workgroup 1: college and career readiness outcomes state outcomes subgroup
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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:. - PowerPoint PPT PresentationTRANSCRIPT
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Workgroup 1: College and Career Readiness OutcomesState Outcomes Subgroup
COSA Winter Conference 2012
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Charge:
Develop a system by which we can differentiate and report on the performance of individual schools.
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2 Tasks:
1) Identify measures for the accountability system beyond those required in the waiver (to identify priority, focus, and reward schools)
2) Formulate recommendations for redesigning report cards.
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Context:
1) Subgroup identifying priority, focus, and reward schools
2) HB 2289 Task Force on School Accountability
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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
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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.
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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. . .
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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
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Full Option Graduate Profile
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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
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Task 1: Accountability System Measures
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
•
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Task 1: Accountability System MeasuresIdentification of focus, priority, reward schools MAY USE: Cross levels• Growth on content assessments• Growth on ELPA (AMAOs)
•
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Task 1: Accountability System Measures:Full Option Graduate
Measure Target date21 year olds with diploma
Students enrolling in post secondary education within 1 years of exiting high school
Employee and post-secondary surveys of student readiness.
Students college and career ready/earning college credit
Grade 10 PSAT/PLAN
C-PAS
Essential skills: Critical and Analytical Thinking Personal Management and Teamwork
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Task 1: Accountability System Measures:Ready for Critical Thinking
Measure Target dateHigh school credits earned
Teacher survey of 9th grade readiness
Grade 8 Readistep/EXPLORE
Attendance (information item)
Essential skills: Critical and Analytical Thinking Personal Management and Teamwork
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Task 1: Accountability System Measures:Ready to Apply Literacy and Numeracy
Measure Target dateGrade 1 reading
Teacher survey of middle school readiness
?Essential skills: Critical and Analytical Thinking Personal Management and Teamwork
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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.)
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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)
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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.