LOUISIANA STATE SUPERINTENDENT OF EDUCATION JOHN WHITE

Tracking Readiness: Measuring High School Effectiveness in Louisiana

National Conference on Student AssessmentJune 2012

Scott NortonLouisiana Department of Education

• High School Accountability 1.0 (1999-2008)• High School Accountability 2.0 (2009-2012)– ESEA Wavier– Moving Forward

• High School Accountability 3.0 (2013 and beyond)

Overview

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• School Performance Score– 90% Graduation Exit Exam• English , Math, Science, Social Studies• Index based on 5 achievement levels

– 5% Dropout Rate– 5% Attendance

• + NCLB Adequate Yearly Progress (AYP) – 2006 and beyond

High School Accountability 1.0 (1999-2008)

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• School Performance Score– 70% Graduation Exit Exam (or end-of-course)• GEE: English , Math, Science, Social Studies• EOC: Algebra I, Geometry, English II, English III, Biology,

US History

– 30% Graduation Index• Graduated scale for: Dropout, Attender, GEDs,

Diploma, Diploma + endorsement, etc.

• + NCLB Adequate Yearly Progress (AYP)

High School Accountability 2.0 (2009-2012)

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LOUISIANA BELIEVES. 5

Louisiana Believes

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K-12• Local charter authorizers and school boards can create or convert autonomous

charter schools, giving parents and administrators greater flexibility.• Scholarship schools offer children attending C, D, and F schools an additional

alternative.• In areas of persistent F ratings, the Recovery School District will establish

“Achievement Zones” to ensure significant resources and a new approach.

High School Options• By 2013, families will choose courses from their local high schools and from a

course catalogue of:– Expanded Advanced Placement offerings statewide– Industry-based courses that provide workplace-based pathways to careers.– Dual enrollment in university and college courses, online or in the classroom

College and University• The state will provide funding to train approximately 350 teachers to teach AP

courses. A federal grant, combined with a new state investment of 8(g) funds, will finance 8,500 test administrations for low-income students and any student enrolling in a course that is new to the school.

• The marketplace will allow students to graduate early. And graduating early will allow parents to take up to 50 percent of funds that would have been used for senior year to be spent on college tuition.

Louisiana Believes

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To turn our beliefs into higher student achievement, we will use Common Core Standards and the Compass system as guides. Both tell us that if we believe our children can achieve at higher levels, we have to raise expectations for every lesson, every unit, and every piece of student work. Every school will involve these five Core Elements:

•Goal Setting: Teachers will set quantifiable achievement goals for each student.

•Assessment and Content: Teachers in all subjects will select assessments and curricular materials that align with skills students are expected to demonstrate on new Common Core assessment items.

•Feedback: Principals and other instructional leaders will observe all teachers and will provide feedback based on a Common Core-aligned rubric.

•Collaboration: Teachers will work in teams to examine student work and to articulate specific changes in instructional practice that will align student performance to Common Core standards.

•Identifying Leaders: Districts will use Compass effectiveness ratings to identify teacher leaders who can take on new responsibilities to support these Core Elements in their schools.

Louisiana Believes

• Required– Common Core State Standards– Compass (Educator Evaluation)– Burden Reduction– Accountability System

• Benefits– Significant Funding Flexibility– Unified Accountability System

ESEA Waiver Overview

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1. More aligned with CCSS rigor: • No longer award points for partial proficiency• Places value on ACT, Advanced Placement, and

International Baccalaureate examinations, which are more aligned to CCSS rigor

2. Focus schools on students below grade level: • Reward schools that make progress with non-

proficient students (~ 225,000 students in Louisiana).

3. Unified Accountability System

Accountability Objectives in Waiver

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New Letter Grade Scale

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New High School Formula

ACT Index (25%)

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ACT Composite Range Accountability Points Awarded

0-17 0

18 100

19 102.8

20 105.6

21 108.4

22 111.2

23 114

24 116.8

25 119.6

26 122.4

27 125.2

28 128

29 130.8

30 133.6

31 136.4

32 139.2

33 142

34 – 36 144.8 – 150.4

EOC Index (25%)

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Achievement Level (EOC) SPS Points

Excellent 150

Good 100

Fair 0

Needs Improvement 0

Student Result Points

Diploma plus: AP (3+) or IB (4+) 150

Diploma plus: BESE-approved IBC, Dual Enrollment, AP (1-2), or IB (1-3)

110

Diploma 100

GED 25

Dropout 0

Graduation Index (25%)

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Graduation Rate Formula SPS range

0-60% Rate x 1.16667 0 - 70

61-80% (Rate x 1.5) - 20 71.5 – 100

81-100% (Rate x 2.5) - 100 102.5 - 150

Cohort Graduation Rate Index (25%)

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• At least 10 students in the non-proficient subgroup

• Based on growth in ACT series (i.e., PLAN to ACT)

• If 30%+ meet or exceed expectations, then .1 point for

number or percent (whichever is higher)

• Maximum of 10 bonus points added

High School: Bonus Points

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EXAMPLE:if 40 out of 120 students meet or exceed expectations, then 40 * .1 = 4 bonus points

• Scott Norton– Scott.Norton@LA.GOV– 225-342-3355

Questions

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