Hello. Welcome to the Growth Indicator training in the new accountability system. I'm Jennifer
Stafford, Director in the Division of Assessment Support in the Office of Assessment and Accountability.
Presenting with me today is Pam Powers, Systems IT Consultant. This session is one in a series
of trainings on the new accountability system made available by the Division of Assessment
Support to explain each piece of the new accountability model.
What is growth?
Let's begin with a concrete example of growth, physical growth in terms of height in our
children, siblings or family members. From the time parents give birth to their new baby,
we watch the baby's development. We eagerly anticipate every inch of growth and each new
developmental milestone along the way. Our children increase in height and weight as
they mature. But how can they tell if their child is growing properly?
As babies, we take them to pedestrians. As they grow to be school age, we take them for
their annual wellness exams for back-to-school or physical exams for sports teams. At the
beginning of each exam, the nurse takes their temperature and checks their height and weight.
Each of these measurements are telling the medical staff about the increases of our children.
The doctor can then look at charts and make some projection about how short or tall our
children will grow to be.
The doctors told me that by the time my daughter stopped growing, she would be 6 foot 1 inch.
They made this projection based on her measurements and the height of others who had grown up
to be that tall.
Similar to growth in height, the growth indicator measures a student's performance on previous
state assessments in reading and math, those check-ups we do annually, current assessments,
and previous performance of other students who have scored like them.
The Growth Indicators is included in the Kentucky Department of Education submitted a state
plan to the US Education Department or U S E D. The Every Student Succeeds Act or ESSA
required all states to submit an accountability plan for approval. There are several aspects
of the plan and you may read more about it by going to the KDE website. In this session,
we are concentrating on the Growth portion of our approved plan.
Growth is used in the Other Academic Indicator for grades 3 through 8. It is based on the
K-PREP reading and mathematics scores. We report Growth for grades 4 through 8. You
may have noticed that grade 3 is not a part of Growth reporting. Kentucky has chosen to
wait to incorporate Growth into accountability until grade 4, when we have data for grades
3 and 4.
U S E D also required the English Learners or E L students be incorporated into the plan.
All of our E L students take an annual Language Proficiency exam called WIDA ACCESS for ELLs
2.0. Growth from one year to the next will be incorporated into the overall Growth score.
We will look at how this is incorporated in a few minutes.
U S E D accepted our plan in late 2015 but not all pieces of the system begins at the
same time. Reporting begins in 2017-18 with the identification of the Comprehensive Support
and Improvement or C S I and the Targeted Support and Improvement T S I schools. The
five star rating will not begin until 2018-19 reporting.
Additional details of the full plan are available on the KDE website.
Growth is a path to proficiency of where the student is expected to be academically in
two years, if no major interventions have occurred.
The path is based on three parts. 1. The student's past performance. 2. The student's current
performance. And 3. The use of the large database of years of K-PREP assessments of students
who have performed similarly to this student, through the years.
Using those three parts, allows us to make a rather accurate projection of each student's
future performance.
A moment ago, I mentioned no major interventions in the student's learning. Remember: Growth
is recalculated every year. If a student is projected to not be "growing" or improving
academically, a school would want to give that student extra supports to get him or
her back on track to be improve academically.
How are we calculating Growth for students who are improving or falling behind? I'll
turn to Pam for a detailed explanation of the Growth calculation.
We are using the Growth Value Table to give positive or negative points based on the student's
current performance and the projected performance. Before we look at the table on the next slide,
let's look at the table key, so we can understand the abbreviations.
Students will fall into one of these categories. Less than Catch Up. Which means that the student
is not on track to make Proficiency. Look for L beside the number.
Catch Up. Meaning that the student is progressing or growing enough to be on track to make Proficiency.
Look for C beside the number in the table. Keep Up. Meaning that a student is maintaining
a Proficient or Distinguished status or level. K denotes the student that is Keeping Up.
Move Up. Meaning that this student is moving to a Distinguished status or performance level.
You will find the M values in the far right of the table.
Now it's time to look at the Growth Value Table.
Let's remind ourselves of what we are seeing. The Growth Value Table assigns points per
student based current year performance coupled with that student's prior year performance
and other students' similar performance through the years. The path of performance
will be based on at least two years of test results. This is a path of performance for
where the data says that this student will be performing in two years without intervention.
