February 2016 Our School Report Cards and Accountability Determinations South Lewis Central School District.

Slides:



Advertisements
Similar presentations
Presented to the State Board of Education August 22, 2012 Jonathan Wiens, PhD Office of Assessment and Information Services Oregon Department of Education.
Advertisements

Franklin Public Schools MCAS Presentation November 27, 2012 Joyce Edwards Director of Instructional Services.
Data Analysis State Accountability. Data Analysis (What) Needs Assessment (Why ) Improvement Plan (How) Implement and Monitor.
School Report Cards 2004– The Bottom Line More schools are making Adequate Yearly Progress. Fewer students show serious academic problems (Level.
+ Utah Comprehensive Accountability System (UCAS) 1 Hal Sanderson, Ph.D. Research and Assessment August 21,
Lodi Unified School District Accountability Progress Report (APR) & CAHSEE Results Update Prepared for the September 21, 2010 Board of Education.
School Report Cards For 2003–2004
Rhode Island Accountability Process Revisions for School Years 2015 and 2016 A Presentation to the Accountability 3.0 Statewide Webinar March 27, 2015.
1 Union County School District Instructional Update 10 December 2007 Dr. David Eubanks Superintendent.
1 Prepared by: Research Services and Student Assessment & School Performance School Accountability in Florida: Grading Schools and Measuring Adequate Yearly.
Flexibility in Determining AYP for Students with Disabilities Background Information—Slides 2—4 School Eligibility Criteria—Slide 5 Calculation of the.
Delaware’s Accountability Plan for Schools, Districts and the State Delaware Department of Education 6/23/04.
Common Questions What tests are students asked to take? What are students learning? How’s my school doing? Who makes decisions about Wyoming Education?
MEGA 2015 ACCOUNTABILITY. MEGA Conference 2015 ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE The Metamorphosis of Accountability in Alabama.
Cambrian School District Academic Performance Index (API) Adequate Yearly Progress (AYP) Program Improvement (PI) Report.
Introduction to Adequate Yearly Progress (AYP) Michigan Department of Education Office of Psychometrics, Accountability, Research, & Evaluation Summer.
Michigan’s Accountability Scorecards A Brief Introduction.
Arizona’s Federal Accountability System 2011 David McNeil Director of Assessment, Accountability and Research.
District Assessment & Accountability Data Board of Education Report September 6, 2011 Marsha A. Brown, Director III – Student Services State Testing and.
Department of Research and Evaluation Santa Ana Unified School District 2011 CST API and AYP Elementary Presentation Version: Elementary.
1 Paul Tuss, Ph.D., Program Manager Sacramento Co. Office of Education August 17, 2009 California’s Integrated Accountability System.
School Report Card ACCOUNTABILITY STATUS REPORT: ENGLISH LANGUAGE ARTS, MATHEMATICS, SCIENCE, AND GRADUATION RATE For GREENVILLE CSD.
State and Federal Testing Accountability: Adequate Yearly Progress (AYP) Academic Performance Index (API) SAIT Training September 27, 2007.
1 Watertown Public Schools Assessment Reports 2010 Ann Koufman-Frederick and Administrative Council School Committee Meetings Oct, Nov, Dec, 2010 Part.
CHANGES IN FEDERAL ACCOUNTABILITY FOR SCHOOLS BEGINNING IN
Annual Student Performance Report October Overview NCLB requirements related to AYP 2012 ISAT performance and AYP status Next steps.
South Lewis Central School District. Student Outcomes – Percent Meeting Common Core Expectations (District-Wide) ELA - Grade % Levels 3 and 4 BOCES Rank.
School Accountability in Delaware for the School Year August 3, 2005.
Lodi Unified School District Accountability Progress Report (APR) Results Update Prepared by the LUSD Assessment, Research & Evaluation Department.
Testing Coordinators: October 4, 2007 Adequate Yearly Progress (AYP) and Academic Performance Index (API)
Annual Student Performance Report September
No Child Left Behind Education Week
State and Federal Accountability Old English Consortium Assistant Principals’ Conference October 2009.
Adequate Yearly Progress The federal law requires all states to establish standards for accountability for all schools and districts in their states. The.
ESEA Federal Accountability System Overview 1. Federal Accountability System Adequate Yearly Progress – AYP defined by the Elementary and Secondary Education.
Accountability Scorecards Okemos Board of Education September 2013.
1 Getting Up to Speed on Value-Added - An Accountability Perspective Presentation by the Ohio Department of Education.
ADEQUATE YEARLY PROGRESS. Adequate Yearly Progress Adequate Yearly Progress (AYP), – Is part of the federal No Child Left Behind Act (NCLB) – makes schools.
Federal and State Student Accountability Data Update Testing Coordinators Meeting Local District 8 09/29/09 1.
1 Accountability Systems.  Do RFEPs count in the EL subgroup for API?  How many “points” is a proficient score worth?  Does a passing score on the.
Accountability Scorecards Top to Bottom Ranking February 2016.
October 25, 2012 Jonathan Wiens, PhD Office of Assessment and Information Services Oregon Department of Education.
School and District Accountability Reports Implementing No Child Left Behind (NCLB) The New York State Education Department March 2004.
October 24, 2012 Jonathan Wiens, PhD Accountability and Reporting Oregon Department of Education.
University of Colorado at Boulder National Center for Research on Evaluation, Standards, and Student Testing Challenges for States and Schools in the No.
C R E S S T / CU University of Colorado at Boulder National Center for Research on Evaluation, Standards, and Student Testing Measuring Adequate Yearly.
1 Grade 3-8 English Language Arts Results Student Growth Tracked Over Time: 2006 – 2009 Grade-by-grade testing began in The tests and data.
Minnesota’s Proposed Accountability System “Leading for educational excellence and equity. Every day for every one.”
MCAS Progress and Performance Index Report 2013 Cohasset Public Schools.
Thank you for being willing to change the date of this meeting! Annabelle Low 7lbs 13oz.
CHANGES IN FEDERAL ACCOUNTABILITY FOR SCHOOLS BEGINNING IN Central Susquehanna Intermediate Unit.
Kansas Association of School Boards ESEA Flexibility Waiver KASB Briefing August 10, 2012.
1. Every Student Succeeds Act ESSA December
Performance Wisconsin Student Assessment System
South Lewis Central School District December 2016
State of Wisconsin School Report Cards Fall 2014 Results
Academic Performance Index (API) and AYP
Academic Performance Index (API) and AYP
Overview Page Report Card Updates Marianne Mottley – Director Office of Accountability.
Spring 2016 MCAS Data Overview
New Statewide Accountability System
South Lewis Central School District
Wade Hayashida Local District 8
Participation in State Assessments State and Federal Policy
Madison Elementary / Middle School and the New Accountability System
WAO Elementary School and the New Accountability System
Presented by Joseph P. Stern
ELEMENTARY AND SECONDARY EDUCATION ACT
State of Wisconsin School Report Cards Fall 2014 Results
Presentation transcript:

