2013 ,..,Learning, Leadership, Servicen doe . sd . go v ~ s o u t h - - PDF document

Supplemental Presentation - DOE

Friday, January 18, 2013 12:33 PM

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DEPJ\RTMEt'~T OF EDUCAT ION

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• Department of Education

2013

,..,Learning, Leadership, Servicen

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DEPARTMENT OF EDUCATION

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• Deliverology

Aspiration Research Data Action Next Steps?

What is "delivery" and how does it impact our work? What is our aspiration for all students? What does the research say ? What does the data tell us? What are we doing about it? Next steps?

Outcomes for today

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DEPARTMENT OF EDUCATION

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• The heart of delivery is rigorously and regularly

asking and answering these four questions:

• What is our system trying to do?
• How are we planning to do it?
• At any given moment, how will we know whether we

are on track?

• If not, what are we going to do about it?

We believe it is our obligation to support educators and districts to be focused on student outcomes.

Deliverology

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DEPARTMENT OF EDUCATION

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• A "results driven" approach requires back-

mapping from the goal to the setting of ambitious but achievable targets and timelines, using data to set baselines and track progress, making reasonable adjustments in both targets and strategies as the situation demands, and holding everyone accountable for the results, not just their effort.

Deliverology

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DEPARTMENT OF EDUCATION

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• 10.00

South Dakota Elementary\Middle School Performance Index (SPI) 2011-2012 Academic Year, Phase 1 Implementation

Focusing on the Data

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DEPARTMENT OF EDUCATION

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• 100.00

90.00

South Dakota High School Performance Index (SPI}

2011-2012 Academic Year, Phase 1 Implementation

60.00 +-------------------~--- 50.00 +------------------~ --- 20.00 10.00

Focusing on the Data

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DEPARTMENT OF EDUCATION

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• All students graduate college, career,

and life ready.

Aspiration

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DEPARTMENT OF EDUCATION

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• College, Career and Life Ready

All sfudents graduate college, career and life ready.

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DEPARTMENT OF EDUCATION

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• Students enter 4th grade

proficient or advanced in reading.

Student Outcome 1

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DEPARTMENT OF EDUCATION

_E.__ L.-arnang. t.Gdenhip. S-vwc•.

• Students who don't read at grade level by

4th grade are four times more likely to

leave high school without a diploma than students who are proficient readers.

Research

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DEPARTMENT OF EDUCATION

_E.__ L.-arnang. t.Gdenhip. S-vwc•.

• Providing common core training
• Developing and deploying practical and scalable solutions

to two of the most significant contributors to the under- achievement of students in becoming proficient readers

• Chronic absence from school, and
• Summer learning loss
• Continuing to expand formative assessment tools to

monitor student progress & provide feedback

• Providing targeted reading interventions for students who

fall behind

What are we doing?

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DEPARTMENT OF EDUCATION

_E.__ L.-arnang. t.Gdenhip. S-vwc•.

• Students enter 9th grade advanced or

proficient in math.

Student Outcome 2

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DEPARTMENT OF EDUCATION

_E.__ L.-arnang. t.Gdenhip. S-vwc•.

• Students who have fallen furthest behind by 8th grade

are the ones who are most likely to continue to fall behind two years later. Students who are successful in post secondary are classified at higher mathematics proficiency levels at the 8th grade level.

Research

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DEPARTMENT OF EDUCATION

_E.__ L.-arnang. t.Gdenhip. S-vwc•.

• Providing statewide common core training
• Continuing and expanding SD Counts support

and training statewide

• Providing assessment tools which can be used

to determine student progress and gaps

What are we doing?

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DEPARTMENT OF EDUCATION

_E.__ L.-arnang. t.Gdenhip. S-vwc•.

• The gap for Native American students is

eliminated.

Student Outcome 3

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DEPARTMENT OF EDUCATION

_E.__ L.-arnang. t.Gdenhip. S-vwc•.

• Students from poverty are three times more

likely to drop out or fail to graduate on time.

• Students who are poor readers and live in

poverty are the hardest hit:

• Six times at a greater risk to drop out than

their proficient counterparts.

Research

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DEPARTMENT OF EDUCATION

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• lAarnang. t.Gdenhip. S-vwc•
• Gr. 3 -5 Reading

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Reading Gap - Dakota STEP

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DEPARTMENT OF EDUCATION

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South Dakota

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National Public

2003 2005 2007 2009 2011

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R!H!aal'ah

Reading Gap - 4th NAEP

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DEPARTMENT OF EDUCATION

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• <>-White

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SOURCE.: U S De:o9J'1mef'\t cf Ed1.;csr:lon, !!i1.te ot :.dxa:.«1 ScenoH. N.stcrs! Center for :'.d.1C11:.on Str..!i:>a. s:iona.. AIRSsme!lt ot EC!ucatan.al

Reading Gap - gth NAEP

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DEPARTMENT OF EDUCATION

_E.__ L.-arnang. t.Gdenhip. S-vwc•.

