holding schools and students accountable
DESCRIPTION
Holding Schools and Students Accountable. Dr. Nancy S. Grasmick July 26,2012. RESULTS : “Is the U.S. Catching Up?”. Maryland is proud to be the top-ranked state in U.S. growth as reported in this study, and judged by Education Week to be the #1 state school system for the past 4 years. - PowerPoint PPT PresentationTRANSCRIPT
Holding Schools and Students Accountable
Dr. Nancy S. GrasmickJuly 26,2012
Maryland is proud to be the top-ranked state in U.S. growth as reported in this study, and judged by Education Week to be the #1 state school system for the past 4 years.
A result of years of hard work: policy, accountability, school support, and most important
Consistent focus on children
RESULTS: “Is the U.S. Catching Up?”
Maryland’s approach from the perspective of:
◦ History◦ Philosophy◦ Organization◦ Implementation
Presentation Plan
1991: Appointment to State Superintendency
◦Commission on accountability desired a strong accountability system to assess progress of schools
Maryland’s Approach: History
To provide comparable information on school performance to:◦ Superintendents and school boards◦ School administrators and teachers◦ Parents and communities
To continue to raise the bar and improve schools
To provide rich opportunities to discuss school performance, what is working and what is not
The Importance of Accountability Systems
1992: Identification of schools not delivering effective instruction (low student achievement)
Maryland’s Approach: History
Performance assessment integrating reading, writing, language arts, mathematics, science and social studies.
For school accountability only Administered in Grades 3, 5, and 8 Set high standards for all Fundamentally changed instruction in
Maryland to an application of knowledge model
1990’s Maryland School Performance Assessment Program (MSPAP)
State given the responsibility to take over academic management of low performing schools from the districts.
Development and implementation of a state curriculum to address: ◦Mobility issues◦Equal access to content and rigor
Maryland’s Approach: Unprecedented Steps 1990’s
2002-2003 No Child Left Behind Act
Required revision to assessment system Maintained state curriculum Changed from state takeover of schools to identification of schools and systems needing interventions
Maryland’s Approach: History
Designed to fulfill requirements of NCLB – reading, mathematics, science
School accountability and individual scores Administered in Grades 3-8 and 10 for reading
and mathematics, Grades 5, 8 and high school biology for science
Requirements resulted in less focus on application of skills.
NCLB Assessments – Maryland School Assessments
Require all students to demonstrate knowledge in English, algebra/data analysis, biology and government
Fulfill NCLB requirements in reading, mathematics, and science
Serve as high school graduation requirement as well as school accountability
Administered when students complete the course Administered on-line in many schools
High School Assessments
New Programs – 2002-2011 Instituted a department on school leadership Obtained new funding from Governor and
General Assembly using inverse to wealth model
Developed intervention teams to work in schools, aggressive provisions of professional development
Established the expectation that all schools analyze and use data; developed supporting website
Maryland’s Approach: History
Teacher/Principal Evaluations– 2002-2011
Maryland is a strong union state, limiting the ability of the State Department to direct the evaluation process.
Supported local superintendents and principals in implementing evaluation process that reflected and addressed inadequacies◦ Resulted in demotions and involuntary transfers for
underperforming staff
Maryland’s Approach: History
Early Childhood – 2001-2011 Identified school readiness as critical to
subsequent success Moved Division of Early Childhood from
Social Services to Dept. of Education Identified 9 content domains for readiness Developed an Early Childhood curriculum Set standards and accreditation for facilities;
provided PD and incentives for providers.
Maryland’s Approach: History
2002 2011
49% 82%
Progress was sustained when students were assessed in Grade 3
Maryland’s Approach: Early Childhood Results
Percentage of Students Ready for
School
Consistent, sustained vision and leadership
Intensely collaborative relationships with school districts
Highly inclusive of stakeholders Partnerships and support of schools
Maryland’s Approach: Contributing Factors to Success
Accountability Commitment to preparing students for future success
Strategic funding Importance of leadership
Maryland’s Approach: Contributing Factors to Success
Key characteristics◦ Alignment of state curriculum to assessments◦ Comprehensive test security measures and
sanctions for any improprieties ◦ Multiple indicators to enhance interpretation◦ High standards◦ Accessible reports that include all student
groups and achievement gaps◦ A spirit of evolution
Maryland’s Accountability Systems
Implement a state curriculum and align the assessment to it
Involve all teachers in curriculum and assessment development, and all stake-holders in standard setting
Include graduation requirements at least at high school to ensure by-in from students
Characteristics of Good Systems
Include multiple indicators to ensure valid interpretation
Timely and accessible results: report cards for each school, website
Provide support for struggling schools Include evolution plan to continue to raise
the bar
Characteristics of Good Systems
Importance of an evolution philosophy-continuous improvement, raise the bar
Must change with the times and the students Incorporate new research, technology, what
works into systems to support schools Goal is college and career readiness
Summary
Holding Schools and Students Accountable
Dr. Nancy S. GrasmickJuly 26,2012