Wasl growth
Download
1 / 69

WASL Growth - PowerPoint PPT Presentation


  • 137 Views
  • Uploaded on

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

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' WASL Growth' - harlan


An Image/Link below is provided (as is) to download presentation

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 - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Wasl growth

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
Mukilteo School District by the numbers

  • Students 14,485

  • Number of Schools 18

  • Free and Reduced 40%

  • TBL 16%

  • Ethnicity

    • Amer. Ind. 1.6%

    • Asian 14.2%

    • Black 5.2%

    • Hispanic 15.0%

    • White 58.7%

  • Classroom teachers 797


Accountability models
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
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
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
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
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
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 to 8 Cohorts

Grade 4 grade 5 grade 6 grade 7 grade 8

N = 4450


What are some issues with this approach
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
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
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
Post - Pre = Difference Score (Diff)

Single student example:

Pre WASL Math = 400

Post WASL Math = 410

Difference Score = +10

Diff = +10

1




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
(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)



Post pre district average by level difference score diffavglvl
(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 Score

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
(Post z – Pre z ) = Difference Score 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
Primary Variables Score

Student name/ID

Pre WASL

Pre WASL Level

Post WASL


Category variables
Category Variables Score

Grade

School

Special Education

ELL

F & R

Teacher name

Teacher experience


Sample programs classrooms
Sample Score Programs/Classrooms

Special Education

Gifted (Summit)

Transitional Bilingual

Free & Reduced

Achievement Gap


Special education n 414
Special Education Score n= 414

4


Gifted summit n 167
Gifted: Summit Score (n= 167)

4


Achievement gap reading
Achievement Gap: Reading Score

1

RdgDiff (all cohorts)

4

RdgDiffZ (all cohorts)









Wasl growth by teacher
WASL Growth by Teacher Score

  • Illustrates the range of differences

  • This is not a rank order

  • Too many uncontrolled variables


Years of experience with diff scores
Years of Experience with Score Diff Scores

4



Math growth
Math Growth Score

3


Goal #2: Score

Identify

instructional practices for programs with

high WASL Growth



2002-2003: Score

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

High behavioral and academic expectations

Strong academic focus

Character Education


What we do
What we do: Score

  • Strong Leadership

  • Looping & Cluster classrooms

    • IEP

    • ELL

  • Extended day

  • PLC’s


PLC Score

  • Focus: improving student achievement

  • SMART goals:

    • based on work done by Dufour and Eaker

  • Specific

  • Measurable

  • Attainable

  • Result- oriented

  • Timely




  • Odyssey elementary1
    Odyssey Elementary Score

    • IEP Cluster Model

    • Concerns

    • Clear Expectations


    Iep cluster classroom
    IEP Cluster Classroom Score

    • 1/4 of students on IEP

    • Learning disabilities in reading, writing, math

    • Behavior/Social Skills


    Student growth
    Student Growth Score

    • Meeting state standards

    • Conflict in data

    • Evidence of student learning


    Professional development
    Professional Development Score

    • District training

    • Awareness of state standards

    • Adapting curriculum


    Reading comprehension
    Reading Comprehension Score

    • Highlight key words in question

    • Sentence starters

    • Immediate feedback

    • Revise answers

    • Familiarity with scoring


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

    1)

    2)


    Math Score

    • Problem of the Week

    • Explain thinking with words

    • Math Journal


    Relationships
    Relationships Score

    • Establish a genuine connection

    • Encourage risk taking

    • Celebrate successes

    • Build confidence


    Jonathan
    Jonathan Score

    • Learning disability in writing

    • Read at 1st grade level

    • Put limited effort into work

    • Insecure, withdrawn


    High expectations
    High Expectations Score

    • Establish common language

    • Reinforce skills

    • Create self sufficient learners

    • Expect success and growth





    Collaboration
    Collaboration Score

    • Create/revise curriculum

    • Consistency in scoring

    • Analyze data

    • Plan intervention groups


    Student Score

    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


    ad