Using MCA-II Proficiency Level, Minnesota Growth, and Map Growth

Size: px
Start display at page:

Download "Using MCA-II Proficiency Level, Minnesota Growth, and Map Growth"

Transcription

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

MAP Reports. Teacher Report (by Goal Descriptors) Displays teachers class data for current testing term sorted by RIT score.

MAP Reports. Teacher Report (by Goal Descriptors) Displays teachers class data for current testing term sorted by RIT score. Goal Performance: These columns summarize the students performance in the goal strands tested in this subject. Data will display in these columns only if a student took a Survey w/ Goals test. Goal performance

More information

Rouch, Jean. Cine-Ethnography. Minneapolis, MN, USA: University of Minnesota Press, 2003. p 238

Rouch, Jean. Cine-Ethnography. Minneapolis, MN, USA: University of Minnesota Press, 2003. p 238 Minneapolis, MN, USA: University of Minnesota Press, 2003. p 238 http://site.ebrary.com/lib/uchicago/doc?id=10151154&ppg=238 Minneapolis, MN, USA: University of Minnesota Press, 2003. p 239 http://site.ebrary.com/lib/uchicago/doc?id=10151154&ppg=239

More information

Identified Needs Based on Data

Identified Needs Based on Data World s Best Workforce Report Summary In accordance with 2013 Minnesota Statutes, section 120B.11, a school board, at a public meeting, shall adopt a comprehensive, long-term strategic plan to support

More information

Potential Impact of Changes in MN Math Grad Testing for Students in Bloomington Public Schools

Potential Impact of Changes in MN Math Grad Testing for Students in Bloomington Public Schools Potential Impact of Changes in MN Math Grad Testing for Students in Bloomington Public Schools David Heistad, Executive Director Research, Evaluation and Assessment Bloomington Public Schools December,

More information

College Readiness LINKING STUDY

College Readiness LINKING STUDY College Readiness LINKING STUDY A Study of the Alignment of the RIT Scales of NWEA s MAP Assessments with the College Readiness Benchmarks of EXPLORE, PLAN, and ACT December 2011 (updated January 17, 2012)

More information

Maple Lake Public School District #881. 2012 2013 Annual Report on Curriculum, Instruction and Student Achievement

Maple Lake Public School District #881. 2012 2013 Annual Report on Curriculum, Instruction and Student Achievement Maple Lake Public School District #881 2012 2013 Annual Report on Curriculum, Instruction and Student Achievement 2012-2013 Annual Report on Curriculum, Instruction, and Student Achievement OUR REPORT

More information

The Effects of Read Naturally on Grade 3 Reading: A Study in the Minneapolis Public Schools

The Effects of Read Naturally on Grade 3 Reading: A Study in the Minneapolis Public Schools The Effects of Read Naturally on Grade 3 Reading: A Study in the Minneapolis Public Schools David Heistad, Ph.D. Director of Research, Evaluation, and Assessment Minneapolis Public Schools Introduction

More information

Measures of Academic Progress MAP. Glossary of Terms

Measures of Academic Progress MAP. Glossary of Terms Measures of Academic Progress MAP Copyright 2012 Northwest Evaluation Association All rights reserved. No part of this manual may be reproduced or utilized in any form or by any means, electronic or mechanical,

More information

How To Teach Writing Skills

How To Teach Writing Skills critical analysis skills on a scholarly paper. Scoring rubric for a scholarly paper assigned in the final semester includes the following criteria: 1) Critical Thinking Skills On a possible score of 15

More information

Indicator 5.1 Brief Description of learning or data management systems that support the effective use of student assessment results.

Indicator 5.1 Brief Description of learning or data management systems that support the effective use of student assessment results. Indicator 5.1 Brief Description of learning or data management systems that support the effective use of student assessment results. The effective use of student assessment results is facilitated by a

More information

Fridley Alternative Compensation Plan Executive Summary

Fridley Alternative Compensation Plan Executive Summary Fridley Alternative Compensation Plan Executive Summary Fridley School District Alternative Compensation Plan is a district wide program that is approved by the Minnesota Department of Education and was

More information

2013 A-F LETTER GRADE ACCOUNTABILITY SYSTEM

2013 A-F LETTER GRADE ACCOUNTABILITY SYSTEM 2013 A-F LETTER GRADE ACCOUNTABILITY SYSTEM RESEARCH & EVALUATION DIVISION ARIZONA DEPARTMENT OF EDUCATION MAY 2013 Purpose for Today s Discussion Components of A-F Letter Grade Models Traditional Small

