1 / 20

Work Session on Recognition System

Review and identify measures for inclusion in Phase 2 of the recognition system, focusing on school climate, student engagement, disproportionate discipline, and equitable access to educators. Explore constructs, measures, and strategies for improvement.

jeffreyr
Download Presentation

Work Session on Recognition System

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. Work Session on Recognition System EOGOAC, SBE and OSPI October 1, 2019

  2. Introductions and agenda overview

  3. Review Phase 1 Metrics and Overview of Issues Identified for Phase 2 Dr. Andrew Parr and Mr. Lance Sisco

  4. Facilitated Discussion and Identification of Conceptual Model: How do we include new measures in phase 2? • School Climate and Student Engagement • Disproportionate Discipline • Equitable Access to Educators

  5. School Climate and Student Engagement Dr. Ann Ishimaru – 7/30/2019

  6. WHATconstructs? Relationships (Respect for diversity,school connectedness, relational trust, st/fam engagement, social support, leadership, racialclimate) Safety (Rules, norms, physical & socioemotionalsafety) Institutional Environment (physical, resources, supplies) Teaching& Learning (Social, emotional ethical,civic, service learning, support for academic learning, prof rel’s, culturally responsivepractice) SchoolImprovement Process (prof capacity, order/norms, parent- school ties, instructionalguidance) Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A.(2013).

  7. EDSCLS School Climate Model

  8. Multiple ways toMeasure • Focusgroups • Classroom/schoolobservations • Interviews • Studycircles • Participatory actionresearch • Student, staff, familysurveys • SURVEYS should: • recognize student, parent, and school personnelvoice • assess all the dimensions that shape the process of teaching and learning and educators' and students' experiences in theschoolbuilding. (Cohen at al., 2009)

  9. Disproportionate Discipline Mark McKechnie – 7/30/2019

  10. There are four common measures to examine discipline data disaggregated by student group • Exclusion Rate (provides the basis for the other three) • Composition Index • Risk Ratio • Relative Rate

  11. Exclusion Rate • Exclusion rate = # of students excluded ÷ # of students enrolled • The total exclusion rate counts students who have been excluded through any of the four types of school exclusion: • Short-term Suspension (SS): ten days or less • Long-term Suspension (LS): up to one school term • Expulsion (EX): up to one school term, or up to one calendar years in limited circumstances • Emergency Expulsion (EE): up to 10 days

  12. Composite Index Compares the Exclusion Rate for one Group to the Enrollment % of the same group Composite Index (example) = % of African-American students excluded in the district ÷ % of African-American students enrolled in the district

  13. Risk Ratio The likelihood of a student from a particular group being excluded, compared to the likelihood from a student from any other group being excluded. Risk Ratio (example) = % of American Indian/Native AK students excluded ÷ % of All other students excluded

  14. Relative Rate The proportion of students from one group excluded compared to the exclusion rate for a comparison group Relative Rate (examples) = % of Multi-Racial students excluded ÷ % of White students excluded or % of Students with Disabilities excluded ÷ % of Students without Disabilities excluded

  15. Equitable Access to Educators Ms. Maria Flores and Dr. Kaori Strunk – 7/30/2019

  16. 2. Equitable Student Access to Educators 2.1. Data Element and Definition

  17. 3. Educators Quality Growth 3.2. Potential Data Elements • Retention Rate by • Years of Teaching Experience • Race/Ethnicity • Content Area (2) Extension of content areas’ knowledge (Obtaining additional Endorsement(s)) (3) Educator Diversity (4) Number of Dual Language courses offered (5) Ratio between Certified ESAs and Student (6) Anything else?

  18. Working Lunch – School Level and School Type Dr. Andrew Parr and Dr. Randy Spaulding

  19. Possible Modifications to the Growth Route Dr. Andrew Parr and Dr. Randy Spaulding

  20. Facilitated Discussion: How do we learn from and communicate with districts?

More Related