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CONNECTICUT STATE DEPARTMENT OF EDUCATION. NCLB Waiver, State legislation and Connecticut’s New Accountability System: Metrics and School Classification Michelle Rosado and Gil Andrada. No Child Left Behind Waiver (Approved by USDE on May 29 th ). The waiver enables the CSDE and districts to:

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

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Connecticut state department of education

CONNECTICUT STATE DEPARTMENT OF EDUCATION

NCLB Waiver, State legislation and Connecticut’s New Accountability System: Metrics and School Classification

Michelle Rosado and Gil Andrada


No child left behind waiver approved by usde on may 29 th

No Child Left Behind Waiver(Approved by USDE on May 29th)

The waiver enables the CSDE and districts to:

  • Use Title I funding more flexibly

  • Replace annual yearly progress (AYP) under NCLB with CT-designed annual performance targets

  • Replace NCLB sanctions for schools and districts with more effective interventions


Common core standards

Common Core Standards

  • Voluntarily adopted Common Core State Standards (CCSS) in 2010 (along with 45 states)

  • Governing member of SMARTER Balanced - will adopt new assessments in 2014-2015

  • Transition to CCSS:

    • Instructional materials

    • Professional development

    • Transition state assessments


Teacher and principal evaluation

Teacher and Principal Evaluation

  • Districts can develop their own evaluation systems or adopt the state model. All district-developed systems must be reviewed and approved by the SDE.

  • Components:

    • 45% Student learning (22.5% state standardized tests)

    • 40% Teacher observation and professional practice 10% Feedback from peers and parents

    • 5% indicators of school-wide student learning or student feedback

  • Pilot in 2012-13; statewide implementation in 2013-2014.


Pa 12 116

PA 12-116

Early Childhood

  • 1000 school readiness slots

  • K-3 literary pilot in 5 schools

    Health and Well Being

  • 10 Family Resource Centers

  • 20 School Based Health Clinic


  • Pa 12 1161

    PA 12-116

    Talent

    • Distinguished Educator Designation

    • Embedded Professional Development (change from CEUs) begins in 2013-14

    • Teacher evaluation and support- 10 districts pilot evaluation (2013-14 full implementation)

      Academic

    • Alliance districts (30 lowest performing)

    • Commissioner’s Network

      Red Tape Task Force


    Nclb sanctions no longer in effect

    NCLB Sanctions no longer in effect:

    • Schools will not be identified as “in need of improvement” based on this year’s data

    • Schools that have already been “in need of improvement” will not be required to implement certain NCLB sanctions:

      • Supplemental Education Services

      • Public School Choice

      • Corrective Action measures

      • Restructuring measures


    Nclb requirements waived

    NCLB Requirements Waived:

    • No longer required to offer SES/NCLB Public School Choice(eliminated 20 percent reservation)

    • District and school improvement 10% reservations for professional development no longer required

    • For more detailed description of provisions waived, please see “Summary of NCLB Waiver Flexibilities” document found at http://www.csde.state.ct.us/public/cedar/nclb/index.htm


    Timeline

    Timeline


    Nclb waiver first step in improving school accountability

    NCLB Waiver: First Step in Improving School Accountability


    Elements of school performance to capture in future years

    Elements of school performance to capture in future years:

    • Cohort Growth

    • College and Career Readiness

    • Civics

    • Arts

    • Fitness/Wellness

    • School Climate

      If interested in partnering with the CSDE to develop metrics in any of these areas, please contact:

      Renee Savoie, [email protected]


    Elements of accountability system

    Elements of Accountability System

    • Measurement

    • Classification

    • Intervention

    • Recognition


    Why connecticut needs a new system of accountability

    Why Connecticut needs a new system of accountability:

    • We should value improvement at all levels.

    • We should use metrics that give us a fuller picture of performance.

    • We should set meaningful goals for schools.

    • We should set the bar higher: the goal is ‘Goal’.


