1 / 62

Seven Mandates for Arizona Schools

Seven Mandates for Arizona Schools. Mandates. A-F Labeling of Schools Move On When Reading Move On When Ready Performance Evaluation For Teachers Performance Evaluation For Principals Common Core Standards Implementation STEM. AZ LEARNS 2011. Mandate #1

giza
Télécharger la présentation

Seven Mandates for Arizona Schools

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Seven Mandates for Arizona Schools

  2. Mandates • A-F Labeling of Schools • Move On When Reading • Move On When Ready • Performance Evaluation For Teachers • Performance Evaluation For Principals • Common Core Standards Implementation • STEM

  3. AZ LEARNS 2011 Mandate #1 Grading System for Arizona Schools: By Dr. Nancy Alexander Adapted from ADE Presentation

  4. Overview • AZ LEARNS Legacy • AZ LEARNS components • Changes for 2011 • AZ LEARNS A-F

  5. AZ LEARNS COMPONENTS – LEGACY AIMS Scores are used for the following AZ LEARNS components • Percent of students passing in 2011– Status points • Improving percent of students passing – Growth points • Individual student growth – MAP • Percent of students exceeding – Highly Performing and Excelling.

  6. AZ LEARNS - COMPONENTS Additional components of AZ LEARNS • English language learners reclassification rate • Graduation rate for high schools • Drop out rate for high schools

  7. New Growth cut points. AZ LEARNS Overview

  8. Status Group 5th grade writing -- Example

  9. Percentage of Students Exceeding the Standard • To be identified as a Highly Performing or Excelling, a school must have a certain percentage of students that exceeded the standard on the AIMS. • The profile examines the higher of: • An average of the past three years • The current year.

  10. AZ LEARNS: Who’s In and Who’s Out

  11. A-F Accountability Achievement Profiles

  12. AZ LEARNS and SB 1286

  13. Phase in

  14. Parts of the profile Growth Score 50% Composite Score 50%

  15. Growth Model Used • Student level data is used • Calculates percentile ranks • Students are compared to other students who scored the same across multiple years.

  16. Composite score

  17. Growth score

  18. Single goal method A school’s Composite and Growth Scores are added together to determine the grade earned.

  19. Explanation of cut points single goal method

  20. Move on when READING Mandate #2 Move on When Reading: By Dr. Nancy Alexander Adapted from State Legislation

  21. Mandate #2 • Move on When Reading: HB 2732 A requirement that a pupil not be promoted from the thrid grade if the pupil obtains a score on the reading portion of the Arizona Instrument to measure standards test, or a successor test, that demonstrate that the pupil’s reading falls far below the third grade level.

  22. Continued A mechanism to allow a school district governing board or the governing body of a charter school to promote a pupil from the third grade who obtains the score on the reading portion of the Arizona Instrument to Measure Standards test, or a successor test, that demonstrates that the pupil’s reading falls far belw the thried grade level for any of the following good cause exemptions:

  23. Exemptions • The pupil is a child with a disability as defined in section 15-761 and did not take the AIMS or a successor test. • The pupil is a child with a disability as defined in section 15-761 and has taken the AIMS or a successor test, and has been previously retained in a grade. • The pupil is an English learner or a limited English proficient student as defined in section 15-751 and has had fewer than two years of English language instruction. • The pupil has a reading deficiency and has been previously retained twice in a grade. • The pupil has demonstrated reading proficiency on an alternate assessment approved by the state board of education.

  24. Exemptions…continued • The school district governing board or the charter school governing body accepts a parent's request for an exemption for a pupil who does not meet any of the good cause exemptions prescribed in the previous 5 items of this subdivision. within thirty days after receipt of notification that the pupil will not be promoted from the third grade, a parent may submit a written request to the school district governing board or the charter school governing body for an exemption pursuant to this item. The written request shall include documentation showing that the promotion of the pupil is appropriate based on the pupil's academic record and shall include academic progress reports, the pupil's individualized education plan, if applicable, and letters from the pupil's teacher and the principal of the school recommending that the pupil be promoted from the third grade. • The school district governing board or the charter school governing body shall issue a written acceptance or rejection of the parent's exemption request pursuant to this item within thirty days after receipt of the parent's request.

