Presentation on theme: "Overview and Update Raising Achievement and Closing Gaps Conference March 30, 2010 Angela H. Quick, Deputy Chief Academic Officer Lou Fabrizio, Director,"— Presentation transcript:
Overview and Update Raising Achievement and Closing Gaps Conference March 30, 2010 Angela H. Quick, Deputy Chief Academic Officer Lou Fabrizio, Director, Accountability Policy and Communications Gary Williamson, Director, Accountability Operations
Mission Our Goal: NC public schools will produce globally competitive students. The Purpose of Standards: To define and communicate the knowledge and skills a student must master to be globally competitive.
ACRE Accountability and Curriculum Revision Effort A Simple Vision Essential Standards Assessments Accountability
Writing and Revising Writing and Revising the Essential Standards
Writing Teams Membership TeachersHigher Ed Accountability Staff EC & Curriculum Staff School Readiness Staff External Business Instructional Coaches Curriculum Directors Administrators
National & International Standards Revised Blooms Taxonomy Assessment Prototypes 21 st Century Skills Filters
National and International Standards Science K-12 Standards Frameworks American Association for the Advancement of Science - Benchmarks for Science Literacy American Association for the Advancement of Science - Atlas of Science Literacy volumes I and II National Research Council - National Science Education Standards Other State Standards (including Massachusetts, Connecticut, New Jersey, South Carolina, California) Singapore Science Syllabus Assessment Frameworks Trends in International Mathematics and Science Study (TIMSS) Programme for International Student Assessment (PISA) National Assessment of Educational Progress (NAEP) 2009 Framework NSES Conceptual development TIMSS Other State Standards PISA NAEP AAAS Benchmarks AAAS Atlas Singapore
ES National & International Standards 21 st Century Skills Revised Blooms Taxonomy Conceptual development Criteria and Filters Enduring Measurable Clear and Concise Prioritized and Focused Rigorous Relevant to the Real World CriteriaFiltersCourse Generalized goals Examples and processes to achieve criteria Student Outcomes Assessment Prototypes
Objective ES North Carolina Standard Course of Study Essential Standards Overview Essential Standard...zooming in on one Essential Standard Course Prototypical Assessment Prototypical Assessment Classroom EOC-EOG Essential Standards
Four primary means for involvement… Stakeholder Involvement Writing and Revising Individual Public Comment Writing Teams and Meetings LEA Collaborative Feedback Structured Business Feedback
Current Status: I. SBE Approved Math, Science,English 10, & Instructional Technology 2. Under Development English Language Arts, Social Studies, Second Languages, Guidance, The Arts, Health and Physical Education, and Instructional Toolkits
IndicatorsUsesLevels Goal: Institute an accountability model that improves student achievement, increases graduation rates and closes achievement gaps. 2
Impact of ESEA Reauthorization http://www2.ed.gov/policy/elsec/leg/ blueprint/index.html http://www2.ed.gov/policy/elsec/leg/ blueprint/index.html
School Indicator Ex 1Ex 2Ex 3Ex 4Avg ? Student Achievement: The School Performance Composite 5070501045 Post-Secondary Readiness as Measured by the ACT (or Other National Indicators) 20 4025 Future-Ready Core Participation (A Measure of the Rigor of Courses that Students Take Based on Algebra II Completion and Proficiency) 1055 7.5 5-Year Cohort Graduation Rate 205254022.5 High School Shown are some possible weighting scenarios we have considered. Wed like both performance index and growth index to have the same weighting. These are preliminary numbers, not final recommendations. Draft; For discussion purposes only. Weighting the Indicators?
Examples of Data We Should Report But Not Include in the High-Stakes Accountability Model? Advanced Placement (# and % of participants and scores) International Baccalaureate (# and % of participants and scores) Credentialing Programs (# and % credentials) Online Courses Taken (# and %) Higher-Levels Foreign Language Courses Taken (# and %) Concentrations (# and %) College courses taken (# and %) Attendance of teachers and students Local Options Additional?
How Do We Address Unique School Types? Examples Alternative Schools Hospital Schools VocEd/Career Centers Special Education Schools Schools with grade 3 and below How do these schools fit into the system?
How Do We Best Measure Post-Secondary Readiness? ACT, SAT WorkKeys Accuplacer Compass If multiple, how to set cut scores, or ranges, for points to award to school? If one assessment, which one?
Synopsis: Whats Different? Inclusion of LEA Accountability (Longitudinal Growth) Incorporation of an Index Model Robust Growth Measures Inclusion of Post-Secondary Readiness Measure Increased Academic Course Rigor (Future-Ready Core) Graduation Rate Instead of Dropout Rate Revised Reporting Revised Student Accountability System
Academic Growth How to Establish and Utilize Long- Term Growth Standards
Measurement of Growth
Numerical Comparison of the Four Strategies Parameters (in Lexiles) NCHigher Intercept Higher Velocity Lower Deceleration Combination Strategy Intercept700.0820.0700.0 775.0 Initial velocity118.7 132.0118.7122.0 Deceleration-12.2 -9.2-11.8
A Growth Standard Presented in Tabular Form Gains Between Each Pair of Grades NC Averages (N=67,908) By Grade rounded to nearest Lexile700813913100110771141 Grade345678 3113213301377441 4100189265329 588164228 676140 764 80 change between adjacent grades; i.e., year-to- year change change across 2-year spans change across 3-year spans change across 4-year spans change across 5-year span from 3 to 8
Growth Standard Presented as an Equation (Example) Note: Use T = (Grade – 3) when applying the model