1. A Growth Measure for
ALL Students

2. Outcomes Understand the Center’s growth measure
Student Growth Percentiles (SGP)

3. WHY USE MEASURING FOR SUCCESS Ponder on the question: Why use Data?
How has the use of data been valuable in monitoring the progress of student learning in your school?
What might be some decisions you have been able to make that would have been difficult without the proper data?
WHY USE

4. Data Allows Stakeholders to:
See the BIG PICTURE quickly
Increase impact on the school
Make decisions based on evidence - not guesswork
Discuss the three points concerning the value of data:
Allows the Board and administrator to see the Big Picture quickly. This Big Picture offers a perspective on how the students are doing academically and what other things might need to be examined to continue offering rigorous learning or intervention, if necessary.
With the correct use of data, the Board is able to determine the return on investment related to implementation of new curricular resources, professional development offered to teachers, additional personnel added for increased impact on student learning etc. The use of data allows the Board to increase impact on the school by asking the right questions that will impact future decisions.
Allows the Board to make the right decisions based on the data (i.e., if the school is not achieving well in math, and the data indicates so, a Board may determine to allocate more financial resources to professional development for teachers, or allocate funds for a math intervention specialist to work with students that may be struggling to grasp math concepts.

5. Data Overload
Often times, Board members are inundated with mounds of data that, if not analyzed or presented well can lead to the “wrong” message being communicated about student achievement and growth.

6. Prepare students academically for success in college, work and life
The Educational Goal
Prepare students academically for success in college, work and life
Measure 1: Student Achievement
The Center, as a service to Boards, provides clear expectations (metrics and measures) as well as a helpful analysis and presentation of the school’s data in the annual Academic Performance Report (APR). If you have not previewed your school’s academic data, please connect with your school lead.
Included in the APR, is the school’s Educational Goal (Prepare students academically for success in college, work and life) as well as the measures for student achievement and student growth.
In order to assist schools in monitoring progress toward the Educational Goal of the Charter Contract, the Center has provided achievement targets for grades 2-8 for both Performance Series and NWEA’s Measures of Academic Progress (MAP) assessments as well as a display of data indicating the achievement of students who have been at the Academy for 3 or more years.
In addition, you receive a display of student growth. Measuring growth toward a meaningful standard, like a college readiness achievement target, will demonstrate whether students are growing the necessary amount to be college ready.
Measure 2: Student Growth

7. If you don’t know where you are going, any road will get you there
If you don’t know where you are going, any road will get you there. Carroll
A turn of the screw
There was an industrialist whose production line inexplicably broke down, costing him millions per day. He finally tracked down an equipment expert who took out a screwdriver, turned one screw, and then - as the factory cranked back to life - presented a bill for $10,000.
Affronted, the factory owner demanded an itemized version. The expert was happy to oblige: "For turning a screw: $1. For knowing which screw to turn: $9,999."

8. Student Growth
At the Center, we think that we have identified the right screw to measure student growth – Student Growth Percentiles. This is the value proposition is worth the $9,999 as you examine how your school is educating students.

9. Student Growth
Two schools of thought emerge when examining achievement and growth. One school of thought is that if students are meeting college-readiness achievement benchmarks, there is no need to discuss academic growth — growth is only considered relevant if students are not meeting college-readiness achievement benchmarks.
The other school of thought purports that growth should apply to all students, regardless of their current achievement status.
The Center’s internal analysis of data has shown that students who are currently meeting college-readiness achievement benchmarks may fall behind within one or two years if a school does not provide rigorous instruction to assist with academic growth.
Therefore, the Center supports that measures for academic growth should apply to all students in a school — each student should be accounted for individually to ensure adequate preparation for college, work, and life.
TRANSITION: This is where your role as a board member comes in – your value proposition

10. Your leverage with Student Growth student growth data
Leveraging the data– Understanding the student growth measure intricately enough to form the right questions and develop ways to hold the administrator / management company accountable for student outcomes related to growth.

11. The Right Focus The Right Time The Right Outcome
Three things that I would like for you to consider are the:
The RIGHT FOCUS
The RIGHT TIME
The RIGHT OUTCOME

12. The Right Focus The Right Time The Right Outcome Student Growth
The Right Outcome
Increase monitoring of
student learning
We believe this is
The RIGHT FOCUS because it assist us as an authorizer in understanding how the Academy’s implementation, delivery and support of the Educational Program of the Charter Contract is assisting students in academic growth.
The RIGHT FOCUS for Boards because you will know have a way to monitor the Academy’s implementation, delivery and support of the Educational Program of the Charter Contract and its impact on student academic growth.
The RIGHT TIME because the stakes are so high for students and we, as the authorizer are committed to ensuring that each Academy is “fostering academic excellence for all students.” The stakes are high and we do not have time to waste. I have often shared with individuals that we are not manufacturing widgets that can be recalled if defective. We are working with children –our future! We have a moral imperative to redeem the time that we have with these children to ensure that they are given the highest quality education possible.
The RIGHT OUTCOME ensures that the Academy meets the Educational Goal of the Charter Contract, “to prepare students for college, work, and life.” This student growth measure gives you power as a Board to ask the question, “Are our students growing academically at a rate that would ensure that they are successful in college, work and life? If not, then what are we going to do about it?