February 2016 Our School Report Cards and Accountability Determinations South Lewis Central School District

Overview of NYS Accountability… Has always been overseen by the Federal Government and ESEA (Elementary and Secondary Education Act) Requires that students are tested in every grade (3-8) in ELA and math, once at the HS in ELA and math, and once at the elementary, middle and high school in Science The bulk of the process is determined at the Federal level (states can request minor waivers)

Purpose… Identify, help and support districts and schools that are struggling academically or are not providing an equal education to all types of students.

What is looked closely at… Graduation rates Regents results for math and ELA State results in 3-8 for math, ELA & Science What is analyzed is how our entire student body performs, but also each sub-group of students Students with Disabilities Economically Disadvantaged Students Ethnic groups (in our case we typically only have enough students to do a “white” category)

Colored Chart with 4 Years of Data… Note that the state assessments in 3-8 ELA and math switched to Common Core in (that is why the numbers are quite a bit different for those exams as compared to )

What the state looks closely at… The PI is the Performance Index, which is a calculation giving double credit for students “proficient,” single credit for students scoring “below proficiency,” and no credit for students “well below proficiency” The state sets an “Effective Annual Measureable Outcome” each year that each sub-group needs to meet in order to show they have made “Adequate Yearly Progress” You can also make “Safe Harbor” for a group if you don’t make the EAMO, but you do show enough growth to reach this safety net

What the state looks closely at… Districts or schools that are performing substantially below where they should be can be identified as “Focus” or “Priority” much more complex than this, but the overall concept is that the state attempts to identify schools/districts performing in the bottom 5% across the state on graduation rates, 3-8 testing results, and Regents results create plans possible state intervention/assistance

What the state looks closely at… A school (not district) that fails to make AYP for 3 years in a row for a sub-group can be identified as a “Local Assistance Plan” school create plan to address how to gain growth for the sub-group(s) not making AYP

Do you notice any areas where we have red 3 years in a row? What does that mean?

