big picture
DESCRIPTION
Big Picture. Continuous Improvement Aligned Improvement. Goals of the day. Data literacy Schoolwide Continuous Improvement Plan Crafting. Housekeeping. What’s in the basket? Norms Parking lot Big little. Multiple Measurement Rating Overview. Benefits of the Waiver from USED. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/1.jpg)
1June 2012
![Page 2: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/2.jpg)
2
Big Picture
• Continuous Improvement• Aligned Improvement
June 2012
![Page 3: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/3.jpg)
3
Goals of the day
• Data literacy• Schoolwide Continuous Improvement Plan
Crafting
June 2012
![Page 4: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/4.jpg)
4
Housekeeping
• What’s in the basket?• Norms• Parking lot
– Big– little
June 2012
![Page 5: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/5.jpg)
Multiple Measurement Rating Overview
![Page 6: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/6.jpg)
Benefits of the Waiver from USED
• Ability to implement a potentially more sensitive mechanism for federally mandated statewide accountability under ESEA – the Multiple Measurement Rating (MMR)
• New statewide targets for AYP driven by actual performance rather than a linear, time-delineated goal driven by NCLB’s 2014 deadline
• Elimination of prescriptive NCLB sanctions for all schools regardless of performance context
• Elimination of many required set-asides tied to NCLB sanctions at the school and district level, including ineffective supplemental educational services
• Differentiated improvement planning requirements for schools
![Page 7: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/7.jpg)
Foundation for Statewide Accountability Remains the Same
• Minnesota’s Academic Standards • Statewide Assessments in Reading,
Mathematics, and Science – MCA-IIIs moving forward
• Public reporting• Disaggregated data with an emphasis on
achievement gaps • Adequate Yearly Progress determinations
(with new differentiated targets
![Page 8: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/8.jpg)
Minnesota’s Multiple Measurement Rating (MMR)
• New accountability system emphasizes students growth and closing the achievement gap in addition to proficiency
• Differentiates accountability for schools based upon performance across multiple domains included in MMR
• Adds recognition of high performance• Returns primary responsibility for improvement
efforts to districts• MDE will focus on the schools with the greatest
needs and lowest performance
![Page 9: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/9.jpg)
Recognition, Accountability and Support
• MDE will assign Title I schools to three federally required accountability categories:– Reward Schools (Top 15% of Title I schools)– Priority Schools (Bottom 5% of Title I schools; three year
designation)– Focus Schools (10% of Title I schools contributing most to state’s
achievement gaps; three year designation)• MDE has also created two additional
categories to recognize schools or promote improvement:– Celebration Schools (Title I schools between 60-85th percentile)– Continuous Improvement Schools (Title I schools in the bottom
quartile not already identified as Focus or Priority Schools)
![Page 10: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/10.jpg)
MMR’s Four Components
• All Minnesota schools will receive an annual Multiple Measures Rating (MMR) comprised of up to four components:– Proficiency– Student Growth– Achievement Gap Closure– Graduation Rate (for schools with graduating classes)
• Accountability designations only apply to schools receiving federal Title I aid under NCLB (ESEA)
Schools are ranked in each domain by grade level cluster
![Page 11: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/11.jpg)
Total MMR
• Each domain is worth 25 points.• The MMR is generated by dividing the total number of points
earned by the total number of points possible.• For most elementary and middle schools, 75 points possible.
For most high schools 100 points possible.• The total MMR is a 0-100 percentage for all schools reflecting
the proportion of points.
![Page 12: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/12.jpg)
Focus Rating
• In addition to an MMR, every school gets a Focus Rating to identify Focus Schools.
• The Focus Rating measures proficiency and growth of students of color and students receiving special services (EL, Special Ed, Free and Reduced Price Lunch)
• Focus Rating combines Achievement Gap Reduction and Focused Proficiency
• Each domain is worth 25 points, for 50 possible points
![Page 13: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/13.jpg)
Proficiency
• Proficiency domain uses AYP index model.• Schools earn points based on a weighted
percentage of subgroups making AYP.• Weighting is based on the size of subgroups.• Unlike in AYP calculation, in MMR Proficiency,
groups can’t make AYP through Safe Harbor.
![Page 14: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/14.jpg)
Growth
• Growth measures ability of schools to get students to exceed predicted growth.
• Growth predictions based on students’ last assessment result.
• Predictions generated by looking at two cohorts of students, where they scored one year and where they scored the next year.
• Student growth score based on being above or below prediction at each score point.
• School growth score is average of student growth scores.
![Page 15: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/15.jpg)
Achievement Gap Reduction
• Measures the ability of schools to get higher levels of growth from lower-performing subgroups than statewide average growth for higher-performing subgroups.
• Growth of individual subgroups of students of color compared to growth of white students, Els compared to non-Els, FRPs compared to non-FRPs, SPED compared to non-SPED.
• Subtract schools’ growth scores for lower-performing groups from statewide averages of higher-performing groups.
• Negative score indicates success.