More information

School Leader s Guide to the 2015 Accountability Determinations

School Leader s Guide to the 2015 Accountability Determinations School Leader s Guide to the 2015 Accountability Determinations This guide is intended to help district and school leaders understand Massachusetts accountability measures, and provides an explanation

More information

May 20, 2014. Planning Template

May 20, 2014. Planning Template Planning Template Directions: This planning template is designed to assist with professional development for educators as they learn to create Student Learning Objectives (SLOs). A complete SLO must include

More information

Nwea 8th Grade Test Download or Read Online ebook nwea 8th grade test in PDF Format From The Best User Guide Database

Nwea 8th Grade Test Download or Read Online ebook nwea 8th grade test in PDF Format From The Best User Guide Database Nwea 8th Grade Free PDF ebook Download: Nwea 8th Grade Download or Read Online ebook nwea 8th grade test in PDF Format From The Best User Guide Database 7th Grade MAP Prep Course at. Drummond Montessori

More information

ANNUAL REPORT ON CURRICULUM INSTRUCTION AND STUDENT ACHIEVEMENT. ADA-BORUP PUBLIC SCHOOLS District #2854. School year 2012-13 Report - October 2013

ANNUAL REPORT ON CURRICULUM INSTRUCTION AND STUDENT ACHIEVEMENT. ADA-BORUP PUBLIC SCHOOLS District #2854. School year 2012-13 Report - October 2013 ANNUAL REPORT ON CURRICULUM INSTRUCTION AND STUDENT ACHIEVEMENT ADA-BORUP PUBLIC SCHOOLS District #2854 School year 2012-13 Report - October 2013 Mike Kolness approved on October 8, 2013 Ada-Borup Schools

More information

NWEA. and the Common Core. Presenter: Laura Riley NWEA

NWEA. and the Common Core. Presenter: Laura Riley NWEA NWEA and the Common Core Presenter: Laura Riley NWEA Welcome Agenda and intended outcomes Understand about the Common Core State Standards and how they will affect your district. Understand the nuts and

More information

ANNUAL REPORT ON CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT

ANNUAL REPORT ON CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT The mission of the Greenbush-Middle River School is to provide a quality education which will prepare all students to meet success by developing self-directed thinkers and communicators who are responsible,

More information

2014 A-F LETTER GRADE ACCOUNTABILITY SYSTEM

2014 A-F LETTER GRADE ACCOUNTABILITY SYSTEM 2014 A-F LETTER GRADE ACCOUNTABILITY SYSTEM ARIZONA DEPARTMENT OF EDUCATION MAY 2014 Purpose for Today s Discussion Components of Models Traditional Small Alternative K-2 Changes to A-F Letter Grades Graduation

More information

qwertyuiopasdfghjklzxcvbnmqw ertyuiopasdfghjklzxcvbnmqwert yuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopa

qwertyuiopasdfghjklzxcvbnmqw ertyuiopasdfghjklzxcvbnmqwert yuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopa qwertyuiopasdfghjklzxcvbnmqw ertyuiopasdfghjklzxcvbnmqwert yuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopa ISD 85, SPRINGFIELD PUBLIC SCHOOLS sdfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfghj

More information

Top-to-Bottom (TTB) Ranking 2014-2015

Top-to-Bottom (TTB) Ranking 2014-2015 Top-to-Bottom (TTB) Ranking 2014-2015 UNDERSTANDING HOW THE RANKING IS CALCULATED Introduction Presentation Roadmap What changed vs what stayed the same Brief z-score refresher Top-to-Bottom (TTB) ranking

More information

2014-2015 MCA Data Discoveries

2014-2015 MCA Data Discoveries 2014-2015 MCA Data Discoveries What does Minnesota think is important? What do we want kids to do? Pass important tests Be Proficient Grow in their knowledge Growth Have equal opportunity to learn Close

More information

2014 Michigan School Accountability Scorecards: Summary Characteristics

2014 Michigan School Accountability Scorecards: Summary Characteristics 2014 Michigan School Accountability Scorecards: Summary Characteristics About the Michigan School Accountability Scorecards The Michigan School Accountability Scorecard is a diagnostic tool that gives

