Transcript Accountability 2.0 Overview

Accountability 2.0 Overview
Sponsored by
The Colorado Department of Education
Summer 2010
Version 1.4
Materials
Your role today. . .
• Learner
– Understanding major changes to the
Colorado educational accountability
system.
• Planner
– Communicating with local stakeholders
– Local implementation of major changes
Phases of Implementation for
Colorado’s
Revised
Academic
Standards
Transformation:
Implementation:
Awareness &
Transition:
Dissemination:
Building Readiness
• CDE first releases
annual reports on school
and district growth to all
districts.
• Web-based Growth
Model interface
introduced
• Growth model metrics
used to identify schools
for Governor’s
Distinguished
Improvement Awards
Introducing new
system components
Establishing new
processes
• Districts given option to
use unified template for
improvement plans with
professional development
• Sample school
performance framework
(SPF) reports provided to
districts
• Professional
development on Growth
Model & using webbased interface
• Growth metrics included
in district accreditation
• Districts accreditation of
schools includes SPF
indicators.
• Priority Improvement and
Turnaround districts/schools
submit unified improvement
plans for state review.
• All districts and schools
publish improvement plans
on www.schoolview.org
• Professional development
on: accountability system
changes, SPF reports,
unified improvement
planning, data management.
Continuously
Managing
Performance
•Districts/schools
continuously monitor
performance and adjust
improvement
strategies.
•Districts and schools
all use the unified
improvement planning
template.
•Searchable databased of school/district
improvement plans
available.
K-12 System Mission
All students will exit Colorado’s K-12
education system ready for
postsecondary education and
workforce success.
--Colorado’s Achievement Plan for Kids
(SB 08-212)
Performance Framework Indicators
Achievement
Growth
Gaps
Percent
proficient
and
advanced
Normative
and
CriterionReferenced
Growth
Growth Gaps
• Reading (CSAP,
Lectura, and
CSAPA)
• Writing (CSAP,
Escritura, and
CSAPA)
• Math (CSAP and
CSAPA)
• Science (CSAP
and CSAPA)
• CSAP Reading,
Writing and Math
• Median Student
Growth
Percentiles
• Adequate
Median Student
Growth
Percentiles
Median Student
Growth Percentiles
for disaggregated
groups:
• Poverty
• Race/Ethnicity
• Disabilities
• English proficiency
• Below proficient
Postsecondary
and Workforce
Readiness
Colorado
ACT
Graduation
Rate
Dropout Rate
Accountability System Revisions
• New bright line: All students ready by exit
• Moving from compliance to performance
management.
• Transparent performance information drives
conversations about needed changes.
• Student academic growth as a key indicator of
performance.
• Fairer and clearer cycle of support and
intervention for low performance.
Critical Questions
• How will the system result in improved performance?
• For what are different educational stakeholders accountable?
• Who is accountable? For what?
• How will performance be measured?
• How will performance be evaluated? Rated? Accredited?
• Under what conditions will the state intervene?
• How will schools and districts improve performance (through
improvement planning)? How will they know their plans will improve
performance?
• How will progress towards improved performance be monitored?
• What support will the state provide?
• What will be publicly reported?
Theory of Action: Continuous
Improvement
FOCUS
Activity: System Components
•
Choose a partner. Take out: Colorado
Accountability System Components
•
Read individually one row in the chart.
•
When each partner has completed a row, look
up and “say something.” Something might be a
question, a brief summary, a key point, an
interesting idea or a personal connection.
•
Continue until you complete all of the rows in
the table.
Timeline
• August 2010 – State issues School Performance
Framework Reports with initial plan assignment. Federal
AYP data released.
• October 2010 – District submits accreditation category
for schools.
• January 2011 – State deadline for priority improvement
and turnaround plan submission.
• Plans implemented immediately. . . 18 month timeframe
• April 2011 – Plans published on schoolview.org
School Accreditation
Sponsored by
The Colorado Department of Education
Summer 2010
Version 1.4
Materials
Performance Framework Indicators
Achievement
Growth
Gaps
Percent
proficient
and
advanced
Normative
and
CriterionReferenced
Growth
Growth Gaps
• Reading (CSAP,
Lectura, and
CSAPA)
• Writing (CSAP,
Escritura, and
CSAPA)
• Math (CSAP and
CSAPA)
• Science (CSAP
and CSAPA)
• CSAP Reading,
Writing and Math
• Median Student
Growth
Percentiles
• Adequate
Median Student
Growth
Percentiles
Median Student
Growth Percentiles
for disaggregated
groups:
• Poverty
• Race/Ethnicity
• Disabilities
• English proficiency
• Below proficient
Postsecondary
and Workforce
Readiness
Colorado
ACT
Graduation
Rate
Dropout Rate
Activity: School Accreditation
• Individually read: Accrediting Schools and
Assigning School Plan Types, District
Accreditation Handbook, pg. 13-14
• With your team/table group review the
School Accreditation Timeline.
• Identify:
– Big ideas
– How this is different from current practice?
– What are the advantages of this approach?
Big Ideas
• Districts are responsible for accrediting schools.
• The relationship between districts and the state with
regards to school accreditation has changed.
• The state provides a framework for evaluating school
performance (the school performance frameworks).
• Districts can add to the state framework.
• State involvement is only with the lowest performing
schools – priority improvement and turnaround.
• Explicit links between school accreditation and
improvement planning.
Advantages
• Consistent framework for evaluating school
performance.
