AdvancED Standards Assessment

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Nov 9, 2013 (3 years and 8 months ago)

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AdvancED

Standards Assessment
Overview


Presented to:

CMCSS Board of Education


Presented by:

CMCSS Staff

Vision and Purpose

Vision and Purpose


Mission Statement


Our Mission is to educate and empower our
students to reach their potential.


Vision


Each student will graduate from high school
career or college ready.


Strategic work is aligned with
key
performance
indicators and budget development.


Deciding on the Strategic Work to
Support the Vision


Board of Education Ends Policies


Student Data


Monthly School
V
isits with Focus
Q
uestions on
the School’s and the District’s Work


Mid
-
Year and End
-
of
-
Year Reviews


Principal Academic Conferences


Monthly Stakeholder Communication Group
Feedback

Monitoring the Strategic Work in
Support of the Vision


Board of Education Ends
Policies


Student
Data


Monthly School Visits with Focus Questions on the School’s
and the District’s Work


Mid
-
Year and End
-
of
-
Year Reviews


Principal Academic Conferences


Monthly Stakeholder Communication Group Feedback


Monthly
Board Reports


Annual
Key Performance Indicators


Current District Profile


Approximately 30,500 Students


White
-

58%, African American
-

28%, Hispanic
-

10% Asian/Pacific
Islander, Native American, Alaskan
-

4%


Free and Reduced Lunch
-

49%


English Language Learner
-

3%


Military
-

27%


Mobility
-

35%


Special Education
-

15%


36
Schools
-

21
Elementary Schools
, 7
Middle Schools
, 7
High
S
chools
,
and
a
Middle College


Growth
-

2% Annually


One Elementary School Opening Fall 2012


One Elementary School Opening Fall 2013






Changes Impacting Student

Achievement Measures


More Rigorous Standards


More Rigorous Assessments Were
I
mplemented


Redefined Proficiency Levels


Recalibration Using 2009 as a Baseline



Report Card

2010
-
2011
A
cademic
Y
ear

What Do the Grades
Mean?

3
rd

8
th

Grades


Letter grade “A” or “B” indicates the students
in the school performed above the identified
target.


Letter grade of “C” indicates the students in
the school performed at the expected target.


Letter grade of “D” or “F” indicates the
students school did not meet the expected
target.

What Do the Grades Mean?
(Cont.)

High School


High Schools do not receive letter grades;
they receive status grades.


The status grade is based on the students’
predicted achievement and expected growth
developed from prior performance on state
assessments.

CMCSS Report Card Achievement 2009
-
10

CMCSS Report Card Achievement 2010
-

11



2009
-
10 Achievement



2010
-
11 Achievement



Rdg

Math

Sci

SS



Rdg

Math

Sci

SS

CMCSS

B

B

A

A

CMCSS

B

B

A

A

Percent of Schools equaling or
exceeding achievement standards
(C,B, or A)

96%

93%

100%

96%

Percent of Schools equaling or
exceeding achievement
standards (C,B, or A)

96%

93%

100%

100%

Percent of Schools exceeding
achievement standards (B or A)

75%

75%

93%

96%

Percent of Schools exceeding
achievement standards (B or
A)

71%

71%

93%

100%

CMCSS Report Card Value Added 2009
-
10

CMCSS Report Card Value Added 2010
-

11



2009
-
10 TVAAS



2010
-
11 TVAAS



Rdg

Math

Sci

SS



Rdg

Math

Sci

SS

CMCSS

C

C

B

C

CMCSS

C

C

D

B

Percent of Schools equaling or
exceeding expected growth (C,B, or
A)

14%

29%

46%

89%

Percent of Schools equaling or
exceeding expected growth
(C,B, or A)

58%

58%

50%

81%

Percent of Schools exceeding
expected growth (B or A)

11%

4%

21%

61%

Percent of Schools exceeding
expected growth (B or A)

