CDE’s Growth Model & Growth within CCSD

1. CDE’s Growth Model &Growth within CCSD Assessment & Evaluation, October 2012

2. CDE Resources • District Accountability Handbook • CDE – School and District Accountability guidelines • http://www.schoolview.org/RegionalTraining.asp • SPF Technical Guide • http://www.schoolview.org/PerformanceFrameworks.asp • Video/training materials on SPF • http://www.cde.state.co.us/media/training/SPF_Online_Tutorial/player.html

4. Creating Meaning:How will I recognize “notable change” in performance over time?

5. Factors that Influence the “significance” of a score change

6. How will I recognize "notable score change" over time? General “rules of thumb” for identifying percent P/A changes that may be significant between a moderate to high level of certainty:

7. School Performance Framework Indicators

8. SPF: Purpose • To define the type of plan your school must create for submission to CDE • Performance • Improvement • Priority Improvement • Turnaround Priority Improvement Performance Improvement Turnaround • All Cherry Creek Schools were assigned to either Performance or Improvement plans (most to Performance).

9. SPF Sample

10. SPF Sample • CELA growth is added to the growth section. • Distinguish between adequate growth targets and actual median percentile growth. • The State defines minority students as “non-white.” District KPIs provide a better picture of growth for students of color.

11. Growth Indicator KEY CONCEPTS FOR UNDERSTANDING GROWTH • Actual Growth and Adequate Growth • Catching Up and Keeping Up • For Students • SGP – Student Growth Percentile • AGP – Adequate Growth Percentile target • For Schools • MGP -Median Growth Percentile • Median Adequate Growth target

12. Office of Assessment & Evaluation • Student Growth Percentiles (SGP) Individual Student Growth • For each student, the State calculates a Student Growth Percentile (SGP) for the current year • The SGP is based on the comparison of a student’s growth to growth in his or her State “academic peer group” • SGPs are normative • Some students’ SGP calculations use TCAP/CSAP data from several years, while others reflect only 2 data points

13. review School Median Growth Percentiles Student Pctls Sorted Pctls Median Pctls 45 78 99 32 11 91 55 67 43 10 77 Student growth percentiles Median Growth for this school is 55 Search for the middle value…

14. Basis for "% Meeting/Exceeding Target Gain": Adequate Growth Percentile (AGP) • Adequate Growth Percentiles: Are Students Growing Enough? • For each student, the State projects growth paths in order to calculate an AGP for the current year. • The AGP is based on the calculated projection of how much a student needs to grow. • Students Below Proficient need to grow enough to “Catch Up,” or become Proficient in 3 years or by Grade 10 • Students Proficient or above need to grow enough to “Keep Up,” or remain Proficient or above for 3 years or until Grade 10

15. Calculating AGP Growth to Catch Up to Proficient Each year for each student, the State projects the growth necessary for that student to score at or above Proficient in 3 years or by grade 10 6th grade 7th grade 8th grade 9th grade 10th grade 76 is the minimum-this student’s adequate growth TARGET Proficient 85 80 95 76 Not Proficient 2009 2010 2011 2012 2013

16. Calculating AGP Growth for Proficient+ Students to Keep Up Each year for each student, the State projects the growth necessary for that student to continue to score at or above Proficient for 3 years or until grade 10. 6th grade 7th grade 8th grade 9th grade 10th grade Proficient 12 25 38 50 50 is the maximum -this student’s adequate growth TARGET Not Proficient 2009 2010 2011 2012 2013

17. Pair & Share What does the “Adequate Growth Percentile” calculation mean for classrooms with a high proportion of very Unsatisfactory or low scoring Partially Proficient students? What does the AGP calculation mean for classrooms with high proportions of Advanced or high Proficient students?

18. CSAP/TCAP Growth on BObj Reports • BObj growth reports offer administrators and instructional leaders a variety of ways to explore and disaggregate CSAP/TCAP growth results from the Colorado Growth Model. • Most BObj growth reports are designed in a “crosstabular” form that allows the user to view results by row for students in each prior year’s CSAP/TCAP performance level (A, P, PP, US) and for all students (bottom row).

19. CSAP/TCAP Growth on BObj Reports Student Growth Percentiles (SGP) from the Colorado Growth Model tell us how a student grew compared to other students in the State with the same CSAP performance starting point.

