Understanding the New ABC’s Formulas Slide show originally created by Caswell County Schools Revised by Cathy Williams - Greene County Schools

ABC/AYP What is your level of understanding of ABC Growth? A.I TOTALLY get it and can explain it to others. B.I think I get it but cannot explain it to others. C.I’m not sure how growth is figured but I have some ideas. D.I’m clueless.

Vocabulary Expected Growth Expected Academic Change High Growth High Academic Change

Scale Scores See Handout Question after Handout: In 3rd grade math, the scale score of 352 is Level 4. If a child made a 357 in the 4th grade in math, what level would they be?

7. Each student has his/her own individualized  Based on the average of their Predicted Change Score Actual Change Scores over the two previous assessments (uses 1 year if 2 are not available) Don’t worry….blonde directions are coming… Or Predicted C-Score Or Predictor Score

Actual Change Score Formula (Student’s Developmental Scale Score – State Mean Scale Score)  Standard Deviation  Erik’s Actual C-Score Standard Deviation & State Mean are set in the 1 st year of a test edition’s implementation (Erik’s Current ( )7th Reading SS) (State Mean for 7th Reading) (7th grade Reading Standard Deviation)

Actual Change Score Formula (Student’s Developmental Scale Score – State Mean Scale Score)  Standard Deviation Standard Deviation & State Mean are set in the 1 st year of a test edition’s implementation Math Gr 3 : =(scale )/ = c-score Gr 4: =(scale )/ Gr 5: =(scale )/ Gr 6: =(scale )/ Gr 7: =(scale )/ Gr 8: =(scale )/ READING Gr 3: =(scale )/ Gr 4: =(scale )/ Gr 5: =(scale )/ Gr 6: =(scale )/ Gr 7: =(scale )/ Gr 8: =(scale )/

 Based on the average of the Predicted Change Score Formula Average Two Previous Assessments C-Scores (ATPA)  Coefficient for 2 years of data =.92 predicted C- Score Actual C- Scores X  Each student has an individual two previous assessments. on their Coefficient = Predicted C- Score  Coefficient for 1 year of data =.82 (uses only 1 if 2 are not available) Coefficients were set when the New Formulas were developed They help account for the “regression to the mean”

Figuring Erik’s Reading Expected Reading C-Score Erik’s TestsScale Score 6 th Grade th Grade GradeActual C-Score 6th (R) th (R) Difference St. Deviation State Mean   2 = ATPA x Coefficient.92 Set by the State Erik’s Expected C-Score (predicted C- Score) (For th gr.) Actual C-Score = = Scale Score = 355 Level 2(6th + 7th)/2

Figuring Jeff’s Reading Expected Reading C-Score Jeff’s TestsScale Score 3rd Grade th Grade GradeActual C-Score 6th (R) 7th (R) DifferenceSt. Deviation - State Mean   2 = ATPA x Coefficient Set by the State Jeff’s Expected C-Score (predicted C- Score) (For th gr.) Actual C-Score = = Scale Score = ____Level__

Actual Change Score Formula (Student’s Developmental Scale Score – State Mean Scale Score)  Standard Deviation Standard Deviation & State Mean are set in the 1 st year of a test edition’s implementation Math Gr 3 : =(scale )/ = c-score Gr 4: =(scale )/ Gr 5: =(scale )/ Gr 6: =(scale )/ Gr 7: =(scale )/ Gr 8: =(scale )/ READING Gr 3: =(scale )/ Gr 4: =(scale )/ Gr 5: =(scale )/ Gr 6: =(scale )/ Gr 7: =(scale )/ Gr 8: =(scale )/

Figuring Jeff’s Reading Expected Reading C-Score Jeff’s TestsScale Score 3rd Grade th Grade GradeActual C-Score 6th (R).705 7th (R) Difference St. Deviation State Mean   2 = ATPA.887 x Coefficient.92 Set by the State Jeff’s Expected C-Score (predicted C- Score).816 (For th gr.) Actual C-Score = = Scale Score = 357 Level 3 Predictor = (Predicted C-score * Standard Deviation) + Mean Scale (.816*9.4)+350 If Jeff hits a 354 for Reading in 5th grade, what does that mean for his growth?

Academic Change Actual C-Score (on current assessment) - Predicted C-Score = AC Academic Change If the AC is greater than or equal to Then - the student has met 0.00 Expected Academic Change (EAC)

School Level Expected Academic Growth  = Average of all eligible student’s Academic Growth 0.00 Expected Academic Change (EAC)  If the result is greater than or equal to  Then – the school met it’s AKA: Met Growth

Where did we go from here? Set up data meetings with all schools to review student level data Identified students with needs and created a plan of action for students. Carnegie Math and ClassScape at Greene County Middle courtesy of JoAnn Pennington, Assistant Principal

Carnegie and ClassScape…

VIP Students

What else? Prioritized a list of students for intense tutoring that meet with a volunteer every day and work in Carnegie online (middle school) After school Carnegie Tutoring run by the teachers (middle school) Café meetings (Curriculum Assessment with Formative Evaluations) - Middle School Lunch and Learn (Elementary) - Teachers bring their data to the table

You mean there is more? Data Notebooks - Elementary - Students documents attendance, Formative data, writing samples, Accelerated Reader Logs Plans are made for each student and administrators know the data for their school FIT - Focused Instructional Time - Middle School Focused Reading - Elementary School Central Office supports the school Introducing EVASS to the schools in small bites…not dropping it on them like a lead balloon.

Cathy Williams Instructional Accountability Supervisor Greene County Schools