The Colorado Growth Model Module 1: What it is & What it means Sponsored by The Colorado Department of Education Summer 2009 Version 1.2

Growth Model Timeline June: Private and public websites statewide release By July 31: Release of new growth and achievement data to districts (embargoed) –Colorado Growth Model (CGM) Web-Based Application –Clickable student reports through CGM Web-Based Application –School- and District-level Growth Summary Reports August 7: SchoolView.org press event –New public data available to press (embargoed) Mid-August (possibly later) –Bundled individual student growth reports to districts –Historical flat files (year by year, back to 2004)

Module 1 Overview Part 1 –Why did Colorado need a growth model? What is “growth” and what’s the difference between growth & achievement? Part 2 –How does Colorado describe & represent individual student growth using the Growth Model? Part 3 –How is individual growth summarized at the school level? What can our school and district data begin to tell us about changes in student achievement over time?

Module 1 Learning Targets Part 1 Explain how Colorado will benefit from the Growth Model. Describe the Colorado Growth Model and how it is different from measures of student achievement. Use terminology from the Colorado GM appropriately. Part 2 Explain how the Colorado Growth Model quantifies individual growth on the CSAP. Read and interpret growth model data as presented in individual student reports. Part 3 Describe how individual student growth results are summarized to produce a student growth score for the school. Interpret school and district-level growth model reports.

Video: Why did Colorado need a Growth Model? Consider the following questions as you view this video: –What is the goal for all students? –What are the benefits of the growth model? –What does the growth model do for parents? Students? Teachers?

Questions Answered by the Colorado Growth Model How much growth did a student make in one year? How much growth is enough to reach proficient (or advanced)? How much growth has been made by students with a similar score history? What is? What should be? What could be?      

Key Terms for the Colorado Growth Model Use this legend to mark the terms in Glossary of Terms (in your User Guide). – + I use this term and could explain it to someone else –  I think I know what it means – ? I could use some clarification Discuss and clarify any terms with a ? at your table.

Part 2 Learning Targets Explain how the Colorado Growth Model quantifies individual growth on the CSAP. Read and interpret growth model data as presented in individual student reports.

Video: Individual Student Growth, Clip 1 Consider the following questions: 1.How is individual student growth defined? 2.How are student achievement and student growth related? 3.What is a student growth percentile?

Percentiles Range from Indicate the relative standing of a student’s score to the norm group. (i.e. how a particular compares with all others) Growth Percentiles Indicate a student’s standing relative to their academic peers, or students with a similar score history (how his/her recent change in scores compares to others’ change in scores).

Individual Student Growth Percentiles High at or above 66 th percentile Typical at or between the 36 th and 65 th percentile Low up to and including 35 th percentile

CSAP Growth & Achievement Report

Video: Individual Student Growth, Clip 2 Consider the following questions: 1.What is included in an individual student growth model report? What can you learn from this report about what is for that student? 2.How does the growth model help us see what kind of achievement different growth percentiles produce?

Exploring Student-Level Printable Reports Work with a partner. Consider these questions as you explore each sample student-level report: –What were this student’s growth percentiles for each year in math? Reading? Writing? –When did this student make low, typical or high growth? –What level of growth would this student need to make to be proficient or advanced next year? Full group discussion

What should be? Colorado has defined the following terms to help clarify how much is enough growth: –Catch-Up Growth –Keep-Up Growth –Move-Up Growth –Adequate Growth How do these terms relate to a year’s growth in a year’s time? Is typical growth adequate growth?

Exploring Student-Level Printable Reports (continued) Go back to the sample student reports Identify examples of catch-up, keep-up, and move-up growth. Share examples with the full group.

Part 3 Learning Targets Describe how individual student growth results are summarized to produce a student growth score for the school. Interpret school and district-level growth model reports.

School and District Reports Web-Based –Accessed through the Colorado Growth Model website –Public: district- and school-level data –Restricted: school- and student-level data Printable –School and District Growth Summary Reports –Distributed to districts in August Electronic – data files –Distributed to districts in August

Printable School Reports Your district will receive printable reports from CDE in August for each school in the district. School Growth Summary Reports include: –Median Growth Percentiles (overall, by grade level, by subgroups) for multiple years and compared to state and district. –% on track to Catch-up, Keep-up and Move-up

Exploring School Growth Summary Reports Use the example School Growth Summary report in your Reports Packet. Work with a partner to answer the questions listed in your Reports Packet.

How do you know? 1.What is the performance (growth and achievement) of students in your school? 2.How do students at your school compare in achievement and growth to students at other schools? 3.In which subject do students at your school make more growth? 4.Which groups of students in your school make more growth than others? 5.How many students in your school demonstrate adequate growth to reach state standards?