More information

South Dakota s Growth Model. From Student Growth Percentiles to School Accountability Scores

South Dakota s Growth Model. From Student Growth Percentiles to School Accountability Scores South Dakota s Growth Model From Student Growth Percentiles to School Accountability Scores Background History Points Contact How did South Dakota arrive at an Academic Growth model? Background History

More information

School Performance Framework: Technical Guide

School Performance Framework: Technical Guide School Performance Framework: Technical Guide Version 1.6 August 2010 This technical guide provides information about the following topics as they related to interpreting the school performance framework

More information

Eden Prairie Schools (District #272) Annual Report on Curriculum, Instruction, and Student Achievement

Eden Prairie Schools (District #272) Annual Report on Curriculum, Instruction, and Student Achievement Eden Prairie Schools (District #272) Annual Report on Curriculum, Instruction, and Student Achievement Student Achievement Goals for Meeting State Academic Standards Reading and Mathematics Goals: We will

More information

Are Alternative Growth Goals Warranted for Colorado s Alternative Education Schools and Students?

Are Alternative Growth Goals Warranted for Colorado s Alternative Education Schools and Students? Are Alternative Growth Goals Warranted for Colorado s Alternative Education Schools and Students? Jody L. Ernst, Ph.D. Director of Research & Evaluation Colorado League of Charter Schools This work was

More information

Technical Processes used to Develop Colorado School Grades for Alternative Education Campuses

Technical Processes used to Develop Colorado School Grades for Alternative Education Campuses P. O. Box 68 Littleton, CO 80160-0068 Technical Processes used to Develop Colorado School Grades for Alternative Education Campuses Robert Reichardt R-Square Research, LLC December 5, 2012 This memo describes

More information

2012-2013. Annual Report on Curriculum Instruction and Student. Achievement

2012-2013. Annual Report on Curriculum Instruction and Student. Achievement 2012-2013 Annual Report on Curriculum Instruction and Student Achievement 2012-2013 A MESSAGE FROM SUPERINTENDENT PACE Our 2012-2013 Annual Report on Curriculum, Instruction and Student Achievement is

More information

Please read this carefully prior to submitting your application.

Please read this carefully prior to submitting your application. GUIDE TO BECOMING A MATH CORPS SITE 2015-16 This document contains information administrators should know in considering becoming a Math Corps site for the 2015-16 school year. Please read this carefully

More information

Annual Report on Curriculum, Instruction, and Student Achievement 2013

Annual Report on Curriculum, Instruction, and Student Achievement 2013 Annual Report on Curriculum, Instruction, and Student Achievement 2013 Bill Crandall, Superintendent, Patricia Driscoll, Title I Director Lake Superior School #381 Mission THE MISSION OF THE LAKE SUPERI

More information

INDEPENDENT SCHOOL DISTRICT #361

INDEPENDENT SCHOOL DISTRICT #361 INDEPENDENT SCHOOL DISTRICT #361 Annual Report on Curriculum, Instruction and Student Achievement SCHOOL DISTRICT 361 INTERNATIONAL FALLS MINNESOTA 2010-2011 The purpose of this annual report is to inform

More information

2013 A-F Letter Grade Accountability System TECHNICAL MANUAL

2013 A-F Letter Grade Accountability System TECHNICAL MANUAL 2013 A-F Letter Grade Accountability System TECHNICAL MANUAL Arizona Department of Education John Huppenthal, Superintendent For more information, please contact: Research & Evaluation Section (602) 542-5151

More information

Validity, reliability, and concordance of the Duolingo English Test

Validity, reliability, and concordance of the Duolingo English Test Validity, reliability, and concordance of the Duolingo English Test May 2014 Feifei Ye, PhD Assistant Professor University of Pittsburgh School of Education feifeiye@pitt.edu Validity, reliability, and

More information

Fulda Independent School District 505

Fulda Independent School District 505 Fulda Independent School District 505 Local World s Best Workforce Plan The World s Best Workforce Plan (state statute, section 120B.11) is a comprehensive, long-term strategic plan to support and improve

More information

Hiawatha Academies School District #4170

Hiawatha Academies School District #4170 Hiawatha Academies School District #4170 World s Best Workforce Plan All Hiawatha Academies scholars will be empowered with the knowledge, character and leadership skills to graduate from college and serve

More information

Benchmark Assessment in Standards-Based Education:

