Understanding the School Q Quality ty and Stude dent Success I Indicator in the ESSA A School I Inde dex April 6, 2018
ESSA A Requirement for Ind ndicators in the Statewide A Acc ccountability S System Section 1111 (c)(4)(B)(v)(I-VIII) (v)(I) For all public schools in the State, not less than one indicator of school quality or student success that— (aa) allows for meaningful differentiation in school performance; (bb) is valid, reliable, comparable, and statewide (with the same indicator or indicators used for each grade span, as such term is determined by the State); and (cc) may include one or more of the measures described in subclause (II). (II) For purposes of subclause (I), the State may include measures of— (III) student engagement; (IV) educator engagement; (V) student access to and completion of advanced coursework; (VI) postsecondary readiness; (VII) school climate and safety; and (VIII) any other indicator the State chooses that meets the requirements of this clause.
ESSA A Requirement for Combining I Indicators in An Annual Meaningful Differentiation Section 1111(c)(4)(C)(i-ii) details how the School Quality and Student Success Indicator may be combined for the purpose of annual meaningful differentiation of schools. (i) be based on all indicators in the State’s accountability system under subparagraph (B), for all students and for each of subgroup of students, consistent with the requirements of such subparagraph; (ii) with respect to the indicators described in clauses (i) through (iv) of subparagraph (B) afford— (I) substantial weight to each such indicator ; and (II) in the aggregate, much greater weight than is afforded to the indicator or indicators utilized by the State and described in subparagraph (B)(v), in the aggregate; and
Arkansas Stakeholde ders Sug uggested Measures t to Include i in the I Indicator These measures were subject to • ESSA requirements • valid, • reliable, • Comparable within grade span, • Differentiates among schools, • Data availability • Assessment tool &/ or survey availability • Procurement processes for state required measure, • Etc.
Theory of Action for ESSA A for I Impr provi ving ng Outcom omes es f for or A All Studen ents • At heart of this theory of action is the role of the LEA (district) in supporting schools to engage in local cycles of inquiry for improvement. • State required indicators connect to the goals in the Vision for Excellence in Education. • Indicator scores improve as schools focus on what matters most for learning and engage in actions that increase access, opportunity, and success for each child.
Curr rrently, which components are in the School Quality and Student Success I Indicator? r?
Schools s tha hat s ser erve g e grade l e level els s tha hat c cross t s the g he grade s e spa pans s may ha have s some c e componen ents f s for t the g he grade s e spa pan, ba based sed on t the grade range o of t the s sch chool. . Which components should schools expect to have in their SQSS? • Schools that have any grades K -11 will have student engagement scores. • Schools that have any grades 3-10 will have reading achievement scores. • Schools that have any grades 3-10 will have science achievement scores. • Schools that have any grades 4-10 will have science growth scores. • Schools that have a grade 9, 10, and/or 11 in them (middle or high school grade span) will have on-time credits. • Schools that have a grade 12 will have ACT Composite, ACT College Readiness Benchmark, state cumulative GPA, AP/IB.CC points, Computer science points, and Community Service Learning Points.
Exa xamples Grades 5 – 9, 6 – 9, or 7 – 9 Grades 8 – 9, 9, 9 – 10, 10, or 10 - schools 11 schools • This school will be in the middle • These schools will be in the high school grade span (6-8) school grade span (9-12) • Components will include student • Components include student engagement, reading engagement, reading achievement, science achievement, science achievement, science growth, achievement, science growth, and on-time credits on-time credits • On-time credits will apply to the • These schools will not have the grade 9 students in the school. components calculated using the grade 12 enrollment.
Ho How i is each c compon onent cal alcu culated? From what sources are the data drawn? When are the data drawn?
St Student En Engagement: T To what e extent ar are s students s at risk d due t e to chron onic a absen ence? ce? • Number of Students Enrolled in School (Cycle 7 Certified Submission) Grades Risk Level Description Points K-11 Earned • Days Absent and Days Present for Enrolled Students (Cycles 3, 5, 6,7) per • Assign Student Absence Risk Level (table at left) Student Low Risk Absent less 1.0 • Number of Points Possible for Student Engagement (Number of student enrolled) than 5% of days enrolled • Mobile students are included. • Students who were enrolled for a minimum of 10 days. Moderate Absent 5% to 0.5 • If a student was enrolled in multiple schools during the school year, the Risk less then 10% student would be included in each school. of days • For juvenile justice school (DYS) and department of health services enrolled schools, students must have been enrolled for a minimum of 60 days. High Risk Absent 10% or 0.0 • Number of Points Earned Per Student for Engagement (sum of points for risk = Chronic more of days level of students) Absence enrolled • Beginning in 2018, exclude home schooled or private school students receiving services or enrolled in courses (Resident Code = 1, 2, 4) if student state ID and LEA are accurate for match to enrollment data downloaded from TRIAND
What d does ch chronic a absence ce look l like at student l level i in Arkansas? 28% of schools have 10-15% of students chronically absent Schools with high 60% of students are at percentages of students low risk due to chronic who are chronically absence. absent may benefit from using their local cycle of 27% of students are at inquiry to dig deeper moderate risk due to into the problem to chronic absence. understand the factors that are driving it. Percentage of students in Arkansas in by Absence Rate Percentage of schools at each percentage of students who are chronically absent
Rates of of Chronically lly A Absen ent S Stu tudents V Vary b by Grade Percent of Students Chronically Absent by Grade 18 16.76 16.69 16.42 15.55 16 14.78 13.88 13.74 14 12.35 11.98 11.53 12 11.36 11.19 11.17 10 8 6 4 2 0 K 01 02 03 04 05 06 07 08 09 10 11 12 Grade Level
Rea eadin ing Achie ievement: To o what e exten ent are e students r reading at grade l level? • Students tested in reading on required statewide ACT Aspire (Grades 3-10) Achievement Description Points • Student full academic year status (not highly Levels Earned per mobile) Student • Number of Points Possible for Reading at On or Above ACT Aspire: Ready or 1.0 Grade Level Grade Level Exceeds • number of full academic year students tested in for Reading reading • Number of Points Earned Per Student for Not at Grade ACT Aspire: Close or In 0.0 Reading at Grade Level Level for Need of Support • sum of points for students scoring at Ready or Reading Exceeds achievement levels • Note: MSAA does not provide a separate score or achievement level for reading and thus, students completing alternate assessment for ELA cannot be included in this component at this time.
Sc Science e Achie ievement: T To o what exten ent are e students achievi ving r readiness in science? • Students Tested in Science on required Achieveme Description Points statewide ACT Aspire or Alternate nt Levels Earned per Portfolio Assessment (Grades 3-10) Student • Student full academic year status (not On or ACT Aspire: Ready or 1.0 highly mobile) Above Exceeds Grade Level APA Science Levels • Number of Points Possible for Science for Science Independent or at Grade Level Functional • number of full academic year students Independence tested in science Not at ACT Aspire Close or In 0.0 • Number of Points Earned Per Student Grade Level Need of Support for Science Readiness for Science APA Science Levels: • sum of points for students scoring at Supported Ready or Exceeds achievement levels and Independence, Functional Independent or Independent Emergent, Not on the Alternate Portfolio Assessment Evident
Recommend
More recommend
