ELA Content Meeting
February 12, 2014

Student Growth Percentage (SGP)

What is the SGP?

A Student Growth Percentile, or SGP, compares a student’s growth to that of his or her academic peers nationwide. Academic peers are students in the same grade with a similar scaled score on a STAR assessment at the beginning of the time period being examined. SGP is reported on a 1–99 scale, with lower numbers indicating lower relative growth and higher numbers indicating higher relative growth. For example, if a student has an SGP of 90, it means the student has shown more growth than 90 percent of academic peers.

If you have the SGP as your Student Growth Measure for OTES, your growth category is determined by your SGP. This chart indicates where your SGP falls for the categories. If your SGP is 90, your growth category is Most Effective.

Let's look at our school SGP

We want to take a look at SGP (Student Growth Percentiles)

  • Log in (the picture above is a link)
  • Go to Enterprise Home (a list of all features is now on the screen)
  • scroll down to GROWTH PROFICIENCY CHART, now click on it

This is our school's SGP:

63% Proficient

SGP is 46

This overall percentage is not at at our 80% goal.

A 46 SGP doesn't meet our goal of 60.

How are we doing? Compared to 2014

Our SGP for Winter 2014 was 58. We are down 12 SGP this year. We have ground that needs to be made up!

Here is a comparison by grade level:

5th Grade SGP is up 7! Good sign as 5th grade value-added was low last year.

6th Grade is remaining consistent.

7th grade is down 20 SGP! Percent proficient is down 14%!

8th grade is remaining consistent.

Find your SGP Reports

What do you notice?

Is your SGP what you expected it to be?

How have you used your SGP data to make instructional decisions in your classroom?

How can you use this information to make instructional decisions in your classroom?

Comment Stream

3 years ago

Please collaborate by sharing what you are doing in class to prepare students for the upcoming Performance Based Assessments in Literary Analysis, Research and Narrative. Strategies, resources and tips.

3 years ago
3 years ago

I spent a day going over the computer options on the PARCC (the tools, reviewing unanswered questions etc.). We have spent the past three weeks doing writers workshop where students used an outline, wrote an essay, conferenced with me about their essay, and then revised their essays for the literary analysis and research portions. I then gave students an outline for the narrative and they are currently writing their narrative essays. We also reviewed the rubric and while I conference with each student we discuss what they believe their score would be. We've reviewed all the answers for the multiple choice for the practice tests, and students were given a literary terms review test so that they will be ready for any language arts vocab thrown their way. Wednesday, the day before the test, we are going to review vocab that may be in the directions.

3 years ago

My last couple of weeks have looked identical to Bridget's classes. We have talked in great detail about choosing the "best answer" and supporting it with details from the text and comparing answers in a collaborative fashion. I, too have been using an outline as we work on writing essays and it has helped students develop stronger, more thoughtful paragraphs that really get to the meat of the prompt. Although we just started the narrative writing in 5th grade today, we have already completed the other two types after finishing with the MC items. 6th graders are turning in their research essays today. Both 5th and 6th graders have been working on the vocab that is most commonly used in testing documents and we will be looking at even more testing vocab in the next couple of days leading up to the PBAs. On Friday and next Wednesday, my goal is to share with students an example of an essay they wrote and look over the rubrics with them so they identify with how they will be graded. I think they are starting to feel more comfortable with the PARCC assessments--they surely aren't excited, but reasonably comfortable.