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Understanding Wisconsin’s New School Report Card.

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Presentation on theme: "Understanding Wisconsin’s New School Report Card."— Presentation transcript:

1 Understanding Wisconsin’s New School Report Card

2 New Accountability System Will provide balanced, descriptive information about school performance using multiple measures Applies to all public schools, including charter schools and public schools receiving public funds Takes effect with new school report cards based on 2011- 12 data

3 New Cut Scores--“NAEP-ized” 480 513

4 Index for Measuring Performance Schools will receive a score in each of four priority areas: Student Achievement Student Growth Closing Gaps On-track to Graduation/Post Secondary Readiness Scores combined to form overall school score Points deducted for poor test participation, dropout and absenteeism rates


6 Activity Pull out handouts of the three sample report cards: an Elementary, a Middle and a High School Lay them side by side and examine each. What do you notice? How are they different? Discuss your findings with a partner

7 Student Achievement Composite of reading and math performance levels 50-point scale each for reading and math FAY students Includes three sequential years of testing data Assigning points to each student’s scores: (Min=0; Basic=.5; Prof=1; Adv=1.5) For each year, students’ points are pooled to form a school average A three-year average w/ greater weight to more recent years

8 Student Growth Provides a measure that summarizes how rapidly students gain knowledge & skills from year to year Most rewards schools showing rapid movement and having many students who are progressing Does not apply to high schools or alternative assessment Single score “characterizes the growth of a school’s students” Reflects the degree to which students are projected to move within a three year period— “on target” to reach higher levels Point given for each level a student is expected to climb based on a trajectory; negative point for students on target to drop below proficient; neutral (0) points for students who remain at same level

9 Closing Gaps Schools get credit for raising test scores and graduation rates for target groups—score based on “average net change” Students w/ disabilities, English language learners, and low- income students are compared against their comparison groups; racial/ethnic groups compared against White students SUPERGROUP can be created when at least two of the above three target groups do not meet cell size (now 20) Credit is reduced if comparison groups decline in performance Closing Graduation Gaps count for half the total score in high schools

10 On-Track to Graduation (or) Post-Secondary Readiness Two components that apply in schools where they occur Graduation or attendance (20%) 3rd grade reading, 8th grade mathematics, or ACT participation & performance (5%) Know how your district’s school configurations

11 Activity Google: WINSS Find your school district What are your school configurations? Which “on-track” areas apply to which schools? What are your student numbers for students with disabilities, ELL students, low income students, racial/ethnic groups? Do you have groups of 20 or more? Could you have a Supergroup?

12 Student Engagement Indicators Test participation—95% or higher Absenteeism—no more than 13% %-age of a school’s students who absences exceed threshold Dropouts—no more than 6% Fixed deductions from base score

13 Report Cards  Schools will see their own report card in the Fall before they are posted publicly. This will be a secure release in SAFE.  SAFE (Secure Access File Exchange) is where DPI places secure reports.  ASM (Application Security Manager) is where districts can assign access to SAFE, including access to the report cards.  Districts can begin assigning access now. Only those who have been assigned access will be able to view the report cards in SAFE. Start here:  In the future, the report cards will be in DPI’s WISEdash, a single reporting system that will include pre-defined and user-defined reports such as student growth percentiles, enrollment, postsecondary enrollment, etc.

14 State & Federal Accountability The report cards: Replace AYP reports Serve as the primary reporting tool for the state accountability system Will be issued annually Are in addition to Title I identifications (Priority and Focus), which are federally required cohorts (every four years)

15 Focus vs. Priority Schools FocusPriority 10% of Title I schools contributing to the state achievement gap 1. Implement Response to Intervention (RtI) with fidelity in reading and mathematics 2. Report RtI implementation progress and student achievement data to DPI. 4-year cohort Supports include Wisconsin RtI Center and local CESA’s Lowest performing 5% of Title I schools “Lowest combined performance in reading and math” 4-year cohort Must contract with a state-approved Lead Turnaround Partner

16 Lead Turnaround Partners Wisconsin will likely have 5-7 providers Districts select from a state-approved list Vendors must have proven track record Interviewing mid-August List approved and out early fall

17 Required Turnaround Strategies Response to Intervention (academics & behavior) Extended Learning Time (minimum of 300 hours) Highly Skilled Educators Highly Skilled Leaders Positive & Safe Learning Environments (PBIS) Family Engagement (Joyce Epstein)

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