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Recovery and Reinvestment Program Grants
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Economic Recovery and ReinvestmentState Reporting Requirements Under ARRAThe State Fiscal Stabilization Fund Program Phase II Description: Section 14005 (e) of Division A of the ARRA requires a state receiving funds under the Stabilization program to provide assurances in four key areas of education reform: (1) achieving equity in teacher distribution, (2) improving the collection and use of data, (3) standards and assessments, and (4) supporting struggling schools. For each area of reform, the ARRA prescribes specific action(s) that the State must assure it will implement. In addition, section 14005(a) of the ARRA requires a state that receives funds under the Stabilization program to submit an application to the U.S. Department of Education containing such information as the Secretary may reasonably require. As part of its application for Phase II funding under the Stabilization program, a state must demonstrate ability to meet specific data and information requirements (the assurance indicators and descriptors) with respect to the statutory assurances. In addition, in cases where a state is not currently able to meet those specific data and information requirements, the state must submit a plan to describe how it will respond to the requirements of each assurance indicator and description. Following efforts to build our capacity to meet all of the indicators, the Department of Public Instruction has posted updated indicators and descriptors below in accordance with the requirements of the ARRA. Indicator (c)(9) State Report Card - The State Report Card is intended to provide the public with key pieces of information about education in Wisconsin: student achievement and test taking, graduation rates, accountability, school, and educator information. The data are disaggregated by a variety of subgroups to provide a comparative picture of student achievement in our state.
Indicator (b)(2) Growth Data The Wisconsin Department of Public Instruction (DPI) has worked for several years to develop a well-designed and secure longitudinal data system (LDS). Our progress to date has been considerable and includes a student-level data warehouse, an access management tool, as well as two secure reporting tools: the multi-dimensional analytic tool (MDAT) and the secure access file exchange (SAFE). MDAT enables authorized users to explore progress and educational attainment on the Wisconsin Knowledge and Concepts Exam (WKCE). Available dimensions include district, school, grade, gender, ethnicity, English language proficiency, incidents of discipline plus a number of others. Student level data are available to authorized users. SAFE is a secure application that allows DPI to provide confidential easy-to-use data files and reports directly to districts for their use. Student Growth Percentile (SGP reports - including student-level longitudinal growth reports - are available to every district through SAFE as of June 2011. Additionally, DPI has purchased a business intelligence solution that will greatly expand the reporting capacity of the agency and access to reports and ad hoc analysis tools for districts. SGP reports will be available in this interactive online environment in the Fall of 2011. Currently, Wisconsin does not have the ability to link student and educator data. Subsequently current reports in MDAT and SAFE, and the planned reports for the fall release of the BI tool, will not include the capacity to create a report at a classroom level. Data linking students, teachers, and courses are being collected in 2011, and the capacity to report data at a classroom level will be incorporated into DPI’s longitudinal data system in 2012. Growth reporting at a classroom level will not be possible until 2013 or 2014 because growth reports require multiple years of data. This effort is funded by an SLDS grant received by Wisconsin in May 2009 and is being accomplished through the cross-agency work of the LDS team and other content areas. Work related to the specific capacity to report data at a classroom level is dependent on efforts to capture new student-level data sets that connect a student to a teacher. Additionally, Wisconsin is part of the SMARTER Balanced Assessment Consortium (SBAC). This consortium has been funded through a federal Race to the Top competition to design, build, and implement an online assessment system that will include a variety of item types as well as benchmark and formative assessments in addition to the federally-required summative test. The SMARTER assessment system will be designed to measure academic growth, and because the tests are online (with the exception of a number of performance tasks), educators may expect results to be available to them in a much more timely fashion. And, with the eventual student-educator link, data - including growth reports - will be made available to appropriate educators through the business intelligence tool. Indicator (b)(3)Teacher Impact - The Wisconsin Department of Public Instruction (DPI) has worked for several years to develop a well-designed and secure longitudinal data system (LDS). Our progress to date has been considerable and includes a student-level data warehouse, an access management tool, as well as two secure reporting tools: the multi-dimensional analytic tool (MDAT) and the secure access file exchange (SAFE). MDAT enables authorized users to explore progress and educational attainment on the Wisconsin Knowledge and Concepts Exam (WKCE). Available dimensions include district, school, grade, gender, ethnicity, English language proficiency, incidents of discipline plus a number of others. Student level data are available to authorized users. SAFE is a secure application that allows DPI to provide confidential easy-to-use data files and reports directly to districts for their use. Student Growth Percentile (SGP) reports - including student-level longitudinal growth reports - are available to every district through SAFE as of June of 2011. Additionally, DPI has purchased a business access to reports and ad hoc analysis tools for districts. SGP reports will be available in this interactive online environment in the fall of 2011. Currently, Wisconsin does not have the ability to link student and educator data and subsequently current reports in MDAT and SAFE, and the planned reports for the fall release of the BI tool will not include the capacity to create a report at a classroom level. Data linking students, teachers, and courses are being collected in 2011, and the capacity to report data at a classroom level will be incorporated into DPI’s longitudinal data system in 2012. Growth reporting at a classroom level will not be possible until 2013 or 2014 because growth reports require multiple years of data. This effort is funded by an SLDS grant received by Wisconsin in May 2009 and is being accomplished through the cross-agency work