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2012 MASSP SPRING CONFERENCEMissouri Department of Elementary and Secondary Education*March 27, 2012
Todays UpdatesMSIP StandardsPerformance Scoring GuideProcess and Resource RevisionESEA FlexibilityTransition to Revised Academic Standards and AssessmentsEducator Standards and Evaluation SystemsQuestions
Promote Continuous Improvement and Innovation
Establish the State's Expectations
Distinguish Performance of Schools and Districts
Empower All Stakeholders
MSIP 5 Policy Goals
Academic Achievement The district administers assessments required by the Missouri Assessment Program (MAP) to measure academic achievement and demonstrates improvement in the performance of its students over time.
Subgroup Achievement The district demonstrates required improvement in student performance for its subgroups.
College and Career Readiness (K-12 only) The district provides adequate post-secondary preparation for all students. High School Readiness (K-8 only) The district provides adequate post-elementary preparation for all students.
Attendance Rate The district ensures all students regularly attend school.
Graduation Rate (K-12 only) The district ensures all students successfully complete high school.
MSIP 5 Performance Standards
Regional Meetings Intended Outcome of Missouris Accountability System
Identify Lowest 5% and Provide Drastic Intervention and AssistanceEnsure EVERY school is Good EnoughEnsure EVERY school Gets Better0-19-2 Second Priority8-3 Third Priority3-17-28-3 Third Priority18-1 Highest Priority0-21-3
Regional Meetings Design Decisions
DecisionSpread< 50%50/50> 50%Status0-70863Growth30-100368
DecisionSpread< 50%50/50> 50%Differentiated5-1007010Standardized0-951007
DecisionSpread< 50%50/50> 50%Simple/Transparent0-751251Complex/Precise25-1001512
DecisionSpread< 50%50/50> 50%Focused Dept Resources0-95727Dept Resources for All5-100727
Aligned System of Accountability
Academic AchievementMultiple Measures
Apply Full Academic Year (FAY) for accountability; report all students
Eliminate grade span and report atschool/LEA configuration
ExceedingMeetingApproachingFloorStatus15960Progress9630Growth9630
Academic Achievement - StatusSet Standardized Status Expectation for all districtsUse 3 most recent years to calculate statusUse an Index to calculate and add percent proficient for reporting
Achievement LevelPoint ValueBelow Basic1Basic3Proficient4Advanced5
MAP Performance Index
ProfRateMPIB Basic25%25Basic25%75Prof25%100Adv25%125325
ProfRateMPIB Basic0%0Basic50%150Prof25%100Adv25%125375
ProfRateMPIB Basic13%13Basic12%36Prof50%200Adv25%125374
Academic Achievement - ProgressPromote continuous improvement
Allow for differentiated improvement targetsUse percentage gap reduction
Academic Achievement - Progress*The MPI from the prior year is subtracted from 450 to determine a gap.Multiply the MPI gap by the associated percentage.
Baseline MPI2011 School MPIMPI gap450-347.8=102.2
Prior Year MPI GAPMPI Increase Needed 2011 MPI2012 Progress AMOExceeds102.2*5%=5.11347.8352.9-500Meets102.2*3%=3.07347.8350.9-352.8Approaching102.2*1%=1.03347.8348.8-350.8
Academic Achievement - Progress
Academic Achievement - GrowthContinue with Student Growth Pilot
Establish Growth Targets Similar process as 2011 APR but use quartiles
Reinstatement of Performance Events and Writing Prompts
Beginning fall 2012 administrationGrade 3 Communication Arts: writing promptGrade 4 Mathematics: performance eventGrade 5 Science: performance eventGrade 7 Communication Arts: writing promptGrade 8 Mathematics AND Science: performance eventAlgebra I Performance eventEnglish II Writing promptBiology Performance event
Item Benchmark Descriptor (IBD)Summer 2013Item-level data aligned to both GLEs/CLEs and new core academic standards
Class of 2016Required Additional End-of-Course AssessmentsEnglish IAmerican History
Administered online
No cost to LEAs/districts
Sample tests and achievement level descriptors may be found at http://dese.mo.gov/divimprove/assess/eoc_resources.html.
