HMH Growth Measure Scores and Metrics

The scores for HMH Growth Measure assessments are provided on the Growth Reports and are defined as follows.

– Scaled Score – the first value of this score is the test-level based scale, which is often the same as the student’s rostered grade-level, but not always.

For Foundational Literacy Assessment (also known as the FLA), the Scaled Score is presented as FLA-01 to FLA-99 and takes accuracy and fluency (how quickly did the student respond to a question) to determine the Scaled Score. Similar to the other Growth Measures, the FLA is aligned to common core and most state standards and reports through the Growth and Standards Reports.

For Scaled Scores, FLA and G represent test-level; for example, G could be 5 for 5th grade GM and the scaled score would start with "5", such as 562.

Note: While 12th graders can take the GM test, they get the 11th grade GM blueprint. Therefore, 12th graders receive a GM scaled score that starts with "11" (11##).

For AGA (Algebra 1, Geometry, and Algebra 2) Growth Measure Scaled Scores, the following test-level values are displayed:

– Performance Level – summary information to help educators refine their instructional next steps; five performance levels (Far Below Level, Below Level, Approaching, On Level, and Above Level) are provided for each subject and test level for consistency in reporting and general comparisons across all grades and growth measure subjects.

The performance levels correspond to the scaled score cuts, as shown in the table below:

The five performance levels categorize student performance in the context of where each student is “now” at the time of test taking. Every district, PLC, intervention team, and teacher has their own evaluation criteria, processes, and best practices for using these types of data to drive instructional and RTI/MTSS next steps.

Broadly, students in these five performance levels may be described in the following way:

○ Far Below Level: These students may be candidates for Intensive supports and Tier 3 strategies. The students' GLEs will be >2 Grade Levels Below. Additionally, students will likely see ~27 scaled scores points of growth by EOY in Math and ~16 scaled score points in Reading as they have the most room for growth with grade level content.

○ Below Level: These students may be candidates for Tier 2 strategies. The students' GLEs will be >2 Grade Levels Below in the lower Below Level scores and then transition to 2 Grade Levels below for the remaining score in this Below Level. Students will likely see ~18 scaled scores points of growth by EOY in Math and ~9 scaled score points in Reading as they too have the most room for growth with grade level content.

○ Approaching: These students may be candidates for light supports and additional practice. GLEs will often be 1 grade level below. Students will likely see ~15 scaled scores points of growth by EOY in Math and ~6 scaled score points in Reading.

○ On Level: These students may be candidates for Tier 1 instruction at BOY. Lower On-Level scaled scores, ~G60, indicate students are “Ready to Learn” grade-level content. Students’ GLEs for early On-Level will match their grade level of the test. For a 5th grader, they take the Test Level 5 (focused 5th grade standards), and by EOY, students should progress to a 5.8 (GLE.8). Students who remain in the GLE.0/.2 ranges, while ready for the next grade with supports, may not be proficient on the state assessment. Students will likely see a ~10-point scaled score increase by EOY in Math and ~4 for Reading.

○ Above Level: These students may be candidates for enrichment. These students' GLEs will always be Above Grade Level, and their likely change in scaled score points are <1 for Math and <2 for Reading.

This table illustrates the estimated Change in Scaled Score as it relates to a student’s performance level.

Performance Level	GM Reading	GM Math
Far Below	16	27
Below Level	9	18
Approaching	6	16
On Level	<4	10
Above Level	<1	<2

Note: These ranges vary by grade level and are estimates. Your class, students, and district may see different changes as there are many variables at play in every class with every student.

Growth Report For All Students page showing onscreen descriptions of performance levels

Note the following regarding the Standards Report:

The Growth Measure items are included in the Standards report and report out using simple percent correct. While the Growth Measure reports out overall and by domain, the calculations to determine the student’s appropriate performance level are based on a variety of item metadata or characteristics, like DOK, item difficulty, and p-Value.

The Reading and Math Growth Measures are adaptive. The assessment’s algorithm selects items where the goal is that the student gets it right ~65% of the time. At BOY, the Growth Measure may show a student as Approaching or just on the cusp of On-Level. The Standards report will likely show these students are ~65% to ~70% on the specific domains and standards covered. This indicates that while students are ready for their grade level with some light supports or general instruction, they are not “proficient” as they have not been taught those grade level standards (at BOY).

– Domain Performance Level – summary information to help educators refine their instructional next steps; five performance levels (Far Below Level, Below Level, Approaching, On Level, and Above Level) are provided for each subject and test level for consistency in reporting and general comparisons across all grades and growth measure subjects.

– Grade Level Equivalency (GLE) – the GLE is a corresponding metric to the scaled score; at the time of the test, the GLE shows how far a student is from end-of-year grade-level expectations. Where the scaled score represents students' readiness to learn grade-level content, the GLE represents students' growth within a performance level towards end-of-year expectations.

The range of GLEs vary by Growth Measure test level with a maximum of eight (8) possible grade levels for a single test level. The GLE is broken down into .2 increments. For example, a GLE of 4.0 increments in two tenths: 4.0, 4.2, 4.4, 4.6, 4.8. The super set of GLE are then distributed across the scaled score ranges (for example, 401 to 499) following a nationally derived distribution of students.

Note: GLE is not provided for the FLA and displays as "N/A" in FLA Growth Measure reports.

– Lexile (reading) or Quantile (math) Intervals – to help educators personalize instruction for each student

– Lexile or Quantile Mid Score – a single Lexile or Quantile level that is the equivalent to the midpoint of the updated interval provided

– Student Proficiency Indicator (SPI) – supplemental student-specific information that categorizes the change in scores between tests; the SPI is a personalized metric that takes into consideration where a student is at in each testing window and evaluates the student's likelihood of achieving or maintaining On Level scaled scores.

The test considers each student’s grade level and, in some cases, previous performance in an earlier test (if taken) to present the appropriate items. For both the Math and Reading tests, there are stages, and as students complete those stages, the assessment adjusts at many levels, driving an accurate view of the students’ performance across an established set of key standards that are appropriate for each subject and grade level.

For additional information to help analyze growth reports, teachers can log in to Ed and search for Growth Measure resources in Teacher's Corner.

GM Reading Test	Scaled Scores
FLA GM Reading K–2	FLA-##
GM Reading 2–12	G##

Scaled Score Label	Scaled Score Low	Scaled Score High
Far Below	1	20
Below Level	21	45
Approaching	46	60
On Level	61	80
Above Level	81	99

Scaled Score Label	Scaled Score Low	Scaled Score High
Far Below	1	20
Below Level	21	45
Approaching	46	60
On Level	61	80
Above Level	81	99

AGA Test	Scaled Scores
Algebra 1	ALG1-##
Geometry	GEO1-##
Algebra 2	ALG2-##