Orange County Public Schools. State Accountability System September 2, 2014

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1 State Accountability System September 2, 2014

2 Assessment and Accountability in Transition No major portion of Assessment and Accountability is going to stay constant for the school year In addition, most Race to the Top (RTTT) and Student Success Act objectives are fully implemented this year 2

3 Significant Accountability and Assessment Changes Statewide Assessment Interim Assessment Student Learning Growth Accountability System 3

4 Statewide Assessment 4

5 Florida Standards Assessment Replaces FCAT 2.0 The Florida Standards Assessments (FSA) will be replacing most FCAT 2.0 assessments in the school year These assessments will be administered by a new assessment provider, the American Institutes for Research (AIR) These assessments will have a different administration structure with distinct features, tools, and characteristics Awaiting FLDOE guidelines for the role of teachers in test administration 5

6 Florida Standards Assessment The following Florida Standards Assessments will be provided in the school year: English/Language Arts: Grades 3 through 11 Mathematics: Grades 3 through 8 Writing: Grades 4 through 11 Algebra I (30% of course grade) Geometry (30% of course grade) Algebra II (30% of course grade) All Florida Standards assessments will be computer based except for assessments in Grades 3 and 4 6

7 Florida Standards Assessment For more information about the Florida Standards Assessment, including sample assessments, test design information, and item specifications, please access the website below: 7

8 Other Statewide Assessments EOC Assessments aligned to the Next Generation Sunshine State Standards (NGSSS) in the following subjects will be provided in the school year: US History (30% of course grade) Biology (30% of course grade) Civics (30% of course grade) 5 th Grade Science 8 th Grade Science FAIR Assessments will only be mandatory for students in Kindergarten through 2 nd Grade PERT Assessments will only be required of certain 11 th grade students needing potential placement in College Readiness courses or upon completion of College Readiness courses 8

9 End of Course Assessment Project According to the Student Success Act and the Race to the Top requirements, all courses not covered by a state or national assessment must have an assessment This work has been driven by , F.S. and , F.S. The latter statute requires performance on local assessments to be used in teacher evaluations The End of Course assessment project was created to fulfill these requirements 9

10 End of Course Assessment Project Timeline August 24, 2010 Florida announced as a Race to the Top winner March 24, 2011 Governor Scott signs the Student Success Act September 2013 Orange County begins writing End of Course assessments for courses not covered by national and state assessments with continual guidance from FLDOE May 12, 2014 Addition to local assessment statutes July 1, 2014 Addition to local assessment statute takes effect Forthcoming Waiting for technical assistance on local assessment statutes 10

11 FL , F.S. before the 2014 Legislative Session (6) Local Assessments (b) Beginning with the school year, each school district shall administer for each course offered in the district a student assessment that measures mastery of the content as described in the state adopted course description at the necessary level of rigor for the course. Such assessments may include: 1. Statewide assessments 2. Other standardized assessments, including nationally recognized standardized assessments 3. Industry certification assessments 4. District developed or district selected end of course assessments 11

12 FL , F.S. after the 2014 Legislative Session (6) Local Assessments (b) Except for those subjects and grade levels measured under the statewide, standardized assessment program, beginning with the school year, each school district shall administer for each course offered in the district a local student assessment that measures student mastery of course the content as described in the state adopted course description at the necessary level of rigor for the course. As adopted pursuant to State Board of Education rule, course content is set forth in the state standards required by s and in the course description. Local Such assessments may include: 1. Statewide assessments 2. Other standardized assessments, including nationally recognized standardized assessments 3. Industry certification assessments 4. District developed or district selected end of course assessments 5. Teacher selected or principal selected assessments 12

13 FL , F.S. after the 2014 Legislative Session (6) Local Assessments (c) Each district school board must adopt policies for selection, development, administration, and scoring of local assessment and for collection of assessment results. Local assessments implemented under subparagraphs (b)4, and 5, may include a variety of assessment formats, including, but not limited to, project based assessments, adjudicated performances, and practical application requirements. For all English Language Arts, mathematics, science, and social studies courses offered in the district that are used to meet graduation requirements under s , s , or s and that are not otherwise assessed by statewide, standardized assessments, the district school board must select the assessments described in subparagraphs (b)

14 Who created these assessments? OCPS Teachers created the assessments Assessment Creation Project During the and school years, teachers for every course not covered by a state or national assessment were invited to participate in work sessions During these sessions, assessment blueprints and items were created How were these assessments developed? Participating teachers received training to take them through the test development process Teacher teams prioritized the state standards associated with their course Teacher teams then created blueprints which clarified each selected standard s focus and specified important content limits The teams used their blueprints to create assessment items 14

15 Assessment Creation Project What will these assessments look like? The majority of the End of Course Assessments will be multiple choice and will be administered in the paper/pencil/scan sheet format Kindergarten 20 items through verbal administration 1 st 5 th Grades 30 items Middle School 40 items High School 50 items A small number of performance assessments will be piloted in some of our ESE and dance courses The complete list can be found on the Accountability, Research and Assessment website All other courses will be multiple choice 15

