Louisiana s Secondary Experience Advancing Student Opportunity
What is the purpose of accountability? How does accountability enact change for: Students Schools Districts Local Community
Louisiana s Critical Goals By the year 2025, A-rated schools will average "mastery" or "level four" performance. Today, schools rated "A" at a minimum average "basic" or "level three." A "level four" or "mastery" is the standard for college and career readiness. State Critical Goals Assessment 1 Students enter kindergarten ready (Fall 2014 56%) Dibels 2 Students arrive in 4 th grade on-time and on-level (Assessment and Cohort) (2014-15 56.5%) Basic on ELA & math 3 rd grade ileap and on time 3 Students arrive in 9 th grade on-time and on-level (Assessment and Cohort) (2014-15 45.6%) Basic on ELA & math 8 th grade LEAP and on time 4 Students on track to college in 9 th grade (2014 33.1%) 17 on Composite 9 th Grade Explore** 5 Students on track to college in 11 th grade (Percent of total students testing) (Spring 2014 36.3%) Achieving 20 on Composite ACT** 6 Students will graduate on time (2012-13 73.5%) Cohort Graduation Rate 7 Graduates will persist through college (2012-13 5.0%) (Graduates Passing AP or IB) 1879/37547 Percent of Graduates passing one AP or IB test** 8 Students will enroll in college (FTF 2011-12 66%) or join workforce (IBC 2012-13 19%) National Clearing House enroll within 16 mos. CATE 12 th Graders w/ IBC s (self-reported)
2014-15 Accountability Framework Elementary School Middle School 6 th -8 th 9 th Grade Transition High School 9 th -12 th 100% Basic or above 5% credit accumulation 95% Testing Remediation Counseling services Opportunity for advancement 25% Graduation Rate 25% End of Course 25% ACT 25% Graduation Index Jumpstart crosses the breadth of all aforementioned secondary academic levels
Lensing of Assessments In March 2015, BESE called on the Department to review Louisiana s standards and secure future assessments while maintaining comparability across states, consistency for educators, and strong accountability. Assessments ( Link) By no later than March 31, 2015, direct the LDE to post for public comment a summary draft of a Request for Proposals (RFP) to receive from multiple vendors competitive bids for Louisiana state assessments to be administered in 2016 and beyond, in accordance with applicable state laws and regulations. Through this RFP the Department will build a Louisiana specific plan for simple assessments while solving four key challenges with the current system Consistency: Test questions and procedures should be consistent with PARCC questions Louisiana educators created and have prepared for over the last five years, but they should not be limited to PARCC questions. Comparability: While the test will be unique to Louisiana, test results should provide Louisiana parents a national comparison of children s skills. Teachers should have tools to diagnose student skills: The request for proposals should require assessments that inform classroom teaching rather than just measure learning at the end of the year. Reduce high school testing: End double testing in high school to increase teaching and learning time in the classroom but phase in changes gradually to minimize changes to accountability.
Goal: Reduce Testing Grade ELA and Math Science Social Studies High School (Current) Grade 9: 2 assessments (EOC and EXPLORE) Grade 10: 3 assessments (EOCs and PLAN) Grade 11: 2 assessments (EOCs and ACT) Optional: WorkKeys, AP, IP, CLEP Biology EOC US History EOC High School (Future) Goal: Reduce testing, align to student pathways Improvements: Single assessment system in grades 9-10, including PARCC questions Grade 9: 2 assessments (EOCs) Grade 10: 2 assessments (EOCs) Grade 11: 1 assessment (ACT) Optional: WorkKeys, AP, IB, CLEP No change No change
The High School Experience The Current Louisiana High School experience is comprised of 4 varied graduation pathways. This robust course offering dynamic allows for a personalized pathway for each high school student Freshman Class of 2013-14 and before Core 4 ( TOPS) Core Career Freshman class of 2014-15 and after TOPS Career ( Jumpstart)
Graduation Index For the 2013-14 school year (2012-13 graduates), points shall be assigned for each member of a cohort during the cohort's fourth year of high school according to the following table. Student Result HS Diploma plus AP score of at least 3 OR IB Score of at least 4 BESE Approved Industry Based Certification OR Dual Enrollment OR AP score of 1 or 2 OR IB score of 1, 2, or 3 if the corresponding course is passed. Points 150 110 Regular HS Diploma 100 GED 25 Non-graduate without GED 0 5th Year Graduate plus AP score of at least 3 OR IB Score of at least 4 140 5th Year Graduates 75 For 2014-15 only (2013-14 graduates), points shall be assigned for each member of a cohort according to the following table. Student Result Points HS Diploma plus (a) AP score of 3 or higher, IB Score of 4 or higher, or CLEP score of 50 or higher OR (b) Advanced statewide Jump Start credential *Students achieving both (a) and (b) will generate 160 points. 150 HS Diploma plus (a) At least one passing course grade of the following type: AP, college credit, dual enrollment, or IB OR (b) Basic statewide Jump Start credential *Students achieving both (a) and (b) will generate 115 points, if the passing course grade for (a) is earned in a TOPS core curriculum course. 110 Four-year graduate (includes Career Diploma student with a regional Jump Start credential) 100 Five-year graduate with any diploma *Five-year graduates who earn an AP score of 3 or higher, an IB score of 4 or higher, or a CLEP score of 50 or higher will generate 140 points. 75 Six-year graduate with any diploma 50 HiSET 25 Non-graduate without HiSET 0 Beginning in 2015-16 (2014-15 graduates), points shall be assigned for each member of a cohort according to the following table. Student Result Points HS Diploma plus (a) AP score of 3 or higher, IB Score of 4 or higher, or CLEP score of 50 or higher OR (b) Advanced statewide Jump Start credential *Students achieving both (a) and (b) will generate 160 points. 150 HS Diploma plus (a) At least one passing course grade for TOPS core curriculum credit of the following type: AP, college credit, dual enrollment, or IB OR (b) Basic statewide Jump Start credential *Students achieving both (a) and (b) will generate 115 points. 110 Four-year graduate (includes Career Diploma student with a regional Jump Start credential) 100 Five-year graduate with any diploma *Five-year graduates who earn an AP score of 3 or higher, an IB score of 4 or higher, or a CLEP score of 50 or higher will generate 140 points. 75 Six-year graduate with any diploma 50 HiSET 25 Non-graduate without HiSET 0
