Testing and Accountability Subcommittee O C TO BER 8, 2020 Agenda - PowerPoint PPT Presentation

Testing and Accountability Subcommittee O C TO BER 8, 2020

Agenda  We lc ome  Commissione r ’s Ove r vie w and Update s  Role s and Re sponsibilitie s in Distr ic t and Sc hool Ac c ountability Polic y  Re vie wing Re quir e me nts in E ve r y Stude nt Suc c e e ds Ac t (E SSA)  Annual Me asur able Obje c tive s (AMO) Update  Update s on F all E nd-of- Cour se (E OC) Plans  Disc ussion and Adjour nme nt

Commissio issione ner’s s Over ervie view and Up Updat ates es

Roles and Responsibilities in District and School Accountability AMY O WEN (SBE)

U.S. Department of Education  Unde r fe de ra l la w, sta te pla ns unde r the E ve ry Stude nt Suc c e e ds Ac t (E SSA) must inc lude :  Ac a de mic sta nda rds  Annua l te sting in spe c ific g ra de s a nd c o urse s  Sc ho o l a c c o unta b ility  Go a ls fo r a c a de mic a c hie ve me nt (AMOs)  Pla ns fo r suppo rting a nd impro ving strug g ling sc ho o ls  Sta te a nd lo c a l re po rt c a rds  T o da te , USE D ha s indic a te d the y will no t wa ive a sse ssme nt re q uire me nts in 2020-21.  Any c ha ng e s to T e nne sse e ’ s E SSA pla n re q uire fe de ra l a ppro va l.

Tennessee General Assembly  Re q uire s use o f a va lue -a dde d a sse ssme nt syste m (T VAAS)  Re q uire s A – F g ra ding syste m fo r sc ho o ls a nd c o mpa ra b le syste m fo r distric ts  Se ve ra l pa rts o f c o de list re q uire me nts fo r sta te a sse ssme nts, suc h a s:  T .C.A. § 49-6-6002 indic a te s the Co mmissio ne r se ts the sc he dule fo r a sse ssme nts  T .C.A. § 49-6-6003 re q uire s writing a sse ssme nt a t le a st o nc e pe r g ra de b a nd a s de te rmine d b y Sta te Bo a rd  T .C.A. § 49-6-6007 re q uire s T DOE to list a ll sta te -ma nda te d te sts/ da te s o nline  T he Ge ne ra l Asse mb ly wo uld ne e d to a ddre ss re q uire me nts fo r sc ho o l a nd distric t a c c o unta b ility thro ug h le g isla tio n; the Sta te Bo a rd o r De pa rtme nt c o uld no t wa ive this inde pe nde ntly.

State Board of Education (SBE)  T .C.A. § 49-1-602 re q uire s the SBE to e sta b lish pe rfo rma nc e g o a ls a nd me a sure s fo r sc ho o ls a nd L E As inc luding stude nt a c hie ve me nt, stude nt g ro wth, a nd o the r indic a to rs o f pe rfo rma nc e .  T .C.A. § 49-1-302 dire c ts SBE to se t po lic ie s fo r “me a suring the e duc a tio na l a c hie ve me nt o f individua l sc ho o ls.”  T o g e the r, the se la ws me a n the SBE :  Appro ve s a nnua l me a sura b le o b je c tive s (AMOs).  Appro ve s pe rfo rma nc e le ve ls a nd c ut sc o re de sig na tio ns fo r sta te a sse ssme nts.  Appro ve s sc ho o l a nd de sig na tio n lists b a se d o n “e sta b lishe d pe rfo rma nc e g o a ls a nd me a sure s.”  T .C.A. § 49-1-228 a llo ws SBE to “re vie w” the g ra ding sc a le T DOE de ve lo ps fo r A – F g ra de s.

Tennessee Department of Education (TDOE)  De sig ns, fie ld te sts, a nd a dministe rs a nnua l sta te a sse ssme nts fo r a ll stude nt g ro ups, inc luding stude nts with disa b ilitie s a nd E ng lish le a rne rs  E sta b lishe s re q uire me nts fo r sta te a sse ssme nt sc he dule fo r ma th, sc ie nc e , E L A, a nd so c ia l studie s  Re c o mme nds pe rfo rma nc e le ve ls a nd c ut sc o re s to SBE  T .C.A. § 49-1-228 a utho rize s T DOE to de ve lo p the A – F g ra ding syste m  T DOE a lso pro duc e s the a nnua l sta te e duc a tio n re po rt c a rd to sha re this info rma tio n a nd o the r re q uire d sc ho o l- a nd distric t-le ve l info rma tio n with the pub lic , in c o mplia nc e with E SSA  De ve lo pe d E SSA pla n, whic h inc lude s de ta ile d c a lc ula tio ns o f sc ho o l a nd distric t de sig na tio ns a nd g ra de s  F e de ra l re po rting o n pro g re ss to wa rd E SSA pla n. Ca n re q ue st wa ive rs o r re visio ns o f E SSA pla n.  Assists sc ho o ls a nd distric ts in ne e d, inc luding a dministe ring Sc ho o l I mpro ve me nt Gra nts a nd o the r o ppo rtunitie s a nd re so urc e s

Revie iewing ing Requir irem emen ents i s in E Ever ery Student dent S Succeeds A eds Act (ESS ESSA) DR. EVE C ARNEY (TDO E)

