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TAILWINDS CNUSD SBAC ELA Based on the of HW CNUSD SBAC Math Based on the of HW Growth Model Impact of the Education System Student Growth Starting Knowledge Education System Student Characteristics ID: 541902 Download Presentation

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Slide1
Slide2

TAILWINDSSlide3
Slide4

CNUSD SBAC

ELA Based on the # of HWSlide5

CNUSD SBAC Math

Based on the # of HWSlide6

Growth Model Slide7

Impact

of the Education System

Student Growth

Starting Knowledge

Education System

Student Characteristics

Family Resources

Test CharacteristicsSlide8

Unpacking the MethodologySlide9

The Oak Tree AnalogySlide10

Gardener A

Gardener B

Growth

by

Gardener

Performance

For the past year, these gardeners have been tending to their oak trees trying to maximize the height of the trees.Slide11

This method is analogous to using an

Achievement Model

.

Gardener A

Gardener B

61 in.

72 in.

Measure

the Height of the Trees

After One Year

Using this method, Gardener B is the more effective gardener.Slide12

What is

missing to have a full picture of the gardener’s impact?Slide13

61 in.

72 in.

Gardener A

Gardener B

Oak A

Age 4

(Today)

Oak B

Age 4

(Today)

Oak A

Age 3

(1 year ago)

Oak B

Age 3

(1 year ago)

47 in.

52 in.

Achievement is

not the Whole Story

We need to find the starting

heightSlide14

This is analogous to a

Simple Growth (Gain) Model

.

61 in.

72 in.

Gardener A

Gardener B

Oak A

Age 4

(Today)

Oak B

Age 4

(Today)

Oak A

Age 3

(1 year ago)

Oak B

Age 3

(1 year ago)

47 in.

52 in.

+14 in.

+20 in.

Compare

Starting

and Ending

HeightSlide15

Gardener A

Gardener B

Influence Growth?

For

our

example

,

we will examine three environmental factors: Rainfall

,

Soil Richness

, and

Temperature

.Slide16

External

Condition

Oak Tree

A

Oak Tree B

Rainfall

Soil Richness

Temperature

High Low

Low High

High Low

Gardener A

Gardener BSlide17

Oak A

Age 3

(1 year ago)

Oak B

Age 3(1 year ago)

67 in.

74 in.

Gardener A

Gardener B

Oak A

Prediction

Oak B

Prediction

47 in.

52 in.

+22 Average

+20 Average

Initial

Prediction

for GrowthSlide18

70 in.

69 in.

Gardener A

Gardener B

47 in.

52 in.

+22 Average

+20 Average

+ 3 for Rainfall

- 5 for Rainfall

Predictions for RainfallSlide19

67 in.

71 in.

Gardener A

Gardener B

47 in.

52 in.

+22 Average

+20 Average

+ 3 for Rainfall

- 3 for Soil

+ 2 for Soil

- 5 for Rainfall

59 in.

76 in.

Gardener A

Gardener B

47 in.

52 in.

+22 Average

+20 Average

+ 3 for Rainfall

- 3 for Soil

+ 2 for Soil

- 8 for Temp

+ 5 for Temp

- 5 for Rainfall

+22 Average

+20 Average

+ 3 for Rainfall

- 3 for Soil

+ 2 for Soil

- 8 for Temp

+ 5 for Temp

_________+12 inchesduring the year

_________

+24 inches

during the year

59 in.

76 in.

Gardener A

Gardener B

47 in.

52 in.

- 5 for Rainfall

Leveling the

Playing FieldSlide22

This is analogous to a

Above

Average

Below AveragePredictedOak A

Predicted

Oak B

ActualOak AActual

Oak B

59 in.

76 in.

Gardener A

Gardener B

61 in.

72 in.

+2

-4

Compare Predicted

Height to

Actual

HeightSlide23

Gardener A

Every Tree Counts in this Group Measure

To statistically isolate a gardener’s effect, we need data from many trees under that gardener’s care.

Gardener BSlide24

Outcome: growth of tree height in inchesOutcome: growth of student test score

Oak Tree Analogy

2015

Test Score

2016

Test Score

This Year

Height

Last Year

HeightSlide25

Adjustments for individual students and school average concentration:Prior test history (both Math and ELA)Economic disadvantaged statusDisability status (and severity level)English learner status

Homelessness statusFoster statusOak Tree AnalogyCORE Academic Growth ModelSlide26

Average Growth

2015

Test Score

2016

Test Score

2015

Test Score

2016

Test Score

Student

Exceeded

Average Growth by 5 Points

Student

Did Not Meet

Average Growth

by 4 Points

Average Growth

Actual Score

Actual ScoreSlide27
Slide28
Slide29
Slide30
Slide31
Slide32
Slide33
Slide34
Slide35
Slide36
Slide37
Slide38
Slide39

SBAC 2016 ELA Elementary SchoolsSlide40

SBAC 2016 Math Elementary SchoolsSlide41

SBAC 2016 ELA Middle SchoolsSlide42

SBAC 2016 Math Middle SchoolsSlide43

SBAC 2016 ELA High SchoolsSlide44

SBAC 2016 Math High SchoolsSlide45

Next Steps

Every site has been provided with their own data – overall and by grade level

Cohort meetings are expected to be the catalyst to increase shared knowledge about best practices

School visits are encouraged to those sites that show growth faster than average

It is about collective learning – not about “naming, blaming, shaming” but, “uncovering, discovering, recovering.”