1. NASDSE 74th Annual Conference October 16, 2011
“Providing Education Excellence in Challenging Times: Connection in Practice that Matter”
Christopher A. Koch, Ed.D.
State Superintendent of Education

2. Schooling in the United States was created at an earlier time in our history…
It is NOT designed to:
to ensure EVERY child experiences a high quality education

3. 24 chiefs with less than 1 year experience
More than 10
3-8
1-2
Less than 1

4. State Education Agencies in Transition
Increased Responsibilities
Loss of Capacity
Limited Discretionary Money
Hiring and Salary Limitations
From Compliance to Service
Necessity for Networking and Partnerships
Building District and School Capacity
Responsibility for Equity Agenda
Shifting Staff Roles/Functions

5. States went into this budget season facing a combined shortfall of
$86 billion
-National Conference of State Legislatures

6. $3.5 billion infusion to School Improvement Grant program through ARRA
SIG 3.5 Million – School grants – Lowest Performing Schools

7. States Collectively Acting on: professional development communication
Implementing
College and
Career Ready
Standards
States Collectively Acting on:
professional development
communication
curriculum
transition plans
assessment
Common Core Communication plans

8. Implementing the Common Core
Add shadows

9. 44 states participating in assessment consortia
PARCC
SBAC
Both

10. Assessment Consortia Timelines
44 states participating in assessment consortia
Assessment Consortia Timelines
PARCC
SBAC
Double check -
Source: Center for K–12 Assessment & Performance Management at ETS

11. and DC release accountability principles
44 states
and DC release accountability principles

12. No Child Left Behind: Next Generation Accountability Systems
The goals of next-generation accountability systems are:
Clearly articulate the state’s expectations for school and district performance
Differentiate the performance of schools and districts in valid, reliable, and meaningful ways
Empower and engage educators, policy/law makers, parents, and the public through regular communication and transparent, timely reporting of actionable data
Foster a commitment to innovation and continuous improvement of the system so new models are used and evaluated to improve performance across the system, increasing achievement and efficiency.

13. Accountability System Principles
Alignment of performance goals to college- and career-ready standards;
Annual determinations for each school and district that meaningfully differentiate between schools and districts and direct the provision of supports and interventions;
Focus on student outcomes on a variety of indicators including those of both status and growth;

14. Accountability System Principles
Continued commitment to disaggregation; including disaggregation of data by student subgroup (for both reporting and accountability);
Reporting of timely, actionable, accessible data to all stakeholders, including outcome and richer data to drive continuous improvement;
Deeper diagnostic reviews, used as appropriate, to better link accountability determinations to meaningful supports and interventions;

15. Accountability System Principles
Building school and district capacity for sustained improvement though supports and interventions;
Targeting the lowest performing schools for significant interventions
Innovation, evaluation, and continuous improvement in the accountability systems over time.

16. College and Career Ready System
Better Diagnosis
Individual Student Profiles
Readiness Assessments
College Readiness Profiles
Closer Alignment
Course Design Guidance
Alignment of K-12 and Higher Ed Courses
Multiple Learning Pathways
Stronger Partnerships
Secondary and Postsecondary Communication/Action

17. college- and career-ready
Implications For these changes
Eliminate persistently low-performing schools
personalized learning experiences
student-centered accountability systems
highly effective education workforce
prioritize resources to achieve higher results
new assessments
college- and career-ready
development and enhancement of information systems
options for students
…for all kids.
state education agency success

18. Implications World-Class Knowledge and Skills
Performance-Based Learning
Personalized Learning
Supported By:
Authentic Student Voice
Anytime, Everywhere Opportunities
Comprehensive Systems of Support

22. What Does Assessment of Basic Skills Tell Us?
Individuals entering teacher preparation programs have essential skills needed to enter rigorous teacher preparation programs
Individuals earning teaching credentials have a minimum skill level of knowledge in reading, mathematics, English/Language Arts, and writing

23. Are Preparation Programs Highly Selective?
Do Colleges of Education actively recruit candidates into their programs?
Do Colleges of Education use ACT as a means of admission into teacher education programs? If so, are they only selecting from top 1/3 of ACT scores?
Following are some limited results that show how ACT scores relate to Basic Skills testing (study completed by IERC for ISBE)

24. Proportion passing BST by ACT composite score

25. Average ACT composite and subscale scores by BST status
All BST Takers
Did Not Pass BST
Passed BST
ACT Composite
21.38
19.52
25.73
ACT English
21.45
19.34
26.41
ACT Math
20.95
19.18
25.11
ACT Reading
21.65
19.56
26.54
ACT Writing
22.64
21.06
26.75
N (%)
3203 (100%)
2244 (70%)
959 (30%)

26. Comparison of ACT composite scores for selected groups