Mississippi Association of School Superintendents

Mississippi Association of School Superintendents

Summer Conference

July 2019

Paula M. Vanderford, Ph.D.Chief Accountability OfficerAlan BurrowExecutive Director, District and School PerformanceNathan Oakley, Ph.D.Chief Academic Officer

To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens

VISION

To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community

MISSION

Mississippi Department of Education

2

Every Child Has Access

to a High-Quality Early

Childhood Program

3

All Students Proficient

and Showing Growth in All

AssessedAreas

1

Every School Has

Effective Teachers and

Leaders

4Every

Student Graduatesfrom High

School and is Ready for College and

Career

2

EverySchool and District is

Rated “C” or Higher

6Every

Community Effectively

Uses a World-Class Data System to Improve

Student Outcomes

5

MISSISSIPPI STATE BOARD OF EDUCATION

STRATEGIC PLAN GOALS

AgendaI. Accountability & Assessments Updates

II. Academic Updates

III. Technology and Strategic Services Updates

IV. Communication Update

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Changes to Mississippi Statewide Accountability System Business Rules

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Summary of Revisions • Assignment of Performance Classifications for Nontraditional High Schools

and K-12 Attendance Centers

• Acceleration

• English Learner Progress (ELP)

• Alternative, Career and Technical, and Child Development Centers

• Other Proposed Revisions

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High School Grade Configurations

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Concern with Assigned Performance Classifications

• Schools with grade configurations that include both high school and elementary/middle grades receive a performance classification that may not be representative of student achievement.

• Some of these schools may receive higher performance classifications for each of the elementary/middle and high school grade configurations, if computed separately; however, combined, the school receives a lower performance classification.

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Solution for These School Configurations

• The Accountability Task Force (ATF) developed a method that considers the different grade configurations for these schools and addresses the concerns related to the assignment of performance classifications.

• These modified scores use the same indicators for all applicable grades but 1) transform the points associated with a 700 point scale to the 1000 point scale and 2) weight the two scales in proportion to enrollment.

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Steps1. Separately calculate an accountability score for Grades 3 through 8 (700 point scale) and Grades 9

through 12 (1000 point scale).

2. Use a concordance table to transform the 700 point scale to the 1000 point scale.

3. Determine the proportion of students enrolled in Grades 3 through 8 and those enrolled in Grades 9 through 12.

For example, consider a hypothetical school serving Grades 6 through 12:

- 200 of 500 students are enrolled in grades 6-8. This component receives 40% weight.

- 300 of 500 students are enrolled in grades 9-12. This component receives 60% weight.

4. Combine the score from Grades 9 through 12 with the applicable transformed score from Grades 3 through 8 from step two using the weights from step three. The weighted combination is used to assign the performance classification for that school.

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Summary of Results

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Split Grade Count Old NewA 4 B-4 A-4AA 11 C-1, B-10 B-6, A-5BA 2 C-2 B-2CB 5 C-5 B-5BB 13 C-13 C-3, B-10CB 12 C-2, D-10 D-1, C-10, B-1DB 2 D-1, F-1 D-1, F-1FC 7 C-2, D-5 C-7CC 6 D-5, F-1 D-3, C-3DC 8 D-1, F-7 F-2, D-5, C-1FD 5 F-3, D-2 D-5DD 1 F-1 F-1FF 4 F-4 F-4F

Acceleration

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Multi-Year Accelerated Course(s)

For students that participate in Advanced Placement (AP), International Baccalaureate (IB), Advanced International Certificate of Education (AICE), or SBE-approved industry certification course(s) that are designed with a two year curriculum and do not have an associated assessment in the first year, the student will be included in participation calculations, but will be excluded from performance calculations in the first year and will be included in both participation and performance calculations in year two.

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Acceleration Course Weighting

For students taking and passing accelerated course(s) in AP, IB, AICE, or industry certification that have a normed, end-of-course assessment, the numerator will be doubled in weight in the performance measure.

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Dual Credit Courses• Effective SY 2019-2020, dual credit courses shall be

limited to the list of articulated course in Appendix V of the Procedures Manual for the State of Mississippi Dual Enrollment and Accelerated Programs. The Approved Courses for Secondary Education contains the approved Career and Technical Education (CTE) courses.

• Effective SY 2019-2020, non-weighted, course grades for dual credit courses must be provided by the post-secondary institution issuing credit for the course.

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Progress in English Language Proficiency

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Changes to The ELP Component

1. Adjust the method of aggregation to better reflect the intended weight / influence of progress in ELP.

2. Remove the point reduction for students that reach proficiency after the fifth year.

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Aggregation MethodThe prior method involved an adjustment to the final score for schools that meet the minimum count for ELP.

