Using MCA-II Proficiency Level, Minnesota Growth, and Map Growth
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1 Using MCA-II Proficiency Level, Minnesota Growth, and Map Growth for Setting Individual Student s Growth Chi-Keung (Alex) Chan Minneapolis Public Schools & Christopher Desjardins University of Minnesota Twin Cities Presentation at the 2010 Minnesota Assessment Conference
2 Agenda Issues on Setting Goals Illustration of DPME Analyses MN Growth Model Mapping MN Growth onto MAP Scale Mapping Individual Trajectory onto MAP Triangulation & Setting Individuals Goals Strengths/Limitations & Future Research Student Growth Percentiles (SGPs)
3 Objectives of this Session Investigate t and discuss how to set individual student s learning goals by triangulating the MCA-II proficiency level, MN Growth, and MAP growth data; Discuss the strengths and limitations of this approach; Briefly introduce student growth percentiles (SGPs).
4 Issues on Setting Goals We always set smart or strategic goals for the districts, schools, subgroups, or grades arbitrarily without considering individual growth (e.g. 10% increase on proficiency for grade 5 reading); We always set arbitrary and short-term smart or strategic goals (e.g. 50 percent of students making one-year goal) without ensuring long-term success; We always set arbitrary smart or strategic goals without integrating various types of assessment data (e.g. should we use MAP or MCA-II growth to set the goals)?
5 Reflection 1. Are the goals we set really SMART? 2. Are the goals we set really STRATEGIC? 3. Are the goals we set really target on our students and ensure their long-term academic success? PAIR REFLECTION SHARE
6 Methodology Data: MPS students with and valid MCA-II scores, and growth data. Methods: DPME analyses MN growth: low, medium, high growth Mapping MN growth onto MAP Typical vs. catch-up (keep-up) growth
7 DPME Analyses A simple cross-tabulation analysis between the MCA-II proficiency level data by grade level over two years ( and ); 2009); Identify students who stay at the same level, move up to a higher h level, l or move down to a lower level; Identity students who need to catch up and who need to keep up.
8 DPME Analyses for 3 th to 4 th Grade MCA-II Reading 09 D P M E 08 D % 26.3% 0% 0% P % 9.1% 54.5% 0% M % 27.3% 45.5% 27.3% E % 5.3% 31.6% 63.2%
9 Diagonal Students Stay at Same Level 09 D P M E 08 D % P 1 9.1% M % E %
10 Areas above the Diagonal Line (Purple) Students Move Up to a Higher Level 09 D P M E 08 D % 0% 0% P % 0% M % E
11 08 D Areas below the Diagonal Line (Orange) Students Move Down to a Lower Level 09 D P M E P % M 0 3 0% 27.3% E % 5.3% 31.6%
12 Areas on the Left (Level D and P) Students Need to Catch Up 09 D P M E 08 D % 26.3% P % 9.1% M 0 3 0% 27.3% E 0 1 0% 5.3%
13 Areas on the Left (Level M and E) Students Need to Keep Up 09 D P M E 08 D 0 0 0% 0% P % 0.0% M % 27.3% E % 63.2%
14 Minnesota Growth Model For each grade and subject, students who took the MCA-II in 2008 and 2009 were grouped based on their scale score. Each group represented a very narrow range of scale scores. For each of these groups, a combined distribution of scale scores earned by the same students the following year (2008 or 2009) was generated, and summary statistics (mean and standard deviation) were calculated. Next, we calculated growth for Students with test scores in 2008 and 2009 whose 2009 scale score fell within a half standard deviation of the mean scale score for their group were placed in the Medium Growth group. Students whose scale scores fell below that range were placed in the Low Growth group. Students whose 2009 scores were more than one-half standard deviation above the mean for their group were placed in the "High Growth" group. If the second year scores are normally distributed within each first year score group, we would expect about 40% of students to fall into the Medium Growth range, and 30% to fall into each of the Low and High Growth ranges. DAC Update, MDE)
15
16 38.30% 30% Medium Growth
17
18 Minnesota Growth Target Ranges Source: us/mde/data/data Downloads/Account ability_data/growth/index.htm
19 Minnesota Growth Target Ranges Target 1: Cut-scores between Medium and High growth for a particular scale score range at the prior grade. Target 2: Cut-scores between Medium and Low growth for a particular scale score range at the prior grade. Source: dex.htm
20 DPME Analyses for 3 th to 4 th Grade MCA-II Reading by MN Growth (Low Growth) 09 D P M E 08 D % 0% 0% 0% P % 0% 0% 0% M % 100.0% 0% 0% E % 16.7% 50.0% 33.3%
21 DPME Analyses for 3 th to 4 th Grade MCA-II Reading by MN Growth (Medium Growth) 09 D P M E 08 D % 9.1% 0% 0% P % 100.0% 0% 0% M % 66.7% 33.3% 0% E % 0% 60.0% 40.0%
22 DPME Analyses for 3 th to 4 th Grade MCA-II Reading by MN Growth (High Growth) 09 D P M E 08 D % 100.0% 0% 0% P % 0% 100.0% 0% M % 0% 57.1% 42.9% E % 0% 0% 100.0%
23 DPME Analyses & MN Growth Students with low growth are more likely to move down to a lower level; Students with medium growth are more likely to stay at the same level (especially at levels D and P) or move down to a lower level; Students with high growth are more likely to stay at the same level or move up to a higher level (especially at levels D and P);
24 Proficiency & MN Growth (Start at 320) MCA A II Scale Score es Level P Level M High Medium (320) Low Medium (320) Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
25 Proficiency & MN Growth (Start at 350) I Scale Scores MCA I Level P Level M High Medium (350) Low Medium (350) Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
26 Proficiency & MN Growth (Start at 380) I Scale Scores MCA I Level P Level M High Medium (380) Low Medium (380) Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
27 Types of Growth with MN Growth Typical Growth: Between the range of the medium growth. Catch-up Growth: Growth that ensures students at Level D and P to be on-track to proficiency by 8 th grade. Keep-up Growth: Growth that ensures students at Level M and E to maintain at proficiency/same level by 8 th grade.