Benchmark Assessment in Standards-Based Education: Research Paper Benchmark Assessment in : The Galileo K-12 Online Educational Management System by John Richard Bergan, Ph.D. John Robert Bergan, Ph.D. and Christine Guerrera Burnham, Ph.D. Submitted by:

More information

TECHNICAL REPORT #33:

TECHNICAL REPORT #33: TECHNICAL REPORT #33: Exploring the Use of Early Numeracy Indicators for Progress Monitoring: 2008-2009 Jeannette Olson and Anne Foegen RIPM Year 6: 2008 2009 Dates of Study: September 2008 May 2009 September

More information

INTRODUCING PSD GLOBAL ACADEMY

INTRODUCING PSD GLOBAL ACADEMY , INTRODUCING PSD GLOBAL ACADEMY Located in Fort Collins, Colorado, Poudre School District (PSD) Global Academy opened in August 2009 to provide the district s students with an innovative online/hybrid

More information

World s Best Workforce Plan for Wolf Creek Online Schools

World s Best Workforce Plan for Wolf Creek Online Schools World s Best Workforce Plan for Wolf Creek Online Schools Mission Statement: To provide students with a personalized and flexible online education that will prepare them for future success Welcome/WBWF

More information

INDIVIDUAL MASTERY for: St#: 1153366 Test: CH 9 Acceleration Test on 29/07/2015 Grade: B Score: 85.37 % (35.00 of 41.00)

INDIVIDUAL MASTERY for: St#: 1153366 Test: CH 9 Acceleration Test on 29/07/2015 Grade: B Score: 85.37 % (35.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1153366 Grade: B Score: 85.37 % (35.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1346350 Grade: I Score: 21.95 % (9.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1350672 Grade: A

More information

INDIVIDUAL MASTERY for: St#: 1141027 Test: CH 9 Acceleration Test on 09/06/2015 Grade: A Score: 92.68 % (38.00 of 41.00)

INDIVIDUAL MASTERY for: St#: 1141027 Test: CH 9 Acceleration Test on 09/06/2015 Grade: A Score: 92.68 % (38.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1141027 Grade: A Score: 92.68 % (38.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1172998 Grade: B Score: 85.37 % (35.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1232138 Grade: B

More information

Evaluation of College Possible Postsecondary Outcomes, 2007-2012

Evaluation of College Possible Postsecondary Outcomes, 2007-2012 Evaluation of College Possible Postsecondary Outcomes, 2007-2012 Prepared by: Caitlin Howley, Ph.D. Kazuaki Uekawa, Ph.D. August 2013 Prepared for: College Possible 540 N Fairview Ave, Suite 304 Saint

More information

A study of the effectiveness of National Geographic Science

A study of the effectiveness of National Geographic Science E x e c u t i v e S u m m a r y Improving science content and inquiry standards mastery of fourth-grade students: A study of the effectiveness of National Geographic Science Chicago Public Schools 2010

More information

2009 CREDO Center for Research on Education Outcomes (CREDO) Stanford University Stanford, CA http://credo.stanford.edu June 2009

2009 CREDO Center for Research on Education Outcomes (CREDO) Stanford University Stanford, CA http://credo.stanford.edu June 2009 Technical Appendix 2009 CREDO Center for Research on Education Outcomes (CREDO) Stanford University Stanford, CA http://credo.stanford.edu June 2009 CREDO gratefully acknowledges the support of the State

More information

Tackling the NEW Teacher Evaluation Guidelines

Tackling the NEW Teacher Evaluation Guidelines Tackling the NEW Teacher Evaluation Guidelines Required by the Feds for Arizona to be eligible for Race to the Top $$$, Federal stabilization funding and Title IIA By Nannette Soule And Dennis Blauser

More information

Report descriptions and feature comparisons are provided below for the following types of classroom reports:

Report descriptions and feature comparisons are provided below for the following types of classroom reports: Classroom Reports Classroom reports link students with their teachers for individual course sections. Please see Security Roles in Edwin Analytics for information on roles required to access these reports.

More information

date by June 2015. Key initiatives included: Paraprofessionals and Academic specialists

date by June 2015. Key initiatives included: Paraprofessionals and Academic specialists April 22, 216 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 214-215 educational progress for. The AER addresses the complex reporting

More information

SMART GOALS. Franklin Public Schools. Fall 2012

SMART GOALS. Franklin Public Schools. Fall 2012 SMART GOALS Franklin Public Schools Fall 2012 Agenda Why do we need SMART goals? SMART goals should What is a SMART goal? How do we write SMART goals? Samples Time to practice Why do we need SMART goals?

