Addressing ESSA Opportunities: Improving Growth, Instruction and Accountability Through Common Measurement Scales

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. Addressing ESSA Opportunities: Improving Growth, Instruction and Accountability Through Common Measurement Scales April 26, 2016 Presenters: Terry Holliday, Ph.D., Former Kentucky Education Chief Gary Williamson, Ph.D., Senior Research Scientist, MetaMetrics Moderated by: Malbert Smith, Ph.D., President, MetaMetrics

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. Logistics • If you experience any technical difficulties please refer to your confirmation email or call 919.886.0019 • Submit your questions to All Panelists, which can be selected from the drop-down menu in the Q&A panel. • A follow up email containing the full presentation and supporting materials will be sent to all participants. 2

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. Today’s Discussion • Establishing a vision for ESSA: The Kentucky Story • The benefits of using a common, scientific scale to measure student ability in reading and mathematics • How Lexile and Quantile measures were used to interpret growth across multiple editions of a state's tests over a 20 year period • How Lexile and Quantile measures can be used to help determine the effects of educational initiatives and policies on student achievement 3

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. Presenters Terry Holliday, Ph.D. Former Education Chief Commonwealth of Kentucky Gary Williamson, Ph.D. Senior Research Scientist MetaMetrics 4

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. Every Student Succeeds Act The Every Student Succeeds Act (ESSA) reauthorizes the Elementary and Secondary Education Act to create a long-term, stable federal policy that gives states additional flexibility and encourages innovation, while at the same time holding us accountable for results. 5

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. Highlights of Every Student Succeeds Act • Maintains annual assessments for grades 3-8 and high school • Creates the opportunity for states to pilot innovative assessment systems • Increases state flexibility to design accountability systems, interventions and student supports • Gives states flexibility to work with local stakeholders to develop educator evaluation and support systems • Increases state and local flexibility in the use of federal funds 6

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. Addressing ESSA Challenges & Opportunities • Setting Long Term Goals and Annual Targets, including by Subgroup • Comparability • Developing Understandable Growth Models • Setting College and Career Ready Goals 7

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. The Kentucky Story • Parent Friendly Measures • Instructional Decision Making • Comparability • Individual Student and Subgroup Growth • College and Career Readiness 8

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. Benefits of Lexile and Quantile Measures • Conjoint Measurement Model: Allows Matching Student Abilities with Instructional Resources and Supports • Makes Test Scores Actionable • Provides a Tool for Combatting Summer Loss • Provides a Growth Metric • College and Career Readiness 9

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. Three Examples 1. North Carolina average reading growth curves with historical annotations (1995-2014) 2. Aligning the K-12 Academic Journey with a Postsecondary Destination (NASBE) 3. North Carolina norms for reading and mathematics growth 10

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. First … the growth curve perspective … e.g., Reading Comprehension 11

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. Data Panels (Focus: Students with Most Complete Records) Grade 8 Year Year-Span Grade Span # Waves N (complete) 2000 1995-2000 3-8 6 48,790 2001 1996-2001 3-8 6 53,375 2002 1997-2002 3-8 6 62,692 2003 1998-2003 3-8 6 65,395 2004 1999-2004 3-8 6 67,908 2005 2000-2005 3-8 6 73,475 2006 2001-2006 3-8 6 74,224 2007 2002-2007 3-8 6 75,236 2008 2003-2008 3-8 6 77,281 2009 2004-2009 3-8 6 76,523 2010 2005-2013 3-11 8 54,657 2011 2006-2014 3-11 9 51,221 2012 2007-2014 3-10 7 66,541 2013 2008-2013 3-8 6 81,688 2014 2009-2014 3-8 6 83,112 1,012,118 15

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. Consider … • Historical Contexts for Reading Growth – Assessment – Accountability – Early Intervention Policies 17

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. Expanding the Individual Time Frame • Data collection spans Grades 3-11 • Three panels – P10: 8 waves; EOG, English I, ACT (Grades 3-11) – P11: 9 waves; EOG, English I, English II, ACT (Grades 3-11) – P12: 7 waves; EOG, English II (Grades 3-10) • Growth beyond the Grades 3-8 time frame 22

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. Second … Interpretive Advantages of a Common Measurement Scale for • Student growth • Achievement level standards • K-12 text complexity standards • Postsecondary text complexity • Text complexity for careers 26

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. Incremental Velocity Norms for Average Reading Growth Denominated in Lexile Scale Units 31 Student Achievement Estimated from the Average Reading Growth Curve 664L 803L 925L 1029L 1116L 1185L 1237L 1271L 1288L Grade 3 4 5 6 7 8 9 10 11 3 139L 261L 365L 452L 521L 573L 607L 624L 4 122L 226L 313L 382L 434L 468L 485L 5 104L 191L 260L 312L 346L 363L 6 87L 156L 208L 242L 259L 7 69L 121L 155L 172L 8 52L 86L 103L 9 34L 51L 10 17L Note. The table is based on an average reading growth curve (ten waves of measurement) for North Carolina students (n = 101,610), spanning grades 3-11 during the years 2002-2010. The fitted model is summarized by the equation: E(L|T) = 663.8 + 148.0 T – 8.7 T2 where the time scale is centered at grade 3 (i.e., T = Grade -3). Velocity increments for adjacent grades (i.e., year-to-year gains) are shown in the shaded diagonal. Source: Novel Interpretations of Academic Growth (Williamson, 2015)

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. Incremental Velocity Norms for Average Mathematics Growth Denominated in Quantile Scale Units 32 Student Achievement Estimated from the Average Mathematics Growth Curve 586Q 684Q 775Q 861Q 941Q 1014Q 1082Q 1144Q 1200Q Grade 3 4 5 6 7 8 9 10 11 3 98Q 189Q 275Q 355Q 428Q 496Q 558Q 614Q 4 92Q 177Q 257Q 331Q 399Q 460Q 516Q 5 86Q 165Q 239Q 307Q 369Q 425Q 6 80Q 153Q 221Q 283Q 339Q 7 74Q 142Q 203Q 259Q 8 68Q 130Q 185Q 9 62Q 118Q 10 56Q Note. The table is based on an average mathematics growth curve (nine waves of measurement) for North Carolina students (n = 101,650), spanning grades 3-11 during the years 2002-2010. The fitted model is summarized by the equation: E(Q|T) = 586.0 + 100.6 T – 3.0 T2 where the time scale is centered at grade 3 (i.e., T = Grade -3). Velocity increments for adjacent grades (i.e., year-to-year gains) are shown in the shaded diagonal.

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. Q&A • Submit your questions to All Panelists, which can be selected from the drop-down menu in the Q&A panel. 33

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. 34 FOLLOW US TWITTER: @MetaMetrics_Inc FACEBOOK: The Lexile Framework for Reading YOUTUBE: www.youtube.com/metametrics

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This presentation constitutes the confidential information of MetaMetrics, Inc. Copyright © 2016 MetaMetrics, Inc. All rights reserved. For more information about Lexile and Quantile measures, visit www.Lexile.com and www.Quantiles.com. For more information about MetaMetrics, visit www.MetaMetricsInc.com. MetaMetrics 1000 Park Forty Plaza Drive, Suite 120 Durham, North Carolina 27713 Phone: 919.547.3400 Toll Free: 1.888.LEXILES (539.4537) Email: [email protected] 35