27%

27%

38%

77%

Source: CMCSS 2009
-
10 State Report Card: 2010 EVAAS Site

Source: CMCSS 2010
-

11 State Report Card: 2011 EVAAS Site

Created 11.4.2011 Sucharski.Tomes

Value Added 201011

System

Math

Reading

Social
Studies

Science

Grad

Rate

Economically
Disadvantaged

Student

ADM 201011

Memphis

C

F

C

D

72.6

84.6%

102,798

Davidson

C

D

C

D

76.2

75.0%

73,117

Knox

B

C

B

C

86.6

45.8%

54,486

Shelby

C

D

C

D

88.9

38.3%

46,249

Hamilton

C

D

B

D

81.7

60.8%

40,985

Rutherford

B

B

B

C

91.5

43.6%

36,730

Williamson

C

B

B

D

91.8

12.2%

30,988

CMCSS

C

C

B

D

93.5

48.5%

28,580

Sumner

D

D

C

F

89.6

41.0%

27,031

Wilson

C

C

B

D

90.3

28.7%

15,139

Sevier

C

C

C

F

80.3

64.1%

14,108

Madison

D

D

D

F

91.6

80.2%

12,553

Tipton

A

C

C

D

96.5

58.5%

11,639

Maury

D

C

C

C

81.9

59.3%

11,183

Sullivan

D

D

C

D

90.7

54.7%

10,888

Blount

A

C

B

D

90.0

53.6%

10,917

Achievement
A = Exemplary
B = Above Average
C = Average
Key to TN Report Card Grades
Value Added
A = Exceptional
B = Exceeds Expected Growth
C = Met Growth Expectation
Achievement 201011

System

Math

Reading

Social Studies

Science

Grad

Rate

Economically
Disadvantaged

Student

ADM 201011

Memphis

D

F

F

F

72.6

84.6%

102,798

Davidson

C

D

C

D

76.2

75.0%

73,117

Knox

B

B

B

B

86.6

45.8%

54,486

Shelby

A

A

A

A

88.9

38.3%

46,249

Hamilton

B

C

B

C

81.7

60.8%

40,985

Rutherford

A

A

A

A

91.5

43.6%

36,730

Williamson

A

A

A

A

91.8

12.2%

30,988

CMCSS

B

B

A

A

93.5

48.5%

28,580

Sumner

B

B

A

B

89.6

41.0%

27,031

Wilson

B

B

A

A

90.3

28.7%

15,139

Sevier

C

C

B

B

80.3

64.1%

14,108

Madison

D

D

D

D

91.6

80.2%

12,553

Tipton

B

B

B

B

96.5

58.5%

11,639

Maury

C

C

C

C

81.9

59.3%

11,183

Sullivan

B

B

B

B

90.7

54.7%

10,888

Blount

B

C

B

B

90.0

53.6%

10,917

Key to TN Report Card Grades



Achievement

Value Added


A = Exemplary

A = Exceptional




B = Above Average

B = Exceeds Expected Growth


C = Average

C = Met Growth Expectation


D = Below Average

D = Below Growth Expectation


F = Deficient

F = Deficient

Subject
Status
20091
Status
201011
Math (ALG I)
Above
Above
Science (Biology I)
NDD
Below
English (ENG II)
NDD
Below
English I
Below
Below
US History
3 yr avg
NDD
Below
9 - 12th Value Added for EOC and
Gateway Assessments
ALG II will be released after summer standard setting,
ENG III was field tested in 201011
Source: 201011 EVAAS
ACT 2010
-
11 for Graduating Seniors















