AdvancED Standards Assessment
Overview
Presented to:
CMCSS Board of Education
Presented by:
CMCSS Staff
Vision and Purpose
Vision and Purpose
• Mission Statement
– Our Mission is to educate and empower our
students to reach their potential.
• Vision
– Each student will graduate from high school
career or college ready.
• Strategic work is aligned with key performance
indicators and budget development.
Deciding on the Strategic Work to
Support the Vision
• Board of Education Ends Policies
– Student Data
– Monthly School Visits with Focus Questions on
the School’s and the District’s Work
– Mid-Year and End-of-Year Reviews
– Principal Academic Conferences
– Monthly Stakeholder Communication Group
Feedback
Monitoring the Strategic Work in
Support of the Vision
• Board of Education Ends Policies
– Student Data
– Monthly School Visits with Focus Questions on the School’s
and the District’s Work
– Mid-Year and End-of-Year Reviews
– Principal Academic Conferences
– Monthly Stakeholder Communication Group Feedback
– Monthly Board Reports
– Annual Key Performance Indicators
Current District Profile
• Approximately 30,500 Students
– White- 58%, African American- 28%, Hispanic- 10% Asian/Pacific
Islander, Native American, Alaskan- 4%
– Free and Reduced Lunch- 49%
– English Language Learner- 3%
– Military- 27%
– Mobility- 35%
– Special Education- 15%
• 36 Schools- 21 Elementary Schools, 7 Middle Schools, 7 High
Schools, and a Middle College
• Growth- 2% Annually
– One Elementary School Opening Fall 2012
– One Elementary School Opening Fall 2013
Changes Impacting Student
Achievement Measures
• More Rigorous Standards
• More Rigorous Assessments Were
Implemented
• Redefined Proficiency Levels
• Recalibration Using 2009 as a Baseline
Report Card
2010-2011 Academic Year
What Do the Grades Mean?
3rd–8th Grades
• Letter grade “A” or “B” indicates the students
in the school performed above the identified
target.
• Letter grade of “C” indicates the students in
the school performed at the expected target.
• Letter grade of “D” or “F” indicates the
students school did not meet the expected
target.
What Do the Grades Mean? (Cont.)
High School
• High Schools do not receive letter grades;
they receive status grades.
• The status grade is based on the students’
predicted achievement and expected growth
developed from prior performance on state
assessments.
CMCSS Report Card Achievement 2009-10
CMCSS Report Card Achievement 2010 - 11
2009-10 Achievement
2010-11 Achievement
Rdg
Math
Sci
SS
B
B
A
A
Percent of Schools equaling or
exceeding achievement standards
(C,B, or A)
96%
93%
100%
96%
Percent of Schools exceeding
achievement standards (B or A)
75%
75%
93%
96%
CMCSS
Rdg
Math
Sci
SS
B
B
A
A
Percent of Schools equaling or
exceeding achievement
standards (C,B, or A)
96%
93%
100%
100%
Percent of Schools exceeding
achievement standards (B or
A)
71%
71%
93%
100%
CMCSS
CMCSS Report Card Value Added 2009-10
CMCSS Report Card Value Added 2010 - 11
2009-10 TVAAS
2010 -11 TVAAS
Rdg
C
Math
C
Sci
B
SS
C
Percent of Schools equaling or
exceeding expected growth (C,B, or
A)
14%
29%
46%
89%
Percent of Schools exceeding
expected growth (B or A)
11%
4%
21%
61%
CMCSS
Source: CMCSS 2009-10 State Report Card: 2010 EVAAS Site
