Quality Control Day (afternoon)


Good afternoon everyone and thank you for
joining us this quality control day and the update I wanted the first give you some updates
and see how things are going we do want to make some clarifying. Points from the identification of Tsi. So
there’s been a lot of questions in this morning on the identification around minimum E N and
indicators and what’s not in what is included in each of the indicators. And I do want to share one tweak to the system.
And that is going to happen. So we want to update you now. So before we get into any
of the dates. Excuse me. What changes that are going to be made, let’s
first revisit some points that were made this morning and give some further clarification
specifically on a dinner fication of student demographic groups included in. The identification of targeted in support
in improvement. I’ve updated the slide from this morning in
the example of that was given with typical elementary school grades three through five
with three grade levels for. This student demographic group special education.
So what I’ve added here to this slide. That is the cut scores of each of the indicators
as well as. The indicator score for TSI for the indicator
for this student demographic group. So let’s go through this one more time with a little
bit more detail. So we look at the column of the indicator
proficiency and you can see that the current score that was said by the accountability
standard setters is 65. It’s the same cut score. That’s used for CSI
identification in this example for this grade 3 35 school we have. In special education grade three we have 6
students. Which is under a minimum of 10 students per
grade? We have in grade four we have 12 special ed
students in grade 5:15 students that are special ed be cause the proficiency in decatur at
grade three we have less than 10 students. Then this student demographic group would
not be in the identification of TSI for proficiency. So there is no. Indicator score for proficiency be cause there’s
not 10 students in that. Grade of grade three OK. So there’s not a
score for the proficiency in Decatur. Plus look now at the same school same student
demographic group for separate academic indicator. I’ve added the cut score of 52.6. So for separate academic indicators the content
areas include science grade four assessments. In social studies in writing on demand at
grade five, so grade 3 4 separate academic indicator for this school. Is not applicable. So it’s not that there’s
zero students, but it’s applicable in grade three because there is not an assessment at
that grade level. OK. So we don’t take great three into account
in this separate academic indicator. So then we got want to grade four where there’s 12
special ed students and grade five where there are 15. Students. And these two grains that are included in
separate academic indicator do have the minimum in count because they are above 10. Parcore for content area. So, yes, they do
have the minimum in. So then now that we have taken the first step to identify that the
student demographic group would have. They separate academic indicator included
because that’s yes. Then we go to the score. So in this example, the special and students
have a score for a separate academic indicator of 49. OK. So then we go back up to the current score
of 52.6 in we do notice that that is below the cut score for second separate academic
indicator. So. We have yes, the student would be the student
demographic group would be included for separate academic indicator as well as they are below
that cut score OK then we go on to growth. Growth in reading and math. Starts at grade four. So again, we have this
in this example, grade three is not applicable the cut scores or thresholds by which the
standard setters have said is 15.8. So we’re looking for minimum and in the grades
that are applicable for this school as well as the score being below that cut point. So let’s look at grades four and five there
again, 12 in grade four and 15 in grade five so yes this student demographic groups. Meets the criteria for double above the 10
in each of those grade levels. And so yes. They have the minimum in and look
at the indicator school or in growth it is 14 which is below the 15.8. So. Remember we talked this morning that it is
a conjunctive model that the indicators are included in. For each of the student demographic groups. So in my example, they do not qualify for
proficiency because they don’t have the minimum in that grade three but they do have the minimum
in separate academic indicator. As well as growth. And they are below those cut scores. So this
example, they would be included as TSI as part of the school. So this indicator in this
example, I hope it helps with. Questions of how we identify now if we went
back to the example, and we didn’t have. Say, for example, we didn’t have a. Growth it would be based on the separate academic
indicator OK. So it’s the indicators. Are use that the student demographic group
qualifies for OK. So if there is not an indicator if it’s not applicable then. Dinner fication of TS, I would fall to the
indicators that the student demographic group does have. So I hope that updated example helps clarify
some of the questions that you had today. Is do the what are the current scores for
Tsi, well were you when the standard setters came in remember that when they said those
cut scores. For. Indicators at each of those different levels. And to be CSI we have the school has to be
below those. Indicators cut scores for TSI, then the student
demographic groups. To be identified for tinside they perform
below those cut scores also on the indicators that they qualify for our have this is sufficient
in count. So it’s the same kind of scores, that’s used
for CSI as well as Tsi. So we do want to make that clear. So these are the cut scores and
they are different at each grade level. So for elementary proficiency separate academic
indicator the threshold scores are different than they are for middle school even though
they’re the same indicators. The standard setters used the impact data
at each of those different levels to set those cut scores and then for high school the proficiency
transition readiness in graduation. Right scores are there. OK, let’s go on now to a atwec of the system.
So as franda mentioned this morning one of those reasons that we do quality control day
is to review this system for any systematic errors. And we are. So glad that we do that in we
have the ability to work with our district assessment coordinator czar back to superintendents
and principals on this very important day because it does bring to light. Areas that can be improved and we’ve found
one in the programming of separate academic indicator currently if there was was a. Student demographic group for identification
of. Tsi below 10 then that identification of TS
i would fall to the content areas. That were available and above that minimum.
And so in the example, I want to give for you currently we have four separate academic
indicators. But this does. Apply to other indicators such as graduation
radar proficiency other indicators other than separate academic indicator i’m just giving
you this specific example. So currently for the identification of. Several academic indicator. Content area above which the school had the
minimum in woodfall to that content area. So in this example a great three for identification
of Tsi. Then. Grade three in a separate academic indicator
would not apply grade four which is our scientists estimate if they had. 12 then that content area would stand for
tsi identification. Grade five, then would be below. The minimum man of 10 and but so the. Student demographic group would be included
in the identification of TSI based on that grade for science. However, we are going to
make a change to the programming. Do you say that? Within. Indicator the student demographic group in
each of the areas must be above the minimum end of 10 students in each of those. So the programming changes that will be made
it would be that in this example. The grade five being below 10 and yet this
student demographic group would still be included were going to make the programming change
to wear that student demographic growth group would not be included in. This indicator, so again. If the student demographic group has the indicators
than those indicators will stand if all if the groups has the minimum in above 10. OK, so that all of the indicators. Are applied to the student demographic group
that they have the sufficient in council or so again, that is going to be a change, that’s
not reflected in your. Spreadsheets today, but we do. Have seen that programming in want to make
that tweet to the system. So we appreciate all the good feedback that we have received
from our district assessment coordinators. We’ve received multiple discrepancy reports
on those. And we will make that change. Now, obviously
you don’t see those in the spreadsheets today. We will make that change. We’re going to give
you an update come Monday in Monday’s email and. Provide some additional information. Now we
do think that with this change that would reduce the number of TSI schools, so again,
that will be changed in the future and. We will communicate with you. Directly. Now some of the district assessment
coordination have already completed their review they’ve completed the checklist if
you haven’t done. So we will be here until five o’clock this afternoon. And you can. Complete that checklist as anytime throughout
the day and you can continue to. Submit the data discrepancy report’s in again,
those can be accessed through the Google Docs. Communication again is through our. Daix to our support staff here at the department,
and if you have questions. If you would please email your contact or instant message or call
your contact. For the rest of the day this does conclude
our update for our quality control day. I hope that this additional information has
clarified the identification of our student demographic groups and. Fortius ice particularly. So I hope that gives
you a good example of first you have to decide whether they have the minimum in and then
if they do then that score is below that cut score. So how can his clarified some issues for us.
And if you have additional information please contact your staff. Thank you so much for
the work you’re doing today in for the process of this quality control because we want to
make sure we get. All of these issues resolved prior to public
reporting. Thank you.

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