1. REIL School Growth Measures &
Calculating the REIL Score
REIL Symposium
August 2012

2. REIL Score Components in 2012-13
2013-14 and Beyond
REIL Score Components in 2012-13 Individual
Growth Observation
40% 50%
School
Growth
5%
Observation Team
25% Growth 5% School
Growth
75%

3. School Growth Measures in 2012-13
Teachers in Schools Administering Teachers in Schools
AIMS/SAT-10 and Galileo K-12 Administering only AIMS/SAT-10
Galileo Categorical
AIMS/SAT-10 Growth
Value-Added
AIMS/SAT-10
Value-Added 10%
25%
15%
75%
75%

4. AIMS/SAT-10 Value-Added
REIL Value-Added Model Measures
Definition of Value-Added Models
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

5. AIMS/SAT-10 Value-Added Measures
Value-Added vs. Growth vs. Proficiency
Proficiency How much do my students know?
Growth How much did my student learn this year?
How much did the school contribute to
Value-Added
students’ growth?

6. AIMS/SAT-10 Value-Added Measures
415
410 409
405 Value-Added Gain = +4
405
AIMS Scale Scores
400 School Value-Added Measure =
395 Average difference between
students’ predicted and actual
scores
390
385
380
Student's predicted Student's Actual
AIMS Score* AIMS Score

7. AIMS/SAT-10 Value-Added Measures
Criteria for Selecting Value-Added Model Covariates
Available Accurate Desirable Predictive
Are data on the Are data on the Does the variable Is the variable predictive of
variable available variable consistent and measure a factor students' test scores after
from state or REIL reliable for students/ that is considered to controlling for their prior
Districts? teachers/schools in all be outside the test scores.
REIL districts? teacher’s or school’s
control?

8. AIMS/SAT-10 Value-Added Measures
Variables under Consideration
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 Infractions
Free & 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 District
Migrant status  No. Years enrolled in School
Foster care status 1st Year in School 
Homeless status  Tardiness
Student Age  Academic Interventions
Parental Involvement (e.g., parent-tchr conf) After-school tutoring participation
Internet & 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 Factors
English Language Learner Sub-designations Teacher leave of absence (maternity leave)
Fluent English Proficient  Indicator that teacher is in first year
Gifted & Talented status Date teacher was hired by the district
Disability and/or Special Ed  Teacher's total no. years teaching experience
Special Ed Sub-designations No. years teaching in REIL district
Instructional Time & Schedule Co-teaching arrangement
Enrolled in block-scheduled class Classroom Factors
Year-round schedule Class Size
School on a year-round or non-traditional calendar Ability grouped classroom
Enrolled in school with extended day schedule Online instruction or using blended learning model
Instructional minutes (Per day/year)
Number of class sessions per week  = Currently available for all REIL districts

9. AIMS/SAT-10 Value-Added Measures
AIMS and SAT-10 Test Scores used in Value-Added
(Reading)
Prior Grade Test Scores
Grade Outcome Scores
Same Subject Off Subject
3 AIMS Rdg SAT-10 Rdg SAT-10 Math
4 AIMS Rdg AIMS Rdg AIMS Math
5 AIMS Rdg AIMS Rdg AIMS Math
6 AIMS Rdg AIMS Rdg AIMS Math
7 AIMS Rdg AIMS Rdg AIMS Math
8 AIMS Rdg AIMS Rdg AIMS Math
9 SAT-10 Rdg AIMS Rdg AIMS Math
10 AIMS HS Rdg SAT-10 Rdg SAT-10 Math
Notes: "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

10. AIMS/SAT-10 Value-Added Measures
Leveling the Playing Field
1
.5
0
-.5
-1
0 20 40 60 80 100
Percentage FRL
grp1 grp2
grp3 grp4
grp5 Lfit regression

11. AIMS/SAT-10 Value-Added Measures
Leveling the Playing Field
1
.5
0
-.5
-1
0 20 40 60 80 100
Percentage FRL
grp1 grp2
grp3 grp4
grp5 Lfit regression

12. AIMS/SAT-10 Value-Added Measures
Converting AIMS/SAT-10 to REIL Component Scores (1 to 5)
Component
School Value-Added Estimates
Score
School The school’s average growth is significantly above
5
Growth expectations for schools with similar student
populations
The school’s average growth is above expectations for
4
schools with similar student populations
The school’s average growth is not distinguishable from
3 the state average for schools with similar student
populations
The school’s average growth is below expectations for
2
schools with similar student populations
The school’s average growth is significantly below
1 expectations for schools with similar student
populations

13. Galileo Categorical Growth Measures
Galileo Categorical Growth Summary

14. Galileo Categorical Growth Measures
Converting Galileo Categorical Growth Measures to REIL
Component Scores (1 to 5)
Component
Galileo CGA Criteria
Score
Significant increase in the proportion of students achieving
5
standards mastery (Expected growth exceeded)
Increase in the proportion of students achieving standards
4
mastery (Expected growth exceeded)
No significant change in standards mastery (Expected
3
growth maintained)
Decrease in the proportion of students achieving standards
2
mastery (Expected growth not maintained)
Significant decrease in the proportion of students achieving
1
standards mastery (Expected growth not maintained)

15. Galileo Categorical Growth Measures
Grades and subjects covered by Galileo Pre/Post Tests
K 1st 2nd 3rd 4th 5th 6th 7th 8th
Reading         
Math        
Science    
Writing    

16. 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

17. The REIL Scorecard
Component Score REIL Points Total Possible
Measure Weight
(1-5) Earned REIL Points
Total LOI Points ______ X 50 = _______ 250
LOI 3+ Rate ______ X 25 = _______ 125
AIMS/SAT-10 School
______ X 15 = _______ 75
Value-Added Measure
Galileo Categorical
______ X 10 = _______ 50
Growth Measure
REIL Score: _______ 500

18. The REIL Score Continuum
REIL Score Performance
Range 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

19. The REIL Score Continuum
Distribution of REIL
Scores in 2011-12
Ineffective Developing Highly Highly
Effective 1 Effective 2
(100-199) (200-299) Effective 1
(300-349) (425-500)
(375-424)
100 125 150 175 200 225 250 275 300 325 350 375 400 425 450 475 500
Effective 2
(350-374)