Rdg
C
Math
C
Sci
D
SS
Percent of Schools equaling or
exceeding expected growth
(C,B, or A)
58%
58%
50%
81%
Percent of Schools exceeding
expected growth (B or A)
27%
27%
38%
77%
CMCSS
Source: CMCSS 2010 - 11 State Report Card: 2011 EVAAS Site
Created 11.4.2011 Sucharski.Tomes
B
Value Added 201011
System
Math
Reading
Social
Studies
Grad Economically Student
Science Rate Disadvantaged ADM 201011
Memphis
C
F
C
D
72.6
84.6%
102,798
Davidson
C
D
C
D
76.2
75.0%
73,117
Knox
B
C
B
C
86.6
45.8%
54,486
Shelby
C
D
C
D
88.9
38.3%
46,249
Hamilton
C
D
B
D
81.7
60.8%
40,985
Rutherford
B
B
B
C
91.5
43.6%
36,730
Williamson
C
B
B
D
91.8
12.2%
30,988
CMCSS
C
C
B
D
93.5
48.5%
28,580
Sumner
D
D
C
F
89.6
41.0%
27,031
Wilson
C
C
B
D
90.3
28.7%
15,139
Sevier
C
C
C
F
80.3
64.1%
14,108
Madison
D
D
D
F
91.6
80.2%
12,553
Tipton
A
C
C
D
96.5
58.5%
11,639
Maury
D
C
C
C
81.9
59.3%
11,183
Sullivan
D
D
C
D
90.7
54.7%
10,888
Blount
A
C
B
D
90.0
53.6%
10,917
Key to TN Report Card Grades
Achievement
Value Added
A = Exemplary
A = Exceptional
B = Above Average
B = Exceeds Expected Growth
C = Average
C = Met Growth Expectation
Achievement 201011
System
Math
Reading
Social Studies
Science
Grad
Rate
Economically
Disadvantaged
Student
ADM 201011
Memphis
D
F
F
F
72.6
84.6%
102,798
Davidson
C
D
C
D
76.2
75.0%
73,117
Knox
B
B
B
B
86.6
45.8%
54,486
Shelby
A
A
A
A
88.9
38.3%
46,249
Hamilton
B
C
B
C
81.7
60.8%
40,985
Rutherford
A
A
A
A
91.5
43.6%
36,730
Williamson
A
A
A
A
91.8
12.2%
30,988
CMCSS
B
B
A
A
93.5
48.5%
28,580
Sumner
B
B
A
B
89.6
41.0%
27,031
Wilson
B
B
A
A
90.3
28.7%
15,139
Sevier
C
C
B
B
80.3
64.1%
14,108
Madison
D
D
D
D
91.6
80.2%
12,553
Tipton
B
B
B
B
96.5
58.5%
11,639
Maury
C
C
C
C
81.9
59.3%
11,183
Sullivan
B
B
B
B
90.7
54.7%
10,888
Blount
B
C
B
B
90.0
53.6%
10,917
Key to TN Report Card Grades
Achievement
Value Added
A = Exemplary
A = Exceptional
B = Above Average
B = Exceeds Expected Growth
C = Average
C = Met Growth Expectation
D = Below Average
D = Below Growth Expectation
F = Deficient
F = Deficient
9 - 12th Value Added for EOC and
Gateway Assessments
Status Status
Subject
20091 201011
Math (ALG I)
Above
Above
Science (Biology I)
NDD
Below
English (ENG II)
NDD
Below
English I
Below
Below
US History
NDD
Below
3 yr avg
ALG II will be released after summer standard setting,
ENG III was field tested in 201011
Source: 201011 EVAAS
ACT 2010-11 for Graduating Seniors
Subject
Obser. Score
Pred. Score
Status
3 yr avg
Pred 3 yr avg
Status 3yr
Composite
19.35
19.29
NDD
19.78
19.53
Above
English
18.94
19.08
NDD
19.3
19.32
NDD
Math
18.85
18.56
Above
19.1
18.81
Above
Reading
19.60
19.74
NDD
20.23
19.97
Above
Science/Reasoning
19.51
19.27
-
19.93
19.53
-
Source: 201011 Report Card
Created: 11.11.2011 Sucharski.Tomes
CMCSS AYP Graduation Targets and Actual Graduation Rates FINAL
School Year 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
District
AYP
75.9% 77.2% 78.6% 80.0% 81.3% 82.7% 84.0% 85.4% 86.8% 88.1% 100%
Graduation
Target
District
Actual
76.0% 76.2% 78.5% 85.70% 88.33% 90.78% 91.0% 92.1% 93.5%
Graduation
Rate
Year included in AYP
Calculations
2005
2006
2007
2008
2009
2010
2011
2012
2013
NOTE:Graduation rate data is released as part of the following year's AYP calculations.
