We were recently visited by Lisa Miller from WFAE Radio. Click the link to read more about work being done by the team.


1. We need to brainstorm all of the possible ways students get their instruction from a teacher (inclusion teachers, resource teachers, flexible grouping), and generate a list so that we can figure out whether a value-added measure could apply to that situation.
2. We need to generate a list of the pro’s and con’s of using team/dept and/or school level value-added as a measure of effectiveness for individuals. So, for example, suppose an elementary school does flexible grouping; how would it be to assign to each individual teacher in a grade the value-added of that grade in a given subject?
3. We need to establish some rules around how long a student must be with a teacher for that student to be attributed to the teacher. We need a list of the most common types of reasons that a student may not have a teacher for the full-term (student changes classes/schools, teacher goes on maternity leave, etc.). Then we are going to need to think of how we will handle. If you do some thinking on this, my team can get you any information you may need re: how often some of this occurs, etc.
4. We also need to tackle how to handle teachers with different numbers of students and or different numbers of classes. An elementary teacher may have 25 kids for one year but is responsible for 4 subject areas. A high school teacher may have x classes, in one or two subjects, for a total of 180 students a year. What role should number of preps, number of students, play in how we think about value-added?

Additional Staff Concerns
The following questions were asked after the Value-Added design team powerpoint presentation. Responses are from CMS staff members at various Elementary Schools and the Value-Added focus group.