• Graduation Rates

2009 2010 2011 2012

All 89.21% 89.23% 83.3% 83.32% White 91.9% 92.16% 87.9% 88.84%

• Am. In

66.25% 68.68% 49.36% 46.7% Wh/Am In Gap 25.73% 23.46% 36.54% 42.14%

Addressing the Gap

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DEPARTMENT OF EDUCATION

_E.__ L.-arnang. t.Gdenhip. S-vwc•.

• Using our school support teams to help focus

reading interventions beginning in the early grades

• Frequent monitoring of student progress
• Formative assessment tools
• Response to Intervention (RTI)
• Provides early, systematic assistance to children who

are having difficulty learning

• JAG - Jobs for America's Graduates

What are we doing?

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DEPARTMENT OF EDUCATION

_E.__ L.-arnang. t.Gdenhip. S-vwc•.

• We cannot have equity without quality. And we

cannot have true quality without real equity.

All children, regardless of skin color, ethnicity

• r socioeconomic status, or zip code deserve

access to high-quality education and a fair

• pportunity to learn.

We believe

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DEPARTMENT OF EDUCATION

_E.__ L.-arnang. t.Gdenhip. S-vwc•.

• Students graduate high school ready for

postsecondary or the workforce

Student Outcome 4

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DEPARTMENT OF EDUCATION

_E.__ L.-arnang. t.Gdenhip. S-vwc•.

• Surveys consistently show that many high

school graduates do not meet employers' standards in a variety of academic areas, as well as in employability skills such as attendance, teamwork and collaboration, and work ha bits.

Research

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DEPARTMENT OF EDUCATION

_E.__ L.-arnang. t.Gdenhip. S-vwc•.

• Measuring college & career readiness in new

accountability system

• Piloting National Career Readiness Certificate
• Expanding SD Mylife training for career planning

and support

• Expanding advanced placement opportunities

What are we doing?

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DEPARTMENT OF EDUCATION

_E.__ L.-arnang. t.Gdenhip. S-vwc•.

• Many students enter postsecondary education

needing remedial coursework.

• Even when they receive remediation, these

students are less likely to earn a degree or certificate than students who do not need remediation.

Research

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DEPARTMENT OF EDUCATION

_E.__ L.-arnang. t.Gdenhip. S-vwc•.

• Students with an ACT English score below 18

and/or an ACT mathematics score below 20

are placed into remedial courses.

• 28.4% of the state's 2011 high school

graduates entering the Regental system on a full-time basis were designated for remedial education in 2011.

Data

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DEPARTMENT OF EDUCATION

_E.__ L.-arnang. t.Gdenhip. S-vwc•.

• Providing remediation opportunities in high

school to reduce cost and time burden in post-secondary

• Setting expectations for college & career

readiness with new Smarter Balanced Assessment

What are we doing?

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1) Providing common core training for all teachers

Promotes rigor

• Higher order thinking skills

2) Developing new on line assessments to inform instruction 3) Developing longitudinal data system to report and inform decisions at all levels

What are we doing?

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DEPARTMENT OF EDUCATION

_E.__ L.-arnang. t.Gdenhip. S-vwc•.

• 1) Refining new model evaluation systems for

teachers and principals

• Training provided so evaluation is used to help

teachers and principals grow in the profession

2) Revamping teacher and principal programs

What are we doing?

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DEPARTMENT OF EDUCATION

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• Supporting 21st Century Schools that provide

customized learning opportunities for students.

• Exploring the use of a "climate" survey to inform
• ur accountability system and help schools to

address gaps.

What are we doing?

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DEPARTMENT OF EDUCATION

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• Collaborative efforts with higher education
• Common core development and training

Common definition of college readiness Standards setting for new assessments Remediation partnership Development of principal competencies Review and revamp of teacher and principal preparation programs Due to collaborative efforts, the Bush Foundation has provided funding for ongoing partnerships.

Building a seamless system

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DEPARTMENT OF EDUCATION

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L.-arnw,,g. L..odenJ.up. S.-vwc:•

• We need to continually ask ourselves

...

• What is our system trying to do?
• How are we planning to do it?
• At any given moment, how will we know

whether we are on track?

• If not, what are we going to do about it?

The Challenge

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DEPARTMENT OF EDUCATION

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• The continuing challenge is for all of us to

become more explicit, consistent, and insistent about the importance of achieving measurable results, in the form of improved student

• utcomes.
• The rigorous pursuit of results is a formidable and

sustainable force for change. It allows all of the stakeholders to focus on common goals and aspirations, collaborate across professional and political boundaries, mobilize joint action, and sustain effort.

The Challenge

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DEPARTMENT OF EDUCATION

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• "We must challenge not only the methods and

the means that we've used in the past but also the yardsticks that we've used to measure

• ur progress

.... Our strategy to meet these noble national goals is founded in common sense and common values. It's ambitious but, with hard work, it's within our reach."

President George H. Bush, 2000

Something to Consider

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