Created 9.1.2011
Sucharski.Tomes
Source: CMCSS AYP Graduation
Data
2014
2015
Trends
• Math has improved.
• Writing has improved.
• Reading/Language Arts has been on a
decline especially in the secondary schools.
• Special needs achievement has improved but
not at the rate needed to reach proficiency
targets.
• Graduation rates are improving.
Strengths
•
•
•
•
•
Math
Writing
Graduation Rate
Professional Development
Leadership Training
Challenges
• Meeting Proficiency with All Students,
Especially Special Needs, ELL, and ED
• Transitioning to Common Core
• Transitioning in Accountability Measures
• Hiring and Retaining Quality Teachers,
Especially in Math, Science, Career Technical
Education, and Special Education
Governance and Leadership
Clarity of Roles and Responsibilities
•
•
•
•
•
Policy Governance
Board of Education Ends Policies
District Strategic Work
Senior Leadership Team
CMCSS Organization Chart
Board and District Leads, Directs,
Supports, and Allocates Resources
• Policy Governance
• Board of Education
Ends Policies
• Senior Leadership Team
• Strategic Planning Cycle
• Performance Based
Budgeting
• Administrative Action
Plans
• Monthly Board Reports
• Mid-Year and End-of-Year
Reviews
• Program Monitoring and
Audits
• Professional Development
• Continuous Improvement
System
– Management Review
Team
– Internal and External
Audits
Equity of Learning and Innovation
• Innovations
–
–
–
–
–
–
–
–
–
Strategic Planning Cycle
100% Graduation Project
STEM Integration
STEM Academy
Virtual Classes and Virtual
School Pilot
Middle College@APSU
Career-Technical Education
Model Classrooms
Technology Access for
Teachers and Students
• Innovations (Cont.)
–
–
–
–
–
–
–
District Grant Writing
Leadership Development
Just-in-Time Training
Classified Staff Training
ISO 9001 Certification
School Zoning
Student Code of Conduct
Equity of Learning and Innovation
(Cont.)
• Intervention Programs
– Math and Reading
Targeted Interventions
– Individualized Education
Plans
– Dual Enrollment
– ACT Preparation Classes
– Advanced Placement
Classes
– Gifted Services (PASS)
– After School Programs
• Intervention Programs
–
–
–
–
–
–
Credit Recovery
ELL
Title I
Virtual Classes
Virtual School Pilot
Pre-Kindergarten
Board Training
•
•
•
•
•
Annual Board Retreat
TSBA Meetings
School Board Academies
Consultants to Train and Advise
Senior Leadership Study Sessions Based on
Strategic Work
• Updates from Director and Senior
Leadership on Current Legislation
Teaching and Learning
How Curriculum is Selected
• Research from National Standards
• National and State Subject Area
Associations
• Integration of Common Core Standards
• Knowledge of Experienced Teachers
• Curriculum Consulting Teachers
• Equity and Diversity in Teacher
Committee Selection
How Teachers are Supported
• Academic Coaches,
Curriculum Consulting
Teachers, Technology
Integration Coaches,
and Mentors
• Ongoing Professional
Development
• Professional Learning
Communities
• Leadership Academies
• New Teacher Induction
Process
• Benchmarks and Data
Chats to Drive
Instruction
• Scope and Sequence
• TestDrive, Curriculum
Navigator, and
PowerSchool
• TEAM
• Intervention Protocols
• Model Classrooms
• Community Involvement
How Students are Provided
Opportunities to Learn
• 100% Graduation
–
–
–
–
–
–
–
–
–
–
–
Explicit instruction
STEM Integration
STEM Academy
Balanced Assessment
Differentiated Instruction
Rigor and Relevance
Benchmarks and Progress
Monitoring
Scope and Sequence
Career-Technical Education
Model Classrooms
Mobile Computer Stations
and Fixed Labs
• Interventions
– Math and Reading Targeted
Interventions
– Individualized Education Plans
– Dual Enrollment
– Advanced Placement Classes
– Gifted Services (PASS)
– After School Programs
– Credit Recovery
– English Language Learners
– Title I
– Virtual Classes
– Virtual School Pilot
– Pre-Kindergarten
Documenting and Using Results
Comprehensive Assessment System
• Aligned to the Identified Standards and
Expectations of Performance Targets
Focused on Student Performance at the
Following Levels:
—
—
—
—
—
Classroom
Building
District
State
National
Comprehensive Assessment System
• Quantitative and Qualitative Measures, Including but
not Limited to
• Classroom, Building, District Assessments
—Common Assessments
—Program Measures (READ Well, Language!, READ 180, Modified
Math, etc.)
