Www.engageNY.org 1 New York State Growth Model for Educator Evaluation 2011–12 July 2012...

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New York State Growth Model for Educator Evaluation

2011–12

July 2012

PRESENTATIONas of 7/9/12

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Today’s Agenda

Background The What, Why, and How of Growth Models and

Measures Using Growth Measures for Educator Evaluation What Data Will Be Available and When?


Background


Evaluating Educator Effectiveness


The What, Why, and How of Growth Models and Measures


By the End of This Section…. You should be able to:

–Explain why the state is measuring student growth and not achievement

–Describe how the state is measuring growth compared to similar students

–Define a student growth percentile and mean growth percentile


0

200

400

600

800

Student AStudent BStudent CStudent DStudent E

Ms. Smith

Prior Performance

0

200

400

600

800


Ms. Jones

Prior Performance

Prior Year Performance for Students in Two Teachers’ Classrooms

─ Proficiency


0

200

400

600

800


Ms. Smith

Prior Performance Current Performance

0

200

400

600

800


Ms. Jones

Prior Performance Current Performance

Current Year Performance of Same Students

─ Proficiency


Prior and Current Year Performance for Ms. Smith’s Students

Ms. Smith’s Class

Prior Score Current Score

Student A 450 510

Student B 470 500

Student C 480 525

Student D 500 550

Student E 600 650


2011 2012

Student A

450

High SGPs

Low SGPs

Student A’s Current Year Performance Compared to “Similar” Students

If we compare student A’s current score to other students who had the same prior score (450), we can measure her growth

relative to other students. We

describe her growth as a “student

growth percentile” (SGP). Student A’s SGP is the result of a statistical model and in this example is 45,

meaning she performed better in

the current year than 45% of similar

students.


Comparing Performance of “Similar” Students

Prior Year Score

Given any prior score, we see a range of

current year scores, which give us SGPs of 1 to 99.


SGPs for Ms. Smith’s Students

Ms. Smith’s Class

Prior Score

Current Score

SGP

Student A 450 510 45

Student B 470 500 40

Student C 480 525 70

Student D 500 550 60

Student E 600 650 40


Student Growth Percentiles: True or False?

1. A student with an SGP of 50 performed better than 50% of similar students.

2. A student with an SGP of 80 must be proficient.

3. A student with an SGP of 20 grew less than a student with an SGP of 60.

4. The highest SGP that a student can receive is 99.

5. A student with an SGP of 80 grew twice as much as a student with an SGP of 40.


From Student Growth to Teachers and Principals

Ms. Smith’s Class

SGP

Student A

45

Student B

40

Student C

70

Student D

60

Student E

40

To measure teacher performance, we find the mean growth percentile (MGP) for his or her students. To find an educator’s mean growth percentile, take the average of SGPs in the classroom. In this case:

Step 1: 45+40+70+60+40=255

Step 2. 255/5=51

Ms. Smith’s mean growth percentile (MGP) is 51, meaning on average her students performed better than 51% of similar students.

A principal’s performance is measured by finding the mean growth percentile for all students in the school.


Which Students Count in a Teacher’s or Principal’s MGP for 2011–12?

Student has valid test

scores for at least 2011–12 and 2010–11

Student has valid test

scores for at least 2011–12 and 2010–11

Student scores do not

count for 2011–12

Student scores do not

count for 2011–12

Yes

Student meets continuous enrollment

standard for 2011–12

Student meets continuous enrollment

standard for 2011–12

No

Student growth is

attributed to the teacher

and the school

Student growth is

attributed to the teacher

and the school

Yes

No

Expected for 2012–13: students weighted by

duration of instructional linkage

Expected for 2012–13: students weighted by

duration of instructional linkage


From Student Growth to Teachers and Principals

In order for an educator to receive a growth score, he or she must have a minimum sample size of 16 student scores in ELA or mathematics across all grades taught.

Examples:

–A teacher has a self-contained classroom with 8 students who take the 4th grade ELA and math assessments; this teacher would then have 16 student scores contributing to his or her growth score.

–A teacher has a class with 12 students in varied grades (4th, 5th, 6th) who take the ELA and math assessments for their respective enrolled grade level; this teacher would then have 24 student scores contributing to his or her growth score.

If an educator does not have 16 student scores, he or she will not receive a growth score from the state and will not receive information in the reporting system.

–Educators likely to have fewer than 16 scores should use student learning objectives (SLOs).


MGPs and Statistical Confidence

8787

Confidence Range

Upper

Limit

Lower

Limit

MGP

• NYSED will provide a 95% confidence range, meaning we can be 95% confident that an educator’s “true” MGP lies within that range. Upper and lower limits of MGPs will also be provided.

• An educator’s confidence range depends on a number of factors, including the number of student scores in their MGP and the variability of student performance in the classroom.