  25. EXEMPTIONS…CONTINUED • Intervention and remedial strategies developed by the State Board of Education for pupils who are not promoted from the third grade. A school district governing board or the governing body of a charter school shall offer at least one of the intervention and remedial strategies developed by the State Board of Education. The parent or guardian of a pupil who is not promoted from the third grade and the pupil's teacher and principal may choose the most appropriate intervention and remedial strategies that will be provided to that pupil. The intervention and remedial strategies developed by the State Board of Education shall include: • A requirement that the pupil be assigned to a different teacher for reading instruction. • Summer school reading instruction. • In the next academic year, intensive reading instruction that occurs before, during or after the regular school day, or any combination of before, during and after the regular school day. • Online reading instruction.

  26. EXEMPTIONS…CONTINUED • Provide for universal screening of pupils in preschool programs, kindergarten programs and grades one through three that is designed to identify pupils who have reading deficiencies pursuant to section 15-704. • Distribute guidelines for the school districts to follow in prescribing criteria for the promotion of pupils from grade to grade in the common schools. These guidelines shall include recommended procedures for ensuring that the cultural background of a pupil is taken into consideration when criteria for promotion are being applied.

  27. EXEMPTIONS…CONTINUED Beginning in the 2010-2011 school year, school districts and charter schools shall provide annual written notification to parents of pupils in kindergarten programs and first, second and third grades that a pupil who obtains a score on the reading portion of the AIMS, or a successor test, that demonstrates the pupil is reading far below the third grade level will not be promoted from the third grade. If the school has determined that the pupil is substantially deficient in reading before the end of grade three, the school district or charter school shall provide to the parent of that pupil a separate written notification of the reading deficiency that includes the following information:

  28. EXEMPTIONS…CONTINUED • A description of the current reading services provided to the pupil. • A description of the available supplemental instructional services and supporting programs that are designed to remediate reading deficiencies. • Parental strategies to assist the pupil to attain reading proficiency. • A statement that the pupil will not be promoted from the third grade if the pupil obtains a score on the reading portion of the AIMS, or a successor test, that demonstrates the pupil is reading far below the third grade level, unless the pupil is exempt from mandatory retention in grade three or the pupil qualifies for a good cause exemption pursuant to subsection a of this section. • A description of the school district or charter school policies on midyear promotion to a higher grade.

  29. Move on when ready Mandate #3 Grading System for Arizona Schools: By Supt. Tim Carter Adapted from Center for the Future of Arizona

  30. Target: Prepare All Students For College and Careers Current Reality: • 62% of jobs will require college education by 2018, and more than half of those will require at least a bachelor’s degree. 1 • Nationally, only 75% of high school freshmen graduate with a diploma in four years. Half of all minority students never graduate from high school. 2 • 42% of students who start college aren’t ready for credit bearing college level work. 3 • Only 31% of Arizona's young adults (ages 25-34) have a college degree –associate’s degree or higher.4 In Arizona, for every 100 children in ninth grade; 68 graduate from high school four years later; 19 enter a 4-year program within one year; only 9 complete their bachelor's degree within 6 years. Postsecondary Education Opportunity; www.postsecondary.org 2 Sources: 1Georgetown University Center on Education and the Workforce, 2009 2National Center for Educational Statistics, 2003 3U.S. National Center for Education Statistics, 2004 4U.S. Census Bureau, 2008 American Community Survey

  31. Move On When Ready Core Principles The Move On When Ready Strategy provides a new performance-based pathway to high school graduation through the Grand Canyon High School Diploma. (Arizona Revised Statues Title 15, Chapter 7, Article 6) and is designed to: • Clearly identify for all students what we want them to know and provide a way for them to get there, with less worry about how long it takes. • Move away from a “one-size-fits-all” industrial-era system to one that is adaptive to individual student interests and needs. • Bring proven complete instructional systems aligned to national and internationally benchmarked standards to Arizona high schools, moving us towards outcomes-based learning and away from time-based learning. • Greatly increase the number of high school students who leave high school ready to do college-level work without remediation, opening up multiple pathways for them.