Subgroup AchievementChallenges Associated with NCLB ImplementationAll or nothing approachDistribution of subgroups among LEAsNumber of subgroups vary LEA to LEAMinimum nDuplicated Count
Subgroup AchievementReport all subgroups individuallyMaintains focus on the performance of each child
Apply accountability to a super subgroupAllows for inclusion of students otherwise missed due to small n sizeEliminates duplicated countLevels playing field among districts accountability measured using one subgroup in each district
Proficiency Rates by Subgroup
Subgroup% Of State PopulationCA 2009CA 2010CA 2011Math 2009Math 2010Math 2011Total100%51.253.654.647.652.754.2Asian/Pacific Is1.9%61.765.665.064.870.572.0Black16.3%29.732.032.721.223.029.0Hispanic4.3%37.740.641.634.435.841.4American In0.5%51.151.151.241.844.048.6White75.6%56.659.060.152.853.658.3Multi-Racial1.3%60.353.753.558.965.153.1FRL46.6%36.339.440.531.833.338.9IEP12.5%23.626.227.022.725.829.2LEP2.6%24.725.223.228.428.631.4
Subgroup AchievementMultiple MeasuresStatusProgressGrowth
Goal Cut Gap in Half by 2020
Academic AchievementCAMathematicsScience Social StudiesAdditional EOCsRisk FactorsExemplarsStatusExceeds = 15Meets =9Approach =6Floor =0Exceeds = 15Meets =9Approach =6Floor =0Exceeds = 15Meets =9Approach =6Floor =0Exceeds = 7.5Meets =4.5Approach =3Floor =0Exceeds = 7.5Meets =4.5Approach =3Floor =0ProgressExceeds = 9Meets =6Approach =3Floor =0Exceeds = 9Meets =6Approach =3Floor =0Exceeds = 9Meets =6Approach =3Floor =0Exceeds = 4.5Meets =3Approach =1.5Floor =0Exceeds = 4.5Meets =3Approach =1.5Floor =0GrowthExceeds = 9Meets =6Approach =3Floor =0Exceeds = 9Meets =6Approach=3Floor =0PointsPossible1515157.57.5Subgroup AchievementCAMathematicsScience Social StudiesAdditional EOCsRisk FactorsExemplarsStatusExceeds = 5Meets =3Approach =2Floor =0Exceeds = 5Meets =3Approach =2Floor =0Exceeds = 5Meets =3Approach =2Floor =0Exceeds = 2.5Meets =1.5Approach =1Floor =0Exceeds = 2.5Meets =1.5Approach =1Floor =0ProgressExceeds = 3Meets =2Approach =1Floor =0Exceeds = 3Meets =2Approach =1Floor =0Exceeds = 3Meets =2Approach =1Floor =0Exceeds = 1.5Meets =1Approach =.5Floor =0Exceeds = 1.5Meets =1Approach =.5Floor =0GrowthExceeds = 3Meets =2Approach =1Floor =0Exceeds = 3Meets =2Approach =1Floor =0PointsPossible5552.52.5
CCR*1-3*4*5-6Risk FactorsExemplarsStatusExceeds = 10Meets = 6Approach = 4Floor = 0Exceeds = 10Meets =6Approach =4Floor =0Exceeds = 10Meets =6Approach =4Floor =0ProgressExceeds = 6Meets = 4Approach = 2Floor = 0Exceeds = 6Meets = 4Approach =2Floor =0Exceeds = 6Meets = 4Approach =2Floor =0PointsPossible101010AttendanceRisk FactorsExemplarsStatusExceeds = 10Meets = 6Approach =4Floor = 0ProgressExceeds = 6Meets =4Approach = 2Floor = 0PointsPossible10Graduation4-5 Year RateStateRisk FactorsExemplarsStatusExceeds = 20Meets = 12Approach = 8Floor = 0Exceeds = 10Meets = 6Approach = 4Floor = 0ProgressExceeds = 12Meets = 8Approach = 4Floor = 0Exceeds = 6Meets = 4Approach = 2Floor = 02010
Sample Annual Performance Report (K-12)
