The Colorado Growth Model Module 1: What it is & What it means Sponsored by

1. The Colorado Growth Model Module 1: What it is & What it means Sponsored by The Colorado Department of Education Summer 2009 Version 1.2

2. Growth Model Timeline • June: Private and public websites statewide release • By July 31: Release of new growth and achievement data to districts (embargoed) • Colorado Growth Model (CGM) Web-Based Application • Clickable student reports through CGM Web-Based Application • School- and District-level Growth Summary Reports • August 7: SchoolView.org press event • New public data available to press (embargoed) • Mid-August (possibly later) • Bundled individual student growth reports to districts • Historical flat files (year by year, back to 2004)

3. Module 1 Overview • Part 1 • Why did Colorado need a growth model? What is “growth” and what’s the difference between growth & achievement? • Part 2 • How does Colorado describe & represent individual student growth using the Growth Model? • Part 3 • How is individual growth summarized at the school level? What can our school and district data begin to tell us about changes in student achievement over time?

4. Module 1 Learning Targets Part 1 • Explain how Colorado will benefit from the Growth Model. • Describe the Colorado Growth Model and how it is different from measures of student achievement. • Use terminology from the Colorado GM appropriately. Part 2 • Explain how the Colorado Growth Model quantifies individual growth on the CSAP. • Read and interpret growth model data as presented in individual student reports. Part 3 • Describe how individual student growth results are summarized to produce a student growth score for the school. • Interpret school and district-level growth model reports.

5. Video: Why did Colorado need a Growth Model? • Consider the following questions as you view this video: • What is the goal for all students? • What are the benefits of the growth model? • What does the growth model do for parents? Students? Teachers?

6. Questions Answered by the Colorado Growth Model What is? What should be? What could be? How much growth did a student make in one year? How much growth is enough to reach proficient (or advanced)? How much growth has been made by students with a similar score history?

7. Key Terms forthe Colorado Growth Model • Use this legend to mark the terms in Glossary of Terms (in your User Guide). • + I use this term and could explain it to someone else •  I think I know what it means • ? I could use some clarification • Discuss and clarify any terms with a ? at your table.

8. Part 2 Learning Targets • Explain how the Colorado Growth Model quantifies individual growth on the CSAP. • Read and interpret growth model data as presented in individual student reports.

9. Video: Individual Student Growth, Clip 1 Consider the following questions: • How is individual student growth defined? • How are student achievement and student growth related? • What is a student growth percentile?

10. Percentiles Percentiles • Range from 1 - 99 • Indicate the relative standing of a student’s score to the norm group. (i.e. how a particular compares with all others) Growth Percentiles • Indicate a student’s standing relative to their academic peers, or students with a similar score history (how his/her recent change in scores compares to others’ change in scores).

12. CSAP Growth & Achievement Report

13. Video: Individual Student Growth, Clip 2 Consider the following questions: • What is included in an individual student growth model report? What can you learn from this report about what is for that student? • How does the growth model help us see what kind of achievement different growth percentiles produce?

14. Exploring Student-Level Printable Reports • Work with a partner. Consider these questions as you explore each sample student-level report: • What were this student’s growth percentiles for each year in math? Reading? Writing? • When did this student make low, typical or high growth? • What level of growth would this student need to make to be proficient or advanced next year? • Full group discussion

15. What should be? • Colorado has defined the following terms to help clarify how much is enough growth: • Catch-Up Growth • Keep-Up Growth • Move-Up Growth • Adequate Growth • How do these terms relate to a year’s growth in a year’s time? • Is typical growth adequate growth?

16. Exploring Student-Level Printable Reports (continued) • Go back to the sample student reports • Identify examples of catch-up, keep-up, and move-up growth. • Share examples with the full group.

17. Part 3 Learning Targets • Describe how individual student growth results are summarized to produce a student growth score for the school. • Interpret school and district-level growth model reports.

18. School and District Reports • Web-Based • Accessed through the Colorado Growth Model website • Public: district- and school-level data • Restricted: school- and student-level data • Printable • School and District Growth Summary Reports • Distributed to districts in August • Electronic – data files • Distributed to districts in August

19. Printable School Reports • Your district will receive printable reports from CDE in August for each school in the district. • School Growth Summary Reports include: • Median Growth Percentiles (overall, by grade level, by subgroups) for multiple years and compared to state and district. • % on track to Catch-up, Keep-up and Move-up

20. Exploring School Growth Summary Reports • Use the example School Growth Summary report in your Reports Packet. • Work with a partner to answer the questions listed in your Reports Packet.

21. How do you know? • What is the performance (growth and achievement) of students in your school? • How do students at your school compare in achievement and growth to students at other schools? • In which subject do students at your school make more growth? • Which groups of students in your school make more growth than others? • How many students in your school demonstrate adequate growth to reach state standards?