The path is leading one of three ways. It is either going up, down or staying the same.
Going down the left-hand side or the first column is the Current performance level for
the student. The Performance Levels are divided into six categories: Distinguished (the highest),
Proficient, Apprentice High, Apprentice Low, Novice High and Novice Low.
Across the top or the first row is the Projected student performance, which is also divided
into the six categories or performance levels.
Normally, we have only four performance levels: Distinguished, Proficient, Apprentice and
Novice or N A P D. The stakeholders who helped to develop the model felt that students in
the lowest performance levels could better demonstrate their achievement by dividing
the Novice and Apprentice levels.
If you remember the table key from slide 5, you will notice that the cells marked with
L are the majority of the cells. These are students whose performance is Less Than Catch
and are not on track to make it to the proficient level. Most of the cells contain negative
points or zero, but there are three cells that show a positive number. These cells reflect
students moving from Novice Low to Novice High, from Novice High to Apprentice Low and
from Apprentice Low to Apprentice High. These students are moving in the correct direction
but are not improving quickly enough to reach Proficient.
The other cells have positive numbers to reflect the students whose performance is at the Catch
Up, Keep Up or Move Up levels.
The best way to understand this chart is to work through some examples. Please keep the
Growth Value Table where you can see it, while we work through the examples on the next three
slides. We will be using the results from our examples in the reading, mathematic and
overall growth calculations we will show later.
Slide 7 has Growth examples for L and C. Let's start with the L or Less Than Catch Up scenario.
Return to the Growth Value Table on slide 6. Find the Current student score of Apprentice
Low in the first column. The Projected student score is Apprentice High. Move straight to
the right until you find the Apprentice High column. This student will receive 0.25 points,
which is a positive number, but the student is not on track to make proficiency.
The C or Catch Up scenario shows a student who is currently performing at a Novice Low.
Let's follow the Novice Low in the first column and move to the right to the Apprentice
Low column. The student's projected score is Apprentice Low. This student is on track
to make proficiency and earns 0.50 or half a point for the school.
As we move through these scenarios, it is worth repeating that the projection is based
on a student's past performance and the student's current performance, coupled with
the historical data base of students performing or scoring similarly to this student.
We don't want to forget about our high performing students. If a student is scoring Proficient
currently and the projection is that the student will continue to score Proficient, this student
falls into the K or Keep Up category. He or she will earn 0.25 points for the school and
is on track to maintain proficiency.
Perhaps our school is providing great interventions. A student could Move Up to Distinguished from
a much lower level. In the last example on slide 8, it shows a student currently scoring
Apprentice High but who is projected in two years to be at a Distinguished level. Find
the current level of Apprentice High in the first column then follow it to the right until
you reach the Distinguished column. This student will earn 0.75 points for the school and reach
the highest level of Distinguished. Your school did a great job on helping this student!
All of our scenarios so far have shown us positive numbers, but we all know that there
are students performing at the Less Than Catch Up category. As we go through these scenarios,
please refer back to the Growth Value Table on Slide 6.
The first scenario on slide 9 shows a student who is currently Proficient but the projection
has the student falling to the Apprentice High level. Remember, the projection is based
on this student's current score and past scores and how other students with similar
scores have performed in the past on K-PREP. This student will receive a negative point
value of -0.25 and is not on track for proficiency.
In the second scenario, the student is currently Apprentice High but the projection shows that
the student is falling behind into the Apprentice Low performance level. This student is not
on track to make proficiency and earns a negative -0.25 points.
If we lost you in any of the scenarios, start with the Current score in the first column
and move straight right to the projected performance level to see the points awarded. The more
you use the Growth Value Table, the easier it becomes.
By now, you should understand the parts that makeup the Projected Growth – Current Performance,
Past Performance and historical database of students scoring similarly. Using the Growth
Value Table we can determine points for each student. Points, positive or negative, are
awarded based on the two-year projection.
School Growth Calculations are based on the subjects of Mathematics and Reading. An Overall
Growth Calculation is the average of the Mathematics and Reading calculations. We are going to
start with the Mathematics calculation.
The Mathematics Growth School Calculation is the Sum of the Total Points from the Growth
Value Table for All Students Divided By
The Total Number of Student Scores
Let's use the points generated from the six examples on slides seven, eight and nine
to work our own calculation. I find that I understand things better with a concrete example.
