1. October 24, 2012 Jonathan Wiens, PhD Accountability and Reporting Oregon Department of Education

3. Uses the Colorado Growth Model. Includes all students having two consecutive years of standard OAKS assessments, regardless of whether or not they are meeting standard. A student’s growth is compared to the growth of other students in the state having the same prior test scores (“Academic Peers”) Student Growth is expressed as a percentile. A growth percentile of 75 would mean the students growth was as high or higher than 75 percent of his/her academic peers. Computes Growth Targets – growth percentiles that put a student on track to be at standard in three years. 3

4. Growth is based on comparing a student to his or her Academic Peers, who are students with the similar test score histories. Growth of low performing students is compared to that of other low performing students in the state. Growth of high performing students is compared to that of other high performing students in the state. Growth model applies to students in grades 4 to 8, and 11. Uses up to four years of test data for each student.* * - High school students use only the 7 th, 8 th and 11 th grade scores to evaluate growth. 4

5. Schools are given “Levels” in reading and math growth: Level 5: Schools with high growth Level 4: Average to above average growth Level 3: Below average, but not low, growth Level 2: Low growth Level 1: Very low growth Reading and math growth are combined into a Growth Rating. 5

6. School accountability uses the median growth percentile. Median growth is the “middle” growth percentile. This is the “typical” growth at the school. We also report the median target growth percentile. A school has “On Track” growth if the median growth percentile is as high as the median target percentile. “On Track” growth indicates that a typical student is meeting his/her growth target. Requirements to reach Level 5, Level 4, etc., are lower for schools with “On Track” growth. 6

7. 7 Here is an example of how growth is reported on the School Ratings detail reports. Subgroup growth is also reported.

8. 8

9. 9 Grade 5Grade 6Gain Growth Percentile Growth Target 19520051680 209208872 20921453464 20921896158 209226179648 22723255727 This sample shows various growth percentiles. Note that the middle four students all had the same starting point in 5 th grade. The students in red are shown to emphasize that growth is evaluated relative to academic peers, not on absolute gains in test scores.

10. 10 StudentGrade 3Grade 4Grade 5 Growth Percentile Affect of using 3 Years of data A--21121534-- B19021121566+32 C19521121555+21 D20021121542+8 E20621121527-7 F21221121517-17 G2182112158-26 This data show how 3 years of test scores can affect growth percentiles. Data are taken from Math growth in 2011-12.

12. Growth targets are forward looking. They estimate the growth necessary to meet standard in three more years, or by grade 11. Targets are provided both as percentiles and as RIT scores. The target RIT score represents the typical score attained by students who grew to standard in the past. The target percentile should be viewed as an estimate of the difficulty of attaining the goal of proficiency in three years. 12 Grade Target Grade 36 47 58 611 7 8

13. 13 StudentGrade 3Grade 4Grade 5 Growth Percentile Target Percentile 6 th Grade Target RIT B1902112156669220 C1952112155568221 D2002112154266221 E2062112152764222 F2122112151763222 G218211215862223 This data show how using three years of test scores affect growth percentiles and create a more complete view of growth. Data are taken from 5 th grade Math growth in 2011-12.

14. 14 The data below shows how important it is to remember that the growth data is based on “academic peers,” who are students with similar score histories. Targets for Students with Same Prior Test Score Student Math Score Histories 7th Grade Growth Percentile 8th Grade Growth Targets 4th5th6th7thPercentileRIT A2052122132256673229 B225228222225459233

16. 16 Growth does vary by subgroup, but by far less than status varies. The differences below amount to only one or two RITs points.

17. 17 Growth does vary by subgroup, but by far less than status varies. The differences below amount to only one or two RITs points.

19. While growth targets are used for school accountability, it is important to remember that growth for individual students should be a much more nuanced conversation. To help teachers and parents interpret growth, we classify growth in one of three categories: Low Growth: growth below the 35 th percentile. Typical Growth: growth between the 35 th and 65 th percentile. High Growth: growth above the 65 th percentile. At this point we have not had the chance to produce individual student growth reports, but if we did … 19

20. This is a sample that would show (in graphic format) the data you have access to today. Typical Growth: growth between the 35 th and 65 th percentile. High Growth: growth above the 65 th percentile. At this point we have not had the chance to produce individual student growth reports, but if we did … 20

21. A thorough discussion of individual growth goals should take into account: The growth target (i.e., target for proficiency in three years) The Low, Typical, and High growth ranges. Remember that student growth occurs in a range and that, by definition: about one third of students are likely to show low growth; about one third of students are likely to show typical growth; and about one third of students are likely to show high growth. For students well above standard the “target” represents fairly low growth. For students well below standard the “target” represents high growth. 21

22. Even though average growth does differ slightly by subgroup, the ranges for low, typical, and high growth are still reasonable, regardless of subgroup. However, the fact that the English Learner (EL) and Students with Disabilities (SWD) subgroups have lower growth shows that the Oregon Growth Model is not a true value-added model. Teachers with high percentages of EL or SWD students might want to take this into account when setting growth goals using this growth model. 22

23. Includes all students enrolled in grades 3 to 8 on May 1, 2013. Includes resident school and district from May 1. Includes resident and attending school and district from SSID (as of October 23). Extended assessment are not included. Students taking extended assessments will not have any growth or target data. A simplified table of growth targets is also available at: http://www.ode.state.or.us/search/page/?id=3797 http://www.ode.state.or.us/search/page/?id=3797 23

24. Contact your ESD Partners: http://www.ode.state.or.us/wma/teachlearn/testing/o aks/esdpartners1314.pdf http://www.ode.state.or.us/wma/teachlearn/testing/o aks/esdpartners1314.pdf Individual school requests are discouraged, it creates a huge workload issue. Instead, District Test Coordinators should contact the ESD Partners to request data. DTCs can then send the data to internal district staff. Remember: these files contain FERPA protected data! 24

25. Main report card page: http://www.ode.state.or.us/search/page/?id=1786 http://www.ode.state.or.us/search/page/?id=1786 Details on priority, focus, and model schools: http://www.ode.state.or.us/search/page/?id=3742 http://www.ode.state.or.us/search/page/?id=3742 Report Cards and Report Card ratings details: http://www.ode.state.or.us/data/reportcard/reports.aspx http://www.ode.state.or.us/data/reportcard/reports.aspx Repot Card resources: http://www.ode.state.or.us/search/page/?id=3881 http://www.ode.state.or.us/search/page/?id=3881 Contacts: Jon Wiens: email: jon.wiens@state.or.us phone: 503-947-5764jon.wiens@state.or.us Josh Rew: email josh.rew@state.or.us phone: 503-947-5845josh.rew@state.or.us 25