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Growth Measure ProfessionalDevelopment: IntroductionVirginia Department of EducationNovember 2011
2Welcome!• Today’s session is designed to increase division  leadership teams’:  ▫ Knowledge of Virginia’s student growth ...
3Federal Requirements• The State Fiscal Stabilization Fund (SFSF) program of the  American Recovery and Reinvestment Act o...
4Measuring Growth• VDOE chose to meet the growth measure  requirement in the SFSF program using Student  Growth Percentile...
5Learning ObjectivesSession 1• Explain in conceptual terms how SGPs are derived  from Standards of Learning (SOL) scores i...
6Learning Objectives (cont’d)Session 3• Understand factors that may influence SGP data  reports• Interpret SGP data in rel...
7    Other Information     • Virginia does not include student growth percentiles       in school accountability measures;...
Session 1: Student Growth Percentiles in Virginia  Session 1: Overview   Session 2: Report   Session 3:            Session...
Beginning school year 2011, divisions can access reportsthat include SOL scaled scores and student growthpercentiles     S...
Beginning school year 2011, divisions can access reportsthat include SOL scaled scores and student growthpercentiles      ...
The concept of student growth percentiles can be compared to an example of pediatric growth charts                Graph of...
Pediatric growth charts compare a child to a group of otherchildren who were measured at the same age      Graph of Weight...
Unlike pediatric growth charts, student growth percentilescompare student achievement using historical data               ...
A student’s mathematics SOL scores can be plotted fromone year to the next                                500 Mathematics ...
A student’s mathematics SOL scores can be plotted fromone year to the next                                500 Mathematics ...
The fourth grade scores of students with the same thirdgrade score can differ and form a distribution                     ...
Comparing the example student’s score to students withsimilar score histories yields a percentile                         ...
The fifth grade growth percentile is calculated relative to studentswith similar score histories at both grades three and ...
The sixth grade growth percentile is calculated relative to studentswith similar score histories at grades three, four and...
These students all have the same score history becausethey scored 400 on the Grade 3 Mathematics SOL test Six students    ...
A student growth percentile compares the student’s current SOLscore with the scores of students throughout the state with ...
Three important features of the student growth percentilepromote comprehension and interpretation of scores    SGP: 1-99  ...
Students in the same class with the same SOL score mayhave different growth percentiles              73        64         ...
Students in the same class with the same SOL score mayhave different growth percentiles                73           64    ...
Comparison of growth and SOL achievement                               600                                                ...
Session 1 ExamplesTable 1. Suzie’s scores     Student         3rd grade    4th grade   5th grade   SGP associated with 5th...
Table 2. Scores for Suzie and a selection of students with similar score histories     Student        3rd grade   4th grad...
Table 3. Scores for Suzie and her classmates     Student         3rd grade 4th grade 5th grade       SGP associated with 5...
Table 4. Data including previous growth percentiles for Suzie and her class      Student      3rd grade   4th grade    5th...
Student          3rd grade        4th grade           5th grade      SGP associated with                                  ...
Session 2: Reporting of growth dataSession 1: Overview of   Session 2: Report   Session 3 :           Session 4:Student Gr...
Learning Objectives• Articulate the business rules that influence the  growth data you will receive• Examine Student Growt...
Virginia’s SGP Business Rules:                       Who is includedA Student Growth Percentile will be calculated for stu...
Common Course-taking Patterns for          MathematicsAn SGP will be calculated for students who participatein the mathema...
Statewide, the majority of students taking an SOL test will havegrowth data. 2010-2011 Mathematics & Algebra I            ...
Student Growth Percentile Categories                  Low                           Moderate                              ...
Student Growth Percentile Categories                Low                            Moderate                              H...
Generating SGP Reports• Student Growth Percentile Reports will be  available through a Single Sign-on for Web  Systems (SS...
Generating SGP Reports• Options to select when generating SGP  reports:  – School year  – Reporting window (End of Year or...
Generating SGP Reports• SGP reports generated for spring 2011 will  provide data with teacher information for the  2010-11...
