1 / 27

Accountability (Required for DTCs)

Understand Oregon's ESEA Waiver, the two phases, priority schools, and the new accountability system aligning with the 40-40-20 goal. Learn about the Achievement Compacts and rating system.

damond
Download Presentation

Accountability (Required for DTCs)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Accountability(Required for DTCs)

  2. Big Picture Objectives Accountability • Understand the purpose and role of assessment results and other data in Oregon’s Accountability System. • Understand your responsibilities in relation to Oregon’s Accountability System.

  3. ESEA Waiver ESEA Waiver • In order to move away from the one size fits all sanctions required under No Child Left Behind (NCLB), Oregon has obtained a waiver under the Elementary and Secondary Education Act (ESEA). • Although schools will no longer be placed on a school improvement list for not meeting overall Adequate Yearly Progress (AYP), schools and districts will still be held to rigorous standards through various measures of student performance and growth. • All aspects of the waiver are aligned with the ultimate aim of achieving the 40-40-20 goal by 2025, where: • 40% of adults will have earned a bachelor's degree or higher; • 40% will have earned an associate degree or post-secondary credential; and • 20% will have earned a high school diploma or equivalent.

  4. ESEA Waiver Next Generation Accountability Oregon’s waiver consists of two phases: • Phase I: Interim Accountability System • Rating system for identifying priority, focus and model schools, based largely on Colorado’s growth model. • Existing Oregon Report Card with slight modifications. • Achievement Compacts • Phase II: Next Generation Accountability • New Oregon Report Card using the priority/focus/model rating system as a foundation. • Achievement Compacts

  5. ESEA Waiver Priority, Focus and Model Schools Instead of a school improvement list, ODE will produce a list of schools designated as priority,focus, or model: • Priority:Lowest performing schools identified as being in need of support/intervention. Includes current SIG schools. • Focus: Low performing or low growth schools, typically with significant achievement gaps, needing less intensive support/intervention. • Model: Schools with the highest performance or growth, serving as a role model for other schools (federal terminology calls them “reward” schools, but the term “model” better reflects their role in Oregon’s accountability system).

  6. ESEA Waiver Interim Report Card • Uses the existing Oregon Report Card methodology to provide a rating of Outstanding, Satisfactory or In Need of Improvement for all schools (with bonus for Exceeds removed). • Includes an AMO report that describes each school’s performance for all students and subgroups as against ambitious but achievable annual measurable objectives (AMOs), but no longer assigns schools an overall AYP met/not met designation. • Displays the new priority, focus and model school designations.

  7. ESEA Waiver New Oregon Report Card • Beginning in 2012-13, following a period of further study, engagement, and piloting, Oregon will develop a new report card designed to: • Align with the Achievement Compact. • More accurately reflect growth to (and beyond) standard as an important and sought after outcome. • Incorporate important measures of college and career readiness necessary to move the state toward its ultimate 40/40/20 Goal.

  8. ESEA Waiver Achievement Compact • Requires districts to engage in a process of goal setting on key indicators of student success. • Provides Oregon Education Investment Board (OEIB) and Chief Education Officer (CEdO) with crucial information about the achievement of outcomes across the state and across student populations. • At present, does not directly impact accountability ratings or district funding.

  9. Rating System ESEA Waiver • In phase I, used to determine priority, focus and model schools. • In phase II, will be used as foundation for new Oregon Report Card. • Draws heavily on Colorado’s rating system, including the Colorado growth model.

  10. ESEA Waiver Data Used in Rating System • Reading statewide assessments in grades 3, 4, 5, 6, 7, 8 and high school • Mathematics statewide assessments in grades 3, 4, 5, 6, 7, 8 and high school • Four- and five-year cohort graduation rates • Participation rates in statewide reading and mathematics assessments.

  11. ESEA Waiver Subgroups Besides the all students subgroup, the rating system takes into account achievement, graduation and growth for four historically underperforming subgroups: • Economically disadvantaged • Students with disabilities • Limited English proficient • Historically underperforming races and ethnicities, a combined subgroup that includes: • American Indian/Alaskan native • Black/African American • Hispanic • Pacific Islander

  12. ESEA Waiver Minimum N for Rating • Achievement: • No minimum n-size for rating the all students subgroup. • Schools that do not reach a minimum of 42 tests in a subject when two years of data are combined are rated on four years of data. • Very small schools are subject to additional rules. • Growth: 30 students with a growth percentile. • Subgroup Growth: 30 students with a growth percentile. In addition the subgroup must meet the minimum n-size requirement for being rated against AMOs, which is 42 tests. • Graduation and Subgroup Graduation: 40 students, combined, in the last two four-year cohorts. • Participation: 40 students for subgroups, with no minimum n applied to the all students subgroup.

