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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

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

slide2
Goal #1:

Stimulate discussion and research on WASL growth.

slide3
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

slide11

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.

slide12

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

slide17

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

slide21

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

slide23

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

slide27

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
(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
Primary Variables

Student name/ID

Pre WASL

Pre WASL Level

Post WASL

category variables
Category Variables

Grade

School

Special Education

ELL

F & R

Teacher name

Teacher experience

sample programs classrooms
Sample Programs/Classrooms

Special Education

Gifted (Summit)

Transitional Bilingual

Free & Reduced

Achievement Gap

achievement gap reading
Achievement Gap: Reading

1

RdgDiff (all cohorts)

4

RdgDiffZ (all cohorts)

wasl growth by teacher
WASL Growth by Teacher
  • Illustrates the range of differences
  • This is not a rank order
  • Too many uncontrolled variables
slide46
Goal #2:

Identify

instructional practices for programs with

high WASL Growth

slide48
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:

slide49

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
What we do:
  • Strong Leadership
  • Looping & Cluster classrooms
    • IEP
    • ELL
  • Extended day
  • PLC’s
slide51
PLC
  • Focus: improving student achievement
  • SMART goals:
          • based on work done by Dufour and Eaker
    • Specific
    • Measurable
    • Attainable
    • Result- oriented
    • Timely
odyssey elementary1
Odyssey Elementary
  • IEP Cluster Model
  • Concerns
  • Clear Expectations
iep cluster classroom
IEP Cluster Classroom
  • 1/4 of students on IEP
  • Learning disabilities in reading, writing, math
  • Behavior/Social Skills
student growth
Student Growth
  • Meeting state standards
  • Conflict in data
  • Evidence of student learning
professional development
Professional Development
  • District training
  • Awareness of state standards
  • Adapting curriculum
reading comprehension
Reading Comprehension
  • Highlight key words in question
  • Sentence starters
  • Immediate feedback
  • Revise answers
  • Familiarity with scoring
slide59

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)

slide60
Math
  • Problem of the Week
  • Explain thinking with words
  • Math Journal
relationships
Relationships
  • Establish a genuine connection
  • Encourage risk taking
  • Celebrate successes
  • Build confidence
jonathan
Jonathan
  • Learning disability in writing
  • Read at 1st grade level
  • Put limited effort into work
  • Insecure, withdrawn
high expectations
High Expectations
  • Establish common language
  • Reinforce skills
  • Create self sufficient learners
  • Expect success and growth
collaboration
Collaboration
  • Create/revise curriculum
  • Consistency in scoring
  • Analyze data
  • Plan intervention groups
slide68

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

slide69
“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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