Subject

Obser. Score

Pred. Score

Status

3 yr avg

Pred 3 yr avg

Status 3yr

Composite

19.35

19.29

NDD

19.78

19.53

Above

English

18.94

19.08

NDD

19.3

19.32

NDD

Math

18.85

18.56

Above

19.1

18.81

Above

Reading

19.60

19.74

NDD

20.23

19.97

Above

Science/Reasoning

19.51

19.27

-

19.93

19.53

-

Source: 201011 Report Card

Created: 11.11.2011 Sucharski.Tomes

School Year
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
District
AYP
Graduation
Target
75.9%
77.2%
78.6%
80.0%
81.3%
82.7%
84.0%
85.4%
86.8%
88.1%
100%
District
Actual
Graduation
Rate
76.0%
76.2%
78.5%
85.70%
88.33%
90.78%
91.0%
92.1%
93.5%
Year included in AYP
Calculations
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
Created 9.1.2011
Sucharski.Tomes
Source: CMCSS AYP Graduation
Data
CMCSS AYP Graduation Targets and Actual Graduation Rates
FINAL
NOTE:Graduation rate data is released as part of the following year's AYP calculations.
Trends


Math has improved.


Writing has improved.


Reading/Language Arts has been on a
decline especially in the secondary schools.


Special needs achievement has improved but
not at the rate needed to reach proficiency
targets.


Graduation rates are improving.

Strengths


Math


Writing


Graduation Rate


Professional Development


Leadership
T
raining

Challenges


Meeting Proficiency with
A
ll
S
tudents,
Especially Special Needs, ELL, and ED


Transitioning to Common Core


Transitioning in Accountability Measures


Hiring and Retaining Quality Teachers,
Especially in Math, Science, Career Technical
Education, and Special Education




Governance and Leadership

Clarity of Roles and Responsibilities


Policy Governance


Board of Education Ends Policies


District Strategic Work


Senior Leadership Team


CMCSS Organization Chart




Board and District Leads, Directs,
Supports, and Allocates Resources


Policy Governance


Board of Education
Ends Policies


Senior
Leadership Team


Strategic Planning Cycle


Performance Based
Budgeting


Administrative Action
Plans


Monthly
Board Reports





Mid
-
Year
and End
-
of
-
Year
Reviews


Program Monitoring and
Audits


Professional Development


Continuous
Improvement
System


Management Review
Team


Internal and External
Audits


Equity of Learning and Innovation


Innovations


Strategic Planning Cycle


100% Graduation Project


STEM Integration


STEM Academy


Virtual Classes and Virtual
School Pilot


Middle
College@APSU


Career
-
Technical
Education


Model Classrooms


Technology Access for
Teachers and Students



Innovations (Cont.)


District Grant Writing


Leadership
Development


Just
-
in
-
Time Training


Classified Staff
Training


ISO 9001 Certification


School Zoning


Student
Code of Conduct


Equity of Learning and Innovation
(Cont.)


Intervention
Programs


Math and Reading
Targeted Interventions


Individualized Education
Plans


Dual
Enrollment


ACT Preparation Classes


Advanced
Placement
Classes


Gifted Services (PASS)


After School Programs



Intervention Programs


Credit Recovery


ELL


Title
I


Virtual Classes


Virtual School Pilot


Pre
-
Kindergarten




Board Training


Annual Board Retreat


TSBA Meetings


School Board Academies


Consultants to Train and Advise


Senior Leadership Study Sessions Based on
Strategic Work


Updates from Director and Senior
Leadership on Current Legislation


Teaching and Learning

How Curriculum is Selected


Research from National Standards


National and State Subject Area
Associations


Integration of Common Core Standards


Knowledge of Experienced Teachers


Curriculum Consulting Teachers


Equity and Diversity in Teacher
Committee Selection

How Teachers are Supported


Academic Coaches,
Curriculum Consulting
Teachers, Technology
Integration Coaches,
and Mentors


Ongoing
Professional
Development


Professional
Learning
Communities


Leadership Academies


New
Teacher Induction
Process


Benchmarks and Data
Chats to Drive
Instruction


Scope and Sequence


TestDrive
, Curriculum
Navigator,
and
PowerSchool


TEAM


Intervention Protocols


Model Classrooms


Community Involvement



How Students are Provided
Opportunities to Learn


100% Graduation


Explicit instruction


STEM Integration


STEM Academy


Balanced Assessment


Differentiated Instruction


Rigor and Relevance


Benchmarks and Progress
Monitoring


Scope and Sequence


Career
-
Technical Education


Model
Classrooms


Mobile Computer Stations
and Fixed Labs





Interventions


Math and Reading Targeted
Interventions


Individualized Education Plans


Dual Enrollment


Advanced Placement Classes


Gifted Services (PASS)


