ESEA Flexibility: Student Growth Maryland Accountability Program Presentation 6 of 8

Lillian M. Lowery, Ed.D. State Superintendent of Schools Dr. Charlene M. Dukes President, Maryland State Board of Education Martin O'Malley Governor Carolyn M. Wood, Ph.D. Assistant Superintendent Division of Accountability, Assessment, and Data Systems Maryland State Department of Education Division of Accountability, Assessment, and Data Systems 200 West Baltimore Street Baltimore, Maryland MarylandPublicSchools.org MarylandPublicSchools.org 2

Maryland Accountability Program 3  School Progress  Reduce by half the percentage of students in the “all students” group and in each subgroup who are not proficient within six years  School Progress Index  Achievement  Gap Reduction  Growth  College & Career Readiness  Differentiated Recognition  Reward  Priority  Focus

33.3%- Mathematics Proficiency (Algebra/ Data Analysis HSA) 33.3%- English Proficiency (English HSA) 33.3%- Science Proficiency (Biology HSA) Achievement* 40% Gap* College-and Career-Readiness** 40% 20% 60%- Cohort Graduation Rate 40%- College and Career Preparation (CCP) Advanced Placement Career and Technology Education (CTE) Concentrators College Enrollment Gap between lowest subgroup and highest subgroup within a school: 20%- Mathematics Proficiency (Algebra/ Data Analysis HSA) 20%- English Proficiency (English HSA) 20%- Science Proficiency (Biology HSA) 20%- Cohort Graduation Rate 20%- Cohort Dropout Rate Gap* 40% 33.3%- Mathematics Proficiency (MSA) 33.3%- Reading Proficiency (MSA) 33.3%- Science Proficiency (MSA) 50%- Mathematics Proficiency (MSA) 50%- Reading Proficiency (MSA) Gap between lowest subgroup and highest subgroup within a school: Achievement* 30% Growth* 30% 33.3%- Mathematics Proficiency (MSA) 33.3%- Reading Proficiency (MSA) 33.3%- Science Proficiency (MSA) Percent of students making one year’s growth: *ALT-MSA is included in the index component **Revised 9/17/2012: To be submitted to USDE for Approval Maryland School Progress Index** Grades 9-12 Grades PreK-8 Meeting Performance Targets (AMO) Meeting Performance Targets (AMO) 4

What is Student Growth?  The change in student performance for an individual student between two or more points in time  Three types of change over time:  No Change  Student maintained expected growth from year to year  Student performed at the same level as the prior year  Improvement  Student exceeded expected growth from year to year  Student’s performance increased from prior year  Decline  Student fell short of expected growth from year to year  Student’s performance declined from prior year  Measure:  Compare student performance over two years using MSA performance levels 5

Requirements to determine a student’s growth 1. Individual student  Promoted from prior year  Took the corresponding assessment in both years 2. Performance Data  Reading Scale Score  Mathematics Scale Score  For MSA, MOD, and AltMSA 3. For two consecutive years  Current year  Prior year  Full Academic Year applies  1% and 2% rules does NOT apply  Nonparticipants are NOT included within aggregations 6

MSA Performance Levels  Use MSA Performance Levels to create a standardized score for each year the student tested 1. Advanced – highly challenging and exemplary level of achievement indicating outstanding accomplishment 2. Proficient – realistic and rigorous level of achievement indicating proficiency 3. Basic – Is a level of achievement indicating that more work is needed to attain proficiency 7

Growth Scores  Each MSA Performance Level is divided into three Performance Scores  Each Performance Scores corresponds to a range of MSA Scale Scores  Use the MSA Score Matrix to determine the Performance Score Basic 123 Proficient 456 Advanced 789 8

Matrix Development 1. Identify the Highest (HOSS) and Lowest Obtainable Scale Score (LOSS) 2. Identify the Proficient and Advanced cut scores 3. Determine upper levels of Basic and Proficient by subtracting 1 from the Cut Score from the adjacent Performance Level 4. Remaining Scale Scores divided into 3 intervals for each Performance Level BasicProficientAdvanced LOSS HOSS Cut Scores 9

MSA Math Score Matrix Grade BasicProficientAdvanced Performance Scores MSA Scale Scores MSA Performance Level 10

Calculating Growth for Individual Students  Example 1 – MSA Math  MSA Math Score Matrix StudentSchool Year Grade Scale Score Performance Score Winnie Winnie  Growth Score Calculation:  Student maintained expected growth from year to year  Student performed at the same level as the prior year Grade Advanced Performance Score 2010 Performance Score Growth Score 8−8=0 11

Growth Score Continuum Example 1 DeclineImprovement 12

Calculating Growth for Individual Students  Example 2 – MSA Math  MSA Math Score Matrix StudentSchool Year Grade Scale Score Performance Score Robin Robin  Growth Score Calculation:  Student exceeded expected growth from year to year  Student’s performance increased from prior year Grade Proficient Performance Score 2010 Performance Score Growth Score 6−4=2 13

Growth Score Continuum Example 1 Example 2 DeclineImprovement 14

Calculating Growth for Individual Students  Example 3 – MSA Math  MSA Math Score Matrix StudentSchool Year Grade Scale Score Performance Score Eeyore Eeyore  Growth Score Calculation:  Student fell short of expected growth from year to year  Student’s performance declined from prior year 2011 Performance Score 2010 Performance Score Growth Score 2−3= Grade Basic

Growth Score Continuum Example 1 Winnie Example 2 Robin Example 3 Eeyore DeclineImprovement 16

Growth Percentage 17  Counts of students for each growth category  Aggregated at school and LEA levels Counts of students at No Change and Improvement categories =Growth Percentage Decline + No Change + Improvement Student Growth ScoreCategory Winnie 0 No Change Robin 2 Improvement Eeyore Decline = 2 =66.7%

Establishing Targets for Growth 18  50% reduction in the percentage of students by 2017 demonstrating less than one year’s growth from the prior year for the “all students” group  Baseline year growth percent is determined by the change from SY to SY

Proficiency Progress – Reading and Mathematics AMO Target Calculations Goal for 2017= 100%– 2011 % Proficient (Growth Percent) 2 Gain Per Year= Goal for Target= 2011 % Proficient + Gain Per Year 19

SPI Calculation Example: Elementary School VariableAchievementGapGrowth AssessmentMathReadSciMathReadSciMathRead % Proficient CY Target % Prof of Target Content Weight Weighted % Prof of Target Indicator Weight Indicator Contribution School Index % Prof of Target = % Proficient CY ÷ Target Weighted % Prof of Target= % Prof of Target x Content Weight Indicator Contribution= (Math + Read + Sci) x Indicator Weight School Index= (Achievement + Growth + Gap)

Maryland Accountability Program 21  School Progress  Reduce by half the percentage of students in the “all students” group and in each subgroup who are not proficient within six years  School Progress Index  Achievement  Gap Reduction  Growth  College & Career Readiness  Differentiated Recognition  Reward  Priority  Focus

Questions?  Please forward questions and comments to: Doug Strader, Ed.D