1. Student Learning Growth Conversations
K-12 Meeting
November 9, 2011

2. Objective Focus on “Improvement”
How do we leverage learning growth data as we focus on teacher/school improvement?
Focus on “Improvement”
A double entendre for “conversations”
Objectives: Ultimately focus on the Improvement use of growth data
Check for level of understanding that administrators have of the learning growth measures.
Re-teach components of the measures that are confusing/not totally understood
Develop a list of conversations that could/should occur
Parties – Administrator: Teacher Team, Administrator: Teacher, Associate: Administrator, Administrator/DO: Parents
Type of conversation: Accountability and/or Improvement
Urgency of conversation: Immediate, end of semester, end of year, never
Expected outcome of conversation: Action plan, team meeting, …
What level of disaggregation is appropriate for different audiences
Who sees what

3. Learning Growth Terms Growth Percentile Rank
The percentile rank is the percentage of scores that are lower than the score you are considering.
For example: If a student has a growth percentile rank of 75, the student has higher growth on test scores than 75% of the students in his/her academic peer group.
Start with a review of Learning Growth terms and concepts.

4. Learning Growth Terms Median Growth Percentile
The Median Growth Percentile is the percentile rank value separating the higher half of a sample from the lower half.

5. Learning Growth Concepts
Table discussions on learning growth concepts.
Take the note card and discuss the concept as a group.
Report out in 3 minutes.

6. Learning Growth Concepts
Since most of the Exceeds kids are already highly performing on AIMS, it is much more difficult for them to have high Growth Percentile Ranks.
Do you agree or disagree? Why?
Objectives:
Check for level of understanding that administrators have of the learning growth measures.
Re-teach components of the measures that are confusing/not totally understood
Identify the appropriate uses of the data:
Accountability and Improvement
Who sees what
What level of disaggregation is appropriate for different audiences
Develop a list of conversations that could/should occur
Parties – Administrator: Teacher Team, Administrator: Teacher, Associate: Administrator, Administrator/DO: Parents
Type of conversation: Accountability and/or Improvement
Urgency of conversation: Immediate, end of semester, end of year, never
Expected outcome of conversation: Action plan, team meeting, ….
Communicate Year 1 Teacher Profile design and use

7. Learning Growth Concepts
Sage teachers will always have lower Growth Percentile Ranks because their kids are already performing at a high level.
Do you agree or disagree? Why?

8. Learning Growth Concepts
Special Ed teachers will always have lower Growth Percentile Ranks because their students have so much further to grow.
Do you agree or disagree? Why?

9. Learning Growth Concepts
Now take the pink card and answer the question in a table discussion.
We will report out in 3 minutes.
Objectives:
Check for level of understanding that administrators have of the learning growth measures.
Re-teach components of the measures that are confusing/not totally understood
Identify the appropriate uses of the data:
Accountability and Improvement
Who sees what
What level of disaggregation is appropriate for different audiences
Develop a list of conversations that could/should occur
Parties – Administrator: Teacher Team, Administrator: Teacher, Associate: Administrator, Administrator/DO: Parents
Type of conversation: Accountability and/or Improvement
Urgency of conversation: Immediate, end of semester, end of year, never
Expected outcome of conversation: Action plan, team meeting, ….
Communicate Year 1 Teacher Profile design and use

10. Learning Growth Concepts
Median Growth Percentiles are not the same thing as Mean Growth.
Do you agree or disagree? Why?

11. Learning Growth Concepts
Median Growth Percentile is a good measure of central tendency for the learning growth of a group of students.
Do you agree or disagree? Why?

12. Learning Growth Concepts
High and low levels of classroom Median Growth Percentiles can be seen for all different grade levels, subjects, and student demographics across the district.
Do you agree or disagree? Why?

13. Learning Growth Details

14. Growth Percentile Rank
Each student with two years of test results receives a Growth Percentile Rank.
The percentile rank of a score is the percentage of scores in its frequency distribution that lower than that score.
For example, a test score that is greater than 75% of the scores of people taking the test is said to be at the 75th percentile.
For A-F profiles, the frequency distributions are determined by students with the same scale score from the previous year.
Slide 12 thru 27 are selected based on need to re-learn/reinforce learning growth concepts.

