Understanding the School Q Quality ty and Stude dent Success I - - PowerPoint PPT Presentation

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

• r 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

• mes

es f for

• r 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

• n t

the grade range o

• f 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 schools

• This school will be in the middle

school grade span (6-8)

• Components will include student

engagement, reading achievement, science achievement, science growth, and on-time credits

• On-time credits will apply to the

grade 9 students in the school.

Grades 8 – 9, 9, 9 – 10, 10, or 10 - 11 schools

• These schools will be in the high

school grade span (9-12)

• Components include student

engagement, reading achievement, science achievement, science growth,

• n-time credits
• These schools will not have the

components calculated using the grade 12 enrollment.

Ho How i is each c compon

• nent

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

• nic a

absen ence? ce?

• Number of Students Enrolled in School (Cycle 7 Certified Submission) Grades

K-11

• Days Absent and Days Present for Enrolled Students (Cycles 3, 5, 6,7)
• Assign Student Absence Risk Level (table at left)
• Number of Points Possible for Student Engagement (Number of student

enrolled)

• Mobile students are included.
• Students who were enrolled for a minimum of 10 days.
• If a student was enrolled in multiple schools during the school year, the

student would be included in each school.

• For juvenile justice school (DYS) and department of health services

schools, students must have been enrolled for a minimum of 60 days.

• Number of Points Earned Per Student for Engagement (sum of points for risk

level of students)

• 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

Risk Level Description Points Earned per Student Low Risk Absent less than 5% of days enrolled 1.0 Moderate Risk Absent 5% to less then 10%

• f days

enrolled 0.5 High Risk = Chronic Absence Absent 10% or more of days enrolled 0.0

What d does ch chronic a absence ce look l like at student l level i in Arkansas?

Percentage of students in Arkansas in by Absence Rate Percentage of schools at each percentage of students who are chronically absent 28% of schools have 10-15% of students chronically absent 60% of students are at low risk due to chronic absence. 27% of students are at moderate risk due to chronic absence. Schools with high percentages of students who are chronically absent may benefit from using their local cycle of inquiry to dig deeper into the problem to understand the factors that are driving it.

Rates of

• f Chronically

lly A Absen ent S Stu tudents V Vary b by Grade

16.76 13.74 12.35 11.19 11.53 11.17 11.36 11.98 13.88 14.78 15.55 16.42 16.69

2 4 6 8 10 12 14 16 18

K 01 02 03 04 05 06 07 08 09 10 11 12

Grade Level

Percent of Students Chronically Absent by Grade

Rea eadin ing Achie ievement: To

• 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)

• Student full academic year status (not highly

mobile)

• Number of Points Possible for Reading at

Grade Level

• number of full academic year students tested in

reading

• Number of Points Earned Per Student for

Reading at Grade Level

• sum of points for students scoring at Ready or

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.

Achievement Levels Description Points Earned per Student On or Above Grade Level for Reading ACT Aspire: Ready or Exceeds 1.0 Not at Grade Level for Reading ACT Aspire: Close or In Need of Support 0.0

Sc Science e Achie ievement: T To

• what exten

ent are e students achievi ving r readiness in science?

• Students Tested in Science on required

statewide ACT Aspire or Alternate Portfolio Assessment (Grades 3-10)

• Student full academic year status (not

highly mobile)

• Number of Points Possible for Science

at Grade Level

• number of full academic year students

tested in science

• Number of Points Earned Per Student

for Science Readiness

• sum of points for students scoring at

Ready or Exceeds achievement levels and Functional Independent or Independent

• n the Alternate Portfolio Assessment

Achieveme nt Levels Description Points Earned per Student On or Above Grade Level for Science ACT Aspire: Ready or Exceeds APA Science Levels Independent or Functional Independence 1.0 Not at Grade Level for Science ACT Aspire Close or In Need of Support APA Science Levels: Supported Independence, Emergent, Not Evident 0.0

Scien ence e Gr Growth: T To w wha hat exten ent a are s e studen ents m s mee eeting o

• r

exceeding g expected growth i in s science a achievement?

