MISSOURI SCHOOL IMPROVEMENT PROGRAM (MSIP 5)

Missouri Council for Activity and Nutrition (MoCAN) Steering Committee April 28, 2011 Missouri Department of Elementary and Secondary Education

The Department of Elementary and Secondary Education

Vision:

Missouri public schools: the best choice… the best results!

Mission:

To guarantee the superior preparation and performance of every child in school and in life.

Department Goals

 Missouri public education will rank in the top ten on national and international measures of performance.

 Missouri will provide high quality early educational opportunities to all young children and their families.

 Missouri will recruit, prepare, retain and support effective teachers and leaders.

 The Missouri Department of Elementary and Secondary Education will improve departmental efficiency, operational effectiveness, and relations with internal and external customers.

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th

Cycle Transition

 Did we follow the right process?

 Did we look at the right things?

Implementation of MSIP – 1st and 2nd Cycles

      A comprehensive, multifaceted onsite team review for all public school districts Involvement of classroom teachers and local school and district leaders in this peer review process Advance questionnaire survey District completed a self-study and compiled documentation to substantiate district practices District received a report of strengths, concerns, and available resources Department refined and improved the process of collecting student performance data from both state and local sources.

Catalyst for positive change

 Written curriculum and ongoing district curriculum reviews became the norm rather than the exception  Districts began to pay attention to factors that create positive school climate  Administrators became more active as leaders in their schools  Teachers began to explore instructional practices that would better meet the needs of all their students.

MSIP 3rd Cycle – Streamlining and Integrating School Improvement and Focusing on Accountability    Integrated the process standards and indicators to help districts make links within instructional design and practices Assessment requirements of the Outstanding Schools Act formed the basis for new performance standards District performance was evaluated based upon Missouri Assessment Program (MAP) results across grade levels and content areas, ACT participation and performance, enrollment in advanced courses, enrollment in vocational courses, college placement, vocational placement, dropout rates, and attendance rates.

MSIP 4th Cycle – Sustaining School Improvement

 While the standards did not change measurably, the review process changed dramatically  Focuses resources on those districts whose APRs indicate they are in danger of being unaccredited  Districts with highest need move up in the MSIP cycle  Accreditation determinations made on performance standards – allowing the onsite MSIP review to be diagnostic in nature  Report identifies the most significant areas of concern in addressing student performance issues.

4

th

Cycle Transition

 Did we follow the right process?

 Did we look at the right things?

MSIP 5 Proposed Standards Process

 Draft  Feedback  Research  Board Work Sessions  Summary of Accountable and Reportable Measures  Action Item – public comment  Withdraw for further comment

MSIP 5 Policy Goals

 Promote continuous improvement and innovation within each district on a statewide basis to advance the opportunity for success for each student.

 Establish the state's expectations for districts in driving actions for moving student achievement to Top Ten status with the ultimate goal of all students graduating ready for success in college and careers.  Distinguish performance of schools and districts in valid, accurate, and meaningful ways so that districts in need of improvement can receive appropriate support and interventions to meet expectations and high-performing districts can be recognized as models of excellence.  Empower all stakeholders through regular communication and transparent reporting of clear data on performance and results so that they can take action appropriate to their roles.

Proposed Rule

 Section 161.092, RSMo  Annual Review  State Board classification designations  Comprehensive School Improvement Plan  Classication Duration  Request for Reconsideration

Classification revisited

 Implementation of school improvement plan  Missouri superintendent’s certification  Altering of scope or effectiveness of programs, services, or financial integrity  Compliance with a statutory requirement

Academic Achievement

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The district administers assessments required by the Missouri Assessment Program (MAP) to measure academic achievement and demonstrates improvement in the performance of its students over time.

Student performance on assessments required by the MAP meets or exceeds the state standard or demonstrates improvement in performance over time. The percent of students tested on each required MAP assessment meets or exceeds the state standard. Growth data indicate that students meet or exceed growth expectations.

Subgroup Achievement

The district demonstrates required improvement in student performance for its subgroups.

 The performance of students identified on each assessment in identified subgroups, including free or reduced price lunch, racial/ethnic background, English language learners, students with disabilities and gender subgroups, meets or exceeds the state standard or demonstrates required improvement.

College and Career Readiness

 

The district provides adequate post-secondary preparation for all students.

1. The percent of students who score at or above the state standard on the ACT ® , SAT ® , COMPASS ® assessments meets or exceeds the state standard or demonstrates required improvement. or Armed Services Vocational Aptitude Battery (ASVAB) 2. The district’s average ACT ® and/or SAT ® composite score(s) meets or exceeds the state standard or demonstrate(s) required improvement.  3. The percent of students participating in the ACT ® and/or SAT ® meets or exceeds the state standard or demonstrates required improvement.

  4. The percent of students who earn a qualifying score on an Advanced Placement (AP), International Baccalaureate (IB), or Technical Skills Attainment (TSA) assessments and/or receive college credit through early college or dual enrollment in approved courses meets or exceeds the state standard or demonstrates required improvement.