StandardPoints POSSIBLEDistrict ScoreRisk FactorsExemplar Flags
Academic Achievement60Subgroup Achievement20College and Career Readiness30Attendance 10Graduation Rate30Total Points Possible150
Sample Annual Performance Report (K-8)
StandardPoints POSSIBLEDistrict ScoreRisk FactorsExemplar Flags
Academic Achievement45Subgroup Achievement15High School Readiness10Attendance 10Total Points Possible80
Aligned System of Accountability
Academic AchievementCAMathematicsScience Social StudiesAdditional EOCsRisk FactorsExemplarsStatusExceeds = 15Meets =9Approach =6Floor =0Exceeds = 15Meets =9Approach =6Floor =0Exceeds = 15Meets =9Approach =6Floor =0Exceeds = 7.5Meets =4.5Approach =3Floor =0Exceeds = 7.5Meets =4.5Approach =3Floor =0ProgressExceeds = 9Meets =6Approach =3Floor =0Exceeds = 9Meets =6Approach =3Floor =0Exceeds = 9Meets =6Approach =3Floor =0Exceeds = 4.5Meets =3Approach =1.5Floor =0Exceeds = 4.5Meets =3Approach =1.5Floor =0GrowthExceeds = 9Meets =6Approach =3Floor =0Exceeds = 9Meets =6Approach=3Floor =0PointsPossible1515157.57.5Subgroup AchievementCAMathematicsScience Social StudiesAdditional EOCsRisk FactorsExemplarsStatusExceeds = 5Meets =3Approach =2Floor =0Exceeds = 5Meets =3Approach =2Floor =0Exceeds = 5Meets =3Approach =2Floor =0Exceeds = 2.5Meets =1.5Approach =1Floor =0Exceeds = 2.5Meets =1.5Approach =1Floor =0ProgressExceeds = 3Meets =2Approach =1Floor =0Exceeds = 3Meets =2Approach =1Floor =0Exceeds = 3Meets =2Approach =1Floor =0Exceeds = 1.5Meets =1Approach =.5Floor =0Exceeds = 1.5Meets =1Approach =.5Floor =0GrowthExceeds = 3Meets =2Approach =1Floor =0Exceeds = 3Meets =2Approach =1Floor =0PointsPossible5552.52.5
CCR*1-3*4*5-6Risk FactorsExemplarsStatusExceeds = 10Meets = 6Approach = 4Floor = 0Exceeds = 10Meets =6Approach =4Floor =0Exceeds = 10Meets =6Approach =4Floor =0ProgressExceeds = 6Meets = 4Approach = 2Floor = 0Exceeds = 6Meets = 4Approach =2Floor =0Exceeds = 6Meets = 4Approach =2Floor =0PointsPossible101010AttendanceRisk FactorsExemplarsStatusExceeds = 10Meets = 6Approach =4Floor = 0ProgressExceeds = 6Meets =4Approach = 2Floor = 0PointsPossible10Graduation4-5 Year RateStateRisk FactorsExemplarsStatusExceeds = 20Meets = 12Approach = 8Floor = 0Exceeds = 10Meets = 6Approach = 4Floor = 0ProgressExceeds = 12Meets = 8Approach = 4Floor = 0Exceeds = 6Meets = 4Approach = 2Floor = 02010
K-12 sampleCore ScorePoints POSSIBLEAdditional State IndicatorsPoints POSSIBLETotal Points POSSIBLE Academic Achievement303060Subgroup Achievement101020College and Career Readiness_3030Attendance Rate_1010Graduation Rate201030Total6090150
K-8 sampleCore ScorePoints POSSIBLEAdditional State IndicatorsPoints POSSIBLETotal Points POSSIBLE Academic Achievement301545Subgroup Achievement10515High School Readiness_1010Attendance Rate_1010Total404080
Goal 1: All Missouri students will graduate college and career ready.STRATEGY 2: Promote quality teaching, leading, and learning by supporting a continuous improvement process and disseminating effective instructional practices.
