ACADEMIC GROWTH OVER TIME

A Continuing Conversation
Expected Outcomes

  Understand How AGT Fits into a Larger Picture

  Review Elements of AGT

  Answer Commonly Asked Questions Regarding AGT

  Review the AGT Phasing Plan

  Reflect on Your School AGT Report

 LAUSD Landscape: Multiple Measures
3
Observation of Practice
Observing teaching & review artifacts of practice (e.g., lesson and unit plans, student work)

By Administrators
&
Mul$ple  Measures  

Mul$ple  Measures  
By Teachers

Development
& Support
Contributions to
Contributions to Student Learning Self-Reviews
Stakeholder
School Outcomes
Feedback Individual Growth
Community Plans
Parent Surveys Academic Growth over
TBD Time
Student Surveys
Analysis of Supplemental
Closed-Ended and Open-
Ended Assessments

Teaching & Learning Framework

A common foundation for effective teaching
3  
LAUSD’s Five Goals
  100% Graduation
  Proficiency + for All

  100% Attendance

  Parent & Community Engagement

  School Safety
The Goal of AGT
  The goal of AGT is to remove the effects of non-
school factors from student growth in order to give
schools and teachers a fair comparison of their
impact on their growth of students.
AGT Reports
  Provide information on how teachers, grade level
teams, and schools contribute to student outcomes.
How AGT Results are Developed
Step 1 – Discard results for students where information is
insufficient

Step 2 – Predict student learning results

Step 3 – Compare predicted results to actual results

Step 4 – Create the overall AGT result for each entity (e.g., school,
grade level team)

Step 5 – Discard results for entities where information is insufficient

Step 6 – Report results

AGT vs. The Times Article
AGT
  LAUSD has incorporated more
data
  Provides a wider set of results
  Worked with a broad set of
national and regional experts on
the development of our model.
  Our model has a measure of
statistical confidence.
  Does not count students who have
not spent enough time in the
classroom or who do not have a
prior year score.
The Times
  The times did not have access
to many of the student
demographic characteristics.
  Their results were school-wide
and did not separate ELA and
Math.
  The Times aggregated across
multiple years, while AGT only
reports one year and three
year results.
The Benefits of AGT
  ‘Apples to Apples Comparison’
  Allow us to Identify, Study , and Share the practices

of schools and teachers who are achieving

remarkable results.
  Controls for External Factors for a Fair Comparison.

  Accounts for Measurement Error

  AGT is based on the actual Scale Score on

standardized tests.
Phase In Plan
  • Phase I – Research and Development (SY 2010–2011): During this
school year, we will put in place a series of efforts, including input
by all stakeholders, to analyze data and current practices and build
a new evaluation tool which looks at many measures, not just student
test data. This model will also look at ways to provide additional
compensation for employees who are meeting the needs of students.

  • Phase II – Initial Implementation (SY 2011–2012): Next year, the

district will test these new measures with a sample set of schools and
identify ways to implement this system across the District.

  • Phase III – Scale (SY 2012–2013): The third year of our plan
involves district-wide implementation and working on improving
quality for all schools.
Questions and Answers
 Reflecting on Your School Report

  If the students perform higher than predicted, the AGT

estimate is above the district average of “3.”
 Reflecting on Your School Report

  If the students perform lower than predicted, the AGT

estimate is below the district average of “3.”
Reflection
Individual Reflection
Using the “School Report Reflection Guide”
reflect on your individual school report.

Group Reflection
In pairs or triads share your Overall reflection.
What surprised you? Why?
What are areas of strength for your school?
What are areas of challenge or opportunity for your school?
Plan Your Staff Meeting

Why? What? Next?

AGT as part of the Analyzing the data

Political landscape Teaching and and developing a
Learning Framework plan

How will you frame it? How will you frame How will you frame
it? it?
Knowing your staff…
what will they need to Knowing your staff… Knowing your staff…
understand in this what will they need what will they need
section? to understand in this to understand in this
section? section?
How much time will
they need? How much time will How much time will
they need? they need?