More information

St. Paul Children s Collabora4ve. Youth Master Plan Data Update 2014

St. Paul Children s Collabora4ve. Youth Master Plan Data Update 2014 St. Paul Children s Collabora4ve Youth Master Plan Data Update 2014 SIX GOALS Learn: Children are ready for Kindergarten Children are reading by third grade Grow: Children have health care coverage Children

More information

Mapping State Proficiency Standards Onto the NAEP Scales:

Mapping State Proficiency Standards Onto the NAEP Scales: Mapping State Proficiency Standards Onto the NAEP Scales: Variation and Change in State Standards for Reading and Mathematics, 2005 2009 NCES 2011-458 U.S. DEPARTMENT OF EDUCATION Contents 1 Executive

More information

3D Group Research. Thank you for your interest in the research conducted by 3D Group consultants. This is a partial report.

3D Group Research. Thank you for your interest in the research conducted by 3D Group consultants. This is a partial report. 3D Group Research Thank you for your interest in the research conducted by 3D Group consultants. This is a partial report. If you would like a complimentary copy of the full report, please call us at (510)463

More information

District #2358 Tri-County Schools

District #2358 Tri-County Schools District #2358 Tri-County Schools 2013-2014 World s Best Workforce Report Summary In accordance with 2013 Minnesota Statutes, section 120B.11, a school board, at a public meeting, shall adopt a comprehensive,

More information

Understanding District-Determined Measures

Understanding District-Determined Measures Understanding District-Determined Measures 2013-2014 2 Table of Contents Introduction and Purpose... 5 Implementation Timeline:... 7 Identifying and Selecting District-Determined Measures... 9 Key Criteria...

More information

STUDENT PLACEMENT GUIDE: DETERMINING PLACEMENT WITH GRADE LEVEL PROFICIENCIES

STUDENT PLACEMENT GUIDE: DETERMINING PLACEMENT WITH GRADE LEVEL PROFICIENCIES STUDENT PLACEMENT GUIDE: DETERMINING PLACEMENT WITH LEVEL PROFICIENCIES BACKGROUND AND RESEARCH FOR PROFICIENCY LEVELS WORKING WITH METAMETRICS, INC., SCHOLASTIC HAS DEVISED PROFICIENCY LEVEL STANDARDS

More information

WORLD S BEST WORKFORCE PLAN

WORLD S BEST WORKFORCE PLAN WORLD S BEST WORKFORCE PLAN ANNUAL REPORT 2014 2015 School Year South Early Learning Center, North Intermediate, Saint Peter Middle/High School 1 Saint Peter Public Schools World s Best Workforce Report

More information

South Carolina. 180 The Proficiency Illusion

South Carolina. 180 The Proficiency Illusion South Carolina Introduction This study linked data from the 02 and 06 administrations of South Carolina s reading and math tests to the Northwest Evaluation Association s Measures of Academic Progress

More information

Frequently Asked Questions: Performance Management Framework

Frequently Asked Questions: Performance Management Framework Frequently Asked Questions: Performance Management Framework Purpose & Impact on Schools: 1. Q: What is the purpose of the Performance Management Framework (PMF)? A: The purpose of the framework is to

More information

Ch. 4: Four-Step Problem Solving Model

Ch. 4: Four-Step Problem Solving Model Ch. 4: Four-Step Problem Solving Model MDCPS Office of Academics, Accountability & School Improvement 2013-2014 The Problem-Solving Team Each school is expected to create and support an RtI/MTSS leadership

More information

Secondly, this study was peer reviewed, as I have mentioned, by other top experts in the testing and measurement community before it was released.

Secondly, this study was peer reviewed, as I have mentioned, by other top experts in the testing and measurement community before it was released. HOME SCHOOLING WORKS Pass it on! Online Press Conference March 23, 1999, 12:00pm EST A transcript of the opening remarks by Michael Farris, Esq. & Lawrence M. Rudner, Ph.D. Michael Farris: Good morning.