After
School Programs


Credit
Recovery


English Language Learners


Title I


Virtual
Classes


Virtual School Pilot


Pre
-
Kindergarten




Documenting and Using Results

C
omprehensive
A
ssessment System


Aligned
to the
Identified Standards
and
Expectations
of
Performance Targets
Focused
on
Student Performance
at
the
Following Levels:


Classroom


Building


District


State


National

Comprehensive Assessment System


Quantitative
and
Qualitative Measures, Including but
not Limited to


Classroom, Building, District Assessments


Common Assessments


Program Measures
(READ Well, Language!, READ 180, Modified
Math, etc.)


Benchmarks, Learning Links
(Pilot
)


Brigance


DIBELS (Dynamic
Indicators of Basic Early Literacy
Skills) NEXT


Non
-
Academic Indicators (Attendance, Discipline, Graduation, etc.
)


State Assessment


TCAP Achievement, TCAP End of Course, TCAP Constructed
Response


TCAP Writing, TCAP ALT Portfolio


Tennessee
English Language Placement
Assessment

and English
Language Development
Assessment


National Assessments


ACT
,
Advanced Placement (AP), PSAT

C
omprehensive
A
ssessment System


Timely,
Accurate,
and
Meaningful Data


Collected
and
Disseminated Within Hours of Completion
(Benchmarks, Learning Links, etc.) or Within 5

7 Days of
District’s Receipt of Data (TCAP, ACT, Report Card, etc.)


Provides Insight to Student Performance in Terms of
Identified Standards and Levels of Proficiency (Standards
Proficiency, RCPI, Achievement, Value Added, etc.)


Includes
Q
ualitative and Quantitative Data Points


Disaggregated by Subgroups and Programs
(Interventions, Afterschool, etc.)


Identifies Academic Growth experienced


Used to
E
valuate
S
tudent Performance in Terms of
Current Results and Three
-

Five Year Trends

Resource and Support Systems

Employment and Assignment
of

Well
-
qualified
Staff


Hire Right


Capitalize on Current Employees’ Success


Systematically Review Job
Descriptions

and
Requirements


Monitor Employee Performance
and
Development Needs

Provision of Ongoing Learning
Opportunities to All Staff


Initial
Training


Recurring Training


Just
-
in
-
Time Trainings


On
-
going Needs Assessments

Effectiveness of District

Learning
Opportunities



Professional Learning Activities Network (PLAN)


Course Development


Enrollment and Attendance


Class Evaluations


Monitoring and Reporting


Pre
-

and Post
-
session Communications


Evaluation


Initial Evaluation Immediately After Training


Implementation or Learning
Evaluation (Identified Through
Observations, Evaluations, Data Analysis, Academic
Conferencing,
Mid
-
Year and End
-
of
-
Year Reviews)


Job
-
embedded
(Application
of Knowledge
and
Skills)



Budgetary
Planning for Sufficient
Financial Resources




Strategic Work
Plans Driven by the
Board of
Education Ends
Policies


Mid
-
Year
and End
-
of
-
Year
Reviews
and
Stakeholder
Input


Performance Based Budgeting and
Key Performance
Indicators Align Financial Resources to Desired
Outcomes


Transparent Process, Communicated to
All
Stakeholders



Maintain Safe, Orderly,

and
Healthy Environment





Employee
Handbook


Student
Code of Conduct


Emergency Management and Crisis Planning


Safety and Security
Programs
and School Committees


Environmental Management
and
Hazardous Materials
Programs


Student
Health
Services


Individual
Health Planning,
Immunization Compliance
and
Accident Reporting


Student Wellness


Wellness Programs
, School Counseling
and
Bullying Awareness and Prevention


Employee OJI
Program


On
-
site
Health Care, Safety Training,
Monthly Safety
Newsletter, and
Accident Investigation






