Pub. 6 2016-2017 Issue 2

20 T here were four main issues related to the previous assess- ment and accountability system that were identified by the State Board of Education, school districts, charter schools and others. The intent of this legislation was to address these issues and to improve our ability to encourage continuous improvement of our student level outcomes. These include: 1. converting to ACT as a more relevant assessment for our high school students 2. establishing one meaningful report on school performance 3. incorporating multiple indicators focused on student level outcomes in that report 4. establishing a process to create a criterion based rating system rather than a norm referenced system. Relevant assessment for high school students Currently, our high school students are expected to take the SAGE test, but there are a sizable number of students who do not participate due to parental exclusion. Student apathy toward SAGE has also compromised the validity of test results. Thus, it is not an accurate reflection of how our students are performing academically. However, the ACT is relevant for students as it is accepted for entrance by all of our universities in Utah and should be a more meaningful assessment of student learning outcomes for high school students. One meaningful report on school performance The intent of this legislation is to consolidate the various reports of school performance into one single meaningful report, rather than the various school reports that currently exist. This will allow everyone to focus on one school accountability system and report. This report, using a common template across schools, will be posted as a school performance dashboard on a state website and linked to a school's website. Teachers, administra- tors and parents would have greater access to reports on school performance. A drill down dashboard would show progress from year to year across various indicators, including proficiency and growth on statewide assessments, as well as comparative data and information. Schools will also have the opportunity to include on the dashboard additional indicators of school performance that are not included in the state accountability system. Multiple Indicators of student performance A reoccurring concern about our previous system was the desire to incorporate multiple indicators for determining overall school performance. In this new model, student performance would include both proficiency and growth indicators as well as equitable education opportunity metrics. To ensure each student regardless of background is progressing, our equitable education opportunity metrics will include the growth of the lowest performing 25% of the students in every school and English learner progress. For high schools, the accountability system also includes measures of post-secondary readiness including rates for gradu- ation, performance on a college readiness assessment (composite scores of 18 or more on the ACT) and successful completion of advanced coursework. Based on modeling, the indicators included in the system and the way the indicators are weighted should also make the accountability system more zip code neutral meaning that there will be a reduction in the effect of a school’s socioeconomic demographics on the school’s rating. The system should support the academic proficiency and growth of EVERY child. Refer to the chart for an overview of the indicators included in the accountability system and how the indicators will be weighted in measuring overall school performance. Establishing a process to create a criterion based rating system Moving targets based on a normative school grading approach are discouraging for schools and limit the number of schools that can be “A” schools or “B” schools. The grade is not solely dependent on a school’s growth and progress, but also how the school compares to the performance of other schools in the state. This legislation requires the Utah State Board of Education to convene a broad group of stakeholders, such as educators, parents, and local school board members, to engage in a criteria criteria setting process to establish the performance thresholds associated with each overall school rating. Using the criteria based system, the standards of expected performance would be defined for each of the overall ratings and any school who achieves the standards will be awarded the rating regardless of the performance of other schools in the state. If every school in the state meets the criteria of an “A” grade, then every school in the state may be awarded an “A” grade. A transition year in 2017-18 As the state transitions to this new system, the Utah State Board of Education is not required to assign overall ratings for the 2017-18 school year. However, the Utah State Board of Education will release a report detailing student performance on all of the indicators for which data is available so administrators, teachers and parents will know how each school is performing on each of the indicators in the accountability system before ratings are assigned. School grades will be assigned this fall using the accountability system that has been in place over the past several years. Assessment and Accountability 2.0 BY SENATOR ANN MILLNER