GROWTH MODEL DISTRICT LEVEL SUMMARY REPORT
FIND – Use the report to locate information and answer the following questions:
QUESTIONS
1. What is the district-wide median
student growth percentile (SGP) for
this year and what range of growth
does this represent?
RESPONSES
MATH
RLA
Note: 1st – 34th = LOW, 35th – 65th = Typical, 66th – 99th = HIGH
2. What is the district-wide Percent
Proficient?
Note: REMEMBER! The school- and district-wide percent
proficient in growth reports commonly differ from the
percentages reported for AYP. This is because the percentages
reported in Growth reports include ALL students tested at the
school/district, while AYP calculations include ONLY those
students for which the school/district is formally held
accountable.
3. What was the district wide percentage
of students who exhibited the
following levels of growth this year?
MATH
RLA
MATH
RLA
MATH
RLA
LOW
TYPICAL
HIGH
4. Which schools in your district have the
highest percentage of students who
exhibited LOW and HIGH growth?
LOW
HIGH
Note: Indicate the percentage of students meeting these
criteria at each school.
FIND – Use the report to locate information and answer the following questions:
5. Which schools in your district have a
median SGP that is in the LOW range?
MATH
RLA
Note: The LOW range of growth is between the
percentiles and appears highlighted in RED.
1st
and
34th
6. Which schools in your district have a
median SGP that is in the HIGH range?
MATH
RLA
66th
Note: The HIGH range of growth is between the
and 99th percentiles and appears highlighted in GREEN.
ANALYZE AND INTERPRET: Use what you have discovered to answer the following questions:
QUESTIONS
1. Did your district exhibit higher growth
in Mathematics or in
Reading/Language Arts? If so, what
was the difference between the
median SGPs?
RESPONSES
HIGHER GROWTH IN MATH OR RLA?
Note: If you observe large differences, can you think of any
reasons for these differences (i.e., interventions)?
2. If applicable, which schools in your
district exhibited noticeably higher
growth in Mathematics than
Reading/Language Arts and vice
versa?
3. How does the district-wide median
student growth percentile (SGP) differ
from the state-wide median SGP?
HIGHER GROWTH IN MATH THAN RLA
HIGHER GROWTH IN RLA THAN MATH
MATH
RLA
Note: Remember, the statewide median SGP will always be at
or very near to 50 because of the normative nature of the WV
Growth Model.
4. If applicable, which schools in your
district exhibited higher median SGPs
but had low percentages of students
who were proficient?
MATH
RLA
Note: Look for large discrepancies between the measures to
identify these schools (e.g., SGP = 60, but percent proficient =
20). These may be the same schools identified as high
growth/low achievement schools in the District Growth and
Achievement Report.
DIFFERENCE BETWEEN SGPs
ANALYZE AND INTERPRET: Use what you have discovered to answer the following questions:
5. If applicable, which schools in your
district exhibited lower median SGPs
but had high percentages of students
who were proficient?
Note: Look for large discrepancies between the measures to
identify these schools (e.g., SGP = 20, but percent proficient =
60). These may be the same schools identified as high
achieving/low growth schools in the District Growth and
Achievement Report.
MATH
RLA
PLAN NEXT STEPS: Now that you know something about the growth that has occurred in your
district this past year, where can you go to get more information?
RESOURCES/DESCRIPTION
Growth Model School Level Summary Report: This report, available via
the WVDE NCLB private site, presents summary level growth
information for a selected school. The report presents the number and
percentage of students within the school who achieved low, typical,
and high growth as well as the median growth percentile for the school
and the percentage of students who achieved proficiency. These data
are provided for the all subgroup and disaggregated by grade level.
County and state data are also presented for comparison purposes.
The report contains a number of clickable links: (1) school level
keeping up/catching up status report, (2) growth model school level
summary data disaggregated by subgroups, (3) a graphical
representation of the growth model school level summary report, and
(4) links to the available “Grade Level Growth and Achievement
Reports.” These data are provided for mathematics and
reading/language arts.
Grade Level Growth and Achievement Report: This report, available for
both mathematics and reading/language arts for each grade level
where growth data are available, illustrates the growth and
achievement levels of all students in a given grade within a single
school. Current year achievement for each student (scale score and
achievement level) is plotted on the vertical axis and observed growth
(SGP) on the horizontal axis. Mouseover functionality in the PDF file
displays each student’s name as well as their observed SGP, target
SGP, scale score, and corresponding achievement level for the most
recent academic year.
QUESTIONS
What are the growth outcomes
for individual schools and for
subgroups of students in those
schools?
How is growth distributed by
grade level in your districts’
schools?
RESPONSE
PLAN NEXT STEPS: Now that you know something about the growth that has occurred in your
district this past year, where can you go to get more information?
Growth Model District Keeping Up/Catching Up Status Report: This
report, also available only to certain users via the WVDE NCLB private
site, presents additional summary level growth information for the
state, the selected district, and all schools within that district for which
growth data are available. Specifically, the report shows the number
and percentage of students projected to “catch up” or “keep up” with
proficiency expectations based upon their observed growth and the
model’s estimate regarding the level of growth that is necessary for
the student to reach or maintain proficiency within a defined period of
time. Each school name is clickable for further drill down to similar
reports at the school level.
To what extent are students in
your district keeping up or
catching up with mastery
expectations?