Sufficiency
of Technology
Infrastructure to Meet Goals






Laptop
for Every Teacher


1
to 1
Computer to
Student
Ratio (4
TH

& 5
TH

Grades Moore Magnet & STEM Academy)


Model Classroom Implementation


Mobile Computer Stations and Fixed Labs


Support for Specific Programs


STEM Academy


Vernier Probes


TI
Inspires


Career Technical Education Program Specific Equipment


Direct Support for Technology Infrastructure


On
-
going
Technology Training


Work Order
System


Computer
First Aid Station


Well
-
communicated Policies and Procedures


Technology Disaster Recovery
Plan


Technology Integration Coaches


Sufficiency of Technology
Infrastructure to Meet Goals





Sufficiency
of Support Services to
Meet All Students’ Learning Needs







Support Services for Students with Disabilities, Economically
Disadvantaged Students, and ELL
Students


School Support Teams Identify Student Needs and Coordinate
Appropriate Interventions and Services


Department
Chiefs, Directors, Program
Coordinators, and
Special
Education Consulting Teachers Monitor Interventions for At
-
risk and
Identified students


Individual
Education Plans for Students with Qualifying Disabilities
Whose Needs Cannot be Met in the General Education
Classroom


504 Plans for Modifications and Accommodations for Students with
Qualified disabilities


Health Plans for Any Student with Medical
N
eeds

Stakeholder Communications

and Relationships




Community Stakeholders







District
Website
and
Feedback


Community
Consortium


Media


Education
Foundation


Partners in Education


District Survey and Focused Surveys


100% Graduation
Committee


Leadership Clarksville
Education Day


Leadership
CMCSS


Presence and Involvement in Community Activities




Parent Stakeholders








Parent
Communications Group Meetings


District Survey and Focused Surveys


PowerSchool


School Handbooks


Parent
-
Teacher
Conferences


School
Open Houses


School Messenger


Report Cards







Employee
Stakeholders









Teacher
Stakeholder Questions
and
Group
Meetings


Employee Anchor Team


Classified Representatives Meeting


Continuous Improvement System


Management Review
Team


District
Survey and Focused Surveys


Teaching
, Empowering, Leading, and
Learning
(TELL)
Tennessee Survey


Commitment to Continuous
Improvement

CMCSS

Strategic Planning Cycle


Board of Education Ends Policies


Data Gathering


Monthly Stakeholder Communication Groups


District Survey and Focused Surveys


Strategic Work Plan


Performance Based Budgeting


District Action Plans


Principal Action Plans


Monthly School Visits, Principal Meetings, and Professional
Learning Communities


Mid
-
Year and End
-
of
-
Year Reviews


Academic Conferences

Continuous Improvement

Continuous Improvement System


ISO
9001:2008 is an internationally recognized standard for a
quality management system that:


Consistently
meets customer and regulatory requirements


Continuously improves stakeholder satisfaction



The
Quality Policy for the Central Office of CMCSS is to
provide Business Affairs, Communications, Human Resources,
Instruction,
Operations,
and Technology support for our
schools in achieving the district’s mission which is:

To
Educate and Empower Our Students to
Reach Their Potential
.

Continuous Improvement


Quality Principles


Customer
-
Focused Organization


Leadership


Involvement of People


Process Approach


System Approach to Management


Factual Approach to Decision Making


Mutually Beneficial Supplier Relationship


Quality Assurance Methods

Quality Assurance


Strategic Planning Cycle


Mid
-
Year Review


End
-
of
-
Year Review


Continuous Improvement System (ISO 9001)


External Certification Audits


Internal Audits


Mid
-
Year Review


End
-
of
-
Year Review