• This adjustment subtracts the difference between earned ELP points and maximum points

• The points earned for the other indicators are preserved

The new process will: 1) Adjust the points earned on the other indicators, and 2) Add the EL points earned to the composite score.

• Schools with an EL component would get 95% of their earned points on the other indicators plus the EL points

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700-Point Elementary and Middle Schools

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READING MATH SCIENCEENGLISH LANGUAGE

PROGRESS

Proficiency

95 PTS

Proficiency

95 PTS

Proficiency

95 PTS

Growth All Students

95 PTS

Growth All Students

95 PTS

Growth Lowest 25%

95 PTS

Growth Lowest 25%

95 PTS

Progress to Proficiency

35 PTS

1,000-Point Schools and Districts

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READING MATH OTHER SUBJECTSGRADUATION

4-YEAR ACCELERATIONCOLLEGE & CAREER

READINESSENGLISH LANGUAGE

PROGRESS

Proficiency

95 PTS

Proficiency

95 PTS

ScienceProficiency

47.5 PTS

4-year Cohort Rate

190 PTS

Performance

23.75 PTS

ACT Math Performance

23.75 PTS

Growth All Students

95 PTS

Growth All Students

95 PTS

U.S. History Proficiency

47.5 PTS

Participation

23.75 PTS

ACT Reading or English

Performance

23.75 PTS

Growth Lowest 25%

95 PTS

Growth Lowest 25%

95 PTS

Progress to Proficiency

50 PTS

English Language Proficiency District Summary Impact

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EL Changes Impact (17-18 data w/EL)

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Results with Current EL

Total Points Grade Max Points Change

Up No Change

Down Up No Change

Down

A 14 11 3 0 N/A 14 0 19/0 B 42 23 19 0 5 37 0 24/0 C 37 17 20 0 8 29 0 26/0 D 26 13 13 0 7 19 0 30/0 F 30 14 16 0 11 19 N/A 32/0

Note: The chart reflects district-level impact data only.

Performance Classification Summary

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2018 Official Grade w/o EL

2018 Grade w/EL

EL Changes

A 18 14 19 B 42 42 45 C 38 37 36 D 28 26 30 F 23 30 19

Note: The chart reflects district-level impact data only.

Child Development Centers

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Child Development Centers

• Revise Business Rule 21 to exclude “Child Development Centers” authorized in Miss. Code Ann. §37-23-91 from performance classifications effective SY 2017-2018 and thereafter.

• Scores will be attributed back to school/district of residency effective SY 2018-2019 and thereafter.

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Other Proposed Revisions

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Summary of Proposed Revisions

• To address special programs and schools within the state that have not previously received a summative performance classification (A-F)

• To provide for the reporting of available performance data for such schools and programs in accordance with federal requirements and to better inform the public of the performance of these programs and schools.

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Business Rule 21, Alternative, Career, Technical, and Child Development Centers

• Create Business Rule 21.2 to provide for the reporting of available performance data for Child Development Centers.

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Business Rule 23, State and Other Special Schools

• Reinsert 23.2 to exclude the Mississippi School for the Blind and the Mississippi School for the Deaf from the assignment of summative performance classifications.

• Student-level performance measures will be included in accountability data at the student’s school and district of residence.

• Available performance data will be reported.

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Business Rule 23.6, Early College High Schools

• Create Business Rule 23.6 to address accountability for Early College High Schools.

• Student-level performance measures will be included in accountability data at the student’s school and district of residence.

• Available performance data will be reported.

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Upcoming Data Review

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Tentative Dates

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• Senior Snapshot – July 8th

• ACT Data Review – July 15th

• FAY Data – July 15th

• Preliminary SLAIF to districts – August 19th

• Results to SBE – September

Student Assessment

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• The Office of Student Assessment (OSA) works closely with District Test Coordinators (DTCs) and provides updates to the districts on a regular basis. The OSA utilizes Student Assessment SharePoint for document sharing between the OSA and the DTCs.

• If you have a NEW DTC for 2019-2020, please submit the name of the DTC to [email protected] or call 601-359-3052 for more information.

• The OSA will be working with DTCs and Superintendents during July-August 2019 to review and revise test security and assessment policies for SY 2019-2020.

Office of Student Assessment Updates

mailto:[email protected]

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• MAAP ELA Grade 3: Beginning with the 2018-2019 school year, a student must score above the lowest two (2) achievement levels, or a level 3 or higher, in reading on the 3rd Grade MAAP-ELA Assessment to be promoted to 4th grade. When the initial grade 3 Reading test is combined with the grade 3 Writing test, a student could achieve a composite score of level 3 for the LBPA.*

The statewide pass rate for the 3rd Grade Reading Assessment increased to 82.8% (28,968 students) after students had a chance to retest before the end of the school year.

