AQuESTT, AdvancED, ASSIST and RDA
AQuESTT, AdvancED, ASSIST and RDA BROADER. BOLDER. BETTER. July 29, 2015
Understanding AQuESTT CONNECTIONS
ACCREDITATION SYSTEM
Student Performance Stakeholder Feedback Improvement Plan Assurances
External Review APR - Accreditation Progress Report
Understanding AQuESTT CONNECTIONS
STATE ACCOUNTABLITY SYSTEM
CONNECTIONS Results Driven Accountability
Results
Compliance
SPECIAL EDUCATION ACCOUNTABLITY SYSTEM
Student Performance Stakeholder Feedback Improvement Plan Assurances
External Review APR - Accreditation Progress Report
Domain BROADER. BOLDER. BET
STUDENT SUCCESS AND ACCESS July 29, 2015
Positive Partnerships, Relationships & Student Success The State Board believes that student engagement through positive partnerships and relationships is fundamental to successful schools and districts. The State Board seeks to support schools and districts to implement best practices in student, family, and community engagement to enhance educational experiences and opportunities.
Individualized or Personalized Learning Plans Attendance and Participation Parent/Guardian Involvement Community and Support Services
Positive Partnerships, Relationships & Student Success Standard 3: Teaching and Assessing for Learning 3.8
3.9
The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress. The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student’s educational experience.
Standard 4: Resources and Support Systems 4.6 4.7
The school provides support services to meet the physical, social, and emotional needs of the student population being served. The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students.
Transitions The State Board believes that quality educational opportunities focus on supports for students transitioning between grade levels, programs, schools, districts, and ultimately, college and careers.
Early Childhood–Elementary Elementary–Middle School Middle School–High School High School–Post High School
Transitions Standard 3: Teaching and Assessing for Learning 3.1
3.7
The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level. Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning.
Standard 5: Using results for Continuous Improvement 5.4
The school system engages in a continuous process to determine verifiable improvement in student learning, including readiness and success at the next level.
Educational Opportunities and Access
The State Board believes that all students should have access to comprehensive instructional opportunities to be prepared for postsecondary education and career goals. Areas of Focus • Early Childhood • Comprehensive Learning Opportunities • Expanded Learning Opportunities Learning and Opportunities for credit • Blended bearing distance/virtual content credit bearing distance/virtual content
Educational Opportunities and Access Standard 1: Purpose and Direction 1.2
The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills.
Standard 3: Teaching and Assessing for Learning 3.1
The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.
Standard 4: Resources and Support Systems 4.7
The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students.
Domain BROADER. BOLDER. BET
TEACHING AND LEARNING July 29, 2015
College and Career Ready The State Board of Education believes that every student upon completion of their secondary education shall be prepared for postsecondary educational opportunities and to pursue their career goals. Areas of Focus College & Career Ready Standards for All • Rigorous Content Areas • Technological & Digital Readiness • Support for Career Awareness and Career/College Goals
College and Career Ready Standard 1: Purpose and Direction 1.2
The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills.
Standard 3: Teaching and Assessing for Learning 3.1
The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.
Standard 4: Resources and Support Systems 4.7
The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students.
Standard 5: Using Results for Continuous Improvement 5.4
The school system engages in a continuous process to determine verifiable improvement in student learning, including readiness and success at the next level.
Assessment The State Board believes the results of multiple assessment sources (national, state, and classroombased) should be used to measure student achievement of college and career ready standards, and be used as an integral part of the instructional process.
Areas of Focus • Individualized/Adaptive • Classroom Based • State
•
National/International
Assessment Standard 3: Teaching and Assessing for Learning 3.2
Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice.
Standard 5: Using Results for Continuous Improvement 5.1 5.2
5.3
The system establishes and maintains a clearly defined and comprehensive student assessment system. Professional and support staff continuously collect, analyze and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions that support learning. Throughout the system professional and support staff is trained in the interpretation and use of data.