ESSA State Plan Requirements  De fine a n a c c o unta b ility syste m  I de ntify stude nt sub g ro ups  De te rmine n-size  E sta b lish o f lo ng -te rm g o a ls  Sc ho o l a c c o unta b ility – a nnua l me a ning ful diffe re ntia tio n  I de ntify sc ho o ls fo r impro ve me nt  Pro vide suppo rts fo r ide ntifie d sc ho o ls

Accountability Framework  An a c c o unta b ility syste m re q uiring , in a g g re g a te , sig nific a nt gr owth in stude nt ac hie ve me nt in c o re sub je c ts a nd o ve ra ll impr ove me nt in stude nt subgr oup manc e a nd c lo sing a c hie ve me nt g a ps fo r histo ric a lly unde rse rve d pe r for stude nt g ro ups  An a c c o unta b ility syste m tha t r owth a c ro ss the full e c ognize s and r e war ds gr c o ntinuum o f stude nt a c hie ve me nt (inc luding the hig he st le ve ls) a nd no t simply fo c use d o n mo ving stude nts to pro fic ie nc y  An a c c o unta b ility struc ture tha t re c o g nize s the to p-pe rfo rming sc ho o ls  An a c c o unta b ility struc ture tha t c re a te s me aningful, tailor e d inte r ve ntions for c e nt of sc hools in a b so lute pe rfo rma nc e tha t do no t e xc e e d the lowe st five pe r g ro wth e xpe c ta tio ns a c ro ss a ll indic a to rs  An a c c o unta b ility struc ture tha t ide ntifie s and c r e ate s suppor t for sc hools with oups . histor ic ally unde r se r ve d stude nt gr

District Accountability  Indic a to rs:  Ac hie ve me nt  Gro wth via T VAAS  Chro nic Ab se nte e ism  Gra d ua tio n Ra te  E ng lish L a ng ua g e Pro fic ie nc y Asse ssme nt (E L PA)  Annua l Cha ng e in Re a d y Gra d ua te ra te  Minimum pro g re ss g o a l  Pa rtic ipa tio n ra te – 95% fo r a ll stud e nts a nd e a c h stud e nt g ro up  60% fo r All Stude nts, 40% fo r Stude nt Sub g ro ups  F ina l Distric t de te rmina tio ns  E xe mpla ry  Ad va nc ing  Sa tisfa c to ry  Ma rg ina l  In Ne e d o f Impro ve me nt*

School Accountability  Annua l me a ning ful diffe re ntia tio n  F e de ra lly-ma nda te d a c c o unta b ility ra ting s:  Co mpre he nsive a nd T a rg e te d Suppo rt (o nc e e ve ry thre e ye a rs)  Additio na l T a rg e te d Suppo rt (a nnua l)  Sta te a c c o unta b ility ra ting s:  Re wa rd, Prio rity, F o c us  A-F  Sc ho o l a c c o unta b ility sha re s simila r indic a to rs a s distric t a c c o unta b ility mo de l  60% a ll stude nts a nd 40% stude nt sub g ro ups in the fo llo wing :  Ac hie ve me nt  Gro wth (T VAAS)  Re a dy Gra dua te  Gra dua tio n ra te  E ng lish L a ng ua g e Pro fic ie nc y Asse ssme nt (E L PA)  Chro nic a lly Out o f Sc ho o l

Annual Meaningful Differentiation  F e de r ally- Mandate d Diffe r e ntiation  Co mpre he nsive suppo rt a nd impro ve me nt  T a rg e te d suppo rt a nd impro ve me nt  Additio na l ta rg e te d suppo rt a nd impro ve me nt  State Diffe r e ntiation  Re wa rd, F o c us, Prio rity  A - F

Comprehensive Support  Prio rity vs. Co mpre he nsive Suppo rt a nd I mpro ve me nt  T ho se a mo ng lo we st five pe rc e nt o f pe rfo rma nc e fo r a ll sc ho o ls (e nc o mpa ssing T itle I ), sc ho o ls with g ra dua tio n ra te s b e lo w 67 pe rc e nt, a nd AT SI sc ho o ls tha t a re c o nsiste ntly unde rpe rfo rming  L E A de ve lo pe d pla n  Suppo rt fro m de pa rtme nt  E vide nc e -b a se d inte rve ntio ns  T ie r I : e xpe rime nta l study  T ie r I I : q ua si-e xpe rime nta l study  T ie r I I I : c o rre la tio na l study  Curre ntly 16 CSI sc ho o ls

Targeted Support and Improvement  T a rg e te d Suppo rt vs. F o c us Sc ho o ls  Sc ho o ls with o ne o r mo re unde rpe rfo rming stude nt g ro ups  F o r e xa mple , a sc ho o l in whic h E c o no mic a lly Disa dva nta g e d (E D) stude nts pe rfo rm in the b o tto m five pe rc e nt o f a ll e lig ib le E D stude nt g ro ups will b e ide ntifie d a s T SI fo r its E D stude nt g ro up.  Suppo rts fro m the de pa rtme nt thro ug h CORE a nd Divisio n o f Sc ho o l I mpro ve me nt  Curre ntly 147 T SI sc ho o ls

Additional Targeted Support and Improvement  Sub se t o f T a rg e te d Suppo rt a nd I mpro ve me nt  Sc ho o ls with stude nt sub g ro ups pe rfo rming a t suc h a le ve l if the stude nt sub g ro up we re a sc ho o l, it wo uld b e in the b o tto m five pe rc e nt  T hre e ye a rs with sa me stude nt sub g ro up, sc ho o l b e c o me s Prio rity sc ho o l  Suppo rts fro m CORE a nd Sc ho o l I mpro ve me nt divisio ns  Curre ntly 37 AT SI sc ho o ls