Special Education n= 414

4


Gifted: Summit (n= 167)

4


Achievement Gap: Reading

1

RdgDiff (all cohorts)

4

RdgDiffZ (all cohorts)


Free & Reduced

4


MathDiff by Grades


Schools: MthDiff

1


Schools: MthDiffMSD

2


Schools: MthDiffLvl

3


Schools: MthDiffZ

4


Math by Pretest Levels

3


WASL Growth by Teacher

  • Illustrates the range of differences

  • This is not a rank order

  • Too many uncontrolled variables


Years of Experience with Diff Scores

4


Reading Growth

3


Math Growth

3


Goal #2:

Identify

instructional practices for programs with

high WASL Growth


Odyssey Elementary


2002-2003:

Free/Reduced Lunch . . . . . . .55.4%

Special Education . . . . . . . . .14.2%

Non-English Speaking . . . . .13.3%

October 2003 . . . . . . . . . . . . . 568

2006-2007:

Free/Reduced Lunch . . . . . . .56.5%

Special Education . . . . . . . . .11.7%

Non-English Speaking . . . . .27.9%

October 2006 . . . . . . . . . . . . . 709

Odyssey Elementary:


Our Vision: We will assure high levels of learning for all students.

High behavioral and academic expectations

Strong academic focus

Character Education


What we do:

  • Strong Leadership

  • Looping & Cluster classrooms

    • IEP

    • ELL

  • Extended day

  • PLC’s


PLC

  • Focus: improving student achievement

  • SMART goals:

    • based on work done by Dufour and Eaker

  • Specific

  • Measurable

  • Attainable

  • Result- oriented

  • Timely


  • Self Assessment


    Using the Data:


    Odyssey Elementary

    • IEP Cluster Model

    • Concerns

    • Clear Expectations


    IEP Cluster Classroom

    • 1/4 of students on IEP

    • Learning disabilities in reading, writing, math

    • Behavior/Social Skills


    Student Growth

    • Meeting state standards

    • Conflict in data

    • Evidence of student learning


    Professional Development

    • District training

    • Awareness of state standards

    • Adapting curriculum


    Reading Comprehension

    • Highlight key words in question

    • Sentence starters

    • Immediate feedback

    • Revise answers

    • Familiarity with scoring


    Some differences between the danger of the tornado in Night of the Twisters and the danger of the ice floes in Blizzard are:

    1)

    2)


    Math

    • Problem of the Week

    • Explain thinking with words

    • Math Journal


    Relationships

    • Establish a genuine connection

    • Encourage risk taking

    • Celebrate successes

    • Build confidence


    Jonathan

    • Learning disability in writing

    • Read at 1st grade level

    • Put limited effort into work

    • Insecure, withdrawn


    High Expectations

    • Establish common language

    • Reinforce skills

    • Create self sufficient learners

    • Expect success and growth


    Challenge All Students


    Challenge All Students


    Challenge All Students


    Collaboration

    • Create/revise curriculum

    • Consistency in scoring

    • Analyze data

    • Plan intervention groups


    Student

    Pre-Test

    Post Test

    Find the

    landmarks for a

    set of data

    Add and

    Subtract

    fractions with

    the same

    denominator

    Rewrite

    fractions so

    they have a

    Common

    denominator

    Add and

    subtract fractions

    with different

    denominators

    Convert

    Between

    fractions and

    decimals

    4

    79

    100

    4

    4

    4

    6

    6

    18

    96

    100

    4

    4

    4

    6

    5

    3

    88

    96

    4

    4

    3

    6

    6

    16

    92

    96

    4

    3

    4

    6

    6

    23

    71

    96

    3

    4

    4

    5

    6

    1

    79

    92

    4

    4

    4

    4

    6

    15

    71

    88

    3

    4

    4

    6

    4

    7

    42

    83

    4

    4

    3

    4

    5

    20

    92

    83

    2

    4

    2

    5

    6

    5

    71

    79

    3

    2

    3

    6

    6

    17

    29

    75

    4

    3

    4

    4

    3

    12

    63

    71

    3

    3

    1

    4

    6

    6

    33

    67

    4

    3

    4

    5

    1

    10

    46

    67

    2

    4

    4

    4

    2

    13

    25

    67

    3

    4

    4

    5

    1

    11

    50

    63

    4

    3

    4

    2

    2

    14

    8

    63

    3

    1

    4

    6

    6

    9

    17

    50

    3

    1

    4

    6

    6

    8

    17

    29

    2

    0

    0

    0

    2

    22

    4

    29

    3

    1

    0

    1

    1

    19

    0

    4

    0

    1

    0

    0

    0

    21

    0

    0

    0

    0

    0

    0

    0


    “Think left and think right and think low and think high. Oh, the thinks you can think up if only you try!”

    -Dr. Seuss


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