Post on 31-Dec-2015
transcript
What’s going on in Richmond?
Items of Interest to VESIS
March 21, 2012
Bethann H. CanadaDirector of Educational Information Management
Virginia Department of Education
2012 Status Check
SFSF RequirementsSFSF Requirements
Report on Teacher and Principal
Evaluations
Match Teachers to Students
Student-level Transcript Information
Students Enrolling in Postsecondary
Students Earning Credits in
Postsecondary
SFSF RequirementsSFSF Requirements
Report on Teacher and Principal
Evaluations
Match Teachers to Students
Student-level Transcript Information
Students Enrolling in Postsecondary
Students Earning Credits in
Postsecondary
LegislationLegislation
HB 96ERDelays the Accreditation benchmarks slated for 2012-2013 to 2013-14 (passed House and Senate)
LegislationLegislation
HB 367Requires DOE to publish disciplinary offense and outcome data disaggregated by race/ethnicity and gender (passed House and Senate)
SB514/HB642Requires the Board of Education to add three points to the Graduation and Completion Index for every student who earns a diploma and a Board-approved industry certification, pathway certification, state licensure, or an occupational competency credential (signed by Governor)
LegislationLegislation
HB 1189School boards may develop a standard form to obtain parental consent for the release of data. The form shall be used by Community Policy and Management Teams, and the Departments of Health, Social Services, Correctional Education, Juvenile Justice, and Behavioral Health and Developmental Services (passed House and Senate)
LegislationLegislation
SB 489/HB 1061Beginning with the 9th grade class of 2013-2014, students must earn a career and technical education credential to earn a standard diploma. Standard or advanced diplomas require successful completion of one virtual course. The modified standard diploma is eliminated and the GAD program is folded into the Adult High School Diploma and requires a career and technical credential. ISAEP would require the student to earn a career and technical education credential and to pass a course in economics and finance. (passed House and Senate)
LegislationLegislation
HB 424Changes the Code regarding providing a minor’s school records from a custody proceeding to any proceeding (passed House and Senate)
HB1215Directs the Board of Education to
developstandards for accrediting virtual schools (signed by the Governor)
Your CTE data here
State
Lice
nsure
s
NOCTI
Assessm
ents
Industry Certifications
Workplace Readiness
CTE CredentialsCTE Credentials
Annual increases in the percent of students earning credentials are worth a bonus point in the VIP calculation
Will help increase the Graduation and Completion Index (HB642/SB514)
Will be required to earn a standard diploma, GAD, or ISAEP (HB 1061/SB 489)
Will be added to the school report cardsPart of the proposed ESEA Waiver (more
on this later) to determine if a school meets performance expectations.
Virginia’s ESEA WaiverVirginia’s ESEA Waiver
Approved by the Board on February
23
Submitted to USED on February 28
Is NOT yet approved
We don’t know when it will be
approved
There may be negotiated changeshttp://www.doe.virginia.gov/federal_programs/esea/va_esea_flexibility_application_2-28-12.pdf
AYP
Here Lies AYP
2003 - 2011
Based on DOE’s unapproved flexibility request
Proposed School DesignationsProposed School Designations
Reward Schools
◦Virginia Index of Performance
◦Title I Distinguished schools
Priority Schools
Focus Schools
No more “Made/Did Not Make AYP”
Based on DOE’s unapproved flexibility request
Performance and Participation Performance and Participation ExpectationsExpectationsMeet SOA minimums in English,
math, science, and history for all students, including the Graduation and Completion Index (in other words, Accreditation as we know it today)
Test participation rate >= 95% for reading and math
Public reporting of proficiency gaps for proficiency gap groups
Based on DOE’s unapproved flexibility request
Gap GroupsGap GroupsGap Group 1:
Students with disabilities, English Language Learners, and economically disadvantaged students (unduplicated).
Gap Group 2:
Black students, not of Hispanic origin, not already in Gap Group 1
Gap Group 3:
Hispanic students, of one or more races, not already included in Gap Group 1
DOE will continue to disaggregate by the traditional subgroups
for public reporting.
Based on DOE’s unapproved flexibility request
Proficiency Gap Group Proficiency Gap Group Expectations for Elementary Expectations for Elementary and Middle Schoolsand Middle Schools
Each Gap Group must:Meet the 95% participation rate in reading
and math; AND
Meet SOA Targets in reading and math;
ORA majority of the students who failed
reading and math must show moderate growth; OR
Reduce the failure rate by 10 percent
Based on DOE’s unapproved flexibility request
SGP’s1 to 34 Low35 to 65Moderate66 to 99High
Proficiency Gap Group Proficiency Gap Group Expectations for High SchoolsExpectations for High Schools**
Each Gap Group must:Meet the 95% participation rate in
reading and math; AND
Meet SOA Targets in reading and math;
ORMeet a state goal of 48% of graduates
earning a college-or-career-ready credential (CCRC); OR
Increase the percent of graduates earning a CCRC by 10 percent
Based on DOE’s unapproved flexibility request
* Schools with a graduating class
Division AccountabilityDivision Accountability
The same participation and performance expectations as schools
Meet Title III Annual Measurable Achievement Objectives (AMAOs) for limited English proficient student performance
Based on DOE’s unapproved flexibility request
Priority SchoolsPriority SchoolsAt least 5 percent of Virginia’s Title I
schools (about 36 schools)A Tier I or II SIG SchoolA Title I School that is:
◦ A high school with an FGI of 60% or lower for the past two years
◦ Accreditation denied, or Conditionally-Reconstituted due to English or math performance
◦ Accredited with warning for English or math performance
Based on DOE’s unapproved flexibility request
Schools will be rank ordered based on the sum of the differences between reading and math performance and the SOA targets. Schools with the largest gaps will be included, up to 36 schools.
Before we talk about Focus Before we talk about Focus SchoolsSchools
We need to learn about “Proficiency Gap Points”Calculate the difference between each Gap
Group’s performance in Reading and/or Math and the SOA target for the subject
Exclude groups that meet or exceed the targetSum the differences and divide by the number
of gap groupsYou now have the school’s Average Proficiency
Gap Points!
Based on DOE’s unapproved flexibility request
Example School Proficiency Gap Performance
Gap Group
Reading Target Grade 3 – 5
Reading Performance
Reading Performance Gap Points Math Target
Math Performance
Math Performance Gap Points
Gap Group 1
75 70 5 70 64 6Gap Group 2
75 60 15 70 60 10Gap Group 3
75 65 10 70 75 NISum of Proficiency Gap Points
Add point differences for each gap group 30
Add point differences for each gap group 16
Average Proficiency Gap Points
Divide sum by number of gap groups included 10
Divide sum by number of gap groups included 8
Total Average Proficiency Gap Points Add the average Proficiency Gap Points 18
NI – the group is not included because it met or exceeded the SOA target
Proficiency Gap Calculation
Focus SchoolsFocus SchoolsAt least 10 percent of Virginia’s Title I
schools (about 72 schools)
Not a Priority SchoolOne or more Gap Groups have missed
the SOA proficiency target in reading and/or math
The 72 schools with the highest proficiency gap points are Focus Schools
Based on DOE’s unapproved flexibility request
What have we learned?What have we learned?Three Proficiency Gap Groups
A hybrid of Accreditation and AYP
Accreditation calculations do not change
Incorporates Student Growth in Elementary and
Middle
Includes College and Career Ready measures
for High Schools
Reward, Priority, and Focus school designations
Based on DOE’s unapproved flexibility request
Questions?Questions?