Holding Schools and Students Accountable

1. Holding Schools and Students Accountable Dr. Nancy S. Grasmick July 26,2012

2. 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

3. Presentation Plan Maryland’s approach from the perspective of: • History • Philosophy • Organization • Implementation

4. Maryland’s Approach: History • 1991: Appointment to State Superintendency • Commission on accountability desired a strong accountability system to assess progress of schools

5. 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

6. Maryland’s Approach: History • 1992: Identification of schools not delivering effective instruction (low student achievement)

7. 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

8. 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

9. 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

10. 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.

11. 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

12. 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

13. 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

14. 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.

15. Maryland’s Approach: Early Childhood Results • Progress was sustained when students were assessed in Grade 3 Percentage of Students Ready for School

16. 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

17. Maryland’s Approach: Contributing Factors to Success • Accountability • Commitment to preparing students for future success • Strategic funding • Importance of leadership

18. 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

19. 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

20. 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

21. 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

22. Holding Schools and Students Accountable Dr. Nancy S. Grasmick July 26,2012