![Page 16: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/16.jpg)
Graduation Rate
• Uses same methodology as Proficiency domain.• Looks at the percentage of subgroups that
made AYP in graduation rate.• Current AYP grad rate targets are 85%.• Targets are changing next year.• Groups can only get credit for meeting the
target, not through year-to-year improvements.
![Page 17: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/17.jpg)
Focused Proficiency
• Like Proficiency Domain, Focused Proficiency uses AYP index model.
• Schools earn points based on a weighted percentage of subgroups making AYP – but excludes the All Students subgroup and the White subgroup.
• Weighting is based on the size of subgroups.
![Page 18: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/18.jpg)
Exit Criteria
• Priority Schools: Two consecutive years out of the bottom 25 percent on the MMR (‘13 & ‘14).
• Focus Schools: Two consecutive years out of the bottom 25 percent on the FR (‘13 & ‘14).
• SIG Schools: Opportunity to exit at end of grant (‘13) if out of bottom 25 percent on MMR that year.
• Priority or Focus: Immediate exit if a Reward School after any year starting in ‘13.
![Page 19: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/19.jpg)
2011 25th Percentile
• Elementary Schools: MMR 33.81%; FR 42.55%; Lowest Reward MMR 73.30%
• Middle Schools: MMR 18.68%; FR 42.96%; Lowest Reward MMR 79.05%
• High Schools: MMR 22.05%; FR 31.99%; Lowest Reward MMR 76.15%
• Numbers will be different every year.
![Page 20: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/20.jpg)
Annual MMR and FR• MDE must run AYP results based upon the newly
approved targets – Target Date July 18, 2012• Test results will come out August 1, 2012• MMR and FR results – August 27, 2012• Media release – August 29, 2012• MMR and FR Public Release – August 30, 2012
![Page 21: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/21.jpg)
SCIP and MMR/FR identifications
• SPPS has received permission to use the SCIP in lieu of the state’s improvement plan format
• Emphasis on a “proficient” SCIP allows us to ensure a level of quality to the plan
• Continuous improvement schools will also face the same
• Duration, intensity, frequency are key criteria for supporting Focus Schools
![Page 22: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/22.jpg)
Next Steps
• Plans will be submitted to MDE no later than September 1, 2012
• Some form of parental communication has to be sent but MDE has not yet indicated the “WHAT”
• The 20% Title I set-aside has to be addressed in the Title I section of your SCIP– Expected alignment between goals, budget, and
action plan
![Page 23: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/23.jpg)
23
Stars in
the Elevator
Protocol for Minnesota’s new Multiple Measurement Rating (MMR) and
Focus Rating (FR)
Rashmi Vashisht, Data Coach, School & Program Improvement
Joe Munnich, Policy, Planning and Intergovernmental Relations
June 2012
![Page 24: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/24.jpg)
24
Introduction
June 2012
![Page 25: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/25.jpg)
25
Objectives• I can name the 3-4
components of MMR– Proficiency– Gap reduction– Growth– Graduation rate
(HS only)• I can name the 2
components of FR– Focus proficiency– Gap reduction
• I can report my school’s position relative to other schools in the state based on the state’s Multiple Measurement Rating (MMR) and Focus Rating (FR)
June 2012
![Page 26: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/26.jpg)
26
Elevator Worksheet
June 2012
![Page 27: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/27.jpg)
27
Your Data: MMR/FR Score Sheets
June 2012
BLUE
GREEN
PURPLE
RED
YELLOW
PURPLE
![Page 28: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/28.jpg)
28
Elevator Worksheet
June 2012
![Page 29: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/29.jpg)
29
RAFT
• R – Role: School Leader
• A – Audience: Families, staff,
community members• F – Form: Elevator Speech• T – Topic: Multiple Measurement
Rating and Focus Rating
June 2012
![Page 30: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/30.jpg)
30
Elevator Speech
Complete the writing prompt
• In MMR in 2011:– We got the most points from…– We got the fewest points from…
• In Focus Rating in 2011:– We got more points from…– We got less points from…
June 2012
![Page 31: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/31.jpg)
31
Report out: Going up
• In MMR - Stand up if your highest was:– Proficiency– Growth– Gap reduction– Graduation (HS only)
• In Focus Rating - Stand up if your highest was:– Gap reduction– Focus proficiency
June 2012
![Page 32: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/32.jpg)
Reading between the dots:MAP Progress Toward Proficiency
Objective: A protocol to analyze data to determine the rate of progress
toward a target.
![Page 33: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/33.jpg)
Framing Issues and Key Concepts
•Managing the gap between current levels of proficiency and expectation is what our mission is all about.
•The two critical pieces of information we need are:
•How big is the gap?
•How much time do we have to close it?
•The answers to these questions define our instructional mission.
