Measuring Student Growth Made Easy

Michigan School Testing Conference 2018Joseph L. Musial, PhD

Purpose of the Talkü Backgroundü Dilemmaü Explain the creation of the guidance document ü Together, review section 3ü End with future considerations

AssumptionsqDoes NOT require a technical backgroundqAssume that one may practice with an actual

student data setqShould NOT complete section 3 in one sitting,

alone, with a PLC or departmentqPractice makes permanent

Nation-wide Dilemma

How does student growth align with an educator’s effectiveness?

Growth40%

Practice60%

2018-19 and beyond

State AssessmentGrowth

25%

Practice75%

2015-16 through 2017-18

Which Assessments?

How do we set appropriate standards for adequate growth?

How do we communicate this process to promote teacher development?

Observation

“Measuring student growth for purposes of educator evaluation is, in my summation, the most challenging aspect of assigning effectiveness labels to educators.”

Dr. Paul SalahAssociate Superintendent, Educational Services

Wayne RESA

What can we learn from the Standards for Educational and Psychological Testing?(AERA, APA & NCME, 2014)

Standard 1.1“The test developer should set forth clearly how test scores are intended to be interpreted and consequently used. The population(s) for which a test is intended should be delimited clearly, and the construct or constructs that the test is intended to assess should be described clearly” (p. 23) .

Standard 1.2“A rationale should be presented for each intended interpretation of test scores for a given use, together with a summary of the evidence and theory bearing on the intended interpretation” (p. 23).

Wayne RESA approach

v Decided to be proactive and create an approach that determines effectiveness in a fair, thoughtful and transparent way

v Formed Student Growth Committee in Winter 2015

Student Growth Committee Composition

Ø14 School districts and 1 PSAØ 6 sub-groupsØMet regularly for 18 monthsØEngaged in collaboration, thoughtful conversations, in-depth

review of the research and examining others states’ practices

ØSubcommittee of superintendents facilitated the process

About Wayne RESAØ33 School DistrictsØ110 PSAsØN= 270,000 studentsØ17,000 Teachers

Guidance Document BreakdownStudent Growth Guidance Document:

Growth ModelsAssessment Choice and Quality AssessmentsMeasuring Student Growth: A Step-by-Step Process to Analyzing DataStandard Setting ProcessesStudent Learning Objectives (SLOs)Formative Assessment with Educator Evaluation

How to get to our site:

www.resa.net

Educational Services

Educator-Evaluation

Remainder of our session will consist of reviewing and highlighting the pdf and Interactive Video surrounding Section 3.

So let’s get started!

Future DirectionvContinue to run simulations with real-live anonymous student

datavDevelop special education measurement practices including IEP

considerations, progress monitoring and cognitively impaired students

vActively partnering with South Redford Schools in order to test the guidance document roll-out by Elementary, Middle Schools, High School and Selectives

AcknowledgmentsDr. Patricia Drake, Special Education Data Consultant, Wayne RESAJoe Orban, Director of Data Analysis and Assessment, Wayne Westland Community SchoolsDr. Sybil St. Clair, Deputy Executive Director for Assessment and Research, Detroit Public Schools Community DistrictJeff Gnagey, Television Services Consultant, Wayne RESABill Heldmyer, Television Production Consultant, Wayne RESAMichelle Wagner, Instructional Technology Consultant, Wayne RESA