5. The percent of students who attend post-secondary education/training or are in the military within six (6) months of graduating meets the state standard or demonstrates required improvement.

High School Readiness (K-8)

The district provides adequate post-elementary preparation for all students.

 The percent of students who earn a proficient score on one (1) or more of the high school end-of-course assessments while in elementary school meets or exceeds the state standard or demonstrates required improvement.

Attendance Rate

The district ensures all students regularly attend school.

 The percent of students who regularly attend school meets or exceeds the state standard or demonstrates required improvement.

Graduation Rate

The district ensures all students successfully complete high school.

 The percent of students who complete an educational program that meets the graduation requirements as established by the board meets or exceeds the state standard or demonstrates required improvement.

Sample Reportable Items

      In districts providing early childhood programs (voluntary Pre-K through grade 3), student performance on assessments included in the Missouri early childhood assessment system; (The Missouri early childhood assessment system will be piloted in districts in the 2012-2013 school year and will become operational in the 2013-2014 school year.) The percent of graduates enrolled in remedial coursework in college; and The percent of students who successfully progress from ninth grade through high school graduation within five (5) years, attend post-secondary education and graduate with either an associate’s degree within three (3) years or a bachelor’s degree within six (6) years. The performance of individual buildings The percent of students who complete and file a Free Application for Federal Student Aid (FAFSA) form The percent of students who have developed a Personal Plan of Study

Sample Collection Items

 common interim assessments  local assessment practices of content areas not assessed on the Missouri Assessment Program (MAP)  intervention strategies  student engagement

Next Steps

 30 day public comment period – Beginning April 15  Visit http://www.dese.mo.gov/qs/MSIP5.html

 Additional Public Engagement Period  August Board Meeting

NOTICE TO SUBMIT COMMENTS

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Anyone may file a statement in the support of or in opposition to this proposed rule with the Department of Elementary and Secondary Education

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Attention: Margie Vandeven, Assistant Commissioner, Office of Quality Schools

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PO Box 480, Jefferson City, MO 65102-0480

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http://dese.mo.gov/qs/MSIP5.html

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online link for comments

Bibliography:

         Achieve Inc. (2010). Closing the Expectations Gap. Downloaded from: http://www.achieve.org/files/AchieveClosingtheExpectationsGap2010.pdf

Achieve Inc. (2008). Transforming Statewide High School Assessment Systems: A Guide for State Policymakers. Downloaded from: http://www.achieve.org/files/TransformingStatewideHighSchoolAssessmentSystems.pdf

Achieve Inc. (2008). Making College and Career Readiness the Mission for High Schools: A Guide for State Policymakers. Downloaded from: http://www.achieve.org/files/MakingCollegeandCareerReadinesstheMissionforHighSchool.pdf

Aldeman, C. (2010). College- and Career-Ready: Using Outcomes Data to Hold High Schools Accountable for Student Success. Education Sector: Washington D.C. Downloaded from: http://www.educationsector.org/usr_doc/College-Ready.pdf

Alliance for Excellent Education (2010). Principles for a Comprehensive Assessment System (Policy Brief). Downloaded from: http://www.all4ed.org/files/ComprehensiveAssessmentSystem.pdf

College Readiness. Pearson Issue Papers. Downloaded from: h ttp://www.pearsoned.com/pr_2009/pearson_collegereadinesswp_60.pdf

Fordham Foundation (2010). The State of State Standards - and the Common Core in 2010. Downloaded from: http://www.edexcellencemedia.net/publications/2010/201007_state_education_standards_common_standards/SOSSandC C2010_FullReportFINAL.pdf

Long, M., Iatarola, P., Conger, D. (2009). Explaining Gaps in Readiness for College Level Math: the Role of High School Courses. American Education Finance Association. Downloaded from: http://www.mitpressjournals.org/doi/pdf/10.1162/edfp.2009.4.1.1

Nat'l Early Childhood Accountability Task Force. Taking Stock: Assessing and Improving Early Childhood Learning and

Program Quality.

Downloaded from: http://www.pewcenteronthestates.org/uploadedFiles/Taking%20Stock%20Full%20Report.pdf

Bibliography:

     The Next Generation of School Accountability: A Blueprint for Raising High School Achievement and Graduation Rates in SREB States. Southern Regional Education Board Publication (no date given) Downloaded from: http://publications.sreb.org/2009/09V17_Blueprint_Highschools.pdf

(2010). Gauging the Gaps: A Deeper Look at Student Rowan, A. H., Hall, D., Haycock, K. Achievement. The Education Trust Downloaded from: http://www.edtrust.org/sites/edtrust.org/files/publications/files/NAEP%20Gap.pdf

Snow, C. E., Van Hemel, S. B. (2008). Early Childhood Assessment: Why, What, and How. Executive Summary Downloaded from: http://www.nap.edu/catalog.php?record_id=12446 White, S. Pre-K Assessment. Downloadedfromhttp://preknow.org/policy/assessment.cfm