• Moving from 3 different evaluation frameworks to a
single framework.
• Clear guidance from the state about how good is
good enough (with regard to school performance).
• Consistent focus (on performance).
• Greater alignment with federal processes
(planning).
• Only one plan type assignment will be published.
Timeline
• August 2010 – State issues School Performance
Framework Reports with initial plan assignment.
• October 2010 – District submits accreditation category
for schools.
• January 2011 – State deadline for priority improvement
and turnaround plan submission.
• April 2011 – Plans published on schoolview.org
Planning for School Accreditation
• Work with your district team or table group
• Use the “District Accreditation of Schools”
section of Planning Toolkit.
• For each step in the school accreditation
process, make notes about:
– What will we do?
– Who will be involved?
– What tools/support do we need?
District Accreditation Timeline
• Working with your team/ table group,
review:
– “Timelines for District Accreditation and Plan
Submission”
• What do you need to do to prepare for
changes in district accreditation?
Planning for Local
Implementation
Sponsored by
The Colorado Department of Education
Summer 2010
Version 1.4
Materials
Agenda
Statewide
System of
Support
Local
Stakeholder
Roles
Planning
Local RollOut
CDE Role
• Read the Colorado Department of
Education role (p. 3 of the District
Accountability Handbook)
• Major components of the CDE role:
– Provide high quality information
– Evaluate district and school performance
using common indicators
– Provide as much support as possible given
fiscal constraints
Tiered System
CDE identifies and prioritizes schools and
districts for universal, targeted and intensive
support based on accountability factors the in
relationship to:
• existing resources
• support structures that are available to
ensure that the greatest resource is going to
the greatest need.
Tiered System of Support
Services Provided to Districts
Standards &
Assessments
Curriculum &
Instruction
Performance &
Data Management
People Growth &
Development
Turnaround Schools
Few
Targeted services based on student performance and need
Some
All
•
Standardized measurement and accountability
•
Understandable and timely data
•
Data training & coaching
•
Dashboards & instructional improvement systems via SchoolView
•
Leadership development & coaching
•
Best -of-breed content via SchoolView
•
Educator evaluation systems
•
Interim & formative assessments
How are schools and districts
prioritized for support?
Prioritization Factors:
– School/District Performance Framework
– AYP
– Special Education Performance
Indicators
Types of Supports. . .
Universal Supports
• Website (School View
Learning Center), Webinars
• Program Specific Resources
– SpEd
– Title I, II, III
– Accreditation
– Language Acquisition
– Licensure
– Standards Implementation
• Regional Trainings
• Targeted Professional
Learning
Targeted
• Focused Technical Assistance
• Grants
• Reviews (School and District)
• Planning Support
• Implementation follow-up
• Evaluation – Process and Outcomes
Intensive
• Grants
• Focused Technical Assistance
• Reviews (School and District)
• Planning Support
• Implementation follow-up
• Evaluation – Process and Outcomes
Who is my CDE performance support manager?
• Northwest, West Central, Southwest, Pikes Peak (those
not listed below)
– John Condie, 303-866-6630,
[email protected]
• North Central, Metro, Northeast, Southeast, Pikes Peak
(Canon City RE-1, Custer County C-1, Cotopaxi RE-3,
Elbert 200, Florence RE-2, Kiowa C-2, Pueblo City 60
and Pueblo County 70)
– Jhon Penn, 303-866-6632, [email protected]
Who else can I reach out to at CDE regarding
accountability?
• Performance & Policy
– Kady Dodds, [email protected], 303-8666274
– Somoh Supharukchinda,
[email protected], 303-866-6778
• Research & Evaluation
– Bill Bonk, [email protected], 303-866-6763
• Federal Programs
– CDE Homepage > Federal Programs Home > Contacts
– www.cde.state.co.us/FedPrograms/general/contacts.asp#TIA
Coming Soon. . . .
Additional Professional Learning Opportunities
• Unified Improvement Planning (several 2 day
sessions) – August – November
• Colorado Growth Model (on-line facilitated
sessions)
• Managing data for improvement planning (one day
late summer)
• Interpreting school and district performance
framework reports (on-line tutorials)
Agenda
Statewide
System of
Support
Local
Stakeholder
Roles
Planning
Local RollOut
Stakeholder Roles
• Consider:
– Stakeholder Roles section of the District
Accountability Handbook (p. 3 – 4)
– Stakeholder Roles (Planning Toolkit)
• Table discussion:
– What questions do we have about any of the roles?
– To what degree are each of the local stakeholders in
my district prepared to take on these roles?
– What additional support will they need to be
prepared?
Self-Assessment
• A needs-assessment tool has been
provided for your district team in
supporting different stakeholders
(Planning Toolkit).
• Including:
– Stakeholder readiness (to serve each role)
– District priority for addressing related
stakeholder needs
Agenda
Statewide
System of
Support
Local
Stakeholder
Roles
Planning
Local RollOut
Planning Stakeholder Communication
• Take out the tool for “Planning Stakeholder
Support” in the Planning Toolkit.
• Work with your team to make notes about
different stakeholders and how you might
support them in serving their roles.
• What additional assistance do you need from
CDE to support your stakeholders?
(capture on sticky notes).
Your Feedback!!!
• Written:
– Parking Lot
• + the aspects of this session that you liked or worked for you.
• The things you will change in your work or would change
about this session.
• ? Questions that you have
•
Light bulb: ideas, a-has, innovations
– Additional Needs (sticky notes)
• Oral: Your current thinking