will exemplify excellence and equity such that all students are - - PowerPoint PPT Presentation

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Oct 22, 2023 153 likes •360 views

Our Vision Districts and schools in Tennessee will exemplify excellence and equity such that all students are equipped with the knowledge and skills to successfully embark upon their chosen path in life. Tennessees ESSA plan reflects four

SLIDE 1

Our Vision

Districts and schools in Tennessee will exemplify excellence and equity such that all students are equipped with the knowledge and skills to successfully embark upon their chosen path in life.

SLIDE 2

▪ All schools should have be able to achieve a high score.

– Poverty is not destiny.

▪ All means all.

– Each indicator should be reported for historically underserved student groups.

▪ All growth should be rewarded.

– Schools with low achievement but high growth will be recognized. – Incremental growth will be recognized.

▪ Reporting should be transparent.

– Public should be able to access and review multiple indicators.

Tennessee’s ESSA plan reflects four key guiding principles and our theory of action.

SLIDE 3

SLIDE 4

▪ Absolute performance is:

– the percent of students that meet or exceed the standard (e.g., proficiency for achievement)

▪ Performance improvement is:

– the school’s improvement relative to its target Most indicators consider the better score between absolute performance and performance improvement.

SLIDE 5

Points Absolute Performance AMO Targets 4 One-year success rate equals or exceeds 50 percent One-year success rate equals or exceeds double AMO target 3 One-year success rate equals or exceeds 45 percent and is less than 50 percent One-year success rate exceeds AMO target 2 One-year success rate equals or exceeds 35 percent and is less than 45 percent Upper bound of one-year success rate confidence interval equals or exceeds AMO target 1 One-year success rate equals or exceeds 25 percent and is less than 35 percent Upper bound of one-year success rate confidence interval exceeds prior

ne-year success rate

One-year success rate is less than 25 percent Upper bound of one-year success rate confidence interval is less than or equal to prior one-year success rate

For each indicator, schools will receive a numeric rating.

▪ Achievement indicator example:

SLIDE 6

Poverty rates closely reflect absolute proficiency.

SLIDE 7

Poverty rates do not pre-determine indicator ratings.

SLIDE 8

Determine “F” Graded Schools: Minimum Performance Goal

Success Rates Schools in bottom 5% Safe Harbor Schools with Level 4

r 5 TVAAS

Priority/Comprehen sive Support Overall School Grade = F

Multiple Indicators for determining

ther grades

Achievement AMO or Absolute Growth TVAAS Readiness Ready Graduates Graduation Rate Chronically Out of School ELPA ACCESS for ELs

Determine “A-D” Graded Schools

All Students Grade

n each indicator

Student Groups Grade for each group on each indicator

Overall Grade for All Students and Subgroups Overall School Grade = A, B, C, or D

School grades reflect minimum performance expectations and multiple indicators.

SLIDE 9

Determine “F” Graded Schools: Minimum Performance Goal

Success Rates Schools in bottom 5% Safe Harbor Schools with Level 4

r 5 TVAAS

Priority/Comprehen- sive Support Overall School Grade = F

Multiple Indicators for determining

ther grades

Achievement AMO or Absolute Growth TVAAS Readiness Ready Graduates Graduation Rate Chronically Out of School ELPA ACCESS for ELs

Determine “A-D” Graded Schools

All Students Grade

n each indicator

Student Groups Grade for each group on each indicator

Overall Grade for All Students and Subgroups Overall School Grade = A, B, C, or D

Schools that fall into the bottom 5% based on absolute achievement AND that fail to demonstrate consistent, strong growth will receive an “F.”

SLIDE 10

Determine “F” Graded Schools: Minimum Performance Goal

Success Rates Schools in bottom 5% Safe Harbor Schools with Level 4

r 5 TVAAS

Priority/Comprehen sive Support Overall School Grade = F

Multiple Indicators for determining

ther grades

Achievement AMO or Absolute Growth TVAAS Readiness Ready Graduates Graduation Rate Chronically Out of School ELPA ACCESS for ELs

Determine “A-D” Graded Schools

All Students Grade

n each indicator

Student Groups Grade for each group on each indicator

Overall Grade for All Students and Subgroups Overall School Grade = A, B, C, or D

Schools receive A-D grades based on six indicators.

SLIDE 11

Determine “F” Graded Schools: Minimum Performance Goal

Success Rates Schools in bottom 5% Safe Harbor Schools with Level 4

r 5 TVAAS

Priority/Comprehen sive Support Overall School Grade = F

Multiple Indicators for determining

ther grades

Achievement AMO or Absolute Growth TVAAS Readiness Ready Graduates Graduation Rate Chronically Out of School ELPA ACCESS for ELs

Determine “A-D” Graded Schools

All Students Grade

n each indicator

Student Groups Grade for each group on each indicator

Overall Grade for All Students and Subgroups Overall School Grade = A, B, C, or D

There is an All Students and Subgroup pathway for each indicator.

