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Holding Schools and Students Accountable. Dr. Nancy S. Grasmick July 26,2012. RESULTS : “Is the U.S. Catching Up?”. Maryland is proud to be the top-ranked state in U.S. growth as reported in this study, and judged by Education Week to be the #1 state school system for the past 4 years.

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holding schools and students accountable

Holding Schools and Students Accountable

Dr. Nancy S. Grasmick

July 26,2012

results is the u s catching up
RESULTS: “Is the U.S. Catching Up?”
  • Maryland is proud to be the top-ranked state in U.S. growth as reported in this study, and judged by Education Week to be the #1 state school system for the past 4 years.
  • A result of years of hard work: policy, accountability, school support, and most important

Consistent focus on children

presentation plan
Presentation Plan

Maryland’s approach from the perspective of:

  • History
  • Philosophy
  • Organization
  • Implementation
maryland s approach history
Maryland’s Approach: History
  • 1991: Appointment to State Superintendency
    • Commission on accountability desired a strong accountability system to assess progress of schools
the importance of accountability s ystems
The Importance of Accountability Systems
  • To provide comparable information on school performance to:
    • Superintendents and school boards
    • School administrators and teachers
    • Parents and communities
  • To continue to raise the bar and improve schools
  • To provide rich opportunities to discuss school performance, what is working and what is not
maryland s approach history1
Maryland’s Approach: History
  • 1992: Identification of schools not delivering effective instruction (low student achievement)
1990 s maryland school performance assessment program mspap
1990’s Maryland School Performance Assessment Program (MSPAP)
  • Performance assessment integrating reading, writing, language arts, mathematics, science and social studies.
  • For school accountability only
  • Administered in Grades 3, 5, and 8
  • Set high standards for all
  • Fundamentally changed instruction in Maryland to an application of knowledge model
maryland s approach unprecedented steps 1990 s
Maryland’s Approach: Unprecedented Steps 1990’s
  • State given the responsibility to take over academic management of low performing schools from the districts.
  • Development and implementation of a state curriculum to address:
    • Mobility issues
    • Equal access to content and rigor
maryland s approach history2
Maryland’s Approach: History

2002-2003 No Child Left Behind Act

  • Required revision to assessment system
  • Maintained state curriculum
  • Changed from state takeover of schools to identification of schools and systems needing interventions
nclb assessments maryland school assessments
NCLB Assessments – Maryland School Assessments
  • Designed to fulfill requirements of NCLB – reading, mathematics, science
  • School accountability and individual scores
  • Administered in Grades 3-8 and 10 for reading and mathematics, Grades 5, 8 and high school biology for science
  • Requirements resulted in less focus on application of skills.
high school assessments
High School Assessments
  • Require all students to demonstrate knowledge in English, algebra/data analysis, biology and government
  • Fulfill NCLB requirements in reading, mathematics, and science
  • Serve as high school graduation requirement as well as school accountability
  • Administered when students complete the course
  • Administered on-line in many schools
maryland s approach history3
Maryland’s Approach: History

New Programs – 2002-2011

  • Instituted a department on school leadership
  • Obtained new funding from Governor and General Assembly using inverse to wealth model
  • Developed intervention teams to work in schools, aggressive provisions of professional development
  • Established the expectation that all schools analyze and use data; developed supporting website
maryland s approach history4
Maryland’s Approach: History

Teacher/Principal Evaluations– 2002-2011

  • Maryland is a strong union state, limiting the ability of the State Department to direct the evaluation process.
  • Supported local superintendents and principals in implementing evaluation process that reflected and addressed inadequacies
    • Resulted in demotions and involuntary transfers for underperforming staff
maryland s approach history5
Maryland’s Approach: History

Early Childhood – 2001-2011

  • Identified school readiness as critical to subsequent success
  • Moved Division of Early Childhood from Social Services to Dept. of Education
  • Identified 9 content domains for readiness
  • Developed an Early Childhood curriculum
  • Set standards and accreditation for facilities; provided PD and incentives for providers.
maryland s approach early childhood results
Maryland’s Approach: Early Childhood Results
  • Progress was sustained when students were assessed in Grade 3

Percentage of Students Ready for School

maryland s approach contributing factors to success
Maryland’s Approach: Contributing Factors to Success
  • Consistent, sustained vision and leadership
  • Intensely collaborative relationships with school districts
  • Highly inclusive of stakeholders
  • Partnerships and support of schools
maryland s approach contributing factors to success1
Maryland’s Approach: Contributing Factors to Success
  • Accountability
  • Commitment to preparing students for future success
  • Strategic funding
  • Importance of leadership
maryland s accountability systems
Maryland’s Accountability Systems

Key characteristics

  • Alignment of state curriculum to assessments
  • Comprehensive test security measures and sanctions for any improprieties
  • Multiple indicators to enhance interpretation
  • High standards
  • Accessible reports that include all student groups and achievement gaps
  • A spirit of evolution
characteristics of good s ystems
Characteristics of Good Systems
  • Implement a state curriculum and align the assessment to it
  • Involve all teachers in curriculum and assessment development, and all stake-holders in standard setting
  • Include graduation requirements at least at high school to ensure by-in from students
characteristics of good s ystems1
Characteristics of Good Systems
  • Include multiple indicators to ensure valid interpretation
  • Timely and accessible results: report cards for each school, website
  • Provide support for struggling schools
  • Include evolution plan to continue to raise the bar
summary
Summary
  • Importance of an evolution philosophy-continuous improvement, raise the bar
  • Must change with the times and the students
  • Incorporate new research, technology, what works into systems to support schools
  • Goal is college and career readiness
holding schools and students accountable1

Holding Schools and Students Accountable

Dr. Nancy S. Grasmick

July 26,2012

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