ESSA Changes Whats New In Data Collections · Alphabet Soup? ESSA – Every Student Succeeds Act...
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ESSA Changes What’s New In Data Collections Dede Conner, Director Office of Education Technology Division of Student Data Services 2017-18 Mid-Year Training
Transcript of ESSA Changes Whats New In Data Collections · Alphabet Soup? ESSA – Every Student Succeeds Act...
ESSA ChangesWhat’s New In Data Collections
Dede Conner, DirectorOffice of Education Technology
Division of Student Data Services
2017-18 Mid-Year Training
ESSA ChangesWhat’s New In Data Collections Alphabet soup? KY Data Dashboard KY Accountability System
● Transition Readiness● Opportunity and Access
Disaggregated reporting What’s next?
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Alphabet Soup? ESSA – Every Student Succeeds Act
● Reauthorizes Elementary and Secondary Education Act (ESEA)
● Replaces 2002 No Child Left Behind (NCLB) law CSP – Consolidated State Plan **pending approval**
● Each State submitted education plan that aligns to ESSA.
● Kentucky plan submitted, Sept. 18, 2017● Current Status?
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Presentation Notes
This session is about the data – not about the laws – just a quick overview. Keep in mind that everything is subject to change. The Kentucky Board of Education will meet/met Dec. 5th and discussed potential changes that are not reflected. ESSA – new law signed by President Obama, December 2015 - Reauthorizes 50 year old Elementary and Secondary Education Act ESEA Replaces No Child Left Behind CSP – state specific plan that aligns to requirements of ESSA. Kentucky’s plan was developed in consultation with education and workforce shareholders throughout the state. Feedback was gathered through town hall meetings prior to submitting for federal approval. Current Status – expect federal feedback late November or early part of December.
Kentucky Accountability System Proposed Data Measures
“Kentucky’s new accountability system has been developed by a very inclusive process, with the input of thousands of Kentuckians. The proposed accountability system focuses on students – ensuring they are well-rounded, transition-ready, and prepared with knowledge, skills and dispositions to successfully pursue the pathway of their choice after graduating from high school. The system has several key goals:
• Promote higher levels of student learning and achievement
• Reduce achievement gaps and ensure equity
• Establish opportunity and access for students to receive a quality education
• Build a culture of high expectations and continuous improvement
• Communicate a clear and honest understanding of strengths and opportunities for improvement in schools and districts
The system uses multiple academic and school quality measures, not a single test or indicator. “
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Regulations not final
Dede Conner
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Presentation Notes
The Consolidated State Plan outlines the Proposed Accountability System referenced in 703 KAR 5:270 – regulations aren’t expected to be final until March but already working on data collections in order to be ready – much easier to tweak if something changes than start from scratch in the spring of 2018. Much of the available data will appear on the School Report Card in the fall of 2018. Expansion and changes to data collection go beyond what the district assessment coordinator (DAC) has historically monitored. At KDE its not all the responsibility of the Office of Assessment and Accountability as it has been in the past – each office at KDE has defined areas of responsibility including data quality oversight. Districts and schools will have to decide how best to do the same locally. To ensure quality of data, we recommend that schools and districts develop a plan that includes training, oversight, and validation responsibilities long before School Report Card and public reporting. Don’t assume that your DAC is single point of contact on everything accountability.
Kentucky Data DashboardLooking forward to School Report Card 2018
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This is a high level view of Kentucky’s ESSA accountability reporting model. The details that make up each of these scores will be drilled down from a dashboard similar to this in the annual School Report Card. Data quality is significant initiative and will require KDE and districts looking at data through new and existing reports prior to data becoming public. We will go through each of these accountability areas. Some of these aren’t new, we‘ll go through those quickly. I’m not the expert on accountability, but do want to share information with KSIS points of contact since so much of the data does come from the Infinite Campus system. I’ll review each of the areas, but focus primarily on new and changes to data collection.
Transition Readiness
Attainment of the necessary knowledge, skills and dispositions to successfully move to the next level of education, work or life
Measured:● Elementary (grade 5)● Middle School (grade 8)● High School (graduation)
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Transition ready is a new goal, but calculated at end of each traditional school-level – elementary (grade 5), middle (grade 8), and high school graduation.
Transition ReadinessElementary School and Middle School
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Assessment-based calculation – no new data. Is the student meeting benchmark expectations? Infinite Campus – benchmark report can be used to see # of students meeting/not-meeting benchmarks on individual assessments.
Transition ReadinessHigh School
High school diploma plus:● Academic Readiness● Career Readiness
English Learners (EL) are expected to demonstrate English language proficiency before leaving high school
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In addition to high school diploma – students must meet one other type of readiness. Students identified as English Learner must also be English language proficient.
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Two additional measures include: Academic readiness is based on high school assessments –OR– demonstration of success in college-level work – includes dual credit, AP, IB and Cambridge. May be limited to specific dual credit courses. Career Readiness – must meet benchmarks on industry certifications identified as high demand --OR-- earn KOSSA for articulated credit. Career Readiness includes an additional measure – CTE dual credit; CTE program of study; apprenticeship or exceptional work experience. Military readiness was the third measure –but was removed at the Dec. 5th Kentucky School Board meeting after public comment. Examples of data questions currently being discussed. - dual credit hours not currently tracked. Grade must be entered same as awarded by college/university attending. -- IB & CAI – don’t currently get assessment data at state level – working to remedy this.