• Students Tested in Science on required

statewide ACT Aspire

• Growth scores for students in Grades 4
• 10
• Student full academic year status (not

highly mobile)

• Number of Points Possible for Science

Growth

• number of full academic year students

with science growth scores

• Number of Points Earned Per Student

for Science Growth

• sum of points for students’ value-added

science growth scores

Bottom Description Points Earned per Student Growth in Top Quartile Science Value-Added Score at/above 75th percentile of growth

• f students in same grade

1.0 Growth in Middle Quartiles Science Value-Added Score At/Above 25th percentile to less than 75th percentile of growth of students in same grade 0.5 Growth in Bottom Quartile Science Value-added score is below the 25th percentile of growth of students in same grade 0.0

On-time C Credits: T To wha hat e extent a are s stud udents i in n grades es 9 9 – 11 ea earnin ing en enough cr cred edit its ea each ch y yea ear?

• Number of active students enrolled in

School (Cycle 7 Certified Submission)

• Student Course Completion (Cycle 7

Certified Submission)

• Grade Level
• Student Full Academic Year status
• Number of Points Possible for On-Time

Credits

• Number of full academic year students

enrolled in grades 9, 10, and/or 11 at school

• Number of Points Earned Per Student On-

Time Credits

• Sum of points for students enrolled in grades 9,

10, and/or 11 at school

Credit Earning Points Earned per Student Grade 9 completed ≥ 5.5 credit Grade 10 completed ≥ 11.0 credits Grade 11 completed ≥ 16.5 credits 1.0 Fewer credits earned than those listed above 0.0

ACT C Composi site: e: To w wha hat exten ent a are e stud uden ents earning a at least a 19 9 as t thei heir be best ACT s score a e anytime e in n hi high s school?

• Number of active Grade 12 Students Enrolled in

School (Cycle 7 Certified Submission)

• ACT Scores for 3 years from national and state

administrations

• Full Academic Year Status
• Number of Points Possible for ACT Composite
• Number of Grade 12 full academic year students

enrolled

• Number of Points Earned for ACT Composite
• Sum of points Grade 12 students with ACTs
• ASMSA students’ scores are counted at the high

school listed as resident high school by ASMSA.

Achievement Levels Points Earned per Student Best ACT Composite Score at/above 19 1.0 Best ACT Composite Score below 19 0.0

ACT Colle

• llege R

Rea eadin iness B Ben ench chmark: T To

• what e

extent are s stu tudents ea earnin ing A ACT scor

• res th

that i indic icate th their eir rea eadin iness f for

• r c

col

• lle

lege c coursework?

• Number of active Grade 12 Students Enrolled in

School (Cycle 7 Certified Submission)

• ACT Scores for 3 years from national and state

administrations

• Full Academic Year Status
• Number of Points Possible for ACT Readiness

Benchmarks

• Number of full academic year Grade 12 students

enrolled

• Number of Points Earned for ACT Readiness

Benchmarks

• sum of points Grade 12 students with ACTs
• ASMSA students’ scores are counted at the high

school listed as resident high school by ASMSA.

Achievement Levels Points Earned per Student Best ACT Reading Score ≥ 22 0.5 Best ACT Math Score ≥ 22 0.5 Best ACT Science Score ≥ 23 0.5

State e Cum umulative GP e GPA: T To wha hat e exten ent are s e stud uden ents s earning a a GP GPA of 2.8 8 or hi higher er b by the he e end nd of Gr Grade 1 e 12? 2?

Achievement Levels Points Earned per Student High School GPA ≥ 2.8 1.0 High School GPA < 2.8 0.0

• Number of active Grade 12 Students

Enrolled in School (Cycle 7 Certified Submission)

• Final High School GPA submitted for Grade

12 students in Cycle 7 Certified Submission

• Full Academic Year Status
• Number of Points Possible for High School

GPA

• Number of full academic year Grade 12

students enrolled

• Number of Points Earned for High School

GPA

• Sum of points Grade 12 students

AP/IB/Concurren ent Cred edits: s: T To wha hat e exten ent are s e stud uden ents s access essing and c nd completing c cred edits s in n courses ses c consi sider ered ed post st-high gh s school r rigor?