  13. ESEA Waiver Growth Model • Compares an individual student’s growth with the growth of his or her academic peers. This growth is reported as a percentile, called a student growth percentile (SGP). • Also determines the SGP required to either move up to standard within three years, or to maintain standard for those three years. This is called the target growth percentile (TGP).

  14. ESEA Waiver Growth Model, cont’d • The median SGP for a school represents the growth percentile of a “typical” student for that school. • The median TGP for a school represents the target growth percentile of a “typical” student for that school. • A school or subgroup’s growth is rated based on whether its median SGP is greater than or equal to its median TGP. The higher the median SGP is compared to the median the TGP, the better.

  15. ESEA Waiver Graduation • Four and five year rates are compared to targets. • School/subgroup given the higher of the two ratings.

  16. ESEA Waiver Overall Ratings • Based on weighted average of points in each category.

  17. ESEA Waiver Elem./Middle Overall Rating • Combination of three factors:

  18. ESEA Waiver High School Overall Rating • Combination of five factors:

  19. 2011-2012 Report Card Interim Report Card • Three overall rating categories • Outstanding • Satisfactory • In Need of Improvement • Achievement based on math and reading scores. • The growth model is incorporated into achievement. • Graduation/Attendance and Participation are included in the rating system.

  20. 2011-2012 Report Card Report Card Rating • Achievement points awarded according to: • 100 points for Exceeds (used to be 133) • 100 points for Meets • 100 points for Did Not Meet, but Met Growth • Achievement Index is a weighted average of the performance of subgroups. • High schools use growth in school performance as the growth measure. • Low Attendance, Graduation or Participation can lower the school rating.

  21. 2011-2012 Report Card Growth for Report Card • The growth target is not the ultimate goal for the student. The goal for the students is to meet the grade level achievement standard. • The growth model sets intermediate goals for students, allowing them to move up to standard over a period of several years. • Look at each student’s testing history (as displayed on the Growth Individual Student Report) to gain a more comprehensive view of each student’s achievement. ***NOT THE SAME AS THE COLORADO GROWTH MODEL USED IN THE NEW RATING SYSTEM***

  22. 2011-2012 Report Card Growth for Report Card, cont’d Reading Growth Target Example Cut scores 4thGrade Cut Score = 216 A student scores a 195 in 3rd grade, which is 16 RIT points below the 2011-12 reading standard. To meet the growth target the student must decrease this gap by at least 33%, or 5.33 points, which is rounded up to 6. This means the target gap is 16-6=10 points, or a score of 206 on the 4th grade assessment. 3rd Grade Cut Score = 211 Target 4th Grade Gap = 10 3rd Grade Gap = 16 Growth Target = 206 ***NOT THE SAME AS THE COLORADO GROWTH MODEL USED IN THE NEW RATING SYSTEM*** Student score = 195

  23. 2011-2012 Report Card Cohort Graduation Rate • Each school’s cohort begins with the set of first time 9th graders in a particular year. • Cohorts are “adjusted” by adding students to the cohort as they transfer into the school, and are removing them from the cohort if they transfer to another high school, emigrate or are deceased. • The Four-year cohort graduation rate is the percent of students in the adjusted cohort that earn a regular high school diploma within four years. • Only regular high school diplomas count as graduates for purposes of the cohort rate. • Modified diplomas, GEDs, extended diplomas, and certificates of attendance are counted as • non-graduates.

  24. Accountability Do’s and Don’ts Do’s • Continue to submit data the same as when AYP was in effect. • Include students for participation if they were enrolled on the first school day in May. • Include students for performance if they were enrolled on the first school day of May for a full academic year. • Include Extended Assessments within 1% cap as Meets or Exceeds. • Monitor data throughout the year.

  25. Accountability Do’s and Don’ts, cont’d Don’ts • Don’t include Extended Assessments over 1% cap as Meets. Anything over 1% must be recorded as Does Not Meet. • Don’t code students at the district level unless a school is not accountable for their education. • Don’t over use the District Special Education Flag.

  26. Accountability In a Nutshell • Although schools will no longer be placed on a school improvement list for not meeting overall Adequate Yearly Progress (AYP), schools and districts will still be held to rigorous standards through various measures of student performance and growth. • The 2011-12 Report Card will be much the same as last year, except there will be an additional designation for priority, focus and model schools, no bonus for exceeds, and no overall AYP designation. • The 2012-13 Report Card will be redesigned to incorporate and expand upon the rating system used to identify priority, focus and model schools.

  27. Accountability Resources For a range of resources on Priority, Focus and Model schools, and the ESEA Waiver, please see:http://www.ode.state.or.us/search/page/?id=3742

More Related