of an LDS team and other content areas. Work related to the specific capacity to report data at a classroom level is dependent on efforts to capture new student-level data sets that connect a student to a teacher. In December of 2010 DPI formed an Educator Effectiveness Design Team that will develop recommendations for an evaluation system for teachers and school administrators. By October of 2011 the Design Team will develop key guiding principles of a high quality educator effectiveness system, create model performance-based evaluation systems for teachers and principals, build a regulatory framework for implementation that includes how student achievement data will be used in context, and will make recommendations for methods to support educator improvement and to recognize performance. The Design Team includes leaders from American Federation of Teachers—Wisconsin, Association of Wisconsin School Administrators, the Department of Public Instruction, private colleges, the University of Wisconsin System, the Professional Standards Council, Wisconsin Association of School Boards, Wisconsin Association of School District Administrators, and the Wisconsin Education Association Council. Informing the Design Team’s work is Wisconsin’s involvement in the multi-state State Consortium on Educator Effectiveness, led by the Council of Chief State School Officers. Wisconsin can also leverage research sponsored by DPI and conducted by the University of Wisconsin in 2008 to satisfy this requirement. This research attempted to evaluate different value added models and determine how best to utilize the WKCE data as an input to these models. With the data warehouse, the Educator Effectiveness Design Team, and this research as a foundation, DPI will determine how to introduce appropriate teacher impact on student achievement by appropriate teachers into the LDS business intelligence tool. This effort will be funded by the SLDS grant received by Wisconsin in May 2009 and accomplished in part by the LDS team and Office of Educational Accountability team already in place. Indicator (c)(4) and (c)(6) Appropriateness & Effectiveness of Accommodations - analysis of the appropriateness and effectiveness of the accommodations the state provides students with disabilities and limited English proficient students to ensure their meaningful participation in state assessments. Indicator (c)(5) and (c)(8) Number and percentage of students with disabilities and English language learners who are included in State reading/language arts and mathematics assessments
Indicator (c)(10) Number and percentage of students who graduate from high school using a four-year adjusted cohort graduation rate - The graduating class of 2010 is the first for which DPI has a sufficient number of years of tracking data available to calculate the four-year adjusted cohort graduation rate. In May of 2011, DPI made both counts and percentages of students who graduated from high school in their four-year graduation cohort publicly available. These reports may be found through the Wisconsin Information Network for Successful Schools (WINSS) site: http://dpi.wi.gov/sig/index.html. Indicator (c)(11) Number and percentage students who graduate from high school who enroll in an institution of higher education (IHE) within 16 months of receiving a regular high school diploma. - Wisconsin has contracted with the National Student Clearinghouse (NSC) to collect postsecondary enrollment data. Initial reports of postsecondary enrollment will be available directly to districts through DPI’s business intelligence tool. Public reports will be available in 2012. DPI’s contract with the NSC has been renewed through April of 2012, and provides for districts to submit local data to the Clearinghouse and in return receive a plethora of reports examining postsecondary enrollment trends. More information is available from this LDS webpage: http://dpi.wi.gov/lds/pslea.html. Indicator (c)(12) Number and percentage students who graduate from high school who enroll in a public IHE in the State within 16 months of receiving a regular high school diploma, who complete at least one year’s worth of college credit (applicable to a degree) within two years of enrollment in the IHE. - DPI’s contract with the National Student Clearinghouse (NSC) has enabled the department to include postsecondary enrollment data in our data warehouse. Course completion at a postsecondary level is more difficult to capture and report. In order to meet this objective DPI has partnered with the University of Wisconsin System, the Wisconsin Technical College System, and the Wisconsin Association of Independent Colleges and Universities to identify common data elements and data sharing mechanisms that will enable timely and efficient exchanges of data. Such cooperation will result in an increased capacity to create reports addressing topics such as courses taken and credits earned by students in Wisconsin institutions of higher education. More information about these efforts is available at: http://dpi.wi.gov/lds/p20partners.html. Indicator (d)(1) and (d)(2) The average statewide school gain in the “all students” category and for each for each student subgroup in reading/language arts and mathematics in the last year.
Indicator (d)(1) and (d)(2) Number and percentage of Title I schools in improvement, corrective action, or restructuring that have made progress on State assessments in reading/language arts and mathematics in the last year for the state and for each LEA in the state.
Indicator (d)(6) Number and identity of the persistently lowest-achieving schools that are secondary schools eligible for, but do not receive, Title I funds, that have been turned around, restarted, closed, or transformed in the last year. - The state of Wisconsin does not have any secondary schools that are eligible for, but do not receive, Title I funds, that have been turned around, restarted, closed or transformed in the last year. Indicator (d)(9) A list of all charter schools in the state, identifying those schools that have made progress on the State reading assessment within the last year. - Only charter schools with at least six full academic year students in both of the past two years are included. Progress is defined as at least a one percentage point increase in the percent of students that are proficient and advanced on the state assessment. Indicator (d)(10) A list of all charter schools in the state, identifying those schools that have made progress on the State mathematics assessment within the last year. - Only charter schools with at least six full academic year students in both of the past two years are included. Progress is defined as at least a one percentage point increase in the percent of students that are proficient and advanced on the state assessment.
Last updated on 9/29/2011 9:48:24 AM |
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State Superintendent of Public Instruction Tony Evers
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