Final retest results are anticipated to be released July 26th.*From the LBPA FAQ Document: https://mdek12.org/sites/default/files/Offices/MDE/OAE/OEER/Literacy/LBPA/lbpa_faqs2019_5.17.19.pdf


https://mdek12.org/sites/default/files/Offices/MDE/OAE/OEER/Literacy/LBPA/lbpa_faqs-2019_5.17.19.pdf

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• MAAP Algebra I: Desmos Testing Graphing Calculator will be embedded in the Algebra I Assessment starting Spring 2020. This is in conjunction with the Algebra Nation program.

Hand-held TI-84 graphing calculators will continue to be allowed. However, memory must be cleared or in lock down test mode.

• MAAP U.S. History: For 2020 fall and spring testing, U.S. History will be based on the Mississippi College- and Career- Readiness Standards for Social Studies.



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• MAAP Science (Grades 5 & 8; Biology): Science scores for Grades 5, 8, and Biology will not be finalized and posted for districts until after standard-setting recommendations are approved. The Science Standard Setting meeting was held June 18-19, 2019. Science will have five performance levels: Minimal, Basic, Passing, Proficient, and Advanced.

The impact on performance is not yet known, but the MDE will assign performance classifications this year based on the higher of the actual science score or the prior year science score.


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• MAAP-A: The OSA is working with the Office of Special Education to release guidance about the MAAP-A retest opportunity for students seeking the Alternate Diploma.

• ACT: Students who tested during the Spring 2019 administration have received their score reports. State level results will be released after presentation to State Board of Education in the fall.

• NAEP: The National Assessment of Educational Progress was administered in 264 schools within 105 districts in Mississippi during the assessment window (January – March 2019). Results will be released during the fall of 2019. Once released, our NAEP State Coordinator will be in touch with participating schools.

Academic Updates

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School Improvement Efforts

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Transformation Academy Pilot

• The Transformation Academy has supported 2 cohorts (27 Schools in 15 Districts) of elementary and middle schools identified for Comprehensive Support and Improvement (CSI).

• The training focuses on instructional transformation within schools.

• Outcome: Participants will have a CSI plan aligned to the learnings from participation in this pilot as they move into the first full year of CSI plan implementation.

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ATSI School Improvement Exit Criteria

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Elementary Education and Reading

Literacy-Based Promotion Act Updates

3rd Grade Reading Assessment• Beginning in the 2018-2019 school year, a student must score

above the lowest two achievement levels in reading on the established state assessment for 3rd grade to be promoted to 4th

grade.

• A 3rd grade student who fails to meet the academic requirements for promotion to 4th Grade may be promoted for good cause.

• Retest Windows for Grade 3 LBPA Reading:

o 1st Retest: May 13, 2019 – May 17, 2019o 2nd Retest: June 24, 2019 – July 12, 2019

3rd Grade MAAP ELA (Initial) – Promotion

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92.0% 93.2%

74.5%

87.5% 88.4%

60.3%

91.1% 94.1%

75.5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Spring 2017 - Level 2 Spring 2018 - Level 2 Spring 2019 - Level 3

Percent Meeting Promotion Requirements on Initial Assessment

State Pass Rate Literacy Support Schools Pass Rate SSIP Schools Pass Rate

3rd Grade MAAP ELA (Initial) - Level 3 or Higher

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69.6%73.8% 74.5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Spring 2017 Spring 2018 Spring 2019

Percent Scoring 3 or Higher on Initial Assessment

* This data is based on the reading portion of the MAAP ELA.

2019 3rd Grade MAAP ELA (Initial and 1st Retest)

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74.5%82.8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Initial Administration 1st Retest

Percent Scoring 3 or Higher

Next Steps for Districts

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• Continue to increase the quality and consistency of instruction in every PK-3 classroom through the provision of quality professional development (model lessons, webinars, literacy coaches, data coaches, professional development coordinators, etc.)

• Coordinate and refine supports for low-performing schools

• Use 3rd Grade MAAP ELA assessment data to support data-driven decisions at local level

– Professional development on best practices in literacy instruction

– Professional development on the Multi-Tiered System of Supports (MTSS) model

– Development and provision of resources to support literacy instruction

Next Steps for Districts

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Prior to July 31, 2019…

• Ensure Good Cause Exemption data and promotion data is entered in MSIS accurately for students in Grade 3.

