Colorado+Growth+Model

=Colorado Growth Model=

Colorado schools have a new system on "analyzing CSAP data that provides teachers, parents, and school administrators with a revealing look at student progress." The Questions and answer below help explain the new model.

1) Write the three introductory “new” questions about student evaluation. 1. What is? 2. What should be? 3.What could be?

2) Summarize the analogy used to explain the shift in thinking about how students are evaluated (Maya and Emma)

The two girls did the high jump, one 'did better' because she cleared a higher jump than the other; looking at it this way is compared to the "traditional way of looking at student achievement-- finding that some students are proficient and others are not--and that's the end of the story." Using the Colorado Growth Model, you can see that the girl who 'did better' actually didn't have any growth from the year before, where as the other girl did. Looking at it this way you could see that she is making improvements and if the proficiency level were a little higher, she would probably reach it before the girl who 'did better.'

3) What does the narrator mean when he states that “we are taking a longer view”? By looking at previous years/ tests/ tasks, you can see if the students are showing //improvements//. "Not just looking at single achievement scores at a single point in time...also looking at individual improvement." Before any comparing can be done, look at the student's individual growth history. Look at her score from the previous year, then place her in a group with students who had similar scores the previous year. These students can be compared to each other, not all of the students in the grade/ school/ district.

4) How is a growth percentile determined? By looking at the individual's progress over time, then doing a staewide comparison with their academic peers.

5) What implications does this method of evaluating students have for proficient and advanced students? Often if students are proficient they are not challenged to grow any further, and may not show any personal growth over the years. Using the Colorado growth model it can be determined how much growth they need to make to get to the next level.

6) What does it mean that the Colorado Legislature has deemed the Colorado Growth Model to be the “Cornerstone of Accountability”? Growth is the most important thing to look at when determining whether a school, teacher, district is meeting the needs of the students.

7) What do you think are the implications of this model for teachers in Colorado? Teachers need to take into consideration the levels of all their students, not just those who are not proficient. Also, teachers can be seen as effective if the student shows growth, despite remaining below proficient.

References for this page:

All information has been taking from the video:

[|Introducing Colorado’s Growth Model’] Found of the CDE website, [|www.cde.state.co.us]

To see the growth of a specific school in Colorado visit:

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__My school__ The growth in my partner school is: MATH: lower growth, lower achievement READING: higher achievement, higher growth WRITING: higher growth, lower achievement. Click below to view the chart: [|https://edx.cde.state.co.us/growth_model/public/index.htm#/year-2011/district-0030/schools/focus-0186E]