1. Growth Model: A Way to Adequate Yearly Progress (AYP) The Effective Use of Data to Make AYP AERA CCSSO April 13, 2007

2. A real-life example: School A has students entering the third grade with scores sufficiently high that this school is not at risk of meeting the proficiency standards. Yet by fifth grade, this same cohort of students’ achievement levels have dropped tremendously. School A passes AYP. School B’s students enter third grade with very low scores, but they make excellent progress. By fifth grade, this same cohort of students has higher achievement scores than School A’s students. However, School B fails AYP.

3. TVAAS Restricted Website Diagnostic Report At School A, all students are losing ground. This school made AYP because it’s students entered at a high level of achievement.

4. TVAAS Restricted Website Diagnostic Report At School B, students at all achievement levels are making better than average progress. However, School B failed to make AYP because it’s students entered at a low achievement level.

5. 2004-05 First Request with CI

6. 2005-06 Second Request with CI

7. Current pilot results without CI

8. What reports on TVAAS show student projections?

9. Custom Student Report

10. Children with sufficient previous test scores will have a student projection on the Custom Student Report

11. Historical data for every child

12. Projection toward Graduation Requirements

13. How will projections be used for AYP? If a student’s projections are greater than the standards for Gateway Math and Gateway English (the State Board Requirement for high school graduation and the high school AYP academic measures), then this student will be considered ‘Proficient’ in the subsequent “Safe Harbor” calculations—any student whose projections do not meet the high school graduation standards, even if they tested proficient in the current grade, will be considered ‘Not Proficient.’ All students in the school will be evaluated using the projections for Gateway Math and Gateway Language. Once the projections are evaluated, all of the existing AYP calculations and reporting rules will then be applied, including all subgroup disaggregations, to determine if this school has met AYP. With this process, a school that meets “Safe Harbor” in this manner will have ensured that all sub-groups and all ranges of prior achievement will have made progress toward meaningful future standards.

14. Growth Model for AYP Links TVAAS Public Site https://tvaas.sas.com/evaas/public_welcome.jsp TVAAS Restricted Site https://tvaas.sas.com/evaas/login.jsp Growth Model Proposal Link http://tennessee.gov/education/nclb/doc/NCLB%20GrowthModelPropo sal.pdf Link to web cast on Growth Model Hearing July 27, 2006: http://edworkforce.house.gov/hearings/hrgarchive.htm http://edworkforce.house.gov/hearings/hrgarchive.htm Link to the GAO (Government Accounting Office) report: http://www.gao.gov/new.items/d06948t.pdf Other questions: mary.reel@state.tn.usmary.reel@state.tn.us