  32. The Arizona Move On When Ready Model: Key Components • Implementation of a Board Examination System, such as Cambridge International Examinations or ACT Quality Core, in ninth and tenth grades. • Offering multiple pathway options, including the Grand Canyon High School Diploma approved by the Legislature in 2010. • A commitment to an outcomes-based education model that is designed to improve educational success for all students.

  33. The Arizona Move On When Ready Model: A Few Important Points • Not intended to pack four years of high school into two years; offers instead a rigorous curriculum to prepare students for success in postsecondary educational pursuits. • High expectations academic program accessible to all students. Move On When Ready is not an elite program. • Emphasis is on the “READY” aspect of Move On When Ready. • Voluntary program for interested schools. No present options open to students for high school study are closed by the passage of the Move On When Ready legislation. • Students become “diploma eligible” –are not required to graduate early. • Requires collaboration across the P-20 educational pipeline.

  34. The Arizona Move On When Ready Model – Grand Canyon High School Diploma • Achievement of a Grand Canyon High School Diploma will signify that students are college and career ready –defined as having the English and mathematics skills and knowledge needed to succeed in college level courses at open admissions postsecondary institutions that count toward a degree or certificate without taking remedial or developmental coursework. (Arizona Revised Statues Title 15, Chapter 7, Article 6) • Schools offering a Grand Canyon High School Diploma must implement an approved Board Examination System, such as Cambridge International Examinations or ACT Quality Core, in ninth and tenth grades. • Students become eligible for the Grand Canyon High School Diploma by passing a series of Board Examinations.

  35. Grand Canyon High School Diploma Minimum Graduation Requirements* • Two BES** credits of English • Two BES credits of mathematics • Two BES credits of science, including lab-based science, engineering or information technologies • One BES credit of World History • One BES credit of American History • One BES credit of fine arts or career and technical education and vocational education; and • One half-credit of economics (may be a local offering) *Adopted in Rule by the Arizona State Board of Education on 1/24/2011 **BES stands for Board Examination System

  36. The Arizona Move On When Ready Initiative: Part of a Larger National Effort • Partnering States: Connecticut, Kentucky, Maine, New Mexico, Mississippi and New York. • National Partner: National Center on Education and the Economy (NCEE). • Benefits to Arizona: Technical assistance, negotiated rates with Board Examination System Providers, and the NCEE longitudinal study on Board Examination Systems led by the University of Michigan Institute for Social Research.

  37. PERFORMANCE EVALUATION Mandates #4 and #5 Performance Evaluation for Teachers and Principals by Dr. Nancy Alexander Adapted from Arizona Department of Education

  38. Arizona Revised Statute 15-203(A)(38) The State Board of Education shall…”on or before December 15, 2011 adopt and maintain a model framework for a teacher and principal evaluation instrument that includes quantitative data on student academic progress that accounts for between thirty-three percent and fifty per cent of the evaluation outcomes and best practices for professional development and evaluator training. School districts and charter schools shall use an instrument that meets the data requirements established by the State Board of Education to annually evaluate individual teachers and principals beginning in school year 2012 –2013.”

  39. Framework for Teacher Evaluation Instruments—Group A

  40. Framework for Teacher Evaluation Instruments—Group B

  41. Framework for Principal Evaluation Instruments

  42. COMMON CORE STANDARDS AND STEM Mandates #6 and #7 Common Core Standards and STEM by Supt. Tim Carter Adapted from Arizona Department of Education and Science Foundation Arizona

More Related