Chad Aldeman Bellwether Education Partners @ChadAldeman Design - PowerPoint PPT Presentation

Chad Aldeman Bellwether Education Partners @ChadAldeman

Design Objectives Simplicity Clarity Fairness

Test scores used as a “screen” Achievement and growth indices Equal weight for each grade and subject Focus on lowest-performing schools When in doubt, over-identify

School Quality Test-scores  school inspections On-site inspections of classroom teaching, school leadership, and capacity to improve Conducted by apolitical, professional evaluators based on a structured rubric

Calculating a Final Score Inspectors consider test scores, but inspection results become final summative rating Evidence suggests inspections can result in “meaningful differentiation” among schools Perhaps most importantly, inspections provide a roadmap for school improvement

Performance Contracts & the DMV: The Future of School a mer ic a S U C C E E D S Accountability ESSA Accountability Design Competition Dale Chu February 2, 2016

a mer ic a S U C C E E D S THREE CORE PRINCIPLES 1. Power of choice 2. Floors, not ceilings 3. Total fitness a mer ic a

a mer ic a S U C C E E D S • Establish contract guidelines SEA • Establish grade bands • Assign grades Tight • Certify rigor of contracts LEA • Collect and provide data Loose • Design & implement instructional School program • Support & evaluate educators a mer ic a

KEY a mer ic a FEATURES S U C C E E D S 1. Performance contracts 5. Five additional indicators • • SEA and LEA; Multiple measures LEA and schools within each • Chosen by “DMV” menu 2. school/LEA 3. Earned autonomy 6. A-F scale 4. Required indicators • + / – used to signal • Overall academic improvement growth trajectory • Performance of subgroups • Progress of ELL students a mer ic a

OVERALL FRAMEWORK a mer ic a

SAMPLE SCHOOLS WORKSHEET a mer ic a

CONTACT CONTACT: Dale Chu Deputy Director 1390 Lawrence Street, Suite 200 Denver, Colorado 80204 Phone: 303.623.2356 a mer ic a AmericaSucceeds.or S U C C E E D S g

Sherman Dorn Mary Lou Fulton Teachers College Arizona State University @shermandorn

Design Objectives A combination of measures • (achievement/growth) Incentive for long-term ambitions • (student success/school quality): alumni measures Citizen judgment • Grand jury use for equity/low- • performing subgroups State boards as citizens • Public-domain image source: https://pixabay.com/en/bathroom-sink-faucet-copper-kitchen- 419251/

Achievement and Growth 1. Academic Achievement • Why transformations: proficiency rates, scale scores only seem transparent • Why the highest/lowest vulnerable subgroup measures: credit and attention to success/lagging groups 2. Student Growth/or Alternative: More transformations. Base CC BY- SA image: “Pigup,” Mirepoix on cutting board, 2012, available at https://commons.wikimedia.org/wiki/File:Mirepoix_on_cutting_board.jpg#/media/File:Mirepoix_on_cutting_board.jpg

ELL and School Quality 1. Progress toward English language proficiency: WIDA ACCESS (grades 4-5, scale scores, again transformed) 2. Student Success or School Quality: Pianta et al.’s CLASS for K -3 Parent/student surveys Alumni measures  ambitions here Source: S. Dorn

Calculating a Final Score CC BY-SA image: Yanping Soong, Slow cooked stew tips, with daikon radish and browned onions, 2015, available at https://www.flickr.com/photos/photopoesie/21810934002/

Josh Boots EmpowerK12 @jbootsdatanerd @empowerk12

Design Purpose and Objectives Accountability Plan Purpose Provide information to the public about school quality Identify schools for rewards, sanctions, or state-identified support Primary Design Objectives Attempt to thread needles of innovation and practicality Create a school index system that sets high expectations Focus on student growth and growth gaps Use an advanced data-driven model to identify schools

Overall School Performance Index

Index Score Components Growth model uses median growth percentiles, sets baseline Growth gaps examined across 4 major subgroups Achievement/gaps measured in math, reading, and science Safe learning environment based on percent of students serving suspensions

Advanced Model to Align State Resources Combine current and historical index score data with non-academic variables in statistical model that projects probability of future school “greatness” Examples of possible non-academic data points: Rate of staff turnover School leadership changes and tenure Per pupil spending rates Number of instructional days/hours on the school calendar Reported teacher quality indicators Student population demographics

