Agenda

When	What	Who
8:00 AM	Registration
8:30 AM	Overview and Welcome Welcome Superintendent’s Welcome State Perspective Relevance to Teachers Preview the day	Phyllis Clay, APS Winston Brooks, APS Hanna Skandera, PED Ellen Bernstein, AFT Heather Balas, NM First
9:00 AM	What are Growth Models? Varieties, Uses, and Benefits of Growth and Value-Added Models	Pete Goldschmidt, CRESST
9:30 AM	Table Discussion 1 (Mixed Role Tables) What were the key take-away messages from Pete Goldschmidt’s presentation? Based on what you’ve heard so far, what about the concept of growth models most interests you? (good/bad/neutral)	Participants
9:45 AM	Model #1 Student Growth Percentiles	Damian Betebenner, Center for Assessment
10:15 AM	Break
10:30 AM	Model #2 Tennessee Value-Added Assessment System	John White, SAS
11:00 AM	Model #3 Teacher Effectiveness in Charlotte-Mecklenburg	Andrew Baxter, Charlotte-Mecklenburg Schools
11:30 AM	Table Discussion 2 (Mixed Role Tables) What about these three models interests you? What insights did you gain about how or if growth models might bring value to your school district? What questions do you want the speakers to answer?	Participants
11:45 AM	Lunch
12:30 PM	Speakers' panel	Bettebenner, White, Baxter, Balas
1:15 PM	What have we heard?	Pete Goldschmidt
1:30 PM	Break
1:45 PM	Discussion in Role Groups Break into stakeholder groups, to provide input to APS and other state/district decision-makers. Key Questions: What, about growth models, do you find most appealing? What is most troublesome or causes for concern? What are potential pros or cons for each model? What questions would a school district need to address before it moved forward? How high a priority should be the pursuit of a growth model?	Parents: Santa Ana Community and Business: Santo Domingo Teachers: Navajo Principals: Picuris Superintendents and Associates: Nambe Research and Accountability-1: Isleta Research and Accountability-2 : Jemez District & Administration Executives: San Juan
3:15 PM	Break
3:30 PM	Role Group Results Top excitements, concerns, questions	One member from each group
4:30 PM	Speakers' Response Panel Response to questions an concerns
4:50 PM	Conclusion Next steps. Adjourn to reception	Winston Brooks

Overview

Throughout the nation, school districts and states are experimenting with different ways to answer these questions. Albuquerque Public Schools is joining in this national conversation by convening a dialogue on the pros and cons of “growth models.” Growth models are school and teacher evaluation approaches that measure student achievement over time, as opposed to “status models” (which measure student achievement at a given point in time, such as Adequate Yearly Progress).

Participants at the School Success Summit will learn about various growth and value-added models from leading experts. These national speakers will address how other school districts and states are using growth and status models to inform their education policies and assess teacher effectiveness. “Value-added models” (one type of growth model) will also be discussed.

Participants will offer their own impressions, questions and concerns about how APS might consider the possible integration of growth and value-added models into its own school evaluation processes.

What Happens After the Summit?

A final report, summarizing the participants’ inputs, will be released to the public after the event. In addition, APS will convene a working group with representatives from various stakeholder groups to follow up on the results of the conference. The working group will be charged with reviewing and incorporating the results of the conference into their discussions and recommendations. The working group will provide recommendations to APS leadership to inform their decisions and future planning.

Report

APS School Success Summit Final Report 29-Jun-2011 (670 KB)

Speakers

PETE GOLDSCHMIDT

National Center for Research on Standards and Student Testing, UCLA, Los Angeles, CA

Dr. Goldschmidt's research interests include investigating appropriate methods for monitoring student and school performance. He also studies policy effects on student outcomes and program cost-effectiveness. Pete has written on the topics of Growth Models and Teacher Effectiveness and has presented across the US on these topics.

DAMIAN BETEBENNER

Senior Associate. Center for Assessment: National Center for the Improvement of Education Assessment. Dover, NH

Dr. Betebenner developed student growth percentiles, which forms the basis of the Colorado Growth Model, and oversaw development of the visualization tools the state uses to communicate growth and achievement data with stakeholders. To date, 15 states bridging the two assessment consortia have signed MOUs to use the growth percentile methodology and display tools.

JOHN WHITE

Manager, Analytical Development, SAS EVAAS for K – 12

Dr. White is very well versed in the practical aspects and challenges faced when implementing a statewide value-added assessment system such as the Tennessee Value-Added Assessment System. The system modeling is the longest running production delivery of value-added modeling in the nation. Value-added results at district, school and teacher level were mandated by state statute in 1992. The Tennessee approach overcomes the inherent challenges of missing data and measurement error when following the academic progress of individual students over time by utilizing all available student achievement scores regardless of sparseness in testing history.

ANDY BAXTER

Director of Pay for Performance, Charlotte-Mecklenburg Schools, Charlotte, NC

Dr. Baxter has spearheaded the process of connecting measures of teacher effectiveness to evaluation systems at CMS. The multiple measures in the expanded evaluation systems include a value-added model, classroom observations (& video), student surveys, contributions to learning communities, and student learning objectives. Testing will be expanded to all grades and subjects by 2014.