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The Missouri School Improvement program. Missouri Department of Elementary and Secondary Education. September 28, 2012. Overview. MSIP 5 Resource and Process Standards MSIP 5 Performance Standards and Scoring Guide Question and Answer. Why we’re here!. MSIP 5 Policy Goals.

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the missouri school improvement program

The Missouri School Improvement program

Missouri Departmentof Elementary and Secondary Education

September 28, 2012

overview
Overview
  • MSIP 5 Resource and Process Standards
  • MSIP 5 Performance Standards and Scoring Guide
  • Question and Answer
msip 5 policy goals
MSIP 5 Policy Goals
  • Promote Continuous Improvement and Innovation
  • Establish the State\'s Expectations
  • Distinguish Performance of Schools and Districts
  • Empower All Stakeholders
school district classification
School District Classification

Third Cycle

Fourth Cycle

Annual Performance Report

Performance

Determines Review Types

+

Resource

Review (resource and process)

+

School Improvement Team

Process (review)

=

Performance

=

Accreditation

Accreditation

school district classification1
School District Classification

Fourth Cycle

MSIP 5

Annual Performance Report

Annual Performance Report

Determines Review Type

Determines Interventions and Supports

Review (resource and process)

Review (resource and process)

School Improvement Team

School Improvement Team

Performance

Performance

=

=

Accreditation

Accreditation

resource standards
Resource Standards
  • Elementary
  • High School
  • Class Size and Assigned Enrollments
  • Guidance and Counseling Staff
  • Certification and Licensure
  • Principals/Building Administrators
process standards
Process Standards
  • Teacher/Leader Standards (2)
  • Instruction Standards (11)
  • Governance Standards (11)
performance standards
Performance Standards
  • Academic Achievement
  • Subgroup Achievement
  • College and Career Readiness (K-12 only)
  • High School Readiness (K-8 only)
  • Attendance Rate
  • Graduation Rate (K-12 only)
msip 5 targets
MSIP 5 Targets
  • Exceeds – represents a level of performance approximately equivalent to the projected 2020 performance of the top 10 states on the corresponding NAEP exam OR, in subjects for which state-by-state NAEP data are unavailable, an equally rigorous target.
  • On Target —represents a level of performance about equal to 75% proficient by year 2020. Current performance is compared to this target, then a linear trajectory is created that requires equal annual progress increments to reach the 2020 target.
  • Approaching—represents a level of performance about equal to 100% Basic if each
  • Floor—represents a level of performance less than 100% Basic
academic achievement
Academic Achievement
  • Multiple Measures
  • Status + Progress OR Growth (where applicable)
  • Apply Full Academic Year (FAY) for accountability; report all students
  • Eliminate “grade span” and report at school/LEA configuration
academic achievement status
Academic Achievement - Status
  • Set Standardized Status Expectation for all districts
  • Use 3 most recent years to calculate status
  • Use an Index to calculate and add percent proficient for reporting
academic achievement progress
Academic Achievement - Progress
  • Promote continuous improvement
  • Allow for differentiated improvement targets
    • Use percentage gap reduction
academic achievement growth
Academic Achievement - Growth
  • Student Growth Pilot Concluded
    • Missouri Growth Model
  • Statistical Significance
    • Exceeding
    • On Target
    • Below Target
subgroup achievement
Subgroup Achievement
  • Challenges Associated with NCLB Implementation
    • “All or nothing” approach
    • Distribution of subgroups among LEAs
      • Number of subgroups vary LEA to LEA
      • Minimum “n”
    • Duplicated Count
subgroup achievement1
Subgroup Achievement
  • Report all subgroups individually
    • Maintains focus on the performance of each child
  • Apply accountability to a super subgroup
    • Allows for inclusion of students otherwise missed due to small “n” size
    • Eliminates duplicated count
    • Levels playing field among districts – accountability measured using one subgroup in each district
subgroup achievement2
Subgroup Achievement
  • Multiple Measures
    • Status
    • Progress
    • Growth
  • Goal
    • Cut Gap in Half by 2020
super subgroup example
Super Subgroup Example

Sample of population. Minimum n must meet 30 for accountability determinations.

algebra i eoc grade level
Algebra I EOC / Grade Level
  • Choose one test for middle school student EOC or grade level
  • Proficient Algebra I in middle school + Algebra II in high school
  • Proficient Algebra I and Geometry in middle school + Algebra II in high school
  • Proficient Algebra I, Geometry, and Algebra II in middle school + plan from district
attendance status
Attendance Status
  • STEP 1- Determine the number of students with qualifying attendance and multiply by associated point value.
  • STEP 2- Divide the number of points earned by the number of students and multiply by 100.
graduation rate
Graduation Rate
  • Five Year Adjusted Cohort Rate for accountability
  • Four Year Adjusted Cohort for reporting
  • Will run both and use best
accreditation levels
Accreditation Levels
  • Accredited With Distinction >90% of points + other criteria as determined
  • Accredited >70% of points
  • Provisional >50% to 69.9% of points
  • Unaccredited < 50% of points
data corrections
Data Corrections
  • Historical and current data clean up through 6/30/2013
  • Historical Supporting APR data frozen 7/1/2013
class of 2016
Class of 2016
  • Required Additional End-of-Course Assessments
    • English I
    • American History
  • Administered online
  • No cost to LEAs/districts
  • Sample tests and achievement level descriptors may be found at http://dese.mo.gov/divimprove/assess/eoc_resources.html.
next steps
Next Steps
  • Terminology
  • Public Relations
  • Scoring Guide Webinars/Tutorials
  • APR release - schedule
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