—Benchmarks, Learning Links (Pilot)
—Brigance
—DIBELS (Dynamic Indicators of Basic Early Literacy Skills) NEXT
—Non-Academic Indicators (Attendance, Discipline, Graduation, etc.)
• State Assessment
—TCAP Achievement, TCAP End of Course, TCAP Constructed
Response
—TCAP Writing, TCAP ALT Portfolio
—Tennessee English Language Placement Assessment and English
Language Development Assessment
• National Assessments
—ACT, Advanced Placement (AP), PSAT
Comprehensive Assessment System
• Timely, Accurate, and Meaningful Data
—Collected and Disseminated Within Hours of Completion
(Benchmarks, Learning Links, etc.) or Within 5–7 Days of
District’s Receipt of Data (TCAP, ACT, Report Card, etc.)
—Provides Insight to Student Performance in Terms of
Identified Standards and Levels of Proficiency (Standards
Proficiency, RCPI, Achievement, Value Added, etc.)
—Includes Qualitative and Quantitative Data Points
—Disaggregated by Subgroups and Programs
(Interventions, Afterschool, etc.)
—Identifies Academic Growth experienced
—Used to Evaluate Student Performance in Terms of
Current Results and Three - Five Year Trends
Resource and Support Systems
Employment and Assignment of
Well-qualified Staff
• Hire Right
• Capitalize on Current Employees’ Success
• Systematically Review Job Descriptions and
Requirements
• Monitor Employee Performance and
Development Needs
Provision of Ongoing Learning
Opportunities to All Staff
•
•
•
•
Initial Training
Recurring Training
Just-in-Time Trainings
On-going Needs Assessments
Effectiveness of District
Learning Opportunities
• Professional Learning Activities Network (PLAN)
–
–
–
–
–
Course Development
Enrollment and Attendance
Class Evaluations
Monitoring and Reporting
Pre- and Post-session Communications
• Evaluation
— Initial Evaluation Immediately After Training
— Implementation or Learning Evaluation (Identified Through
Observations, Evaluations, Data Analysis, Academic
Conferencing, Mid-Year and End-of-Year Reviews)
— Job-embedded (Application of Knowledge and Skills)
Budgetary Planning for Sufficient
Financial Resources
• Strategic Work Plans Driven by the Board of
Education Ends Policies
• Mid-Year and End-of-Year Reviews and Stakeholder
Input
• Performance Based Budgeting and Key Performance
Indicators Align Financial Resources to Desired
Outcomes
• Transparent Process, Communicated to All
Stakeholders
Maintain Safe, Orderly,
and Healthy Environment
•
•
•
•
•
Employee Handbook
Student Code of Conduct
Emergency Management and Crisis Planning
Safety and Security Programs and School Committees
Environmental Management and Hazardous Materials
Programs
• Student Health Services – Individual Health Planning,
Immunization Compliance and Accident Reporting
• Student Wellness – Wellness Programs, School Counseling and
Bullying Awareness and Prevention
• Employee OJI Program – On-site Health Care, Safety Training,
Monthly Safety Newsletter, and Accident Investigation
Sufficiency of Technology
Infrastructure to Meet Goals
• Laptop for Every Teacher
• 1 to 1 Computer to Student Ratio (4TH & 5TH
Grades Moore Magnet & STEM Academy)
• Model Classroom Implementation
• Mobile Computer Stations and Fixed Labs
• Support for Specific Programs
—STEM Academy
—Vernier Probes
—TI Inspires
—Career Technical Education Program Specific Equipment
Sufficiency of Technology