More information

Community Unit School District 303 s EIGHT STEPS College Readiness A Parent s Resource

Community Unit School District 303 s EIGHT STEPS College Readiness A Parent s Resource Community Unit School District 303 s EIGHT STEPS to College Readiness A Parent s Resource Do you want your child to graduate from college? D303 s EIGHT STEPS to A Parent s Resource The Eight Steps to

More information

DRP Report Interpretation Guide

DRP Report Interpretation Guide DRP Report Interpretation Guide More detailed information about the DRP program, including technical specifications, can be found in the publication The DRP Handbook, available from Questar Assessment,

More information

Dr. Laura Lipsett, Executive Director of School Programs Dr. Marnie Morrison, Gifted Consultant ESCCO

Dr. Laura Lipsett, Executive Director of School Programs Dr. Marnie Morrison, Gifted Consultant ESCCO Dr. Laura Lipsett, Executive Director of School Programs Dr. Marnie Morrison, Gifted Consultant ESCCO Gifted identification in Ohio Bexley s gifted students and curriculum Conclusions of two-year gifted

More information

Professional Development and Self-Efficacy of Texas Educators and the Teaching of English Language Learners

Professional Development and Self-Efficacy of Texas Educators and the Teaching of English Language Learners International Journal of Humanities and Social Science Vol. 3 No. 19; November 2013 Professional Development and Self-Efficacy of Texas Educators and the Teaching of English Language Learners Kathleen

More information

Education Research Brief

Education Research Brief Education Research Brief March 2009 Office of Strategic Planning, Research, and Evaluation Galileo and Interim Assessment By Lynne Sacks, Graduate Student Intern, Office of Strategic Planning, Research,

More information

2012-2013 Annual Report on Curriculum, Instruction and Student Achievement

2012-2013 Annual Report on Curriculum, Instruction and Student Achievement Office of Teaching and Learning Randy Smasal, Director 952-848-4001 www.edina.k12.mn.us 2012-2013 Annual Report on Curriculum, Instruction and Student Achievement The Minnesota Department of Education

More information

TEST-DRIVEN accountability is now the

TEST-DRIVEN accountability is now the Ten Big Effects of the No Child Left Behind Act on Public Schools The Center on Education Policy has been carefully monitoring the implementation of NCLB for four years. Now Mr. Jennings and Ms. Rentner

More information

Reporting Student Progress and Achievement

Reporting Student Progress and Achievement Reporting Student Progress and Achievement takes pride in the quality of its product content. However, technical inaccuracies, typographical errors, and editorial omissions do occur from time to time.

More information

District 2854 Ada-Borup Public Schools. Reading Well By Third Grade Plan. For. Ada-Borup Public Schools. Drafted April 2012

District 2854 Ada-Borup Public Schools. Reading Well By Third Grade Plan. For. Ada-Borup Public Schools. Drafted April 2012 District 2854 Ada-Borup Public Schools Reading Well By Third Grade Plan For Ada-Borup Public Schools Drafted April 2012 Literacy Team: Alayna Wagner- RTI Leader, Second Grade Teacher Jordan Johnson- RTI

More information

Characteristics of California school districts in program improvement

Characteristics of California school districts in program improvement ISSUES& ANSWERS REL 2008 No. 055 At WestEd Characteristics of California school districts in program improvement U.S. D e p a r t m e n t o f E d u c a t i o n ISSUES& ANSWERS REL 2008 No. 055 At WestEd

More information

Statistics. Measurement. Scales of Measurement 7/18/2012

Statistics. Measurement. Scales of Measurement 7/18/2012 Statistics Measurement Measurement is defined as a set of rules for assigning numbers to represent objects, traits, attributes, or behaviors A variableis something that varies (eye color), a constant does

More information

Developing Standards-Based IEP Goals and Objectives A DISCUSSION GUIDE

Developing Standards-Based IEP Goals and Objectives A DISCUSSION GUIDE Developing Standards-Based IEP Goals and Objectives A DISCUSSION GUIDE SPECIAL EDUCATION POLICY DIVISION APRIL 2013 Preface In 2007, the U.S. Department of Education issued regulations to the Elementary

More information

Annual Report on Curriculum, Instruction, and Student Achievement Independent School District 700, Hermantown Community Schools

Annual Report on Curriculum, Instruction, and Student Achievement Independent School District 700, Hermantown Community Schools Annual Report on Curriculum, Instruction, and Student Achievement Independent School District 700, Hermantown Community Schools Information for the constituents of the Hermantown School District of curriculum,