Opportunity and Access (O&A) Equitable availability to research-based
student experiences and school factors that impact student success
Measures will be organized in terms of providing a rich curriculum, providing equitable access, school quality and providing support for the whole child
Some measures will be required and some will be options that schools may choose
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Opportunity and Access measures go beyond assessments with focus on equitable access and student experiences to further equip students for success.
O&A –Rich Curriculum
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Elementary & Middle School Revised Course Codes Tracking Course TimeMay require changes to the way school schedule.
High School Revised Course Codes Completed Career Pathway NEW Work Ethic Certificate
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Rich Curriculum is the first of the Opportunity and Access measures and will require tracking of course codes and course time. This measure does require action to ensure data quality. 2018-19 new and revised course codes must be used. Course codes will be released in January In addition to identified courses – will also be looking at time in courses (1) virtual and performing arts; (2) health and physical education (3) science (4) social studies (5) career exploration (middle school only) at both the elementary and middle schools levels. Time in a course will not be a factor of consideration at the high school level. In addition to virtual & performing arts and health and physical education, cultural studies and/or world language, career pathways and essential skills are included at the high school level.
O&A – Equitable Access
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Elementary & Middle School Gifted and Talented comparison between demographic groups
High School Advanced Course Work comparisonbetween demographic groups
Dede Conner
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Presentation Notes
Equitable Access is the 2nd measure under Opportunity and Access. There is no new data collection, but this is a new way of looking at the gifted and talented and advanced coursework data. Compares students identified by subgroup to the proportion of that same subgroup to total student population. Elementary & Middle Schools comparison of gifted and talented population to total population by subgroup. Primary Talent Pool is not part of gifted and talented calculation. High School comparison is similar; but instead of gifted and talented, advanced coursework is considered. Dual credit may not include all possible courses. Focus on students earning college credit in certain subject areas.
O&A – School Quality
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NEW – Chronically Absent calculation
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The third Opportunity and Access measure is a measurement of School Quality There are three pieces to this measure: Chronic Absenteeism is new – new QA report available in Campus. How many of you have looked at that report? Are your DACs reviewing or has someone else been identified? Behavior Events and Restraint & Seclusion are not new collections; this data is currently validated through the annual Safe Schools validation. Percentages and points are still being discussed and may not be exactly as included here.
O&A – Selected Measures (choose 2)
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NEW – FTE %NEW – FTE %
NEW – Career Coach
NEW – FTE %
NEW – Specialization
Dede Conner
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The final measure included in the accountability calculation under Opportunity and Access districts get to choose. Counselors or mental health providers -- FTE not currently tracked Nurse or other health care provider – FTE not currently tracked Teachers credentialed in specialized areas – don’t currently track this level of specialization – outside LEAD. Career Coaches to total student population
O&A – Reported Measures
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NEW – Public Reporting
Dede Conner
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These last Opportunity and Access measures are reported annually on the School Report Card, but are not part of the accountability calculation. These are referenced to as “reported only” measures. State funded preschool all star rating and percentage of kindergarten students served half-day vs full-day -- have both been tracked but not previously included in the school report card. These other measures are currently reported and not expected to change except for the comparison of behavior data to the same demographic group enrolled at the school.
Kentucky Accountability System –Disaggregated Reporting
HomelessMigrant Foster Military Connected
(Active Duty) Consolidated
Student Group16
Gender Race/Ethnicity Free/reduced
lunch Students with
disabilities English Learners
Dede Conner
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Accountability includes – gender, race/ethnicity, free/reduced lunch, students with disability, English learners. Other categories are required for reporting but not part of accountability. Quality Counts – need to ensure data is being captured and loaded to Campus correctly to avoid a lot of clean up work as the data is prepared to be made public.
Consolidated Student Group
non-duplicated aggregation of student groups, often too small to be reported separately, that includes: African American, Hispanic, Native Hawaiian or other Pacific Islander, American Indian or Alaska Native, two or more races, students with disabilities that have an IEP, and English learners.
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New consolidated student group – students may have been in multiple of the individual groupings – unduplicated. Does not include students designated as free-reduced price lunch, white or Asian unless also part of one of the other applicable groups.
KY Accountability System –Quality Data Is Key
Keep Informed:● KSIS Notifications and newsletter● Training opportunities
Define responsibilities: ● Data stewards?● Training● Quality control
Provide feedback on data tools. 18
Dede Conner
How can KDE help? Quality assurance reports Reports available:
● Chronic absenteeism ● Benchmark Report
New reports – what will help?
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QA Reports draft for discussion only
Equitable Access: Gifted and Talented
Include corresponding detail for data
validation
Dede Conner
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Filler – if needed for discussion
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QA Reports draft for discussion onlyEquitable Access – Advanced Coursework
Include corresponding detail for data
validation
Dede Conner
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Filler – if needed for discussion
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QA Reports draft for discussion onlySchool Quality
Include corresponding detail for data
validation
Dede Conner
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Filler – if needed for discussion
Questions & Answers?
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