The student growth percentile report:                                        41
Current Year Information                           42
Division andschool dataat timetest wasadministered               43
Test name, SOLscaled score andproficiency level,and growthpercentile andgrowth level                     44
Studentdemographic data                   45
46
47
Sample report: review of business rules                                          48
Session 2 Example Answers                                                       Student Two     Students                  ...
Session 3: Interpreting aggregatedstudent growth percentile dataSession 1: Overview   Session 2: Report   Session 3:      ...
Learning Objectives• Understand factors that may influence the  interpretation of aggregated student growth  percentile da...
The decision to create and interpret aggregate reportsneeds to take key issues into consideration 1. Aggregate reports may...
Student growth percentile reports can be sorted by school,test and student characteristicsAggregated information may be su...
A small n-count indicates that growth data should not beused to draw inferences about that group                          ...
Missing data should be included if percentages are reported                                                     Students w...
It is poor practice to base decisions on isolated data;consider multiple sources of data and trends over time             ...
Tables with aggregated data should include the percent ofstudents with missing growth data                                ...
SOL performance levels and growth percentile category Levels forsixth grade Reading at an example county elementary school...
The accuracy of teacher information is determined by the MasterSchedule Collection                                        ...
In summary, the decision to create and interpret aggregatereports needs to take key issues into consideration 1. Small n c...
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Ppt student growth perct (copy from webinar)

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  1. 1. Growth Measure ProfessionalDevelopment: IntroductionVirginia Department of EducationNovember 2011
  2. 2. 2Welcome!• Today’s session is designed to increase division leadership teams’: ▫ Knowledge of Virginia’s student growth measure— Student Growth Percentiles (SGPs); and ▫ Understanding of how SGPs can provide one additional piece of data that can be used to inform decision making.
  3. 3. 3Federal Requirements• The State Fiscal Stabilization Fund (SFSF) program of the American Recovery and Reinvestment Act of 2009 (ARRA) requires Virginia to: ▫ Develop a student growth measure. ▫ Provide student growth data to reading and mathematics teachers in tested grades. ▫ Provide student growth data to both previous and current teachers. ▫ Provide reports of individual teacher impact on student achievement on state assessments.• The Virginia Department of Education (VDOE) established the Master Schedule Data Collection to meet this and other federal data collection and reporting requirements.
  4. 4. 4Measuring Growth• VDOE chose to meet the growth measure requirement in the SFSF program using Student Growth Percentiles (SGPs).• Virginia’s SGPs describe students’ progress on Standards of Learning (SOL) tests compared to other students statewide who have similar SOL score histories.
  5. 5. 5Learning ObjectivesSession 1• Explain in conceptual terms how SGPs are derived from Standards of Learning (SOL) scores in the Commonwealth of VirginiaSession 2• Examine SGP levels• Articulate the business rules that influence the growth data that will be received• Analyze examples of student growth information as it will be provided in Fall 2011 SGP report format
  6. 6. 6Learning Objectives (cont’d)Session 3• Understand factors that may influence SGP data reports• Interpret SGP data in relation to other data sources
  7. 7. 7 Other Information • Virginia does not include student growth percentiles in school accountability measures; therefore these workshop sessions will not cover the use of SGPs as a component of accountability in Virginia. • Virginia’s Board of Education has provided guidance on use of student growth percentiles in performance evaluation;* therefore, these sessions will not focus on the specific use of SGPs for teacher performance evaluation.*For more information visit, http://www.doe.virginia.gov/teaching/performance_evaluation