![Page 34: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/34.jpg)
34
Steps (a) and (b)
June 2012
6 8 16
Step (a)Grade Level: 6thContent Area: Reading
Grade Fall Spring
6 8 16
Step (b)
![Page 35: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/35.jpg)
35
(C): Progress toward proficiency
June 2012
8 16
16 8 =8
![Page 36: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/36.jpg)
36
(D): Average rate of increase
June 20128 ÷ 8 1
![Page 37: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/37.jpg)
Finding the Average Rate of Progress toward Proficiency
MCA-II Reading / All Students
2011-12 District Target = 75% Fall 2011
16.0 – 8.0 = 8.0
8.0% divided by 8 months = 1% rate of growth per month
8.0 16.0
Winter 2012
Spring 2012
![Page 38: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/38.jpg)
38
(e) and (f): To Proficiency
June 2012
75 16 59
59 1 59
![Page 39: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/39.jpg)
39
(g) and (h): Time to Proficiency
June 2012
It would take 4 years 11 months to close the gap.
![Page 40: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/40.jpg)
Next Steps:
•Are you happy with:–% of students on target for proficiency?–Based on your calculations, is this rate of progress adequate or acceptable? Why or why not?
• Implications for your SCIP:•Given that we must increase the % of students who move to proficiency at an accelerated pace, how have you done with the rate over the past year and what does this information mean to you for the next 5 years?
Use this protocol to analyze your own data.
![Page 41: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/41.jpg)
Possible Conclusions
• What we have been doing has not been predictably effective for ALL of our kids
• If we want to become more effective, we can’t do the same things harder, faster or longer
• We need to do different things that are more effective
![Page 42: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/42.jpg)
So… how?
1. Decide what is important for students to know.
2. Teach what is important for students to know.
3. Keep track of how students are showing what they know.
4. Make changes according to the data and results you collect!
David Tilly, 2005
![Page 43: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/43.jpg)
Evaluate• Response to
Instruction & Intervention (RtI2)
Problem Analysis• Validating Problem• Identify Variables that
contribute to problem• Develop Plan
Define the Problem• Defining Problem/Directly Measuring
Behavior
Implement Plan• Implement As Intended• Progress Monitor• Modify as Necessary
Problem Solving Process
![Page 44: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/44.jpg)
Slicing the Pie:Analyzing the Viewpoint Growth vs.
Proficiency Report
![Page 45: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/45.jpg)
Objectives:
• To access the Viewpoint Growth vs. Proficiency Report
• To examine growth vs. proficiency by ethnicity
• To consider how this data might support the SCIP
![Page 46: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/46.jpg)
Inquiry Questions:
• What percentage of my students (overall) met targeted growth and are proficient? Did not meet growth and are not proficient?
• Which student group (ethnicity, grade level) had the most students making targeted growth?
• Which student group (ethnicity, grade level) had the least number of students making targeted growth?
• Who are they? How can we act?
![Page 47: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/47.jpg)
![Page 48: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/48.jpg)
![Page 49: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/49.jpg)
MAP Growth vs ProficiencySchool Name 2011 - 2012Status: Active Students Only
Subject: ReadingStart Season: Fall 2011Test Status: Tested (Both Seasons)Scale: SPPS Targets - All StudentsEnd Season: Spring 2012
![Page 50: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/50.jpg)
Met Growth
Below Growth
Proficient
Not Proficient
![Page 51: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/51.jpg)
Met Growth
Below Growth
Proficient
Not Proficient
36.4% 9%
27.2% 27.2%
![Page 52: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/52.jpg)
State some:
Observations1. 45.4% of All students in grades
3-6 are proficient (met target) in MAP Reading by Spring 2012
2. 63.6% of our students made growth!
3. 54.4% of All students in grades 3-6 are not proficient- this is
over half our students!
Inferences1. Last year, we had 36.6%
proficiency and 2. 58.4% growth- What was new
this in reading that made a difference: Literacy PLCs with
Data Teams, literacy coach3. Based on the Spring MAP, the
lowest strand is word recognition/ vocabulary, same
as last year.
![Page 53: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/53.jpg)
Questions that remain
• How did student groups by ethnicity do compared to all in proficiency/ growth?
• Who are the individual students who were “in the red slice”- not proficient/below growth?
![Page 54: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/54.jpg)
Click on the filter
![Page 55: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/55.jpg)
Choose “Modify Filters”
![Page 56: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/56.jpg)
Drop down menu has options
Choose 1
![Page 57: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/57.jpg)
Click the save icon
![Page 58: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/58.jpg)
Close the window
Note: click to load the report; click again to view the report
![Page 59: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/59.jpg)
MAP Growth vs Proficiency
School Name, 2011 - 2012Status: Active Students Only
Attribute: Ethnicity-Hispanic
Click on the slice of the pie to get individual student data
![Page 60: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/60.jpg)
Below Growth; Not Proficient
![Page 61: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/61.jpg)
Let’s bring it to the SCIP
![Page 62: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/62.jpg)
![Page 63: Big Picture](https://reader038.vdocuments.us/reader038/viewer/2022102519/56812e8a550346895d942c11/html5/thumbnails/63.jpg)
*
Every system is perfectly aligned for the results it gets.