13. The Center for Charter Schools
We are now intentionally and by design going to offer a higher level of support to our schools in understanding growth.
We have been working for the past 24 months researching and studying ways in which we can best support our schools.
Over the next year, we will be partnering with you to provide a higher level of assessment literacy. This increase in assessment literacy will equip you to understand growth and how to better leverage measurable goals and resources to ensure that each student is experiencing academic growth.
We have always been focused on growth. As reviewed earlier in the presentation, our measures have not changed, nor will they change in the future. We are still focused on achievement and growth. Now we are taking the opportunity to define the growth measure.

14. Student Growth Measure
Method for determining how much academic progress a student has made by measuring growth between two points in time (i.e., fall to spring)
Method for determining how much academic progress a student has made by measuring growth between two points in time (fall to spring)
This is the same as we have been doing in the Charter Contract. NOTHING HAS CHANGED.

15. Student Growth Percentiles
However, we are going to enhance your assessment literacy and introduce you to one WAY to determine the academic progress a student has made between those two points by using Student Growth Percentiles

16. Student Growth Percentiles
Student growth percentiles calculate how a student’s performance on a national standardized test compares to the performance of all students who received the same score in the fall (test score peers).
Student growth percentiles (SGP) calculate how a student’s performance on a national standardized test compares to the performance of all students who received the same score in the fall (test score peers).

17. Student Growth Percentiles
SGPs assist schools in determining whether a student’s learning is high, typical or low when compared to other students with similar scores.
SGPs assist schools in determining whether a student’s learning is high, typical or low when compared to other students with similar scores.

18. Student Growth Percentiles
We will be using John Dough in our example. For purposes of illustration, we will designate John Dough as a 4th grade student in your school
John “Dough” – 4th grade

19. Student Growth Percentiles
In the fall John Dough is going to take the same assessment that all students have taken in your school in the past (PS or MAP). At the Center, we will be interested in John’s Reading and Math scores since those are contractual measures.
John “Dough” – 4th grade

20. Student Growth Percentiles
He will be taking this assessment with all the other 4th graders in your schools as well as ALL 4th graders that take the PS or MAP (National standardized assessment)

21. Student Growth Percentiles
fall score
195.5
At the conclusion of the assessment John will receive a score – RIT (or scaled score for PS). By the way, so will all the other thousands of 4th graders taking the assessment.
For purposes of our illustration, we are going to be using RIT, derived from the NWEA RIT scale– a scale that uses individual item difficulty values to estimate student achievement. This individual student RIT can assist also in measuring growth over time.

22. Student Growth Percentiles
fall score
195.5
We are looking to compare John Dough’s score with other 4th grade students that have taken the same national assessment.
Instead of comparing John Dough to ALL 4th graders (high, medium, and low achievers) we are looking for students that have a similar score to John Dough. These are called John Dough’s test score peers.

23. Student Growth Percentiles
195
195
195
195
Student Growth Percentiles
195
195
195
195
195
195
195
195
195
We have now found all the 4th grade students that scored the same on the assessment in the fall. They all scored 195.
TRANSITION: Now let’s fast-forward. A complete year of instruction ensues and the teachers and support staff work with John Dough – and all other students for an entire year.
In the spring John Dough and all the other 4th graders take another assessment.

24. Student Growth Percentiles
fall score
195.5
spring score
207
This time, John Dough scores a 207.
We now ask ourselves the all-important question.

25. 207 195 ? ? ? ? ? ? ? ? ? ? ? Student Growth Percentiles spring score
fall score
195
spring score
207 ? ? ?
How did John’s test score peers do on the assessment?
TRANSITION: Let’s see how they did? ? ? ? ? ?

26. Student Growth Percentiles
195
190
195
205
195
188
195
210
Student Growth Percentiles
195
188
195
198
195
207
195
205
195
208
195
197
195
192
195
202
195
189
As you can see, some students did better than John (experienced greater growth) and some did not do as well (experienced less growth)

27. Student Growth Percentiles
195
190
195
205
195
188
195
210
Student Growth Percentiles
195
188
195
198
195
207
195
205
195
208
195
197
195
192
195
202
195
189
Remember our question is: How did John Dough do compared to his test score peers?
TRANSITION: Let’s see how John Dough DID compared to his test score peers?

28. 195
210
195
208
195
207
195
205
195
205
195
202
195
189
195
188
195
198
195
197
195
192
195
190
195
189
As you can see, John Dough did better than most of his test score peers. But how much better? We can understand this by assigning each student a student growth percentile.

29. 99 92 89 85 85 70 54 50 45 10 5 33 20
This is a percentile associated with the amount of growth a student achieved from fall to spring. See each SGP is different because their fall to spring scores were different.
TRANSITION: You may be wondering, what does that SGP really tell me?

30. 89
An SGP of 89 would indicate that John “Dough” performed better than 89% of his test score peers
we are now able to see that compared to his test score peers (students with similar test scores in the fall) John’s SGP is 89. That means that compared to his test score peers John did better than 89% of his peers. John would be considered to have greater (high ) growth.
We are now able to determine the amount of growth for students compared to their test score peers.

31. How might you explain student growth percentiles to a parent?