Advanced Model Advantages Better differentiation among lower performing schools leads to appropriate match of state sanctions and/or tiered levels of support Using model data, help inform school and district action plans by targeting improvement of their worst indicators Identify schools consistently “beating the odds,” learn their secret sauce, offer dissemination grants, improve data collection

Lydia Burns & Jamie Smith Prichard Committee Student Voice Team

Design Objectives Holistic Stakeholder Support: Effective advocates Understand problems Quality Education for Every Student

Achievement and Growth Recommendations for: Academic Proficiency Student Progress Over Time Closing Performance Gaps

School Climate Chief Stakeholders Climate vs. Structure Student surveys: Engagement Student Voice Communication Student Support

Final Score 1. Academic Proficiency: 31.25% 2. Student Progress Over Time: 37.5% 3. Closing Performance Gaps: 25% 4. School Climate: 6.25% *If the school has fewer than 20 students in a subgroup, the group will not be included in Index 3 and 6.45% will be moved to Index 2.

@PCStuVoiceTeam prichardcommittee.org/studentvoiceteam studentvoiceteam@prichardcommittee.org

A Two-Tiered Design Proposal for Accountability under ESSA Teach Plus Teaching Policy Fellows Authored By: Rebecca Belleville (Baltimore City, MD), Clare Berke (Washington, DC), Melissa Collins (Memphis,TN), Alex Fuentes (Alexandria, VA), Chris Hofmann (Los Angeles, CA), Audrey Jackson (Boston, MA), Rachel Man (Prince George’s County, MD), Raquel Maya (Washington, DC), Micah Miner (Maywood-Melrose Park-Broadview IL), George Mueller (Chicago, IL), Paige Nilson (Chicago IL), Christina Ross (Baltimore City MD), Stephanie Spangler (Washington DC)

We are a team of teachers who created an easy-to-use and actionable two-tiered accountability system. WHO WE ARE Rachel Man, 6 th grade Chris Hofmann, 4th grade KIPP Raices Academy Dwight D. Eisenhower Middle School Prince Georges County, MD Los Angeles, CA GUIDING 1: Easy to interpret for all stakeholders PRINCIPLES 2: Provides insights that drive action SYSTEM A two-tiered system with delineated indicators at each level DESIGN

Tier 1 indicators determine ratings. Tier 2 indicators identify pathways for improvement. TIER 1 INDICATORS: Determinative measurements for ratings STUDENT LEARNING STUDENT GROWTH SCHOOL CLIMATE Analyze how changes in Tier 2 Indicators impact Tier 1 indicators. Identify predictive indicators in Tier 2. Develop plans to improve Tier 2 indicators. TIER 2 INDICATORS: Informative reporting for improvements ACADEMIC SCHOOL QUALITY

Drive resources and efforts to improve Tier 1 indicators which determine ratings TIER 1 INDICATORS: Determinative measurements for ratings STUDENT LEARNING STUDENT GROWTH SCHOOL CLIMATE Expected vs. Actual Growth School Culture Grade Level Proficiency Based on student Based on 5 Essentials Based on annual statewide percentiles on norm- System assessments and weighted referenced assessments By Chicago Consortium on to incentivize growth such as NWEA School Research Survey Student Attendance ELL Proficiency ELL Growth Rate Based on tracked ADA Based on ACCESS scores Based on ACCESS scores

Analyze specific academic & school quality Tier 2 indicators to identify predictive inputs & pathways for improvement TIER 2 INDICATORS: Informative reporting for improvements ACADEMIC SCHOOL QUALITY Teacher Advanced Course Wrap-Around Subjects Beyond Leadership Offerings Readings & Math Services Programs Anti-bullying, Peer Home Visit ELL Integration STEAM Mediation Programs

The two-tiered accountability system will drive learning and improvement.

ESSA Design Proposal Morgan S. Polikoff University of Southern California Matthew Duque Baltimore County Public Schools Stephani L. Wrabel University of Southern California

Design Objectives 1. Improve outcomes for all students • Academic outcomes • Non-academic outcomes 2. Fairness • School demographics

Achievement and Growth Achievement • All tested grades and subjects • Scale scores converted to 0-100 scale • Whole school and subgroups Growth • Two-step value-added model • Accounts for student characteristics • Whole school and subgroups