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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
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nclb sanctions no longer in effect
NCLB Sanctions no longer in effect: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
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’.
slide15
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
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

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

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

slide30
Sample Schools with

Subject Performance Index = 88

slide31
Sample Schools with

Subject Performance Index = 64

slide32
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

slide38
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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