More information

Q Comp Requirements and Guiding Principles

Q Comp Requirements and Guiding Principles Q Comp Requirements and Guiding Principles Program Purposes The purpose of the Q Comp program is for participating school districts, intermediate school districts, integration districts, state schools/academies

More information

Middle School Special Education Progress Monitoring and Goal- Setting Procedures. Section 2: Reading {Reading- Curriculum Based Measurement (R- CBM)}

Middle School Special Education Progress Monitoring and Goal- Setting Procedures. Section 2: Reading {Reading- Curriculum Based Measurement (R- CBM)} Middle School Special Education Progress Monitoring and Goal- Setting Procedures Section 1: General Guidelines A. How do I determine the areas in which goals are needed? a) Initial/Re- evaluation IEP s:

More information

School Levels of Support. By Dr. Kristine Harms

School Levels of Support. By Dr. Kristine Harms School Levels of Support By Dr. Kristine Harms By definition : A priority school is a school whose overall score on the School Performance Index is at/or below the 5 th percentile. The total number of

More information

School Ranking Business Rules. Short Narrative Version

School Ranking Business Rules. Short Narrative Version School Ranking Business Rules Short Narrative Version Persistently Lowest Achieving Schools for MCL 380.1280c, SFSFII and SIG Applications To identify the persistently lowest performing schools the Michigan

More information

South Washington County Schools World s Best Workforce Summary Report

South Washington County Schools World s Best Workforce Summary Report South Washington County Schools World s Best Workforce Summary Report This comprehensive plan is intended to serve as a foundational document to align school district educational initiatives that serve

More information

Feifei Ye, PhD Assistant Professor School of Education University of Pittsburgh feifeiye@pitt.edu

Feifei Ye, PhD Assistant Professor School of Education University of Pittsburgh feifeiye@pitt.edu Feifei Ye, PhD Assistant Professor School of Education University of Pittsburgh feifeiye@pitt.edu Validity, reliability, and concordance of the Duolingo English Test Ye (2014), p. 1 Duolingo has developed

More information

Teacher Performance Evaluation System

Teacher Performance Evaluation System Chandler Unified School District Teacher Performance Evaluation System Revised 2015-16 Purpose The purpose of this guide is to outline Chandler Unified School District s teacher evaluation process. The

More information

Minnesota Assessment Overview AMSD

Minnesota Assessment Overview AMSD Minnesota Assessment Overview AMSD May 2, 2014 Kevin McHenry Assistant Commissioner Minnesota Department of Education Leading for educational excellence and equity. Every day for every one. Agenda Legislative

More information

DESCRIPTIVE STATISTICS. The purpose of statistics is to condense raw data to make it easier to answer specific questions; test hypotheses.

DESCRIPTIVE STATISTICS. The purpose of statistics is to condense raw data to make it easier to answer specific questions; test hypotheses. DESCRIPTIVE STATISTICS The purpose of statistics is to condense raw data to make it easier to answer specific questions; test hypotheses. DESCRIPTIVE VS. INFERENTIAL STATISTICS Descriptive To organize,

More information

Uinta County School District #1 Multi Tier System of Supports Guidance Document

Uinta County School District #1 Multi Tier System of Supports Guidance Document Uinta County School District #1 Multi Tier System of Supports Guidance Document The purpose of this document is to provide an overview of Multi Tier System of Supports (MTSS) framework and its essential

More information

Benchmarking Student Learning Outcomes using Shewhart Control Charts

Benchmarking Student Learning Outcomes using Shewhart Control Charts Benchmarking Student Learning Outcomes using Shewhart Control Charts Steven J. Peterson, MBA, PE Weber State University Ogden, Utah This paper looks at how Shewhart control charts a statistical tool used

More information

English Learner Program Description White Bear Lake Area Schools

English Learner Program Description White Bear Lake Area Schools English Learner Program Description White Bear Lake Area Schools March, 2012 Please direct questions to: Kathleen Daniels Director of Special Services kathleen.daniels@isd624.org 1 The purpose of this

More information

TABLE OF CONTENTS: Online Appendix

TABLE OF CONTENTS: Online Appendix TABLE OF CONTENTS: Online Appendix APPENDIX A MAIN EFFECT 1 FIGURE A.1. ARIZONA, MICHIGAN, MINNESOTA, AND WISCONSIN 1 APPENDIX B MAIN EFFECT 2-5 FIGURE B.1. COLORADO, GRADE 3 2 FIGURE B.2. COLORADO, GRADE