Pause and Reflect: Mean Growth Percentiles

We talked about:–How to find a mean growth percentile (MGP)–How to interpret an MGP–What students are counted in an MGP–How many student scores are needed to provide an MGP–How a measure of statistical confidence (upper and lower

limits of a 95% confidence range) will be provided with MGPs and why


Expanding the Definition of “Similar” Students

So far we have been talking about “similar” students as those with the same prior year assessment score

We will now add two additional features to the conversation:

Two additional years of prior assessment scores– Remember—a student MUST have current year and prior year

assessment score to be included

Student-level factors–Economic disadvantage (ED)–Students with disabilities (SWDs)–English language learners (ELLs)


Adjustments for Three Student-Level Factors in Measuring Student Growth

Student

performance

Teacher

Instruction

Other factors(12–13) Economic

disadvantageLanguage

proficiency

Disability


2011 2012

Student A

450

High SGPs

Low SGPs

Student A’s Current Year Performance Compared to “Similar” Students

If we compare student A’s current score to other students who had the same prior score (450), we can measure his or her growth relative to

other students. We describe that growth as a student growth percentile (SGP).

Student A’s SGP is the result of a statistical

model and in this example is 45,

meaning student A performed better in

the current year than 45% of similar

students.


2011 2012

Student A

450

High SGPs

Low SGPs

Expanding the Definition of “Similar” Students to Include Economically Disadvantaged—An Example

Now if student A is economically

disadvantaged, we compare student A’s current score to other students who had the same prior score (450) AND who are also

economically disadvantaged. In

this new comparison group,

we see that student A now has

an SGP of 48.


Further Information on Including Student Characteristics in the Growth Model

The following slides were developed using sample data from 2010–2011.

–The “combined” MGPs on the charts have been calculated at the educator level (combining all grades and subjects).

–Not all districts provided data linked to teachers for grades 4–8 ELA/Math in 2010–11.


Teacher MGPs after Accounting for Economic Disadvantage

Taking student-level characteristics into account helps ensure educators with many students with those characteristics have a fair chance to achieve high or low MGPs. For example, note that for teachers with any percent of economically disadvantaged students, teacher MGPs range from 1 to 99.

NOTE: Beta results using available 2010–11 data.


Teacher MGPs after Accounting for SWD



Teacher MGPs after Accounting for ELL

Percent of ELL Students in Class



“Similar” Students: A Summary

“Similar” Student Characteristics

Unadjusted Mean Growth Percentiles

Adjusted Mean Growth Percentiles

Up to Three Years of Prior Achievement

Up to Three Years of Prior Achievement

English Language Learner (ELL) Status

Students with Disabilities (SWD) Status

Economic Disadvantage

Reported to Educators Reported to Educators

Used for Evaluation


One Last Feature of the Growth Model….

All tests contain measurement error,

with greater uncertainty for

highest and lowest achieving students

All tests contain measurement error,

with greater uncertainty for

highest and lowest achieving students

The New York growth model accounts for measurement error in computing student growth percentiles.


State Growth Model Summary

Growth model for 2011–12 only for grades 4–8 ELA/Math for teachers and principals


By the End of This Section…. You should be able to:

–Explain why the state is measuring student growth and not achievement

–Describe how the state is measuring growth compared to similar students

–Define a student growth percentile and mean growth percentile


Additional Webinars…

Please stop the webinar recording when you reach this slide.

A NEW webinar has been recorded with up-to-date information on “Using Growth Measures for Educator Evaluation”

Posted on the Growth Resources page: http://engageny.org/resource/resources-about-state-growth-measures/

Revised slides and script also posted.

A NEW webinar on “How to Interpret Your Growth Report” will be available on the Growth Resources page soon!


Definitions SGP (student growth percentile): the result of a

statistical model that calculates each student’s change in achievement between two or more points in time on a state assessment or other comparable measure and compares each student’s performance to that of similarly achieving students

Similar students: students with the same prior test scores, ELL, SWD, and economic disadvantage status

ELLs: English language learners SWD: students with disabilities Economic disadvantage: a student who participates in,

or whose family participates in, economic assistance programs such as the Free- or Reduced-price Lunch Programs (FRPL), Social Security Insurance (SSI), Food Stamps, Foster Care and others


Definitions High-achieving, low-achieving: defined by the

performance of students based on prior year state assessment scores (i.e., Level 1 = low-achieving, Level 4 = high-achieving)

MGP (mean growth percentile): the average of the student growth percentiles attributed to a given educator

“Unadjusted” MGP: an MGP based on SGPs that have NOT accounted for ELL, SWD, and economic disadvantage status

“Adjusted” MGP: an MGP based on SGPs that HAVE accounted for ELL, SWD, and economic disadvantage status

Growth rating: HEDI rating based on growth Growth score: growth subcomponent points from 0–20


Definitions Measurement error: uncertainty in test scores due to

sampling of content and other factors Standard error: a measure of the statistical uncertainty

surrounding a score Standard deviation: a measure that shows the spread

of scores around the mean Upper/lower limit: highest and lowest possible MGP

taking statistical confidence into account Confidence range: range of MGPs within which we

have a given level of statistical confidence that the true MGP falls (95% statistical confidence level used for state growth measure)

Www.engageNY.org 1 New York State Growth Model for Educator Evaluation 2011–12 July 2012...

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