SLIDE 12

▪ The accountability system prominently includes one or more indicators to incentivize and support improved achievement for all students including traditionally underserved and/or low-performing student groups.

Equity

SLIDE 13

▪ Economically Disadvantaged ▪ Black/Hispanic/Native American ▪ Students with Disabilities ▪ English Learners

The Subgroup pathway includes four historically underserved groups.

SLIDE 14

▪ The accountability system prominently includes indicators associated with college and career readiness and on- track to readiness, including credit accumulation and skills associated with post-secondary success

College and Career Readiness

SLIDE 15

▪ Graduation rate multiplied by the percentage of graduates who meet at least one of the following criteria:

– Score 21 or higher on ACT OR – Complete 4 EPSOs OR – Complete 2 EPSOs and earn an industry certification OR – Complete 2 EPSOs and earn a designated score (TBD) on ASVAB AFQT

▪ Weighting

– 20 percent for high schools

The “Ready Graduate” indicator measures student readiness for workforce or postsecondary.

SLIDE 16

▪ TN Board of Regents (TBR) is considering setting a TNReady score that would be considered for dual credit for HIST 2020 ▪ TDOE and TBR are working with TBR faculty this winter and spring to compare TNReady expectations to TBR learning outcomes in U.S. History, specifically Modern United States History (HIST 2020)

Use U.S. History EOC Score for Dual Credit

SLIDE 17

▪ An ongoing program of review, tied to the design principles and rationale for the accountability system, has been established to promote continuous improvement of the system.

System Improvement

SLIDE 18

Our State is Showing Historic Success

— We have incredible economic strength

Record low unemployment rate
#1 in small business job growth

SLIDE 19

Tennessee’s Progress Literally Stands Out

SLIDE 20

Districts and schools in Tennessee will exemplify excellence and equity such that all students are equipped with the knowledge and skills to successfully embark on their chosen path in life.

Our Vision

Districts and schools in Tennessee will exemplify excellence and equity such that all students are equipped with the knowledge and skills to successfully embark upon their chosen path in life.

▪ All schools should have be able to achieve a high score.

– Poverty is not destiny.

▪ All means all.

– Each indicator should be reported for historically underserved student groups.

▪ All growth should be rewarded.

– Schools with low achievement but high growth will be recognized. – Incremental growth will be recognized.

▪ Reporting should be transparent.

– Public should be able to access and review multiple indicators.

Tennessee’s ESSA plan reflects four key guiding principles and our theory of action.

▪ Absolute performance is:

– the percent of students that meet or exceed the standard (e.g., proficiency for achievement)

▪ Performance improvement is:

– the school’s improvement relative to its target Most indicators consider the better score between absolute performance and performance improvement.

For each indicator, schools will receive a numeric rating.

▪ Achievement indicator example:

Poverty rates closely reflect absolute proficiency.

Poverty rates do not pre-determine indicator ratings.

Determine “F” Graded Schools: Minimum Performance Goal

Multiple Indicators for determining

Determine “A-D” Graded Schools

School grades reflect minimum performance expectations and multiple indicators.

Determine “F” Graded Schools: Minimum Performance Goal

Multiple Indicators for determining

Determine “A-D” Graded Schools

Schools that fall into the bottom 5% based on absolute achievement AND that fail to demonstrate consistent, strong growth will receive an “F.”

Determine “F” Graded Schools: Minimum Performance Goal

Multiple Indicators for determining

Determine “A-D” Graded Schools

Schools receive A-D grades based on six indicators.

Determine “F” Graded Schools: Minimum Performance Goal

Multiple Indicators for determining

Determine “A-D” Graded Schools

There is an All Students and Subgroup pathway for each indicator.

▪ The accountability system prominently includes one or more indicators to incentivize and support improved achievement for all students including traditionally underserved and/or low-performing student groups.

Equity

▪ Economically Disadvantaged ▪ Black/Hispanic/Native American ▪ Students with Disabilities ▪ English Learners

The Subgroup pathway includes four historically underserved groups.

▪ The accountability system prominently includes indicators associated with college and career readiness and on- track to readiness, including credit accumulation and skills associated with post-secondary success

College and Career Readiness

▪ Graduation rate multiplied by the percentage of graduates who meet at least one of the following criteria:

– Score 21 or higher on ACT OR – Complete 4 EPSOs OR – Complete 2 EPSOs and earn an industry certification OR – Complete 2 EPSOs and earn a designated score (TBD) on ASVAB AFQT

▪ Weighting

– 20 percent for high schools

The “Ready Graduate” indicator measures student readiness for workforce or postsecondary.

Use U.S. History EOC Score for Dual Credit

▪ An ongoing program of review, tied to the design principles and rationale for the accountability system, has been established to promote continuous improvement of the system.

System Improvement

Our State is Showing Historic Success

— We have incredible economic strength

Tennessee’s Progress Literally Stands Out

Districts and schools in Tennessee will exemplify excellence and equity such that all students are equipped with the knowledge and skills to successfully embark on their chosen path in life.

Excellence | Optimism | Judgment | Courage | Teamwork