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

SLIDE 1

Testing and Accountability Subcommittee

O C TO BER 8, 2020

SLIDE 2

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

SLIDE 3

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

SLIDE 4

Roles and Responsibilities in District and School Accountability

AMY O WEN (SBE)

SLIDE 5

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
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.

SLIDE 6

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.

SLIDE 7

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
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.

SLIDE 8

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

ppo rtunitie s a nd re so urc e s

SLIDE 9

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)

SLIDE 10

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

SLIDE 11

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
wth in stude nt

ac hie ve me nt in c o re sub je c ts a nd o ve ra ll impr

ve me nt in stude nt subgr
up

pe r for 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

stude nt g ro ups

An a c c o unta b ility syste m tha t r

e c ognize s and r e war ds gr

wth a c ro ss the full

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 the lowe st five pe r 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

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 histor ic ally unde r se r ve d stude nt gr

ups.

SLIDE 12

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*

SLIDE 13

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
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

SLIDE 14

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
c us, Prio rity
A - F

SLIDE 15

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

SLIDE 16

Targeted Support and Improvement

T

a rg e te d Suppo rt vs. F

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
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

SLIDE 17

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

SLIDE 18

Other ESSA Requirements

Re po rt Ca rd (E

SE A se c tio n 1111(h)(1)(C); 34 C.F .R. § 200.30(a )(2))

Asse ssme nt a nd a c c o unta b ility
De mo g ra phic info rma tio n
Othe r da ta (po stse c o nda ry e nro llme nt, e duc a to r q ua lific a tio ns, e tc .)
Pe r pupil e xpe nditure s: fe de ra l, sta te , a nd lo c a l (sc ho o l le ve l)
Ma inta ine d o the r “pilla rs”:
Supple me nt no t suppla nt
Co mpa ra b ility
Ma inte na nc e o f E

ffo rt

Re so urc e Allo c a tio n Re vie w

SLIDE 19

Annual M ual Measur surab able le Objec ectiv ives ( es (AMO) Up Updat date

MIKE HARDY (TDO E)

SLIDE 20

What are AMOs?

Annua l me a sura b le o b je c tive s a re ye a rly g o a ls se t fo r distric ts a nd

sc ho o ls within in T e nne sse e ’ s a c c o unta b ility fra me wo rk fo r sc ho o ls a nd distric ts.

T

e nne sse e se ts AMOs individua lly fo r e a c h sc ho o l/ distric t a nd fo r e a c h stude nt g ro up within tha t sc ho o l, using the mo st re c e nt a va ila b le da ta a s the sta rting po int fo r e a c h g o a l.

AMOs re pre se nt the a mo unt o f impro ve me nt e xpe c te d fro m the

pre vio us ye a r to de c re a se b y ha lf o ve r e ig ht ye a rs the pe rc e nt o f stude nts who do no t me e t e xpe c ta tio ns o n sta te a sse ssme nts o r o the r pe rfo rma nc e a re a s.

By se tting individua lize d g o a ls, AMOs he lp sc ho o ls a nd distric ts fo c us

the ir e ffo rts o n the ir stude nts a nd uniq ue c o nte xts.

SLIDE 21

AMO Performance Areas

Ac hie ve me nt (T

CAP)

Chro nic Ab se nte e ism
Gra dua tio n Ra te
Re a dy Gra dua te I

ndic a to r (sc ho o ls o nly)

E

ng lish L a ng ua g e Pro fic ie nc y Asse ssme nt (E L PA, a sse sse d via WI DA ACCE SS) (distric ts o nly)

SLIDE 22

39 43 47 50 53 58 61 65 69.5 10 20 30 40 50 60 70 80 90 100 Ba se Ye a r Ye a r 1 Ye a r 2 Ye a r 3 Ye a r 4 Ye a r 5 Ye a r 6 Ye a r 7 Ye a r 8

“Close performance gap by ½ in 8 yrs”

Pe rfo rma nc e Ga p Pe rfe c t Pe rfo rma nc e

½ o f the g a p

SLIDE 23

2002- 2008

Sc hools & distric ts

Sa me g o a ls fo r e ve ryo ne

Ac hie ve me nt

inc re a se d e ve ry 2-3

ye a rs, b y sub je c t

Atte nda nc e & Gra dua tion

ADA: 93%
Gra d Ra te : 90%

Othe r ta rg e ts

No ne

2009- 2012

Sc hools & distric ts

Sa me g o a ls fo r

e ve ryo ne

Ac hie ve me nt

Inc re a se e ve ry ye a r

a c ro ss T N, b y sub je c t a nd g ra de

Atte nda nc e & Gra dua tion

ADA: 93%
Gra d Ra te : 90%

Othe r ta rg e ts

Ga p c lo sure fo r stude nt

g ro up

2012- 2015

Distric ts only

Distric t-spe c ific
Sc ho o ls se t lo c ally

Ac hie ve me nt

Clo se “pe rfo rma nc e

g a p b y ha lf o ve r 8 ye a rs” b y sub je c t a nd g ra de

Atte nda nc e & Gra dua tion

No ne a ppro ve d

Othe r ta rg e ts

Ga p c lo sure “b y ha lf
ve r e ig ht ye a rs” b y

stude nt g ro up

2016- Pre se nt

Sc hools & distric ts

Sc ho o l/ L

E A-spe c ific

Ac hie ve me nt

Clo se “pe rfo rma nc e

g a p b y ha lf o ve r 8 ye a rs”

Gra d & Chronic Abse nc e

Clo se “pe rfo rma nc e

g a p b y ha lf o ve r 8 ye a rs”

Othe r ta rg e ts

E

a c h stude nt g ro up

Re ady Gr

ad (Sc hools)

WIDA (Distr

ic ts)

Context for AMOs

SLIDE 24

Up Updat dates o es on F Fall ll E End-

f
f-Cour

urse ( (EO EOC) P Plan lans

MIKE HARDY AND C HARLIE BUFALINO (TDO E)

SLIDE 25

Fall EOC Administration

Wha t is ha ppe ning :
Hig h sc ho o l, b lo c k sc he dule E

nd-o f-Co urse a sse ssme nts

E

ng lish I , E ng lish I I , Alg e b ra I , Ge o me try, Alg e b ra I I , I nte g ra te d Ma ths I , I I , & I I I , Bio lo g y, a nd U.S. Histo ry

Wha t we a re he a ring fro m distric ts:
Gra ding is a c ha lle ng e .
SBE

rule c urre ntly re q uire s sc o re s b e use d fo r 15-25% o f stude nt g ra de s.

L
o king fo r fle xib ility b a se d o n de la ye d se me ste rs.
So me sc ho o ls ha d a de la ye d sta rt a nd de la ye d e nd o f se me ste r.
L
o king fo r suppo rt a nd fle xib ility within te st windo ws.
COVI

D lo g istic s ma ke it mo re c ha lle ng ing to a dministe r a sse ssme nts.

Wo rrie d a b o ut pa rtic ipa tio n.
E

SSA ha s a 95% a sse ssme nt pa rtic ipa tio n re q uire me nt; L E As wo rry a b o ut virtua l a nd COVI D stude nt a tte nda nc e .

SLIDE 26

Disc Discus ussion and and Adjournm nment ent

VIC E-C HAIR BO B EBY AND DR. SARA MO RRISO N (SBE)