Growth: To Proficiency and Beyond While growth can still be an - PowerPoint PPT Presentation

Growth: To Proficiency and Beyond While growth can still be an important consideration for accountability in the era of ESSA, Curriculum Associates has developed a hybrid growth model for the i-Ready Diagnostic that has two metrics, Typical Growth and Stretch Growth two serve two different purposes. Daniel Mix Associate Vice President, Assessment Curriculum Associates 2018 National Conference on Student Assessment, San Diego, California

Interpretations Our educators wanted us to answer two questions from i-Ready Diagnostic – What is the growth I should expect from my students? – What should I consider good growth? 2

Good Growth! i-Ready Diagnostic is ideally suited to this purpose • Millions of students who have taken the assessment in multiple years • Criterion Referenced Placement Levels • Many students who have met their proficiency goals in a realistic time frame • Ideally suited for providing a model for how students can reach Proficiency and Beyond! 3

Good Growth! In an instructional setting what is good growth? We need to answer the question for lower performing students: How can I help my students close the proficiency gap? We need to answer the question for on grade-level students: How can I help my students obtain or maintain levels beyond proficiency? Curriculum Associates has developed Stretch Growth Measures to help educators accomplish these goals. 4

Typical Growth Measures - Description • Differentiated – Subject – Grade – Placement on Initial Assessment • Based on the conditional median of all students* from each subject, grade, and placement level • Answers the question, “What is typical growth for students in my grade, who performed like I did on the Fall assessment?” 5

Typical Growth Reporting • Students are shown percent towards typical growth – For example, if a student has a Typical Growth measure of 40, and the student, has an observed gain score of 30, the percent towards typical growth is 30/40 or 75%. • The median of the percent towards typical growth will be used for different aggregations – By Class – By Grade – By School – By District 6

Typical Growth Measures - Accountability Typical Growth Measures are ideal to use in accountability frameworks, because the median percent towards typical growth can lead to the following interpretations: 1. If the median progress towards typical growth is well under 100%, the group of students is growing, on average, less than expected. 2. If the median progress towards typical growth is about 100%, the group of students is growing, on average, about as expected. 3. If the median progress towards typical growth is well above 100%, the group of students is growing, on average, more than expected. 7

Stretch Growth Measures - Description • Differentiated – Subject – Grade – Placement on Initial Assessment • Rules for determining Stretch Growth Measures – The conditional median of the first year of growth of all students who met their proficiency goals from each subject, grade, and placement level in one or two years in a realistic fashion. – Must be less than or equal to the 80 th percentile of growth for each subject, grade, and placement – Must be greater than the typical growth • Answers the question, “What is good growth for students in my grade? Or, for students who performed like I did on the Fall assessment, and met their proficiency goals in one or two years, what growth did they experience in their first year?” 8

Stretch Growth Measures – Proficiency Goals Fall Placement Category Placement Proficiency Goal Mid, Late, or Above Late Early Late 1 Level Below Mid 2 Levels Below Mid 3 or more Levels Below Mid 9

Stretch Growth Measures – Realistic Path A Realistic Path for Reaching Proficiency is defined by the following conditions: • Students did not have growth measures more than the 80 th percentile of growth for their placement and grade. • For paths that took more than one year, students must not have had a change in scores from the Spring test of Year 1 to the Fall test of Year 2 of more than twice the standard error of measurement of growth. • For paths that took more than one year, students must have grown more during School Year 1 than in School Year 2. 10

Stretch Growth Measures – Multi-year Paths Mathematics Stretch Growth Measures Fall Diagnostic Placement Level Grade 3 Grade 4 On Grade Level, Mid or Above 30 24 On Grade Level, Early 34 33 1 Grade Level Below 35 34 2 Grade Levels Below 43 41 3 or More Grade Levels Below 55 47 11

How Stretch Growth is Intended to Work Test Event Scale Scores Placements Fall Grade 3 407 Grade Level 1 Winter Grade 3 430 Grade Level 2 Spring Grade 3 451 Early 3 Fall Grade 4 449 Grade Level 3 Winter Grade 4 469 Early 4 Spring Grade 4 484 Mid 4 12

Algebra Skills for Each of the First Five Assessment Placement Next Steps Text Solve subtraction problems for separation or take away situations. Solve addition problems for combining, joining, or comparison situations. Determine the unknown number in an addition or subtraction equation. Demonstrate an understanding of the commutative and associative properties without using the terms associative and commutative. Demonstrate an understanding of the equal sign and determine if equations involving addition and subtraction are true or false. Build number sentences to represent real-world subtraction problems involving take from, take apart, or comparison situations. Identify odd and even numbers up to 100. Demonstrate an understanding that a group of objects is an even number of objects if it can be divided into complete pairs and is odd if it cannot; express even numbers as doubles facts. Write, solve, and use addition to check subtraction number sentences for part-part-whole situations. Solve subtraction problems by counting on. Solve subtraction problems for comparison situations. Write multiplication sentences to represent equal groups and repeated addition. Write a multiplication sentence to represent objects in a rectangular array, recognizing that the order of factors does not affect the product. Know multiplication/division fact families. Select the proper operation to solve real-world and mathematical problems. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. Solve problems involving sharing equal groups, including identifying the remainder. Solve problems involving partitioning in equal groups, including identifying the remainder. Solve a division problem by rewriting it as an unknown factor problem. Write and solve two-step real-world problems using addition, subtraction, multiplication, and division. Find and explain arithmetic patterns such as every multiple of 5 will end in either a 0 or a 5. Identify multiples of whole numbers with products to 100. Identify factor pairs of whole numbers up to 100. Multiply or divide whole numbers to solve real-world problems involving multiplicative comparisons. Write and solve number sentences with variables to determine the answers to multi-step real-world problems using the four operations and whole numbers. 13

Email: dmix@cainc.com http://www.curriculumassociates.com/ 14