REIL School Growth Measures and the Calculation of the REIL Score

REIL School Growth Measures & Calculating the

REIL ScoreREIL Symposium

August 2012

http://www.maricopa.gov/schools

75%

25%

REIL Score Components in 2012-13

REIL Score Components in 2012-13

School Growth

Observation

50%

5%

5%

40%

2013-14 and Beyond

Observation Individual Growth

School Growth

Team Growth

75%

25%

School Growth Measures in 2012-13

AIMS/SAT-10 Value-Added

75%

15%

10%

Teachers in Schools Administering AIMS/SAT-10 and

Galileo K-12

Teachers in Schools Administering only

AIMS/SAT-10

AIMS/SAT-10 Value-Added

Galileo Categorical Growth

REIL Value-Added Model

A variety of sophisticated statistical techniques that use one or more years of prior student test scores, as well as other data, to adjust for preexisting differences among students when calculating contributions to student test performance

Braun, H., Chudowsky, N.& Koenig, J. (2010). Getting Value out of Value-Added. National Academies Press. http://www.nap.edu/openbook.php?record_id=12820&page=1

Definition of Value-Added Models

AIMS/SAT-10 Value-Added Measures

http://www.nap.edu/openbook.php?record_id=12820&page=1

Proficiency How much do my students know?

Growth How much did my student learn this year?

Value-Added How much did the school contribute to students’ growth?


Value-Added vs. Growth vs. Proficiency

Student's predicted

AIMS Score*

Student's Actual AIMS Score

380

385

390

395

400

405

410

415

405

409

AIM

S S

cale

Sco

res


Value-Added Gain = +4

School Value-Added Measure =

Average difference between students’ predicted and actual scores

Criteria for Selecting Value-Added Model Covariates

Available Accurate Desirable Predictive

Are data on the variable available from state or REIL Districts?

Are data on the variable consistent and reliable for students/ teachers/schools in all REIL districts?

Does the variable measure a factor that is considered to be outside the teacher’s or school’s control?

Is the variable predictive of students' test scores after controlling for their prior test scores.


Prior Achievement Attendance, Behavior, Mobility Prior test score in same subject as posttest Student attendance Prior test score(s) in off subject as posttest Enrolled in same school for full academic year Student Background Characteristics Student Suspensions/Disciplinary InfractionsFree & Reduced-Price Lunch Retained ("held back") in prior year Race/ethnicity (Asian, Black, Hispanic, Am. Indian) Same school in pretest and posttest years Sex No. Years enrolled in DistrictMigrant status No. Years enrolled in School Foster care status 1st Year in School Homeless status TardinessStudent Age Academic InterventionsParental Involvement (e.g., parent-tchr conf) After-school tutoring participationInternet & Computer Access at Home Summer school/ program participation Special Education/Program Instructional pull-out (e.g., small group with reading specialist)English language learner (ELL) status Teacher FactorsEnglish Language Learner Sub-designations Teacher leave of absence (maternity leave)Fluent English Proficient Indicator that teacher is in first yearGifted & Talented status Date teacher was hired by the districtDisability and/or Special Ed Teacher's total no. years teaching experienceSpecial Ed Sub-designations No. years teaching in REIL districtInstructional Time & Schedule Co-teaching arrangementEnrolled in block-scheduled class Classroom FactorsYear-round schedule Class Size School on a year-round or non-traditional calendar Ability grouped classroomEnrolled in school with extended day schedule Online instruction or using blended learning modelInstructional minutes (Per day/year) Number of class sessions per week

Variables under Consideration

= Currently available for all REIL districts


AIMS and SAT-10 Test Scores used in Value-Added (Reading)

Grade Outcome Scores Prior Grade Test Scores

Same Subject Off Subject

3 AIMS Rdg SAT-10 Rdg SAT-10 Math

4 AIMS Rdg AIMS Rdg AIMS Math





9 SAT-10 Rdg AIMS Rdg AIMS Math

10 AIMS HS Rdg SAT-10 Rdg SAT-10 MathNotes: "Outcome scores" refer to the spring test scores from current grade used to evaluate performance; "Prior Test Scores" refers to spring test scores from prior grade used to establish predicted or expected performance target in current grade


-1-.

50

.51

Sch

ool

-VA

M m

ode

l0

0 20 40 60 80 100Percentage FRL

grp1 grp2grp3 grp4grp5 Lfit regression


Leveling the Playing Field

-1-.

50

.51

Sch

ool

l-VA

M m

ode

l5

0 20 40 60 80 100Percentage FRL

grp1 grp2grp3 grp4grp5 Lfit regression


Leveling the Playing Field


School Growth

Component Score School Value-Added Estimates

5The school’s average growth is significantly above expectations for schools with similar student populations

4The school’s average growth is above expectations for schools with similar student populations

3The school’s average growth is not distinguishable from the state average for schools with similar student populations

2 The school’s average growth is below expectations for schools with similar student populations

1The school’s average growth is significantly below expectations for schools with similar student populations

Converting AIMS/SAT-10 to REIL Component Scores (1 to 5)

Galileo Categorical Growth Measures

Galileo Categorical Growth Summary


Component Score Galileo CGA Criteria

5Significant increase in the proportion of students achieving standards mastery (Expected growth exceeded)

4 Increase in the proportion of students achieving standards mastery (Expected growth exceeded)

3 No significant change in standards mastery (Expected growth maintained)

2 Decrease in the proportion of students achieving standards mastery (Expected growth not maintained)

1Significant decrease in the proportion of students achieving standards mastery (Expected growth not maintained)

Converting Galileo Categorical Growth Measures to REIL Component Scores (1 to 5)

K 1st 2nd 3rd 4th 5th 6th 7th 8th

Reading

Math

Science

Writing


Grades and subjects covered by Galileo Pre/Post Tests

Constructing the REIL Score

Step 1: Convert the LOI and REIL Growth

results to scores on a 1-5 scale

Step 2: Combine the LOI and REIL Growth scores from step 1 using weights

Step 3: Determine performance classifications

MeasureComponent

Score(1-5)

Weight

REIL Points Earned

Total Possible

REIL Points

Total LOI Points ______ X 50 = _______ 250

LOI 3+ Rate ______ X 25 = _______ 125

AIMS/SAT-10 School Value-Added Measure

______ X 15 = _______ 75

Galileo Categorical Growth Measure ______ X 10 = _______ 50

REIL Score: _______ 500

The REIL Scorecard

The REIL Score Continuum

REIL Score Range

Performance Classification

100 to 199 Ineffective

200 to 299 Developing

300 to 349 Effective 1

350 to 374 Effective 2

375 to 424 Highly Effective 1

425 to 500 Highly Effective 2

100 125 150 175 200 225 250 275 300 325 350 375 400 425 450 475 500

The REIL Score Continuum

Ineffective

(100-199)

Developing

(200-299) Effective 1

(300-349)

Effective 2

(350-374)

Highly

Effective 1

(375-424)

Highly Effective 2

(425-500)

Distribution of REIL Scores in 2011-12

Date post:	21-Dec-2014
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