First we add the points received by the six students:
0.25 plus 0.50 plus 0.25 plus 0.75 minus 0.25 minus 0.25. Remember, our last two students
received negative points and fell into the Less than Catch Up category. This gives us
the total points of 1.25.
Next we take the total student points of 1.25 and divide by the number of students or 6.
Our calculation would be 1.25 divided by 6, which returns 0.20. Zero point two zero is
the school calculation for Mathematics growth.
The Mathematics calculation was straight-forward and used only the Growth Value Table. The
Reading Growth Calculation contains additional values for Growth from our English Learners.
The Reading Growth components are the points from the Growth Value Table from the K-PREP
assessment, just like the mathematics growth. But, Reading also includes the EL or English
Learner Growth from the ACCESS for ELLs 2.0 Language Proficiency assessment. EL students
will exit from EL Services when they receive a composite score of 4.5 on ACCESS.
At this point, you are probably asking how we are going to incorporate the EL growth
into this calculation.
You guessed it! We have another point table to use.
The English Learners Language Proficiency Table is shown on slide 14. The first column
shows the student's score from the previous year. To determine growth for our EL students,
we use the score from the previous year and the score from the current year. This is different
from our Growth Value Table. We are not making projections for EL students.
Notice that the table shows negative and positive values, depending on whether the student's
score improved from last year or not. A student can have zero points if he or she scores the
same this year as he or she did last year.
Let's look at a scenario for a student making positive progress toward language proficiency.
Please refer to the EL Proficiency Table on slide 14, as we work through each example.
A student scored 2.0 on ACCESS for ELLs last year. This year the student has a composite
score of 2.5. The student's language proficiency improve earns 0.25 points for the school.
The second example shows a student making negative progress toward language proficiency.
This student scored a 3.5 on ACCESS last year. This year the composite score fell to 3.0.
The school earns negative -0.25 points.
The difference between the Reading and Mathematics Growth Calculation is the addition of the
Growth points for EL students and adding additional numbers to the total number of scores.
The Reading Growth School Calculation is the Sum of the Total Points from the Growth Value
Table for All Students plus the Growth for English Proficiency Points divided by the
Total Number of Student Scores.
We can use the points from our previous examples on slides seven, eight and nine for the Sum
of the Total Points from the Growth Value Table and use the points from the EL Growth
on slide 15 to determine our numerator. We are adding the points received by the six
students: 0.25 plus 0.50 plus 0.25 plus 0.75 minus 0.25 minus 0.25.
Next, we add in the points from our EL Students. 0.25 minus -0.25
This makes our numerator 1.25. We will divide this by the Total Number of Student Scores.
Our calculation is 1.25 divided by 8.
We have six students, but we have eight scores.
This is how we calculate the School Reading Growth.
We have calculated the School Mathematics Growth and the School Reading Growth that
included our English Learners. Now, let's look at our Overall Growth Calculation, which
combines both the Math and Reading points.
We have done all of the "heavy lifting" or calculating when we computed the Reading
Growth Score and the Mathematics Growth Score. The Overall Growth Score calculation is an
average of these two scores. We add the Reading and Math Growth Scores then divide by 2.
The Reading Growth Score includes the English Learner or EL growth information. And, that
is all there is to computing Growth Scores.
Before we go, let's look at the other Indicator Trainings that are or will be available and
what will be reported in the fall of 2018.
The 2017-18 reporting will identify schools in the Comprehensive Support and Improvement
or CSI and in the Targeted Support and Improvement or TSI categories. Schools that do not fall
into CSI or TSI identification will be identified as Other. CSI and TSI are based on the following
Indicators: Proficiency, Separate Academic Indicator, Growth, Graduation Rate and Transition
Readiness.
Achievement Gap Closure and Opportunity and Access will be reported in this fall, but
are not used for CSI or TSI identification.
The Division of Assessment Support is creating a training module for each of the seven Indicators
listed on this slide. This was the Growth Indicator module. Please look for the other
modules on the KDE Media Portal or under Accountability on the KDE website.
Thank you for joining us in this review of the Growth Indicator. You may contact the
Division of Assessment Support via email – KDE DAC Information is the listing on the Global
Address List or use the address of dacinfo@education.ky.gov. If you prefer a live person, please call us
at 502-564-4394.
Thank you.
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