  8. 8. Session 1: Student Growth Percentiles in Virginia Session 1: Overview Session 2: Report Session 3: Session 4: of Student Growth Format and Data Interpreting Communication Percentiles Processing aggregated SGP data with stakeholders 8
  9. 9. Beginning school year 2011, divisions can access reportsthat include SOL scaled scores and student growthpercentiles SOL scaled scores in Proficiency Reading and Mathematics Student growth percentiles Student progress Reading: 4th – 8th grade Mathematics: 4th – 8th grade and Algebra I 9
  10. 10. Beginning school year 2011, divisions can access reportsthat include SOL scaled scores and student growthpercentiles Student Grade 3 mathematics Grade 4 mathematics SOL scaled score SOL scaled score A 432 450 B 318 450 The student growth percentile captures growth while controlling for prior performance 10
  11. 11. The concept of student growth percentiles can be compared to an example of pediatric growth charts Graph of Weight By Age (Boys)* Percentiles range from 1 to 99 95th percentile 90th percentile 75th percentile 50th percentile 25th percentile 10th percentile 5th percentile 11*Adapted from http://www.cdc.gov/growthcharts/data/set2/chart%2003.pdf
  12. 12. Pediatric growth charts compare a child to a group of otherchildren who were measured at the same age Graph of Weight By Age (Boys) Here is a 9-year old boy at the 50th percentile for weight 50th He weighs more than 50% of the 9 year olds used to create the chart 12
  13. 13. Unlike pediatric growth charts, student growth percentilescompare student achievement using historical data Weight redefined as a student growth percentile would adjust the percentile to account for other 9 year olds who had the same weight as he did in all prior years. AGE (years) 13
  14. 14. A student’s mathematics SOL scores can be plotted fromone year to the next 500 Mathematics SOL scaled score 450 425 400 350 300 250 3 4 5 6 Grade 14
  15. 15. A student’s mathematics SOL scores can be plotted fromone year to the next 500 Mathematics SOL scaled score 450 455 425 400 350 300 250 3 4 5 6 Grade 15
  16. 16. The fourth grade scores of students with the same thirdgrade score can differ and form a distribution 500 Mathematics SOL scaled score 450 455 400 425 350 300 250 3 4 5 6 Grade 16
  17. 17. Comparing the example student’s score to students withsimilar score histories yields a percentile 500 Mathematics SOL scaled score 82nd 450 50th 400 350 300 250 3 4 5 6 Grade 17
  18. 18. The fifth grade growth percentile is calculated relative to studentswith similar score histories at both grades three and four 500 Mathematics SOL scaled score Other students whose 450 scores diverged from 46th the example student 400 are no longer considered to have a 350 similar score history 300 250 3 4 5 6 Grade 18
  19. 19. The sixth grade growth percentile is calculated relative to studentswith similar score histories at grades three, four and five 500 Mathematics SOL scaled score 77th Other students whose 450 scores diverged from the example student 400 are no longer considered to have a 350 similar score history 300 250 3 4 5 6 Grade 19
  20. 20. These students all have the same score history becausethey scored 400 on the Grade 3 Mathematics SOL test Six students Grade 3 mathematics Grade 4 mathematics Grade 4 mathematicsacross Virginia SOL scaled score SOL scaled score student growth percentile A 400 318 16 B 400 400 28 C 400 400 D 400 434 49 E 400 482 64 F 400 530 89 20
  21. 21. A student growth percentile compares the student’s current SOLscore with the scores of students throughout the state with similarscore histories Six students Grade 3 mathematics Grade 4 mathematics Grade 4 mathematicsacross Virginia SOL scaled score SOL scaled score student growth percentile A 400 318 16 B 400 400 28 C 400 400 28 D 400 434 49 E 400 482 64 F 400 530 89 21
  22. 22. Three important features of the student growth percentilepromote comprehension and interpretation of scores SGP: 1-99 Student growth percentiles range from 1 to 99 A student growth percentile compares the student’s current SOL score with students throughout the state Each year, a student’s growth percentile is calculated in reference to other students with the same test taking sequence and score history 22
  23. 23. Students in the same class with the same SOL score mayhave different growth percentiles 73 64 50 24 460 460 460 460 Students are compared across the state to others with similar score histories, regardless of class or school 23