Infrastructure to Meet Goals
• Direct Support for Technology Infrastructure
—
—
—
—
—
—
On-going Technology Training
Work Order System
Computer First Aid Station
Well-communicated Policies and Procedures
Technology Disaster Recovery Plan
Technology Integration Coaches
Sufficiency of Support Services to
Meet All Students’ Learning Needs
• Support Services for Students with Disabilities, Economically
Disadvantaged Students, and ELL Students
• School Support Teams Identify Student Needs and Coordinate
Appropriate Interventions and Services
• Department Chiefs, Directors, Program Coordinators, and Special
Education Consulting Teachers Monitor Interventions for At-risk and
Identified students
• Individual Education Plans for Students with Qualifying Disabilities
Whose Needs Cannot be Met in the General Education Classroom
• 504 Plans for Modifications and Accommodations for Students with
Qualified disabilities
• Health Plans for Any Student with Medical Needs
Stakeholder Communications
and Relationships
Community Stakeholders
•
•
•
•
•
•
•
•
•
•
District Website and Feedback
Community Consortium
Media
Education Foundation
Partners in Education
District Survey and Focused Surveys
100% Graduation Committee
Leadership Clarksville Education Day
Leadership CMCSS
Presence and Involvement in Community Activities
Parent Stakeholders
•
•
•
•
•
•
•
•
Parent Communications Group Meetings
District Survey and Focused Surveys
PowerSchool
School Handbooks
Parent-Teacher Conferences
School Open Houses
School Messenger
Report Cards
Employee Stakeholders
• Teacher Stakeholder Questions and Group
Meetings
• Employee Anchor Team
• Classified Representatives Meeting
• Continuous Improvement System
• Management Review Team
• District Survey and Focused Surveys
• Teaching, Empowering, Leading, and Learning
(TELL) Tennessee Survey
Commitment to Continuous
Improvement
CMCSS
Strategic Planning Cycle
•
•
•
•
•
•
•
•
•
Board of Education Ends Policies
Data Gathering
Monthly Stakeholder Communication Groups
District Survey and Focused Surveys
Strategic Work Plan
Performance Based Budgeting
District Action Plans
Principal Action Plans
Monthly School Visits, Principal Meetings, and Professional
Learning Communities
• Mid-Year and End-of-Year Reviews
• Academic Conferences
Continuous Improvement
Continuous Improvement System
•
ISO 9001:2008 is an internationally recognized standard for a
quality management system that:
—Consistently meets customer and regulatory requirements
—Continuously improves stakeholder satisfaction
•
The Quality Policy for the Central Office of CMCSS is to
provide Business Affairs, Communications, Human Resources,
Instruction, Operations, and Technology support for our
schools in achieving the district’s mission which is:
To Educate and Empower Our Students to
Reach Their Potential.
Continuous Improvement
• Quality Principles
– Customer-Focused Organization
– Leadership
– Involvement of People
– Process Approach
– System Approach to Management
– Factual Approach to Decision Making
– Mutually Beneficial Supplier Relationship
Quality Assurance Methods
Quality Assurance
• Strategic Planning Cycle
—Mid-Year Review
—End-of-Year Review
• Continuous Improvement System (ISO 9001)
—External Certification Audits
—Internal Audits
—Mid-Year Review
—End-of-Year Review