Educator Effectiveness The State Board believes that students should be surrounded by effective educators throughout their learning experiences such that schools and districts develop effective teachers and leaders that establish a culture of success. Areas of Focus • Nebraska Teacher & Principal Performance Framework • Professional Development • Building Leadership Supports
•
Effective Local Policy Makers & Superintendents
Educator Effectiveness Standard 2: Governance and Leadership 2.1
The governing body establishes policies and support practices that ensure effective administration of the school.
2.4
Leadership and staff foster a culture consistent with the school’s purpose and direction. Leadership and staff supervision and evaluation processes result in improved professional practice and student success.
2.6
Standard 3: Teaching and Assessing for Learning 3.4 3.11
School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. All staff members participate in a continuous program of professional learning.
RDA Data and Infrastructure Analysis
RDA Implementing and Evaluating the Targeted Improvement Plan
ASSIST • Student Performance • Stakeholder Feedback • Executive Summary
ASSIST • Goal Builder
RDA Developing the Targeted Improvement Plan and EvidenceBased Strategies
RDA Identifying a Focus for Improvement • • ASSIST • Goal Builder
• •
ASSIST Student Performance Stakeholder Feedback Executive Summary Goal Builder
Year 1 – Due by August 1, 2015
Year 2 – Due by August 1, 2016
Years 3 – 5 – Due by August 1, 20172020
rovement plan phases
Phase I Analysis
Phase II Plan
Data Analysis Infrastructure Analysis Focus for Improvement Evidence-based strategies/ activities
Multi-year plan addressing
Phase III Evaluation
Reporting on progress including: o Infrastructure o Results of onDevelopment going evaluation o Implementing o Extent of progress Evidence-based o Revisions to the strategies/ TIP, if needed activities o Evaluation plan
Results Driven AccountabilitySystems of Support August 27, 2015 Cornhusker Hotel, Lincoln, NE
THINK BROADER Holistic view of each student Equal access to information Collective impact
EXPERIENCE BOLDER New system for measurement Customized for Nebraska Outcome-based approach
BE BETTER Continuous improvement Sharing of best practices Focused on every student, every day
Understanding AQuESTT CONNECTIONS
ACCREDITATION SYSTEM
Student Performance Stakeholder Feedback Improvement Plan Assurances
External Review APR - Accreditation Progress Report
Understanding AQuESTT CONNECTIONS
STATE ACCOUNTABLITY SYSTEM
CONNECTIONS Results Driven Accountability
Results
Compliance
SPECIAL EDUCATION ACCOUNTABLITY SYSTEM
Student Performance Stakeholder Feedback Improvement Plan Assurances
External Review APR - Accreditation Progress Report
Domain BROADER. BOLDER. BET
STUDENT SUCCESS AND ACCESS July 29, 2015
Positive Partnerships, Relationships & Student Success The State Board believes that student engagement through positive partnerships and relationships is fundamental to successful schools and districts. The State Board seeks to support schools and districts to implement best practices in student, family, and community engagement to enhance educational experiences and opportunities.
Individualized or Personalized Learning Plans Attendance and Participation Parent/Guardian Involvement Community and Support Services
Positive Partnerships, Relationships & Student Success Standard 3: Teaching and Assessing for Learning 3.8
3.9
The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress. The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student’s educational experience.
Standard 4: Resources and Support Systems 4.6 4.7
The school provides support services to meet the physical, social, and emotional needs of the student population being served. The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students.
Transitions The State Board believes that quality educational opportunities focus on supports for students transitioning between grade levels, programs, schools, districts, and ultimately, college and careers.
Early Childhood–Elementary Elementary–Middle School Middle School–High School High School–Post High School
Transitions Standard 3: Teaching and Assessing for Learning 3.1
3.7
The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level. Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning.
Standard 5: Using results for Continuous Improvement 5.4
The school system engages in a continuous process to determine verifiable improvement in student learning, including readiness and success at the next level.