In addition… You can also be identified as a LAP school if you have large discrepancies between your subgroups Basically meaning that certain ethnicities or types of children are not being educated in an equal or comparable way as other students in your schools or district

Progress Filters… Examples of those previously approved: Group has made a ten point gain in the Performance Index from Prior Year. Median Student Growth Percentile is at or above Statewide average. Subgroups 4- or 5-year graduation rate is above Statewide average or has increased by ten percent over last two years.

Next Steps… Hear from state ed. if we are cleared from the LAP lists due to this year’s progress filters We are optimistic we will be, but not certain We should be notified in the spring if we have any LAP schools The LAP schools are publicly announced typically in the early summer

How is the district impacted when students opt out of the 3-8 tests… When you are missing student data it can skew your results either way (if the students who opt out tend to be higher performing students, your results will be poorer than they should be, but the opposite can also be true) In addition to meeting your EAMO for all of the sub- groups we talked about, you also need to have 95% of your students participate in the 3-8 ELA and math assessments and 80% participation for the 4 and 8 Sci exams

How is the district impacted when students opt out of the 3-8 tests… If you fail to meet these percentages, then you will fail to make your AYP, no matter if you made the EAMO or Safe Harbor (the state does average 2 years together if you fall below the required participation rates) Repeated failures to make the AYP for any of your sub- groups can make you a “Local Assistance Plan,” “Priority,” or “Focus” District or School In conclusion, not meeting these percentages puts you in the same predicament as getting very poor student results

How is the district impacted when students opt out of the 3-8 tests… Discussion on participation Where do we have areas of red?

What the state looks closely at… A district or school that has substantial gains can be identified as a “Reward School” South Lewis High School was identified as a Reward School for our ELA and math performance as we showed substantial gains between and

In Conclusion… School report cards give us a lot of important overall information about a district and school buildings The state uses 3-8 ELA, math & Sci state results, HS math and ELA Regents results, and Graduation Rates to determine which schools are struggling (Focus, Priority and Local Assistance Plan) and which districts and schools are doing well (Reward) Participation rates are also important, and this school year was the first year that South Lewis fell below/is close to the required 95% participation in 3-8 ELA and math, so we will need to continue to monitor this

Changes Coming… You have probably heard of ESSA (Every Student Succeeds Act) – the latest law that replaces ESEA Federal requirement to still test students in 3-8 ELA and math, once in ELA and math at HS, and 3 times for Science (elementary, middle and high) However, states will have to determine their own systems for how they will measure accountability and how to determine which districts and schools are Focus, Priority, LAP, or Reward We will need to see how this unfolds Overall – more control and decisions will be in each state’s hands to determine accountability, rather than dictated by the Federal Dept.

Big Picture View of SL… 3-8 ELA and math PIs Are bars moving up each year or are any dropping down? We are looking for steady growth upwards. Are there certain areas that seem overall higher bars (strengths), lower bars (focus areas), patterns?

Big Picture View of SL… High School Regents and Sci 4 and 8 Are bars moving up each year or are any dropping down? We are looking for steady growth upwards. Are there certain areas that seem overall higher bars (strengths), lower bars (focus areas), patterns?

Big Picture View of SL… Graduation Data Are bars moving up each year or are any dropping down? We are looking for steady growth upwards. Are there certain areas that seem overall higher bars (strengths), lower bars (focus areas), patterns?

Conclusions/Thoughts… Our goal is not to scare anyone, not to point fingers at any area, etc. The mission is to educate everyone, so there are no surprises, and to brainstorm ways our entire faculty can work together and move forward. We have a great team at South Lewis!

To Summarize, Do “The Important Thing”… Complete the opening sentence, “The important thing about school report cards and accountability is ______________________________________________. Write 3 facts or details you learned today about our school report cards and accountability. Conclude with, “However, the most important thing about school report cards and accountability is ______________________________________________.