  24. 24. Students in the same class with the same SOL score mayhave different growth percentiles 73 64 50 50 24 460 460 460 460 460What can we conclude about these two students? These students must have similar score histories because they both achieved the same growth percentile between their prior score and their most recent score 24
  25. 25. Comparison of growth and SOL achievement 600 Discuss growth in 550 550 82nd the context ofMathematics SOL scaled score proficiency for 500 these students at Student W 450 fifth grade Low achievement/High growth 430 Student X 420 27th Low achievement/Low growth 400 415 W: Advanced Proficient- High achievement/Low growth 380 94th High Growth High achievement/High growth 350 X: Proficient – Low Student Y Growth 300 320 Y: Failing and Low Growth 300 18th Z: Failing and High Growth 250 275 Student Z 4th Grade 5th grade 25
  26. 26. Session 1 ExamplesTable 1. Suzie’s scores Student 3rd grade 4th grade 5th grade SGP associated with 5th grade scoreSuzie 270 300 365 70 How would you describe Suzie’s 5th grade scaled score? Suzie’s 5th grade scaled score indicates that she did not pass the test. What can you tell from Suzie’s growth percentile of 70? At fifth grade, Suzie outperformed 70 percent of students with similar score histories. What have you gained from knowing that her growth percentile was 70 even though her score was 365? Suzie experienced high growth in the prior year; this is encouraging. Can you calculate Suzie’s growth percentile just by knowing her previous years’ scores? No, because we do not have the distribution of scores from students with similar score histories. 26
  27. 27. Table 2. Scores for Suzie and a selection of students with similar score histories Student 3rd grade 4th grade 5th grade SGP associated with 5th grade scorePeer student A 270 300 290 22Peer student B 270 300 310 40Peer student C 270 300 330 53Suzie 270 300 365 70Peer student D 270 300 380 88Look at all the students’ 4th and 5th grade scores in relation to the 5th grade growthpercentiles. For the group as a whole, how do the growth percentile numbers relate tothe difference between the 4th and 5th grade scores?Because the data represent a portion of the state-wide group of students with a similar scorehistory to Suzie, the difference between the 4th and 5th grade scores does relate to thegrowth percentile. 27
  28. 28. Table 3. Scores for Suzie and her classmates Student 3rd grade 4th grade 5th grade SGP associated with 5th grade scoreSuzie 270 300 365 70Victor 310 340 365 30Keisha 410 435 460 60Dante 400 - 460 -Jamar - 470 500 50Mya 260 290 335 65Zachary 420 450 440 8Explain to their 5th grade teacher how Suzie and Victor achieved the same 5th grade scaledscore but different growth percentiles.Suzie and Victor’s growth percentiles are based on two different distributions of scores thatreflect their different score histories.Does Victor’s growth percentile of 30 have any relation to Suzie’s growth percentile of 70?No, the two numbers are not directly comparable to one another. How can Suzie and Mya have almost the same growth percentile, but differentachievement?Relative to each student’s state-wide comparison distribution, Suzie and Mya achieved asimilar percentile. The scores associated with each distribution will differ. 28
  29. 29. Table 4. Data including previous growth percentiles for Suzie and her class Student 3rd grade 4th grade 5th grade SGP associated with 5th grade scoreSuzie 270 300 365 70Victor 310 340 365 30Emily 410 435 460 60Dante 400 - 460 -Jamar - 470 500 50Mya 260 290 335 65Zachary 420 450 440 8Why does Jamar but not Dante, have a student growth percentile?Jamar has two consecutive years’ worth of data; Dante does not.Should Zachary’s teacher be concerned about his performance, given his scaled score andgrowth percentiles?Zachary is achieving at the pass proficient level but his progress relative to other studentsin the state who also have this score history, is low. 29
  30. 30. Student 3rd grade 4th grade 5th grade SGP associated with 5th grade scoreSuzie 270 300 (30) 365 70Victor 310 340 (25) 365 30Keisha 410 435 (40) 460 60Dante 400 - 460 -Jamar - 470 500 50Mya 240 290 (35) 335 65Zachary 390 450 (85) 440 8Do you notice any trends, patterns or discrepancies? Which students would we be mostconcerned about, and why?Suzie, Victor, and Mya show low achievement and are not meeting minimum proficiencylevels. They all raise concerns. Victor also shows low relative growth for two consecutiveyears, which may raise additional concerns. 30
