Implementation of Value-Added in an Urban School District

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Implementation of Value-Added in an Urban School
District

• Josephine Scott
• Sandra A. Stroot
• Dean Fowls

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The question for educators today
Regardless of where students begin, how do we
maximize the progress each makes in any given
year? 84 of the American public believe student
progress is the best measure of a schools
effectiveness!
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CPS Challenges/Strengths

• We serve about 62,000 students
• 66 are eligible for free and reduced-priced
  meals
• 30 change schools during the school year
• 8,300 qualify for special education

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CPS Challenges/Strengths

• One in five of our students - more than 12,400
  Columbus students - are Gifted and Talented as
  defined by state standards. We have designed
  specific programs to serve these students also.
• 3,900 have limited English proficiency and live
  in homes where English is not the primary spoken
  language
• 800 are homeless and
• 400 are in foster care

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CPS Challenges/Strengths

• In the 2003-04 school year, the district
  graduated 530 more students than in the preceding
  school year.
• The class of 2004 earned 28.9 million in
  scholarships, grants and financial aid packages,
  following a record breaking 27.5 million the
  year before.

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CPS District Goals

• Quality Instruction All teachers will deliver
  high quality instruction to increase academic
  achievement for all students.
• Committed Leadership District leaders will
  create and maintain policies and practices that
  support increased academic achievement and
  efficient business operations.

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CPS District Goals

• Opportunity to Learn All students will be given
  equitable opportunities for Learning.
• Student Motivation All students will be
  motivated to give their best effort.

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CPS District Goals

• Efficient, Equitable Operations The district
  will operate more efficiently and equitably.
• Parent/Community Involvement The district will
  engage parents and community organizations to
  support student success.

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Preparing forValue-Added in CPS

• Project SOAR
• Schools On-line Achievement Reports

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Preparing forValue-Added in CPS

• Journey Through the Data Pilot

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Preparing forValue-Added in CPS

• 2003-2004 OSU Graduate-Level Coursework
• Purpose
• Experience and critique materials and resources
  related to data analysis and value-added
  reporting
• Review the data in Battelles Value-added system
  to decide how it might be useful at the school
  level
• Make recommendations to the superintendent on how
  to roll out value-added in the district

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Preparing forValue-Added in CPS

• Participants
• Building-level teams
• Central Administration representatives

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Implementation of Value-Added in CPS

• Parallel Strategies
• Basic Foundation
• In-Depth Knowledge

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Basic Foundation

• Common Knowledge Across District
• Process of Implementation
• Instructional Video
• School-level Meetings
• September Introduction

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In-Depth Knowledge

• Professional Development
• OSU Graduate-level Coursework
• ASIT members will receive initial preparation on
  the use of the value-added database.
• ASIT members will provide subsequent professional
  development on use of the value-added database
  for educators at their buildings.

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Four-Year Professional Development PlanPhase I
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Four-Year Professional Development PlanPhase II
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Value-Added Web-Based Reports
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SCHOOL VALUE-ADDED REPORT
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SCHOOL DIAGNOSTIC REPORTProgress by Prior
Achievement Level
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PERFORMANCE DIAGNOSTIC REPORTProgress by
Proficiency Level
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(No Transcript)
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Student Projections
STUDENT PROJECTION
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A View of Student Progress
Student A
Proficient
Student B
We must expect progress for all students.
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eSchool Modules

• Samples of the E-School Modules for Value-Added
  Assessment
• School Value Added Report - Review
• School Diagnostic Report
• Individual Student Report - Projection

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PD Outcomes

• Provide ASIT teams with the knowledge and
  resources to lead professional development
  opportunities in their school setting.
• Ensure all educators understand how to interpret
  data and use data to improve student achievement.

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Limitations to Value-Added Data

• No other urban comparison group is currently part
  of the same pool.
• Access to the information is limited.
• E.g.--no specific classroom data available.
• Currently, data are
• not connected to individual teacher results
• limited to proficiency achievement tests areas
• limited to Grades 3-8

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Strengths to Value-Added Data

• Measures growth from where a child begins the
  school year, thus giving credit for adding value
  to student achievement.
• Provides a framework to examine the history of
  students performances
• Provides information on a yearly basis,
  permitting staff to develop interventions aimed
  at each childs areas of need.
• Provides a focus for school personnel to engage
  in conversations about instructional strategies
  to improve students academic growth.

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Closing Statement

• Our goal is to use our phase-in structure to
  ensure that we are systematic in providing a set
  foundation for the leadership team we have
  established at each school, ensuring a thorough
  understanding of value-added and its role in
  instructional decision making.

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Questions / Comments?