20. CSAP/TCAP Growth on BObj Reports

21. Understanding Cherry Creek School’s Key Performance Indicators

22. KPI’s and New Racial/Ethnic Categories • The new federal racial/ethnic categories prompt a change in district reporting of results for our two racial/ethnic groupings (“White/Asian” and “Black/Hispanic/Native American”): • Students in the Multi-racial category will be grouped: • White/Asian: Students with any combination of White, Asian, and/or Pacific Islander • Black/Hispanic/Native American Indian: Any students with a racial/ethnic identification that includes Black and/or Native American • NOTE: Regardless of how many races are chosen, Hispanic students are not considered multi-racial

23. Key performance indicators KPI Reports Achievement Status & Achievement Growth CSAP achievement status on most recent tests 10 points CSAP achievement growth over 2 most recent consecutive tests 30 points Equity AmongStudent SubGroups CSAP achievement status differences 5 points CSAP achievement growth differences 15 points Post-Secondary Readiness Colorado ACT performance~ most recent tests 10 points High School graduation rates~ prior year 10 points 45 total points for growth

24. CCSD Key Performance Indicators (KPI)

25. CCSD KPI Overview KPI Reports, Summary page Total points are summed across all elements. The final percent of points earned is the result of total points earned divided by the total points possible. For middle & elementary schools, the total number of points possible is 70. For high schools, the total possible is 80.

26. Excellence: TCAP Growth KPI Reports The State longitudinal growth percentile allows us to compare the average growth of our students with average growth for students in the State with similar starting points. The objective is for CCSD schools to meet or exceed the State median growth percentile for students with similar performance starting points (i.e., median growth percentiles at or above 50). Cherry Creek Schools Office of Assessment & Evaluation CSAP_Longitudinal Growth on Data Access System from CDE student data file Results include all students with valid CSAP scores in 2007 & 2008 EXCEPT students who participated in CSAP-Alternate, were expelled or withdrew during testing, or were new to the school after October 1.

27. Note:Similarities & Differences SPF, KPI Reports, Notes Page • Excellence: CSAP Performance Indicator • How is this KPI similar to or different from the SPF performance indicator? What areas are “red” or “blue” (weakest or strongest) on each report? • Excellence: CSAP Growth Indicator • How is this KPI similar to or different from the SPF performance indicator? • Note any similarities or differences in the degree to which your school meets or exceeds growth expectation on both systems. What areas are “red” or “blue” (weakest or strongest) on each report?

28. Equity: TCAP Growth KPI Reports The objective is for all student subgroups in CCSD to meet or exceed the State median growth percentile for students with similar performance starting points (i.e., median growth percentiles at or above 50). (Reading shown. Rubric Points totaled across Reading, Writing, and Math.) Cherry Creek Schools Office of Assessment & Evaluation CSAP Longitudinal Growth on Data Access System from CDE student data file Results include all students with valid CSAP scores in 2007 & 2008 EXCEPT students who participated in CSAP-Alternate, were expelled or withdrew during testing, or were new to the school after October 1. Calculations are included for all four ethnic groups regardless of numbers of students. Native American Indian student groups are not summarized due to very small N's across all grades & schools. Student program labels are taken from the CSAP test booklets and preprinted labels.

29. District Performance Plan (DPP) District Performance Plan

30. Creating Meaning:What types of information should I look for on reports?

31. Multiple perspectives on results yield a complete summary picture • Remember the fable of the 6 men in the dark trying to describe an elephant? • What do we need to see in order to get a “complete picture” of summary performance and growth? 

32. Levels of Summary Analysis and Views of Summary Results Levels of Analysis Views of Results

33. Levels of Summary Analysis:"Whole to Part”

34. Different views of TCAP results for a complete picture TCAP BObj reports provide several “lenses” through which to examine school results. From different views, you can create a complete picture of summary school performance and growth. • Average/Median or overall %P/A. • Distributions. • Trends. • Disaggregations. • Comparisons

35. Overall Results All Schools Change Report (pdfs emailed and on COLE) and 5-Year Performance Summary (BObj)

36. Results for Student Subgroups 5-Year Ethnic Summary (BObj) and Disaggregated Summary (BObj)

37. Standards & SubContent Areas Standards & SubContent Area Summaries

38. TCAP GROWTH Results on BObjA&E’s “Pick Three” In what ways do the following report “picks” provide: • Multiple Views Of Summary Results • Overall %P/A, Distributions, Trends, Disaggregations, Comparisons • Multiple Levels of Summary Analysis Performance for Subgroups Overall medians over time for all schools Overall medians, crosstabs, % in high, middle, and low growth levels, some disaggregations