  31. 31. Session 2: Reporting of growth dataSession 1: Overview of Session 2: Report Session 3 : Session 4:Student Growth format and data Interpreting Communication withPercentiles processing aggregated SGP data stakeholders 31
  32. 32. Learning Objectives• Articulate the business rules that influence the growth data you will receive• Examine Student Growth Percentile (SGP) levels• Analyze examples of student growth information as it will be provided school year 2011 – SGP report format 32
  33. 33. Virginia’s SGP Business Rules: Who is includedA Student Growth Percentile will be calculated for students who participate inStandards of Learning (SOL) testing for reading and/or mathematics in grades4-8 and Algebra I through grade 9 with the exception of: – students with two or more consecutive years of advanced scores (> 500) in the same content area, – students who do not have two consecutive years of SOL scores in the same subject (mathematics or reading), including students who completed alternate or alternative assessments (VGLA, VAAP, or VSEP) within the last two years, – Students who take the same level SOL test for two consecutive years; – Students with a testing status – Students with merged STI’s – Students who take unusual pathways through the state testing program. 33
  34. 34. Common Course-taking Patterns for MathematicsAn SGP will be calculated for students who participatein the mathematics assessment program in a sequencethat is common in Virginia. Common course-takingpatterns in mathematics include:• Grades 3, 4, and 5• Grades 6, 7, 8, and Algebra I• Grades 6, 7, and Algebra I• Grades 6, 8, and Algebra I 34
  35. 35. Statewide, the majority of students taking an SOL test will havegrowth data. 2010-2011 Mathematics & Algebra I 2010-2011 Reading100% 100% 90% 90% 32% 30% 80% 80% 70% 70% 60% 60% 50% 50% 40% 40% 30% 68% 30% 70% 20% 20% 10% 10% 0% 0% Percent of Grades 4-9 Students who took SOL with SGPs Percent of Grades 4-8 Students who took SOL with SGPs Have SGP Do not have SGP *Of 434,737 students with applicable SOL data *Of 408,605 students with applicable SOL data 35
  36. 36. Student Growth Percentile Categories Low Moderate High l l lllll lllllllllllllllllllllllllllllll lllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll 1 34 35 65 66 99To help interpret student growth percentiles, the VDOE has established categorical growthlevels of low, moderate, and high. These data will be reported with the growth data foryour division or school.Low growth: represents students with SGPs of 1 to 34.Moderate growth: includes students with SGPs of 35 to 65.High growth: represents students with SGPs of 66 to 99. 36
  37. 37. Student Growth Percentile Categories Low Moderate High l l lllll lllllllllllllllllllllllllllllll lllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll 1 34 35 65 66 99When considering student level data:• little practical difference exists between student growth percentiles that border the SGP categories (i.e., SGPs of 33 and 36 or SGPs of 64 and 67)• SGPs that border the SGP categories could be considered as having low-to-moderate growth or moderate-to-high growth• it is critical to consider the SGP and the SGP categories 37
  38. 38. Generating SGP Reports• Student Growth Percentile Reports will be available through a Single Sign-on for Web Systems (SSWS) application – Division SSWS Account Managers will assign access to the Growth Measure Reports application – School divisions will determine locally which staff are authorized to have access to these student- level data – School division personnel will have the option of providing access to division-level or school-level reports 38
  39. 39. Generating SGP Reports• Options to select when generating SGP reports: – School year – Reporting window (End of Year or fall) – Entire division/particular school – All teachers/single teacher – Mathematics, reading, or both 39
  40. 40. Generating SGP Reports• SGP reports generated for spring 2011 will provide data with teacher information for the 2010-11 school year.• SGP reports generated for fall 2011 will provide the spring 2011 data with fall 2011 teacher information 40
  41. 41. The student growth percentile report: 41
  42. 42. Current Year Information 42
  43. 43. Division andschool dataat timetest wasadministered 43
  44. 44. Test name, SOLscaled score andproficiency level,and growthpercentile andgrowth level 44
  45. 45. Studentdemographic data 45
  46. 46. 46
  47. 47. 47
  48. 48. Sample report: review of business rules 48