28 Examples Student A: Student A scored at Level D (328) at 3 rd grade and had low growth in and continued scored at Level D (416) at 4 th grade. Student t B: Student B scored at Level M (355) at 3 rd grade and had medium growth in and maintained at Level M (455) at 4 th grade. What types of growth they need to be proficient by 8 th grade?
29 Student A (at Level D) MCA I II Scale Scores Level M High Medium Low Medium Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
30 Catch-up Growth for Student A by 8 th Grade MCA I II Scale Scores Set catch-up growth targets between the proficiency i line and the high medium growth line Level M High Medium Low Medium Catch up Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
31 Student B (at Level M with Medium Growth) MCA II Scale Score es 900 Set keep-up growth targets between the proficiency i line and the high medium growth line Level M High Medium Low Medium Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
32 Mapping between MCA-II & MAP scores Using equipercentile method to map each spring MCA-II scores to spring MAP scores; Mapping the proficiency trend & growth trend mentioned above onto MAP scale; Mapping the projected individual s growth trajectory onto MAP scale and set the individual goals.
33 Mapping MCA-II Growth onto MAP Scale Proficiency Level Low Medium (320) High Medium (320) Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade Low Medium (350) High Medium (350) Low Medium (380) High Medium (380)
34 Mapping MN Growth onto MAP Strand IT Scores R Level M High Medium (320) Low Medium (320) High Medium (350) Low Medium (350) High Medium (380) Low Medium (380) Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
35 Mapping Individuals Trajectories onto MAP Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Proficiency Level Student A s Low Medium Trajectory Student A s High Medium Trajectory Student B s Low Medium Trajectory Student B s High Medium Trajectory
36 Mapping Individuals Trajectories onto MAP RIT Scores Level M High Medium (MN Growth) Low Medium (MN Growth) High Medium (B) Low Medium (B) Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
37 Catch-up Growth for Person A on MAP scale RIT Scores Level M High Medium (A) Low Medium (A) Catch up (A) Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
38 Catch-up Growth vs. NWEA Typical Growth T Scores RI Level M High Medium (A) Low Medium (A) Catch up (A) NWEA (start at 4th) NWEA (start at 3rd) Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
39 Triangulation (3 rd to 4 th grade reading) Initial MN 3 rd Grade 4 th Grade RIT Types of Growth to be Proficiency growth MCA-II MCA-II Range at proficient at 8 th grade Level (3-4) Scale Score SS Range 4 th Grade Level D Low 320 < 420 < 168 Catch-up Level D Medium Catch-up Level D High 320 > 430 > 181 Catch-up/High Medium Level P Low 340 < 433 < 185 Catch-up Level P Medium Catch-up/High Medium Level P High 340 > 442 >196 High Medium Level M Low 350 < 444 < 198 Catch up/high Medium Level M Medium Keep up/high Medium Level M High 350 > 452 > 205 Keep-up/High Medium Level E Low 380 < 467 < 217 Catch-up/ Keep up/high Medium Level E Medium Keep up/high Medium Level E High 380 > 478 > 225 Keep up/high Medium
40 Setting Projected Individuals Goals Level Growth Gr 3 Gr 4 Gr5 Gr 6 Gr 7 Gr 8 (3-4) Student t A s D Low Catch-Up Trajectory Goals Student t B s M Mdi Medium High Medium Trajectory Goals
41 Strengths/Limitations & Future Research Strengths Limitations Future Research Emphasizes the importance and priority Are these individual goals aligned with the aggregated Investigate the alignment of these individual goals with of setting individual student s goals level goals or strategic goals? aggregated level goals or strategic goals Sets long-term goals to Are there any factors Investigate the impact of ensure academic success of every students positively/negatively related to the long-term academic success? factors that are related to long-term academic success Triangulates different types of assessment data for setting individual student s goals Sets simple, realistic and measureable goals How about K-2 and 9-12? Are MN growth trend and MAP growth trend equivalent? Map other assessment data onto MAP scale; Link MAP and MN growth scale Time-consuming & Develop a statistical moderate technical; program; Consider Partial arbitrary alternative approach - student growth percentiles (SGPs)
42 Student Growth Percentiles Betebenner, D. W. (2008). A primer on student growth percentiles. Retrieved from dentgrowthpercentiles.pdfpdf Betebenner, D. W. (2009). Norm- and criterion-referenced student growth. Educational Measurement: Issues and Practices, 23(4), National Center for the Improvement of Educational Assessment Colorado Department of Education
43 Student Growth Percentiles Normative quantification of individual id student growth (e.g. < 35%ile, low growth; 35%ile-64%ile, typical growth; 65%ile +, high growth); Can be used as criterion referenced in order to establish the quantity of adequate growth; Vertical scale is not required.
44 Conditional SGPs at 6 th Grade RIT Scores Level M Student C 39 %ile 68 %ile 99 %ile Grade 3 Grade 4 Grade 5 Grade 6
45 Criterion-referenced SGPs %ile growth from 7 th to 8 th RIT Scores %ile growth from 6 th to 7 th Level M Student C Student C needs to make 80%ile in two consecutive years (conditional on the prior achievement and prior growth rates) in order to catch-up. Likelihood for achieving two consecutive 80%ile growth is about 4%, are these catch-up goals realistic? Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
46 Questions & Comments Contacts: Chi-Keung (Alex) Chan
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