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Workgroup 1: College and Career Readiness Outcomes State Outcomes Subgroup. COSA Winter Conference 2012. Charge:. Develop a system by which we can differentiate and report on the performance of individual schools. 2 Tasks:.

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Workgroup 1 college and career readiness outcomes state outcomes subgroup

Workgroup 1: College and Career Readiness OutcomesState Outcomes Subgroup

COSA Winter Conference 2012


Charge
Charge:

Develop a system by which we can differentiate and report on the performance of individual schools.


2 tasks
2 Tasks:

  • Identify measures for the accountability system beyond those required in the waiver (to identify priority, focus, and reward schools)

  • Formulate recommendations for redesigning report cards.


Context
Context:

  • Subgroup identifying priority, focus, and reward schools

  • HB 2289 Task Force on School Accountability


Guiding principles
Guiding Principles:

1)  Measures must promote achievement of 40-40-20 goal that represents the diversity of the State's population

2)  Measures define key aspects of college and career readiness


Learnworks key outcomes
LearnWorks Key Outcomes

Outcome 1:  By about age 5, learners have the cognitive, social, emotional, and behavioral skills necessary for kindergarten.

Outcome 2:  By about age 9, learners are proficient in literacy and numeracy and can apply those skills in a variety of contexts.


Learnworks key outcomes1
LearnWorks Key Outcomes

Outcome 3:By their mid-teens all learners are establishing academic behaviors; acquiring reading, writing, math, and thinking skills; and developing core knowledge. . .

Outcome 4:  By their late teens, learners earn a full-option diploma. . .


Learnworks key outcomes2
LearnWorks Key Outcomes

Outcome 5:  The majority of learners obtain a post-secondary degree or certificate that attests to their ability to think and learn



Task 1 accountability system measures
Task 1:  Accountability System Measures

Design considerations:

  • Assessment out of grade level

  • More fine grained assessments - student proficiency on specific content

  • Fair accountability for mobile students

  • Provide data on cohort grad rate progress

  • System allows classroom judgments of proficiency or collections of assessments in lieu of state assessment

  • Classroom assessments - calibration, task quality

  • Essential skills development support and phase-in

  • Growth of all students, not just non-proficient students


Task 1 accountability system measures1

Identification of focus, priority, reward schools MUST USE:

Standardized test (OAKS followed by SMARTER) for reading/language arts and math at grades 3-8, 11;

4-year cohort graduation rates

Task 1:  Accountability System Measures


Task 1 accountability system measures identification of focus priority reward schools may use

Cross levels

Growth on content assessments

Growth on ELPA (AMAOs)

Task 1:  Accountability System MeasuresIdentification of focus, priority, reward schools MAY USE:



Task 1 accountability system measures ready for critical thinking
Task 1:  Accountability System Measures:Ready for Critical Thinking


Task 1 accountability system measures ready to apply literacy and numeracy
Task 1:  Accountability System Measures:Ready to Apply Literacy and Numeracy


Task 2 report card recommendations
Task 2:  Report Card Recommendations

Design questions:

  • How can targets be set in a way that allows us to differentiate between the performance of various schools, for the purpose of celebrating the success of high performing schools (or those who are “beating the odds”) and provides support and incentives for growth to the lower performing schools?

  • Could a formula be developed that allows for different growth based on what is ambitious but achievable given the schools population?

  • What factors should be taken into account to determine targets (past performance, mobility, SES, how far they have to go (status),etc.)


Task 2 report card recommendations1
Task 2:  Report Card Recommendations

Design questions:

  • What are the categories given to schools (i.e. Outstanding, Satisfactory, In Needs of Improvement)

  • Can the rating be given in different areas (i.e. Growth, Status, Achievement Gap, Other)?  

  • How should the report card balance simplicity (for purposes of public and school understanding) with complexity (for fairness and accuracy of ratings)

  • What “inputs” should be reported on the report card (i.e. attendance, safety, HQT)


Task 2 report card recommendations2
Task 2:  Report Card Recommendations

Recommendations:

  • No overall rating, instead, based on methodology for identification of priority, focus, and reward schools, four areas for ratings: proficiency, growth, college and career readiness, graduation & beyond.

  • Include exited ELL students as a student group

  • Remove dropouts, student safety measures from report card.


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