16 Assessment Creation Project When will these assessments be given? The below dates are tentative and will be finalized by a group of school administrators who will provide input Dates: Assessment Grade Levels January April 27 May May EOC Semester Exams EOC Final Exams EOC Final Exams Semester 1 Courses Only Elementary Only Secondary Only 16

17 EOC Assessment Outline The EOC Assessment Outlines are assessment guides They are documents that provide teachers with the essential information necessary to prepare their students for the end of course assessment The EOC Assessment Outlines do not define the total curriculum They should not take the place of district curriculum documents They simply inform teachers on the essential standards that should be taught by the beginning of each assessment window 17

18 EOC Assessment Outline Course Information and total items Standard description Total number of items for specified standard and complexity breakdown 18

19 EOC Assessment Project Budget Expenditures (RTTT) Stipends and Substitutes Total to Date 164, , ,549 Facility Rentals 52,790 18,960 71,750 Printing, Materials, and Supplies Project Total Expended as of ,106 4,822 67, , , ,227 19

20 Interim Assessment 20

21 Interim Assessments Benchmark Assessments will be provided for the following courses: ELA (Grades 3 through 11) Mathematics (Grades 3 through 8) Algebra I, Geometry, Algebra II US History Biology Civics 5 th and 8 th Grade Science These assessments will be given at the end of the first quarter and the end of the second quarter They will be tightly linked to the curriculum expectations for the courses They are used to inform instruction and help teachers make adjustments The state requires many of these assessments for some of our schools to meet their criteria for progress monitoring Some schools have used mini assessments (small 5 item quizzes) to progress monitor The district will be providing items for use in mini assessments Mini assessments are not required by the district 21

22 Writing Benchmark: OC Writes Writing benchmark assessments will be provided for students in Grades 4 through 11 Writing will now be assessed statewide in Grades 4 through 11 The assessment windows for OC Writes are different per level in order to align with the district training, a critical piece of the writing plan The goal of this is to not layer additional assessments on top of what is already going to be a part of training with the writing plan 22

23 Student Learning Growth 23

24 Student Learning Growth Each teacher in the district (classroom and non classroom) must receive an evaluation that is based in part on the student learning growth of students that they directly instruct and/or serve The new assessments at the state and local level will be included in the student learning growth portion of teacher evaluations beginning in Teachers with three consecutive years of individual student learning growth scores will be required to use these scores as 50% of the summative evaluation score Teachers with only one or two years of individual student learning growth scores will be required to use these scores as 40% of the summative evaluation score 24

25 Student Learning Growth Models and Methods The state only provides student learning growth data for courses that have value added models approved by the commissioner. This is true for the following assessments: English Language Arts Grades 4 through 10 Mathematics Grades 4 through 8 Algebra I (Grade 9 Only) For all other statewide, national and state required, locally constructed assessments, the district must create methods for measuring student learning growth There are over 1,000 courses that fall in these groups It is important to note that the majority of teachers will receive their student learning growth entirely constructed by the district 25

26 Cut Points for Student Learning Growth Our state approved instructional evaluation plan requires us to bargain cut points with the teachers association These bargained cut points help to determine the impact of the evaluation system on the state constructed models and the district constructed methods OCPS must create select the cut points for the state constructed models and create both the methods and cut points for the district constructed methods 26

27 Accountability System 27

28 School Grades in The school grade calculation will not have negative consequences in the following areas: Will not place new schools in Differentiated Accountability Will not be used to require a school to select and implement a turnaround option Will not cause a district or charter school system to lose high performing designation The State Board must review the school grade calculation periodically to determine if grade expectations should be raised to encourage student achievement Any upward revision must be presented to the public with the projected impact The Leadership Policy Advisory Committee (LPAC) and the Assessment and Accountability Advisory Committee (AAAC) will meet throughout this year to provide input No draft of the new rules is likely to be available until February/March

29 Accountability Changes for All Schools Refocus the school grading formula on a limited number of measures: Achievement in English/Language Arts, Mathematics, and Writing Learning Gains Graduation Earning College Credit and/or Industry Certifications Include ELL students in achievement measures after they have been in the United States for at least 2 years Still under discussion between FLDOE and USDOE Remove all bonus points, additional weighting, and automatic adjustments Report all school grade components as percentages with a maximum of 100 points Report grades based on a percentage of points earned (e.g. 70%, 80%) Establish a learning gains calculation that requires non proficient students to move toward grade level performance and requires students at Levels 3 and 4 to progress toward Level 5 performance 29

30 Elementary School Grades Model 30

31 Middle School Grades Model 31

32 High School Grades Model 32

33 Superintendent s Comments School Board Questions and Discussions 33

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