High School Accountability Bonus Points Achievement Points Dual Enrollment CLEP Progress Points AP/IB EOC ACT Graduation Index Graduation
Jumpstart Experience Jump Start programs shall fulfill and replace CTE areas of concentration by prescribing the CTE courses and training experiences by which students will meet the requirements to attain a high school diploma and earn industry credentials certifying their readiness to participate in key high demand job sectors. Middle School Courses Basic Career Awareness Keyboarding 9 th Grade Transitional IBC areas Business Applications First Responder High School IBC areas Jump Start programs shall be developed jointly by regional teams consisting of LEAs, technical and community colleges, business and industry leaders, and economic and workforce development organizations
ACT 833 (HB 1015) Purpose Provides for Individualized Education Program teams of certain students with disabilities to have the option of determining alternative pathways for students with disabilities to advance to the next grade (promotion) and graduation. Audience Not all students will be able, nor should they, be considered for an alternative pathway. Students with disabilities who have met required marks for promotion and/or graduation purposes will not be provided an option that is not necessary for them to be promoted to the next grade or graduate. A student s IEP team may determine an alternative pathway for students with disabilities regarding promotion requirements when: In years prior to 9th grade, a student did not pass the state standardized test the previous school year or did not meet the state and local requirements for advancement (promotion) to the next grade. A student did not pass or did not met state required benchmarks on required state assessments for any two of the three most recent school years prior to high school, or for a student in high school, did not meet state required benchmarks on two of the most recent administrations of any state assessments required for graduation.
Forthcoming Policy (BESE) Title 28 EDUCATION Part LXXXIII. Bulletin 111 The Louisiana School, District, and State Accountability System Chapter 3.School Performance Score Component 301. School Performance Score Goal A. C. D. Progress Points Title 28 EDUCATION Part CXV. Bulletin 741 Louisiana Handbook for School Administrators 2320. Diploma for Students Assessed on the Louisiana Alternate Assessment, Level 1 (LAA 1)
EverFi has built an entirely new framework to help schools meet standards and teach critical skills in areas such as Financial Literacy, Student Loan Management, Digital Literacy, Civic Engagement, and Career Exploration. EverFi curriculum meets both national and emerging state standards in these subject areas. EverFi learning platforms are provided at no cost to schools, thanks to the generous support of sponsoring partners in Louisiana, and will be used in more than 5,000 schools across all 50 states this year. EverFi enables students to learn using the latest technology, including rich media, high-definition video, diagrams, and avatars. Our learning platforms not only track knowledge gains but also measure student attitudes on these important topics.
Next Generation Challenges
EverFi K-12 Learning Platform
Statewide Impact Since launch, The Credit Bureau of Baton Rouge Foundation & local financial institutions have reached more than 36,000 Louisiana students in 47 Parishes statewide with interactive financial literacy education. 384 TOTAL ACTIVE SCHOOLS TO DATE 46% AVERAGE PERCENT INCREASE IN FINANCIAL KNOWLEDGE GAIN (2013-2014) This year alone, the program has reached 384 schools across the state and impacted more than 26,000 students. 36,000 TOTAL STUDENTS REACHED TO DATE 47 TOTAL PARISHES REACHED TO DATE
LOUISIANA Parishes active on EverFi 2014-2015 Bossier Caddo De Soto Sabine Red River Natchitoches Claiborne Bienville Lincoln Jackson Winn Grant Union Ouachita Caldwell Morehouse West East Carroll Carroll Richland Franklin Catahoula La Salle Concordia Madison Tensas Parishes actively using EverFi Parishes not yet using EverFi but would benefit from resources Vernon Rapides Ayoyelles Beauregard Calcasieu Allen Jefferson Davis Evangeline Acadia St. Landry St. Martin Pointe Coupee West Feliciana West Baton Rouge Iberville East Feliciana East Baton Rouge St. Helena Livingston Washington St. Tammany Cameron Vermilion Iberia St. Mary St. James St. Charles Orleans St. Bernard Iberia Terrebonne M I L E S 0 10 20 30 40 50 60
Louisiana School Districts have used EverFi FINANCIAL LITERACY Career Awareness JTC/EFC Financial Math FACS Senior Seminar Accounting STEM IBCA/BCA Customer Service Math Courses Webmaster CIVIC ENGAGEMENT Civics African American Studies English Courses Social Studies HEALTH & WELLNESS Health Physical Education Allied Health Biology School Campaigns HOW CAN WE USE EVERFI AT MY SCHOOL? CAREER SUCCESS Customer Service Marketing Enrichment Sessions JAG ProStart DECA
Feedback From Our Teachers I couldn't be more thankful that EverFi has been made available to students. This should be a required course for all students. 2014-2015 Teacher Woodlawn High School, East Baton Rouge Parish
Student Achievement