    Major shifts

    Major shifts:


    Connecticut state department of education

    NCLB

    Connecticut’s New Indicators


    Performance index

    Performance Index

    • Index between 0 and 100

    • Counts performance in all tested grade levels

    • Captures performance across performance bands

    • Includes all tested subjects: reading, writing, math, and science

    • Incorporates all tested students, including students who take the MAS and the Skills Checklist

    • Provides subject-specific indices and overall index

    • Calculated for “all students” group and subgroups: ELL, SWD, Black, Hispanic, F/R lunch


    What s the difference between the results released in july and the performance metrics

    What’s the difference between the results released in July and the performance metrics?


    Performance index students who take cmt capt

    Performance Index Students who take CMT/CAPT


    Performance index students who take mas or skills checklist

    Performance IndexStudents who take MAS or Skills Checklist

    *3% cap remains in place at the district-level. Standard raised from Proficient to Goal.


    Calculating district school subgroup performance index

    Calculating District/School/Subgroup Performance Index

    • Step 1: Calculate an Individual Performance Index (IPI) for each student.

    • Example: 5th grader

      • Reading – G:1.0

      • Writing – P:.67

      • Science – B:.33

      • Math–P:.67

    • Average these values (x100) to get Individual Performance Index: 67

    • Example: 4th grader

    • Reading – B:.33 Writing – P:.67 Math–BB:0.0

    • Average these values (x100) to get Individual Performance Index: 33

    • Step 2: Calculate the District/School/Subgroup Performance Index.

    • Example:

      • 5th grader IPI = 67

      • 4th grader IPI = 33

    • Average all students IPIs (in the relevant group) to get the Performance Index = 50


    Calculating subject performance index

    Calculating Subject Performance Index

    • 97 students take CMT

      • 17 score A: 17 students x 1.00 = 17 SPI points

      • 20 score G: 20 students x 1.00 = 20 SPI points

      • 30 score P: 30 students x 0.67 = 20 SPI points

      • 15 score B: 15 students x 0.33 = 5 SPI points

      • 15 score BB: 15 students x 0.00 = 0 SPI points

    • 2 students take MAS

      • 1 scores G: 1 student x 1.00 = 1 SPI point

      • 1 scores B: 1 student x 0.00 = 0 SPI points

    • 1 student takes Skills Checklist

      • 1 scores I: 1 student x 1.00 = 1 SPI point

    Subject Performance Index = 64

    % at or above Proficient = 69%


    How can a school increase its spi

    How can a school increase its SPI?

    For a school with 100 students….

    Increasing % Proficiency by 9% requires moving 9 students who were not Proficient to Proficient.

    Increasing the SPI by 3 points requires moving 9 students across any performance threshold (.33 for each student)

    0.33

    0.33

    1.0

    0.33


    Graduation metrics for high schools

    Graduation Metrics for High Schools

    • Federally defined

    • The percentage of incoming 9th graders who graduate from 12th grade within 4 years with a standard diploma

    • Counts students who stay enrolled in high school for longer than 4 years

    • Counts students who receive certificate of completion

    • Does not count students who dropped out or transferred to another school district but never enrolled or have an unknown status

    4-year cohort

    graduation rate

    Extended

    graduation rate


    Connecticut state targets following 2018

    Connecticut State Targets: following 2018


    School performance index performance targets ambitious yet achievable

    School Performance Index Performance Targets: Ambitious yet Achievable

    School Performance Index

    88


    Subgroup performance index performance targets ambitious yet achievable

    Subgroup Performance Index Performance Targets: Ambitious yet Achievable

    Subgroup Performance Index

    88


    4 year cohort graduation rate performance targets ambitious yet achievable

    4-year Cohort Graduation Rate Performance Targets: Ambitious yet Achievable

    94%

    4-year graduation rate


    Extended graduation rate performance targets ambitious yet achievable

    Extended Graduation Rate Performance Targets: Ambitious yet Achievable

    Extended graduation rate

    96%


    School classification

    School Classification:

    • Excelling

    • Progressing

    • Transition

    • Review (inc. Focus)