15. Example Student # 2010 Scale Score 2011 Scale Score Percentile Rank 1
440
450 10 2
460 20 3
470 30 4
480 40 5
490 50 6
500 60 7
510 70 8
520 80 9
530 90
540
100

16. Median Percentile Growth
The median is the value separating the higher half of a sample from the lower half.
By definition, the median identifies the 50th percentile of the sample.
Median is a good measure of central tendency when distributions are skewed or when you don’t want outliers to impact the result.

17. Example Student # 2010 Scale Score 2011 Scale Score Percentile Rank 1
440
450 2 3
460
465 4
466 5
480 40 6
452
500 50 7
510 60 8
520 70 9
472
530 80 10
490
540 90
Mean Percentile Growth = 39
Median Percentile Growth = 45

18. DVUSD Top Growth Teachers

19. DVUSD - Growth for Individual Teachers

20. DVUSD - Growth for Individual Teachers

21. DVUSD - Growth for Individual Teachers
MPG: Roe – Doe – 57.5

22. DVUSD - Growth for Individual Teachers Example #2

23. DVUSD - Growth for Individual Teachers
MPG: Susie – Don – 66.5

24. DVUSD - Growth for Individual Teachers Example #3

25. DVUSD - Growth for Individual Teachers
MPG: Wanda – Don – 66.5

26. DVUSD - Growth for Individual Teachers Fourth Grade Math Teachers
# FAY Students
2010 Avg. Scale Score
2011 Avg. Scale Score
Median Percentile Growth
John Doe 16
332
358
57.5
Vick Myers 12
338
383
86.5
Don Wilson 26
354
381
66.5
Sally Roe 20
359
450
98.0
Susie Smith
427
439
48.5
Wanda Worker 28
466
77.5
The teacher matters!

27. Conversations

28. Learning Growth Conversations
Focusing on “Improvement”
How can principals use the growth data for teacher and school improvement?
What conversations should occur?
What are the expected outcomes of the conversations?
Group discussion – 5 minutes
Remember there are two uses: Accountability and Improvement
We are now focusing on improvement.
Need a note taker from each table.
Develop a list of conversations that could/should occur
Parties – Administrator: Teacher Team, Administrator: Teacher, Associate: Administrator, Administrator/DO: Parents
Type of conversation: Accountability and/or Improvement
Urgency of conversation: Immediate, end of semester, end of year, never
Expected outcome of conversation: Action plan, team meeting, …
What level of disaggregation is appropriate for different audiences
Who sees what

29. Learning Growth Conversations
Focusing on “Improvement”
How can teachers use the growth data for improvement?
What conversations could/should occur?
How does a teacher effectively use individual student learning growth?
One years growth?
Multiple years of growth?
Group discussion – 5 minutes
Remember there are two uses: Accountability and Improvement
We are now focusing on improvement.
Need a note taker from each table.
Develop a list of conversations that could/should occur
Parties – Administrator: Teacher Team, Administrator: Teacher, Associate: Administrator, Administrator/DO: Parents
Type of conversation: Accountability and/or Improvement
Urgency of conversation: Immediate, end of semester, end of year, never
Expected outcome of conversation: Action plan, team meeting, …
What level of disaggregation is appropriate for different audiences
Who sees what

30. Learning Growth Conversations
Focusing on “Improvement”
How should the district use the growth data to improve practice?
What conversations should occur?
What additional tools/resources need to be developed and provided?
Table discussion – 5 minutes
Remember there are two uses: Accountability and Improvement
We are now focusing on improvement.
Need a note taker from each table.
Develop a list of conversations that could/should occur
Parties – Administrator: Teacher Team, Administrator: Teacher, Associate: Administrator, Administrator/DO: Parents
Type of conversation: Accountability and/or Improvement
Urgency of conversation: Immediate, end of semester, end of year, never
Expected outcome of conversation: Action plan, team meeting, …
What level of disaggregation is appropriate for different audiences
Who sees what

31. Learning Growth Conversations
Consensogram
Thank you for your active participation