More information

Reading W ell. by Third G rade LITE RA C Y PLA N 2013-2014. Ogilvie School District 333 - Ogilvie, Minnesota

Reading W ell. by Third G rade LITE RA C Y PLA N 2013-2014. Ogilvie School District 333 - Ogilvie, Minnesota Reading W ell LITE RA C Y PLA N by Third G rade 2013-2014 Ogilvie School District 333 - Ogilvie, Minnesota Ogilvie Schools, District #333 333 School Drive Ogilvie, MN 56358 320-272- 5050 A place where

More information

Reviewed By. William R. Penuel Raymond Johnson University of Colorado Boulder. January 2016. Summary of Review

Reviewed By. William R. Penuel Raymond Johnson University of Colorado Boulder. January 2016. Summary of Review Review of Continued Progress: Promising Evidence on Personalized Learning Reviewed By William R. Penuel Raymond Johnson University of Colorado Boulder January 2016 Summary of Review A recent evaluation

More information

Reading Corps. Program Overview

Reading Corps. Program Overview Reading Corps Program Overview 3 rd Grade Reading Proficiency: A Critical Milestone to College and Career Almost three-quarters (74%) of children who read poorly in third grade continue to read poorly

More information

Real vs. Nominal GDP Practice

Real vs. Nominal GDP Practice Name: Real vs. Nominal GDP Practice Period: Real verse Nominal Values Prices in an economy do not stay the same. Over time the price level changes (i.e., there is inflation or deflation). A change in the

More information

2013-2015 Technology Plan Guidance

2013-2015 Technology Plan Guidance 2013-2015 Technology Plan Guidance Most local education agencies (LEAs) currently have an approved 2012 Technology Bridge Plan on file with the Minnesota Department of Education (MDE) that covers the period

More information

HUMAN RESOURCE MANAGEMENT EVENT PARTICIPANT INSTRUCTIONS

HUMAN RESOURCE MANAGEMENT EVENT PARTICIPANT INSTRUCTIONS CAREER CLUSTER Business Management and Administration CAREER PATHWAY Human Resource Management INSTRUCTIONAL AREA Emotional Intelligence HUMAN RESOURCE MANAGEMENT EVENT PARTICIPANT INSTRUCTIONS PROCEDURES

More information

Transcript: What Is Progress Monitoring?

Transcript: What Is Progress Monitoring? Transcript: What Is Progress Monitoring? Slide 1: Welcome to the webinar, What Is Progress Monitoring? This is one of 11 webinars developed by the National Center on Response to Intervention (NCRTI). This

More information

Charter School Performance in Ohio 12/9/2014

Charter School Performance in Ohio 12/9/2014 Charter School Performance in Ohio 12/9/2014 CREDO at Stanford University 434 Galvez Mall Stanford University Stanford, CA 94305-6010 CREDO, the Center for Research on Education Outcomes at Stanford University,

More information

Michigan School Accountability Scorecards Business Rules

Michigan School Accountability Scorecards Business Rules Michigan School Accountability Scorecards Business Rules Contents Overview... 2 Scorecard Display... 2 Scorecard Components... 3 Color Status... 3 School Label... 3 Participation and Proficiency... 3 Graduation

More information

Assessment and Accountability in the Fifty States: 1999-2000

Assessment and Accountability in the Fifty States: 1999-2000 Consortium for Policy Research in Education (CPRE) Assessment and Accountability in the Fifty States: 1999-2000 Index: CONNECTICUT This profile was verified by the staff of the Connecticut Department of

More information

Charter School Performance in Ohio 12/18/2014

Charter School Performance in Ohio 12/18/2014 Charter School Performance in Ohio 12/18/2014 CREDO at Stanford University 434 Galvez Mall Stanford University Stanford, CA 94305-6010 CREDO, the Center for Research on Education Outcomes at Stanford University,

More information

Local outlier detection in data forensics: data mining approach to flag unusual schools

Local outlier detection in data forensics: data mining approach to flag unusual schools Local outlier detection in data forensics: data mining approach to flag unusual schools Mayuko Simon Data Recognition Corporation Paper presented at the 2012 Conference on Statistical Detection of Potential

More information