Introduction to the Georgia Student Growth Model
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Transcript of Introduction to the Georgia Student Growth Model
Introduction to the Georgia Student Growth ModelUnderstanding and Using SGPs to
Improve Student Performance
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Why focus on student growth?
• A growth model will allow educators to move beyond status-based questions to ask critical growth-related questions.– Status
• What percentage of students met the state standard?• Did more students meet the state standard this year compared to last year?
– Growth• Did this student grow more or less than academically-similar students?• Are students growing as much in math as in reading?• Are students on track to reach or exceed proficiency?
• The GSGM will provide student-level diagnostic information, improve teaching and learning, enhance accountability (CCRPI), and serve as one of multiple indicators of educator effectiveness (TKES and LKES).
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Growth Under NCLB
• How many students have made it over the proficiency bar (% Meets/Exceeds)?
• Inferences about growth are made longitudinally across different cohorts of students
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School 2008 2009 2010 2011
Acme ES 80 85 91 96
Clubhouse ES 75 79 86 90
Fraggle ES 73 75 74 71No growth?
Fast growth, different starting points
What do we know about student-level growth?
• All information about student test performance has been collapsed into 3 criterion-referenced levels
• We cannot compare scale scores as the tests are not vertically scaled
• Leaves many important questions about progress unanswered
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Grade 4 5 6 7 8Marvin M. Meets Meets DNM DNM DNMOlive O. Meets Meets Meets Meets MeetsDonald D. Meets Meets Meets Exceeds Exceeds
Understanding Percentiles
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A distribution, for example, of height, weight, or academic growth
50% 50%
50th percentile
The 50th percentile is the value below which 50% of the distribution lies.
Student Change in Status
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16% 50%
If a student goes from scoring better than 16% of all students in grade 4 to scoring better than 50% of students in grade 5, would this be evidence that growth had occurred?
What we miss if we focus on the proficiency bar…
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16% 50%
If the red line marks the cut point for “Meets,” this is a student who was below “Meets” each year. But there is clear evidence that great progress has been made.
What are Student Growth Percentiles?
• A student growth percentile (SGP) describes a student’s growth relative to other students statewide with similar prior achievement – Calculations based solely on achievement
• SGPs not only show how individual students are progressing, but they also can be aggregated to show how groups of students, schools, districts, and the state are progressing
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SGPs for Individual Students• Each student obtains an SGP, which indicates how much he or
she grew relative to his or her academic peers– Academic peers are other students statewide with a similar score
history– Priors are the historical assessment scores used to model growth
• Growth percentiles range from 1 to 99– Lower percentiles indicate lower academic growth and higher
percentiles indicate higher academic growth
• Students also receive growth projections and growth targets, which describe the amount of growth needed to reach or exceed proficiency in subsequent years
• All students, regardless of their achievement level, have the ability to demonstrate all levels of growth
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2012 SGP = 12011 4th Grade Math Scale Score = 9902012 5th Grade Math Scale Score = 847
2012 SGP = 992011 4th Grade Math Scale Score = 9902012 5th Grade Math Scale Score = 990
2012 SGP = 12011 4th Grade Math Scale Score = 7442012 5th Grade Math Scale Score = 734
2012 SGP = 992011 4th Grade Math Scale Score = 7442012 5th Grade Math Scale Score = 843
All students can demonstrate all levels of growth – regardless of their achievement level
All students can demonstrate all levels of growth – regardless of their achievement level
Students with Disabilities (SWD)Economically Disadvantaged (ED)English Language Learners (ELL)
Achievement vs. Growth
• No ceiling or floor effects– This is not a gain score model
• Vertical alignment (but no vertical scale)– A top-scoring student (e.g., 990) may not have room to
show higher achievement on that scale (e.g., 1000), but she does have room to show growth from that grade to the next grade
– She has to grow to score high (or even the max) two years in a row
• Growth is independent of proficiency cuts
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Achievement vs. Growth
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650
950
Elmerand his academic peers
5th Grade Math
6th Grade Math
810 825
7th Grade
Elmer
Scale Score SGP
810 62
6th Grade
Priors• Priors are the historical assessment scores being
used to model growth• The immediate consecutive prior is required to
produce growth percentiles– For example, an 8th-grade student must have a 7th-grade
CRCT score in order to receive a growth percentile
• Two years of priors will be used (one year will be used when two years are not available)– For example, growth percentiles for an 8th-grade student
would have his or her 7th- and 6th-grade CRCT scores as priors
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EOCT Course Progressions
• For EOCTs, both prior achievement and test sequence (including year taken) must be considered.
• While most EOCT students will receive SGPs, those participating in uncommon sequences (small N) will not receive SGPs
• Most common sequences:– ELA: 8th grade CRCT reading/ELA → 9th Grade Lit → American Lit– Math: 7th or 8th grade CRCT math → Coordinate Algebra/Math I/GPS
Algebra → Analytic Geometry/Math II/GPS Geometry– Science: 7th or 8th grade CRCT science → Physical Science/Biology →
Biology/Physical Science– Social Studies: US History → Economics
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Growth Over Time• Because SGPs are normative, meaning growth percentiles
describe a student’s growth relative to other students in the state in a given year, how do we compare results over time?– A baseline is used as a reference point so change in overall
growth can be observed from year to year– Without using a baseline, the median SGP for the state would be
50 every year – absolute changes in a school’s growth could not be observed since the state as a whole is moving too
– The baseline utilizes multiple years of data in order to allow for a more stable comparison
– As of 2013, all CRCTs and all EOCTs except mathematics (Math I, Math II, GPS Algebra, GPS Geometry, Coordinate Algebra) are baseline-referenced.