Educational Opportunities and Access
The State Board believes that all students should have access to comprehensive instructional opportunities to be prepared for postsecondary education and career goals. Areas of Focus • Early Childhood • Comprehensive Learning Opportunities • Expanded Learning Opportunities Learning and Opportunities for credit • Blended bearing distance/virtual content credit bearing distance/virtual content
Educational Opportunities and Access Standard 1: Purpose and Direction 1.2
The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills.
Standard 3: Teaching and Assessing for Learning 3.1
The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.
Standard 4: Resources and Support Systems 4.7
The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students.
Domain BROADER. BOLDER. BET
TEACHING AND LEARNING July 29, 2015
College and Career Ready The State Board of Education believes that every student upon completion of their secondary education shall be prepared for postsecondary educational opportunities and to pursue their career goals. Areas of Focus College & Career Ready Standards for All • Rigorous Content Areas • Technological & Digital Readiness • Support for Career Awareness and Career/College Goals
College and Career Ready Standard 1: Purpose and Direction 1.2
The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills.
Standard 3: Teaching and Assessing for Learning 3.1
The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.
Standard 4: Resources and Support Systems 4.7
The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students.
Standard 5: Using Results for Continuous Improvement 5.4
The school system engages in a continuous process to determine verifiable improvement in student learning, including readiness and success at the next level.
Assessment The State Board believes the results of multiple assessment sources (national, state, and classroombased) should be used to measure student achievement of college and career ready standards, and be used as an integral part of the instructional process.
Areas of Focus • Individualized/Adaptive • Classroom Based • State
•
National/International
Assessment Standard 3: Teaching and Assessing for Learning 3.2
Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice.
Standard 5: Using Results for Continuous Improvement 5.1 5.2
5.3
The system establishes and maintains a clearly defined and comprehensive student assessment system. Professional and support staff continuously collect, analyze and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions that support learning. Throughout the system professional and support staff is trained in the interpretation and use of data.
Educator Effectiveness The State Board believes that students should be surrounded by effective educators throughout their learning experiences such that schools and districts develop effective teachers and leaders that establish a culture of success. Areas of Focus • Nebraska Teacher & Principal Performance Framework • Professional Development • Building Leadership Supports
•
Effective Local Policy Makers & Superintendents
Educator Effectiveness Standard 2: Governance and Leadership 2.1
The governing body establishes policies and support practices that ensure effective administration of the school.
2.4
Leadership and staff foster a culture consistent with the school’s purpose and direction. Leadership and staff supervision and evaluation processes result in improved professional practice and student success.
2.6
Standard 3: Teaching and Assessing for Learning 3.4 3.11
School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. All staff members participate in a continuous program of professional learning.
RDA Data and Infrastructure Analysis
RDA Implementing and Evaluating the Targeted Improvement Plan
ASSIST • Student Performance • Stakeholder Feedback • Executive Summary
ASSIST • Goal Builder
RDA Developing the Targeted Improvement Plan and EvidenceBased Strategies
RDA Identifying a Focus for Improvement • • ASSIST • Goal Builder
• •
ASSIST Student Performance Stakeholder Feedback Executive Summary Goal Builder
Year 1 – Due by August 1, 2015
Year 2 – Due by August 1, 2016
Years 3 – 5 – Due by August 1, 20172020
rovement plan phases
Phase I Analysis
Phase II Plan
Data Analysis Infrastructure Analysis Focus for Improvement Evidence-based strategies/ activities
Multi-year plan addressing
Phase III Evaluation
Reporting on progress including: o Infrastructure o Results of onDevelopment going evaluation o Implementing o Extent of progress Evidence-based o Revisions to the strategies/ TIP, if needed activities o Evaluation plan
Results Driven AccountabilitySystems of Support August 27, 2015 Cornhusker Hotel, Lincoln, NE
THINK BROADER Holistic view of each student Equal access to information Collective impact
EXPERIENCE BOLDER New system for measurement Customized for Nebraska Outcome-based approach
BE BETTER Continuous improvement Sharing of best practices Focused on every student, every day
