Workgroup 1: College and Career Readiness OutcomesState 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:

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.

Context:

1) Subgroup identifying priority, focus, and reward schools

2) HB 2289 Task Force on School Accountability

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

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 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 Outcomes

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

Full Option Graduate Profile

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 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

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

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

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 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 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.