ACTION 1: Establish and apply appropriate measures of accountability to guide timely intervention strategies and improvement efforts based on best practices. ACTION 2: Identify, disseminate and support research-based models to guide school and district improvement. ACTION 3: Identify, disseminate and promote best practices. ACTION 4: Provide access to user-friendly data tools to make informed decisions.
Goal 1: All Missouri students will graduate college and career ready.STRATEGY 2: Promote quality teaching, leading, and learning by supporting a continuous improvement process and disseminating effective instructional practices.
ACTION 1: Establish and apply appropriate measures of accountability to guide timely intervention strategies and improvement efforts based on best practices. ACTION 2: Identify, disseminate and support research-based models to guide school and district improvement. ACTION 3: Identify, disseminate and promote best practices. ACTION 4: Provide access to user-friendly data tools to make informed decisions.
Marzanos premise:
If we follow the research, we can enter an era of unprecedented effectiveness for schools one in which the vast majority of schools can be highly effective in promoting student achievement.
So, whats the bottom line?
Creating the effective schools process requires educatorsto use the best available research to create a plan of action that would have a chance of success.
Continued ResearchFirst published in 2009
The schoolA reliance on schools and teachers to make learningExcitingEngagingEnduring
Great SchoolsCreate a climate that all are responsible for the progress of the studentsUse information openly and intelligentlyUse research-based evidenceCollaborate to improve learningDevelop expert teachers
Building Teacher Quality John Hattie, University of Auckland 2003
Ignored need for support of school leadersFocus on supporting and improving leadersStates and districts develop teacher and principal evaluation and support systems focused on improving teacher and leader effectivenessFocused exclusively on a teachers entering qualificationsMust take into account multiple measures, including student growth and measures of professional practiceDivorced from student achievement and instructional practicePrinciple 3: Supporting Effective Instruction and LeadershipNCLBESEA FlexibilityStatic; no emphasis on improvementEvaluation and support systems must provide useful feedback and guide professional development
Principle 3: supporting effective instruction & leadershipTeacher and principal evaluation and support systems that:Will be used for continual improvement of instructionMeaningfully differentiate performanceUse multiple valid measures, including student growthEvaluate teachers and principals on a regular basisProvide clear, timely, and useful feedbackWill be used to inform personnel decisions 2011-12 2012-13 2013-14 2014-15Adopt state guidelinesImplement local systemsDevelop local systemsPilot local systems
Essential Components of Effective Evaluation SystemsIs aligned to research-based performance targetsIncludes a minimum of 3 performance levels (ideally 4 or maybe 5)Highlights the importance of probationary periodIncludes multiple observations/evaluations and deliberate feedbackUses student performance measures and evidence of student learningAs a preponderant criterion, it significantly informs evaluation Provides ongoing, regular, timely and meaningful feedback for allTheory of Action: Everyone at every level grows every yearIncludes ongoing training for evaluators to ensure rating reliabilityUse results/data to inform personnel decisions, determinations and policyIdentifies who is in need of targeted interventions (includes timeframes)Identifies who has earned recognition, tenure and/or compensation
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On the Web: dese.mo.gov/qs/esea-waiver.html Email: [email protected] and Feedback
Next StepsUSED Peer ReviewResource/Process meeting April Board meetingScoring Guide MeetingsAPR release
Advisory Committee Meeting #2June 2011*Advisory Committee Meeting #2Advisory Committee Meeting #2*Promote continuous improvement and innovation within each district on a statewide basis to advance the opportunity for success for each student.
Establish the state's expectations for districts in driving actions for moving student achievement to Top Ten status with the ultimate goal of all students graduating ready for success in college and careers.
Distinguish performance of schools and districts in valid, accurate, and meaningful ways so that districts in need of improvement can receive appropriate support and interventions to meet expectations and high-performing districts can be recognized as models of excellence.
Empower all stakeholders through regular communication and transparent reporting of clear data on performance and results so that they can take action appropriate to their roles.Advisory Committee Meeting #2*Advisory Committee Meeting #2*Advisory Committee Meeting #2*Advisory Committee Meeting #2*Advisory Committee Meeting #2*Advisory Committee Meeting #2*Advisory Committee Meeting #2*Advisory Committee Meeting #2*Advisory Committee Meeting #2*