    • Turnaround

    Met all state targets

    Meeting annual targets

    Not meeting annual targets

    Need the most support: eligible for Commissioner’s Network; otherwise, district-led interventions and redesign


    Connecticut state department of education

    Sample Schools with

    Subject Performance Index = 88


    Connecticut state department of education

    Sample Schools with

    Subject Performance Index = 64


    Connecticut state department of education

    Excelling Schools

    Performance Targets

    Meet state targets:

    • SPI > 88

    • 4yr grad > 94%

    • Ext. grad > 96%

    • Maj. of subgp. gaps < 10

      and

    • > 25% Adv. In three of four subjects

    • Maintain SPI > 88

    • Maintain 4yr grad > 94%

    • Maintain Ext. grad > 96%

    • If subgp. SPI < 88, increase so that ½ way to 88 by 2018

    • Drive own improvement

    Interventions

    Description


    Progressing schools

    Progressing Schools

    Performance Targets

    • Increase SPI so ½ way to 88 by 2018

    • Increase subgroup SPIs so ½ way to 88 by 2018

    • Increase 4yr grad so ½ way to 94% by 2018

    • Increase Ext grad so ½ way to 96% by 2018

    • SPI >88

      and miss one of:

    • Maj. of subgp. gaps < 10

    • 4yr grad > 94%

    • Ext. grad > 96%

      OR

    • 64 < SPI < 88

      and meet all of:

    • Performance target for SPI

    • 4yr grad > 90%

    • Ext. grad > 93%

    • Maj. of subgp. gaps < 10

    • Self-review

    Interventions

    Description


    Transition schools

    Transition Schools

    Performance Targets

    • Increase SPI so ½ way to 88 by 2018

    • Increase subgroup SPIs so ½ way to 88 by 2018

    • Increase 4yr grad so ½ way to 94% by 2018

    • Increase Ext grad so ½ way to 96% by 2018

    • 64 < SPI < 88

      and miss one of:

    • Performance target for SPI

    • 4yr grad > 90%

    • Ext. grad > 93%

    • Maj. of subgp. gaps < 10

    • District-led review

    Interventions

    Description


    Schools in need of the greatest support

    Schools in need of the greatest support

    Performance Targets

    • Increase SPI so ½ way to 88 by 2018 or 3 pts.

    • Increase subgroup SPIs so ½ way to 88 by 2018

    • Increase 4yr grad so ½ way to 94% by 2018

    • Increase Ext grad so ½ way to 96% by 2018

    • SPI < 64

      OR

    • 4yr grad < 60

      OR

    • Part. rate < 95%

      OR

    • Subgroups among lowest performing in state (Focus Schools)

    • Eligible for Commissioner’s Network

    • Otherwise, district-led focused and/or comprehensive School Redesign Plans and interventions

    Interventions

    Description


    Schools in need of the greatest support1

    Schools in need of the greatest support

    Focus

    • Lowest performing subgroups: eligible for F/R lunch, SWD, ELL, Black, Hispanic

    • 4-yr grad rate < 60%

    • Interventions must occur in 2012-13; identified based on 2011 data

    • SIG Schools

    • Lowest 5% of Title I Schools

    • CSDE will be involved in interventions in these schools

    • School Performance Index lower than 64 for “all students”

    • Interventions occur in 2013-14 and 2014-15

    Review

    Turnaround


    Schools of distinction

    Schools of Distinction


    Connecticut state department of education

    Schools of DistinctionSustained high performance for subgroups or sustained progress for the “all students group”

    • Recognition

      Other ideas for consideration:

    • Option for teacher or administrator to take sabbatical to join Turnaround Team for one year

    • Monetary grants


    Please contact the sde if you have further questions

    Please contact the SDE if you have further questions:

    New performance indicators:

    Gil Andrada: [email protected]

    Incorporation of future performance metrics:

    Renee Savoie: [email protected]

    Waiver flexibilities:

    Marlene Padernacht: [email protected]


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