Nevada School Performance Framework - Setting Performance Standards Russ Keglovits, Accountability Director
Nevada’s Accountability Story Post NCLB ◦ ESEA Waiver Nevada School Performance Framework 1.0 System Redesign ◦ Preparing for an amendment Accountability Design Under ESSA ◦ Nevada School Performance Framework 2.0 ◦ Setting Performance Standards
Nevada School Performance Framework 1.0 Elementary/Middle Schools High Schools
Lessons Learned from NSPF 1.0 Normatively based models will expire ◦ Nevada’s normative model set low expectations Determining achievement gaps using a difference analysis is problematic ◦ Focal Group – Reference Group Super-subgroups mask performance ◦ Nevada’s supergroup was a second FRL measure Average daily attendance is a non-discriminating measure An Accountability System Based on Standards is Preferable
System Redesign Commit to designing accountability system thresholds through standard setting Convene policy design work Establish performance level descriptors Perform technical design work Establish school level performance descriptors Perform standard setting
Accountability Design Under ESSA New policy group convened ◦ One of several informing Nevada’s state plan Subset of the design group wrote performance descriptors Policy work passed to technical committee ◦ Develop school performance descriptors ◦ Operationalize the model
Accountability Design Middle
Accountability Design cont. High
Setting Performance Standards Policy descriptors are like a lighthouse School level descriptors are like a roadmap Standard setting is the final destination
Policy Level Descriptors Category Policy Descriptors Recognizes a superior school that exceeds expectations for all students and subgroups on every indicator category with little or no exception. A five star school demonstrates superior academic performance and a superior graduation rate. The school does not fail to meet expectations for any group on any indicator. These schools are recognized for distinguished performance. Recognizes a commendable school that has performed well for all students and subgroups. A four star school demonstrates satisfactory to strong academic performance for all students. Further, the school’s graduation rate meets expectations. The school does not fail to meet expectations for any group on any indicator. Schools identified for targeted support and improvement are not eligible to be classified as four star school or higher. Identifies an adequate school that has met the state’s standard for performance. The all -students group has met expectations for academic achievement. Subgroups meet expectations for academic achievement or show progress with little exception; however, no group is far below standard. The school must submit an improvement plan that identifies supports tailored to subgroups and indicators that are below standard. Schools identified for comprehensive support and improvement are not eligible to be classified as a three star school or higher. Schools identified for targeted support and improvement are eligible to be classified as three star schools.
School Level Descriptor (example) High Schools Category School Performance Level Descriptor Recognizes a superior school that exceeds expectations for all students and subgroups on every indicator category with little or no exception. The all-students group exceeds expectations for academic achievement in ELA, Math and Science. • The school is meeting or exceeding the state’s long -term goals for ELA (55.9%) • The school is meeting or exceeding the state’s long -term goals for Math (42.4%) The school is meeting or exceeding the state’s performance expectations of 85 th percentile of • student performance for science (54.3%) A five star school demonstrates a superior graduation rates, meeting or exceeding the state’s long -term goals for four-year graduation rate (89.4% or higher) and five-year graduation rate (91.4% or higher). Subgroups consistently meet or exceed expectations for academic achievement and graduation rates. Each subgroup achieves annual target performance for Math, ELA and 4-year ACGR. The percentage of EL students reaching growth targets is among the best in the state (20%). College and Career Readiness as reflected by participation in and completion of post-secondary preparation programs is among the best in the state (74.5% or higher for participation and 55.8% or higher for completion). College and Career Readiness as reflected by students earning an Advanced Diploma or a College and Career Ready Diploma is among the best in the state (53.3%). 9 th grade credit sufficiency is superior (99.7% or higher). Chronic Absenteeism rate is low (less than 3%).
Standard Setting
Standard Setting
Standard Setting
Standard Setting
Nevada’s Story Full understanding and commitment to the process at all levels is needed Outside facilitation is better Keeping the end in mind allows for mid- course corrections Being able to document and justify each step adds to validity
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