  49. 49. Session 2 Example Answers Student Two Students • Student does not have a Grade 3 One, Three, Four, Five, Six, Eig Mathematics score, so there are ht, Nine, Ten not two consecutive years of data • Growth percentiles are not to calculate an SGP for Grade 4 calculated for Grade 3 MathematicsStudent Four Student Seven, Nine• Student has scored Passed • Student does not have a Grade Advanced for two or more 3 Reading score, so there are consecutive years, Grade 4 and not two consecutive years of Grade 5 Mathematics; therefore data to calculate an SGP for an SGP will not be calculated. Grade 4 Mathematics Student Eight • Student has scored Pass Advanced for two or more consecutive years, Grade 3, Grade 4 and Grade 5 Reading; therefore an SGP will not be calculated. 49
  50. 50. Session 3: Interpreting aggregatedstudent growth percentile dataSession 1: Overview Session 2: Report Session 3: Session 4:of Student Growth format and data Interpreting Communication withPercentiles processing aggregated SGP stakeholders data
  51. 51. Learning Objectives• Understand factors that may influence the interpretation of aggregated student growth percentile data• Understand the need to interpret growth percentile data in relation to other data sources 51
  52. 52. The decision to create and interpret aggregate reportsneeds to take key issues into consideration 1. Aggregate reports may be subject to FOIA 2. Small n counts are problematic 3. Unavailable or missing data should be included in aggregate percentages 4. Growth data need to be examined in context of other data sources 5. Teacher data may vary in accuracy 52
  53. 53. Student growth percentile reports can be sorted by school,test and student characteristicsAggregated information may be subject to public release underVirginia’s Freedom of Information Act (FOIA) 53
  54. 54. A small n-count indicates that growth data should not beused to draw inferences about that group Student Growth Percentile Level SOL Moderate Missing SGP Low Growth High Growth Total Test Level Proficiency Growth Level n % n % n % n % n % Fail 1 9% 2 18% 1 9% 7 64% 11 100% 6th Grade Pass English 1 3% 15 52% 7 24% 6 21% 29 100% Proficient Reading Advanced 9 25% 16 44% 6 17% 5 14% 36 100% Less than 15 per group IS too small. Less than 30 MAY BE too small for low-stakes decisions. High stakes decisions are inappropriate with data from fewer than 30 students. 54
  55. 55. Missing data should be included if percentages are reported Students who took the SOL test ANDStudents who took the SOL test who have growth percentiles; missing data are not represented100% 100%90% 19% 21% 22% 90% 23% 28%80% 33% 80%70% 16% 18% 23% 70% 19%60% 60% 26%50% 100% 20% 50% 37% High SGP 48% 34%40% Moderate SGP 40%30% Low SGP 30% 58%20% 35% 46% 27% 20%10% 17% 30% 10% 0% 3rd Grade 4th Grade 5th Grade 6th Grade 0% 0% Reading Reading Reading Reading 3rd 4th 5th 6th Grade Grade Grade Grade Missing SGP Low SGP Moderate SGP High SGP Reading Reading Reading Reading 100% 17% 27% 35% Missing Missing Missing Missing SGP SGP SGP SGP 55
  56. 56. It is poor practice to base decisions on isolated data;consider multiple sources of data and trends over time SGP data Trends over SOL data time Sources of data for decision making Benchmark Attendance assessment and data discipline Report card grades 56
  57. 57. Tables with aggregated data should include the percent ofstudents with missing growth data Student Growth Percentile Level SOL Moderate Missing SGP Low Growth High Growth Total Test Level Proficiency Growth Level n % n % n % n % n % Fail 1 9% 2 18% 1 9% 7 64% 11 100% 6th Grade Pass English 1 3% 15 52% 7 24% 6 21% 29 100% Proficient Reading Advanced 9 25% 16 44% 6 17% 5 14% 36 100% 57
  58. 58. SOL performance levels and growth percentile category Levels forsixth grade Reading at an example county elementary school 100% 90% 80% 70% 64% 60% 52% 50% 44% High Growth 40% Moderate Growth Low Growth 30% 24% 25% 21% Missing SGP 20% 18% 17% 14% 9% 9% 10% 3% 0% 6th Grade Reading 6th Grade Reading 6th Grade Reading Fail Proficient Advanced58 Proficient
  59. 59. The accuracy of teacher information is determined by the MasterSchedule Collection 59
  60. 60. In summary, the decision to create and interpret aggregatereports needs to take key issues into consideration 1. Small n counts are problematic—be cautious in generalizing 2. Unavailable or missing data should be included in aggregate percentages 3. Growth data need to be examined in context of other data sources 4. SGP links to teachers/classroom-level data may vary in accuracy 60
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