• Number of active Grade 12 Students

Enrolled in School (Cycle 7 Certified Submission)

• Course Credits Earned for each high

school year for Grade 12 class

• Number of Points Possible for

AP/IB/Concurrent Credit

• Number of full academic year Grade 12

students enrolled

• Number of Points Earned for

AP/IB/Concurrent Credit

• Sum of points Grade 12 students

Achievement Levels Points Earned per Student Completing 1 or more credits in grades 9 – 12 1.0 No credits earned in grades 9 - 12 0.0

Courses are l listed in Ap Appendix B x B of t the Business Rules

• Available at

http://www.arkansased.gov/p ublic/userfiles/ESEA/Documen ts_to_Share/Final_ESSA_Decisi

• n_Rules_for_2016_17_rvd_0

31318.pdf

Computer er Scien ence C e Cred edits: s: T To w wha hat exten ent a are s e studen ents s accessing g and c completing c computer science c courses?

• Number of Grade 12 Students Enrolled in

School (Cycle 7 Certified Submission)

• Course Credits Earned for each high

school year for Grade 12 class

• If students complete 0.5 credits for each
• f two or more courses, these credits are

summed and counted as 1.0 credits

• Number of Points Possible for Computer

Science

• Number of full academic year Grade 12

students enrolled

• Number of Points Earned for Computer

Science

• Sum of points for Grade 12 students

Achievement Levels Points Earned per Student Completing 1 or more credits in grades 9 – 12 1.0 No credits earned in grades 9 - 12 0.0

Computer er Scien ence e Course e Codes es listed ed in Append ndix B B

• The course codes for 2016-17

are listed in current business rules.

Community S Service L Learning C Credits: T To what e extent are s stu tudents a acces ccessin ing a and c com

• mple

letin ing c cou

• urses?
• Number of active Grade 12 Students Enrolled

in School (Cycle 7 Certified Submission)

• Course Credits Earned for each high school

year for Grade 12 class

• Course Codes 999120 and 496010 were used in

2016-17.

• Moving forward only 496010 will be used.
• See Commissioner’s Memo for details:

http://adecm.arkansas.gov/ViewApprovedMemo.as px?Id=3575

• Number of Points Possible for Community

Service

• Number of Grade 12 students enrolled
• Number of Points Earned for Community

Service

• Sum of points Grade 12 students

Achievement Levels Points Earned per Student Completing 1 or more credits in grades 9 – 12 1.0 No credits earned in grades 9 - 12 0.0

How

• w do the c

compon

• nents g

get a aggreg egated ed i into a School

• l

Qu Quality and S Student S Success S Score?

• Calculate possible points and earned points for each component for each

student.

• Students may have different components due to different grade levels so the points

possible provides a way to make the denominator comparable statewide within grade spans.

• Calculate SQSS points for each student:
• the total possible points of SQSS are the sum of the possible points of all

components, and

• the total earned points of SQSS are the sum of the earned points of all components.
• Calculate SQSS points at the school level:
• total possible points of the school are the sum of the possible points of the students,

and

• total earned points of the school are the sum of the earned points of its students.
• Calculate percentage SQSS score at the school level: the percentage score

equals to (total earned points / total possible points)*100.

Exa xample

• Chronic Absence: Points Possible (373) Points Earned (230)
• Reading at Grade Level: Points Possible (107) Points Earned (53)
• Science Readiness: Points Possible (107) Points Earned (47)
• Science Growth: Points Possible (50) Points Earned (23.5)

SQSS Score =

230+53+47+23.5 373+107+107+50 = 353.5 637 = 55.49

How i is final score includ uded i in ESSA S A Scho hool Inde dex?

• The SQSS score is multiplied by its weight and summed with the other

indicators.

• 55.49 × 0.15 = 8.3235
• This score is added to the remaining indicator scores to total the ESSA

School Index Score