– NOTE: All students who pass the 3rd grade assessment during the one of the two retests should be coded and identified for a Good Cause Exemption D: Students who demonstrate an acceptable level of reading proficiency on an alternative standardized assessment, which is currently the MAAP retest, approved by the State Board of Education

• Upload current district promotion policy as required by law.

Next Steps for the MDE

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• Share Did Not Meet / Point Ranges file with districts (June 13, 2019)

• Provide further research-based professional development and supports for teachers and administrators

• Continue to implement literacy plans and monitor through action plans developed by coach and administrators in Literacy Support Schools

• Continue to provide SSIP Coaches to schools across the state

• Explore expanded literacy coach support to schools

• Continue to partner with Early Learning Collaboratives and other early childhood programs across the state

Who gets an Individual Reading Plan (IRP)?

• The IRP is for students in K-3 (and 4th grade students passed with Good Cause Exemption) who have been identified as having a reading deficiency.

• Schools/districts should review the recommended guidelines for the locally-determined screener to determine which category constitutes a deficiency. Specific details are contained in the IRP and Intervention Guidance link, online at www.mdek12.org/osa/usda.

http://www.mdek12.org/osa/usda

End of Year (EOY) Screener for 3rd Graders

EXCEPTION:

• Grade 3 students who are not identified for intervention on mid-year screeners are not required to be screened again at the end of the school year.

Compulsory Attendance

Homeless / Foster Care Students / Chronic Absenteeism

ESSA Amendment

• ESSA also amended the McKinney-Vento Homeless Assistance Act.

• The amendment REMOVES children “awaiting foster care placement” from the definition of homeless children and youths.

Taken from the Non-Regulatory Guidance: Ensuring Educational Stability for Children in Foster Care from U.S. Department of Education and U.S. Department of Health and Human Services Guidance on the Foster Care Provisions in Title I, Part A of the Elementary and Secondary Education Act of 1965, as Amended by the Every Student Succeeds Act of 2015

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LEAs Must Designate a Point of Contact (POC)

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Has to be available to collaborate with Mississippi Department of Child Protective Services to:

Maintain school stability.

Ensure the best interest is determined regarding school selection.

Ensure necessary transportation is provided, funded, and arranged.

Ensure immediate enrollment & transfer of records.

Ensure school staff are trained on the provisions & educational needs of children in foster care.*

*Taken from the Non-Regulatory Guidance: Ensuring Educational Stability for Children in Foster Care from U.S. Department of Education and U.S. Department of Health and Human Services Guidance on the Foster Care Provisions in Title I, Part A of the Elementary and Secondary Education Act of 1965, as Amended by the Every Student Succeeds Act of 2015

Educational Stability – Immediate Enrollment

If it is not in the foster care child’s best interest to remain in the school in which the child is currently attending, then the child is to be immediately enrolled in the new school where the foster parents reside.

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Truancy vs Chronic Absenteeism

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TRUANCY CHRONIC ABSENCE

Counts only UNEXCUSED ABSENCES

Counts ALL ABSENCES: excused, unexcused, and suspensions

EMPHASIZES COMPLIANCE with school rules and compulsory attendance law

EMPHASIZES ACADEMIC IMPACT of missed days

Relies on LEGAL AND ADMINISTRATIVE solutions

Uses INTERVENTIONS and positive strategies

Middle School Initiative

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Characteristics of a Student Ready for High School

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• Reading grade-level texts fluently

• Practicing the skills to take Algebra I in Grade 8, or Grade 9 at the latest

• Expressing views clearly through speech, technology, and writing

• Using reading, writing, and mathematical skills to learn new things


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• Seeking to understand the needs of the community and others, as well as their own needs

• Developing socially, emotionally, and academically

• Advocating for themselves in their academic pathway


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• Understanding the connection between their academic choices and their future

• Exploring and imagining possibilities for their future

• Experiencing the relationship between their habits of learning and their success

Professional Learning for Middle Grades Teachers

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rigorous curriculum

self-advocacy in students

career and college expectations

Focus areas include:

Middle School Timeline

May 2019 – RFA for Middle School Pilots

July 2019 – RFA re-released (due July 19)

2019-2020 School Year– pilot middle schools in Networked Improvement Communities (NICs)

Regional meetings in fall and spring

Summer 2020 – Middle School Statewide conference/roll out

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Innovative and Accelerated Programs

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Advanced Placement Potential

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Personalized AP Potential letters were sent to the guardians of 3,738 students, based on their PSAT scores.