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Growth Over Time
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State MedianThis year = 50Next year = 50Two years = 50etc.
Without setting a baseline…
…the state median will always be 50 with half of students below 50 and half above 50
Growth Over Time
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This year = 50
With setting a baseline…State Median
Baseline yearNext year = 55
Two years = 60
…the state median can change from year to year, representing statewide change in growth over time
Growth to Proficiency• How do we know if a student’s growth is enough to be
on track to reach or exceed proficiency?– SGPs analyze historical student assessment data to model how
students perform on and grow in between assessments– This information is used to create growth projections and
growth targets for each student– The growth projection tells us where on the assessment scale a
student may score next year for all levels of possible growth (1st-99th percentile)
– The growth target tells us, based on where students are now, how much they need to grow to reach or exceed proficiency in the future
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Growth Projections and Targets
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Exceeds
Meets
Does Not Meet
This Year Future
High
Typical
Low
“Meets” Target
“Exceeds” Target
Student Growth Levels
• Low (1-34), Typical (35-65), and High (66-99)• Levels were set using information about the
interaction between student growth and status-based achievement– A student who demonstrates low growth generally will
regress academically (i.e., not maintain his/her current level of achievement)
– A student who demonstrates typical growth generally will maintain or improve academically
– A student who demonstrates high growth generally will make greater improvement academically
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Transitioning To New Assessments
• What happens when we change assessments?– Until we have enough years of implementation,
we will produce cohort-referenced SGPs and will not have targets or projections.
• Will SGPs go down if the standards are higher and students perform poorly on the new assessment?– No because…
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Transitioning to New Assessments
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200
600
Elmerand his academic peers
7th Grade Math
8th Grade Math
810 825
450
400
Math I
Elmer
Scale Score SGP
430 59
8th Grade
Transitioning to New Assessments
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200
600
Elmerand his academic peers
7th Grade Math
8th Grade Math
810 825
450
400
Coordinate Algebra
Elmer
Scale Score SGP
390 59
8th Grade
How does growth differ from achievement?
• Example 2 (real data, fake names)– Clubhouse High School
• Urban• One of many high schools in district• Has 12 9th-Grade Literature teachers in 2012
– Ms. M. Mouse• Taught 9th Grade Literature in 2012• Taught 28 students in 3 classes
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How did Ms. Mouse’s students do on the 9th Grade Lit EOCT?
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18 scored Does Not
Meet
5 scored Meets
0 scored Exceeds
18% of students (5 of 23) met the state standard
But did these students grow?
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3 demonstrated low growth
11 demonstrated typical growth
14 demonstrated high growth
Yes – 89% demonstrated typical or high growth
MGP = 66
Was there a difference across Ms. Mouse’s classes?
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All students in Section A demonstrate typical or high growth
Some students in Sections B and C didn’t grow quite as much
What about the other 9th Grade Lit teachers in the school?
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Ms. Mouse – low proficiency (18%), high growth (MGP = 66)
9th G
rade
Lit
Pro
ficie
ncy
9th Grade Lit Growth
What if we consider where students started?
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Ms. Mouse – She taught most of the low-achieving students, but they still demonstrated high growth
8th G
rade
Pro
ficie
ncy
9th Grade Lit Growth
What if we consider where students started – across the district?
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Ms. Mouse – Had more student growth than most other teachers with students of similar prior achievement levels
All 9th Grade Lit teachers in this district
8th G
rade
Pro
ficie
ncy
9th Grade Lit Growth
Resources
• GSGM Visualization Tool– Accessible in SLDS– Information restricted based on role– Enhancements coming soon
• GaDOE Website– gsgm.gadoe.org
• Coming Soon– Student growth reports for parents– Public visualization tool (school- and district-level results only)– Videos and additional resources for educators and parents
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Student Learning Objectives• SLO’s• Measures of Educator Effectiveness• For teachers with no EOCT data- replaces Student
Growth Measure for TKES• a measureable, academic goal informed by available
data that districts set for teachers and students. • Are content-specific learning objectives that are
measureable, focused on growth in student learning, and aligned to curriculum standards.
•
Purpose of SLO’s
• to improve student achievement in every classroom
• to provide evidence of each teacher’s instructional impact on student learning in non-tested areas
• to give educators, school systems, and state leaders an additional means by which to understand, value, and recognize each teacher’s effectiveness in classrooms.
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SLO’s Improve Practice
• SLO’s ensure that educators: Have an in-depth understanding of course standards Know what subject content and skills each student has at the beginning of the course Set goals for students Monitor student progress Examine outcomes to determine next steps
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State Guidelines
• Must be district-driven initiative• Must be based on specific data (such as a pre-test)• SLO statement includes the duration of the
instruction period, the focus of student learning, how growth will be measured, and specific growth targets which reflect each student’s target for meeting or exceeding SLO standards.
• SLO’s for each system will be submitted to the state DOE for audit review and approval.
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Timeline
• Waiting on guidance from our district office• DOE requires submission in June 2014 from
each district• More information will be shared as soon as we
receive it from the district office.
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