Optimal Accountability In Student Education Video
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We are submitting this waiver for your approval as it is imperative for our state as we return to in-person instruction. This waiver will help to ensure that as our students are transitioning to in-person instruction, we are prioritizing the mental and emotional health of K—12 students. The COVID pandemic created an unprecedented disruption for educational systems throughout the country. It is vital that California be granted these flexibilities in order to ensure we can reduce the stress that educators, students, and families have felt over the span of this pandemic. Report card provisions related to accountability in ESEA Section h based on data from the —21 school year. California provided an opportunity for public comment in regards to requesting these flexibilities. The period for public comment was held during the SBE meeting on February 24, , and March 16,
What we, as a state, measure, how we measure it, and even when we measure indicates what we see as academically important and affects how we use our time and resources in our schools. Strong assessment and accountability systems are important so that we can understand where our students are and ensure that all students have access to a sound, basic education. We have link scenarios where the rigidity of our assessment Opimal and accountability system drive what opportunities are available for our students.
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For example, the fact that end-of-grade and end-of-course assessments are only available at very limited times of the year implies and often drives the concept that all students should be progressing at the same pace to take the one-time measure on a given day. This affects how schools view the viability of competency-based approaches; meeting individual needs, interests, and strengths; and shifting schedules and other structures within a school.
North Carolina is at an interesting juncture in how we approach assessment and accountability for our students.
Research shows us that the most Optimal Accountability In Student Education assessment and accountability systems for our students reliably assess multiple measures of student performance and provide accountability for those measures. To move toward this goal, North Carolina has a solid blueprint to follow in the Leandro eight-year comprehensive remedial plan recently submitted to the court. To start, we should consider moving toward a statewide assessment model that leans more heavily on formative and interim assessments throughout the entire learning process, rather than relying on single summative assessments that take place at the conclusion of a semester or year. Next, we should work to ensure our assessment system best reflects student learning and supports personalized approaches for all students.
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Right now, our summative assessments rely heavily on multiple-choice questions versus opportunities for students to demonstrate their abilities to reason, solve complex problems, and communicate effectively. The state has the opportunity to read more at multiple measures for accountability, including adjusting the formula for calculating school grades to place greater emphasis on student growth. These data points should be used to guide planning, budget, and instructional decisions and to assess school progress and improvement efforts at reducing the opportunity gap. Assessment should inform instruction and provide data and information that helps our education systems, schools, teachers, family, and students more effectively meet the needs of individual students.
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This Studetn assessment for learning, rather than simply assessment of learning. If a teacher or a student is not able to learn from Optimal Accountability In Student Education assessment, and if the assessment does not inform the learning experience of the student, it is not for learning. Accountability is important to ensure that every student in our state has access to a sound, basic education and that factors including zip code, race, ethnicity, socioeconomic status, or existence of a disability do not determine the here outcomes of our students. Our accountability system should provide us with the data and information that we need to ensure that our schools meet the needs of every student and that our students have access to equitable education and learning opportunities. Thank you for taking time with us to learn and think about education.]
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