Redacted

Schools of Innovation

• Accepts 9th grade students yearly• Hires principal, counselors, and teachers

that will remain on the community (CC) college campus with students

• Located in a designated building on the community college campus

• Students are interspersed into the CC student body as interests and prerequisites are met

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Early College High School Middle College Program• Accepts 11th and 12th graders• Transports students to the community

college, where they are scheduled with the CC student population

• Has a designated college counselor or coach to check on students at CC

• Students must attend a portion of each day at the traditional high school campus and a portion at the CC campus

High-Quality Instructional Materials

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HQIM-PL Initiative

• The overall result of this initiative will be a strengthened review and selection process for textbooks and instructional materials for all schools in Mississippi

• Pilot started with mathematics materials and is expanding to other content areas

• Pilot districts receive training for teachers for materials review, through the adoption of HQIM, and through participation in professional learning aligned to selected HQIM.

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HQIM Mathematics Review Rubric

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• Identifies the criteria and indicators for high-quality instructional materials• Evidence Guides support rubric and scoring criteria

• Rubric supports a sequential review process through three gateways: Gateway 1: Focus and Coherence:

Gateway 2: Rigor and the Standards for Mathematical Practices Gateway 3: Instructional Support, Usability, and Assessment

Opportunity Myth Report Recommendations (TNTP)

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1. Ask students and families directly about their goals and school experiences; listen to what they share; and then act on what they tell you.

2. Make greater access to grade-appropriate assignments an urgent priority for all students, no matter what their race, income level, or current performance level.

3. Give all students, especially those who are behind grade-level, access to instruction that asks them to think and engage deeply with challenging material.

4. Ensure educators enact high expectations for student success by seeing firsthand that students are capable of succeeding with more rigorous material.

5. Conduct an equity audit to identify school- and district-level decisions—from the diversity of staff at all levels to which students are enrolled in honors courses—that give some students greater access than others to key resources.

https://tntp.org/publications/view/student-experiences/the-opportunity-myth

https://tntp.org/publications/view/student-experiences/the-opportunity-myth

Career and Technical Education

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What is Perkins?

• The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) reauthorized the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV).

• Perkins is a federal education program that invests in secondary and postsecondary Career Technical Education (CTE) programs in all 50 states and the territories.

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What is the Purpose of Perkins?

• Perkins is dedicated to increasing learner access to high-quality CTE programs of study. With a focus on systems alignment and program improvement, this law has been critical to ensuring programs meet the ever-changing needs of learners and employers.

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Technology and Strategic Services Updates

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In Fall 2018, MDE Launched the Mississippi Succeeds Report Card (MSRC)

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The Mississippi Succeeds Report Card is an interactive online tool designed to help parents and communities more easily evaluate schools across the state.

With input from stakeholders, MDE has developed a quarterly release plan to continue to enhance the report card, releasing new data, new tools, new functionality through fall 2020 and beyond…

Updates to the MSRC

• At the March 28 meeting of the State Board of Education, MDE released three updates: discipline elements, student group data, and per-pupil expenditures

• At the June 13 meeting, MDE released data maps for the last three years of accountability results

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Added Two Elements from the Biennial Civil Rights Data Collection

“School-Based Arrests” & “Referred to Law Enforcement”

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Added Student Group Data Comparison for Each Performance Measure

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Added Per-Pupil Expenditure Data [ESSA Defined] under Other Measures

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Per-Pupil Expenditure Data as Defined by ESSA: District View

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Per-Pupil Expenditure Data as Defined by ESSA: School View

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Data Maps

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Proposed Report Card Roadmap: Quarterly Output 2019 through 2020

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Mar 2019: MS

Succeeds 1.1

Release

Jun 2019: New Heat

Maps Dash-board

Sep 2019: MS

Succeeds 2.0

Release

Dec 2019: Enhanced

Internal Dash-boards

Mar 2020: High

School Feedback Reports

Jun 2020: On-Track

CCR Dash-board

Sep 2020: MS

Succeeds 3.0

Release

Your input will help shape future enhancements: new data, new tools, new functionality…

Reminder: METIS Registration Is Now Open

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Communication Update

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Mississippi Succeeds Communication Toolkit

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• Superintendents received notification about new Mississippi Succeeds Communication Toolkit available at www.mdek12.org/MSSucceeds

• You are encouraged to use the toolkit to share Mississippi’s and your districts’ successes

Toolkit Contents:

• Mississippi Succeeds vision card with State Board Goals and statewide achievements

• Mississippi Succeeds achievement infographic

• Customizable PowerPoint presentation

• Mississippi Succeeds talking points

• Social media playbook for school districts

http://www.mdek12.org/MSSucceeds

Questions?

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Documents

Mississippi Association of School Superintendents