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Growth: Measuring Idaho’s Students

Growth: Measuring Idaho’s Students. Carissa Moffat Miller, PhD 21 st Century Classroom Division, Idaho Department of Education July 2012. Overview . Growth terms primer Student g rowth reports Using growth to improve instruction. Growth Terms.

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Growth: Measuring Idaho’s Students

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  1. Growth: Measuring Idaho’s Students Carissa Moffat Miller, PhD 21st Century Classroom Division, Idaho Department of Education July 2012

  2. Overview • Growth terms primer • Student growth reports • Using growth to improve instruction

  3. Growth Terms • Idaho uses two different types of growth measures • Student Growth Percentiles (SGP) –a normative measure. It compares students with other like-performing students across the state. A SGP produces a relative percentile score (such as 70th percentile) that tells the student that they scored better than 69 percent of students who had scores like them in the previous year in the state. • Adequate Student Growth Percentiles (AGP) – a criterion-referenced measure relative to proficiency. It measures how far away from proficiency a student is and answers: “how much growth would a student have to make to reach proficiency in three years or by 10th grade. A student can make 70th percentile growth and still not meet AGP goals.

  4. Understanding Growth Percentiles What is Student Growth Percentile (SGP)? Academic Peers = ( ) + Student Growth Percentile (SGP) Low High Typical My prior ISAT Achievement My Growth Compared to My Academic Peers Prior Year ISAT Achievement What is Adequate Growth Percentile (AGP)? + + = Adequate Growth Percentile 3 Years or By Grade 10* Distance to or from Proficiency My Prior ISAT Achievement *Whichever comes first.

  5. One Student’s Growth Percentiles

  6. Colorado Growth Model Has Shown… • Growth not correlated with how close a student is to proficient • Normative growth gaps narrowing among student groups • Most low-achieving students not growing fast enough to catch up • Many proficient students not keeping up • Many high-achieving schools show low growth and many low-achieving schools show high growth

  7. Growth Model Possibilities • Measuring growth allows for a reframed focus. • Conversations can be about possibilities rather than failures. • Focus can shift to all students to increase growth rather than just “bubble students.” • Growth can be used to inform instruction. • Success can be experienced in multiple ways. • Growth can be leveraged to close gaps. • Growth can identify good practices that are working before students get to proficiency. • More accessible by general public so the possibility to engage parents in solutions is greater.

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