Advisory Council Meeting Dec 4, 2024: Accountability & Assistance
Join the Accountability and Assistance Advisory Council Meeting on December 4, 2024, discussing district accountability, norms, protocols, and the AAAC charge for SY24-25. Get insights on the district review process and more.
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Presentation Transcript
Accountability and Assistance Advisory Council Meeting December 4, 2024 1
Agenda Welcome, Introductions, and Review of Norms The District Review Process: Current Practice and Opportunities for Improvement Next Steps and Closing 2
Welcome and Introductions Introductions: Council Co-Chairs: Heidi Driscoll & Barish Icin New member: Jennifer Shorter BESE Liaison: Dr. Marty West Returning Council members DESE staff 3
Discussion Norms and Meeting Protocols Promote risk-taking by not assigning specific comments to individual members in meeting summaries & minutes. Maintain respect before, during, & after meetings. Seek clarification & check understanding to avoid mistakenly attributing ideas to an individual or organization represented on the council. Keep improvements in student learning at the core of the discussions. Students should drive the conversation. Stay engaged in the issues. Actively address implicit biases & instill cultural proficiency in discussions. Encourage discussion from all voices of members. Be additive, not repetitive. Let members know if pre-reading or other pre-meeting assignments require more than 30 minutes of preparation time. Make it fun! 4
AAAC Charge for SY24-25 The School and District Accountability and Assistance Advisory Council (AAAC) advises the Commissioner of Elementary and Secondary Education on matters pertinent to the development of school and district accountability in the Commonwealth. To accomplish that goal, the Council will: Continue to advise the Department and the Board of Elementary and Secondary Education on the implementation of the currently approved district and school accountability and assistance system. Provide input and feedback on potential changes to the district and school accountability system, ensuring that the system produces high-quality, objective, and unbiased information that allows the Department, districts, and schools to partner together to advance the Department s Educational Vision and Strategic Objectives. 5
Introductions Office of District Reviews and Monitoring (ODRM) Team Erica Gonzales, Associate Commissioner of Data and Accountability Robbie Havdala, Director of District and School Accountability Kevin Daly, Data Analyst Corinne Thomas, District Review Support Specialist 7
Topics Reimagining the District Review: Project Objectives District Reviews At a Glance District Reviews In Detail Questions and Discussion 8
Opening Discussion Reflect on your experience participating in any kind of review (NEASC, Tiered/Integrated Focused Monitoring Review, external consultant, district walkthrough, etc.). What were the most effective elements of it? What would you have changed? 9
Reimagining the District Review Project Objectives: Using DESE s Racial Equity Decision-Making Tool (REDT) as our guide, ODRM is exploring updates to the district review process to: Align with the newly-updated District Standards and Indicators Increase the quality of information and support districts are provided with through the review process Reduce the burden of preparing for and conducting reviews on districts Increase transparency in and around the district review process Explore opportunities for connecting districts to resources to support continuous improvement 10
District Reviews Theory of Action The Office of District Reviews and Monitoring (ODRM) examines district systems, policies, and practices through written reports. These reports provide information and recommendations that promote systemic improvements and advance equitable student outcomes and experiences. Identified in state statute (M.G.L. Ch.15 55A, Ch.16 1K) and regulations ODRM reviews approximately 20 districts each year Since 2021, reviews have been conducted via a partnership between DESE and the American Institutes for Research (AIR) The review process includes document reviews, onsite visits, focus groups, classroom observations, data triangulation, and report writing/finalization 12
The District Review Process Today Pre- Onsite Post- Onsite Onsite 1 week 3-5 months after onsite May Onsite week October April 13
Pre-Onsite Districts are selected and notified Districts are selected for a comprehensive or targeted review Notification letters are sent out in late May District trainings Orientation August, 2 virtual sessions District Standards and Indicators Training September, 1 virtual session Districts complete a self-assessment Required for targeted districts, optional for comprehensive Scheduling and Introduction Calls Document Collection District liaison and school leaders complete questionnaires 15
Comprehensive vs. Targeted Potential Changes Develop a clear criteria for selecting districts as comprehensive vs. targeted Select standards for review based on data review and/or self-assessment and collaboration with districts Current Practice Comprehensive reviews All standards reviewed Targeted reviews 3 standards reviewed Student Centered (Curriculum and Instruction, Assessment, Student Support) Governance Centered (Leadership and Governance, Human Resources and Professional Development, Financial and Asset Management) Is there a benefit to having two different review types? How do we provide targeted, relevant information while fulfilling our responsibility to conduct comprehensive reviews? 16
Pre-Onsite Timeline Move up timeline for selection, notification, trainings, and scheduling Current Timeline Potential Changes Notifications Letters Sent May 30th Early Spring District Orientation August Late Spring District Standards and Indicators Training September Late Spring Scheduling September Early Summer Introduction Calls Sept - Nov Early Summer Document Collection Sept - onsite Summer What are your reactions to the proposed timeline shifts? What challenges do you foresee? What adjustments would you recommend? 17
Onsite Interviews and Focus Groups Superintendent, instructional leaders, operational leaders Municipal representatives School committee members All school principals Teachers across each grade band (ES, MS, HS) Student support professionals (counselors, therapists, other specialists) Secondary students Classroom observations in most district schools 18
Onsite Potential Changes Conducting observations in EECs and/or district-run preschool classrooms Adopting a tool to assess the physical state of school buildings Extending the onsite data collection from 1 to 2 weeks Week 1: district review team in-person in the district Week 2: virtual follow-up conversations (as needed) as the review team begins to summarize findings Increasing flexibility around virtual focus groups To what extent should we allow virtual focus groups, rather than in-person? 19
Post-Onsite AIR synthesizes all data and triangulates evidence to determine strengths and areas for growth for each standard AIR writes a draft report, ODRM reads each report and provides feedback to inform a final draft District receives a near-final draft and provides factual corrections ODRM applies factual corrections, sends final report to district leadership, and publishes the report on DESE s website 20
Post-Onsite Potential Changes Findings Calls Resource Connections 1 meeting with ODRM and the district s superintendent and/or other district leaders Takes place around the time of factual corrections Opportunity to discuss factual corrections (if needed) and connections to relevant resources Optional opportunity for ODRM to help districts plan for implementation of recommendations issued ODRM connects districts to documents/toolkits, offices, individuals, and/or programs at DESE How do we balance the need to share findings with districts with the many constraints on their time? How do we maintain the integrity of findings while collaborating with districts prior to publication? How can ODRM effectively connect districts to support while ensuring alignment with the work of other teams and respecting the roles of each office? 21
Discussion How should ODRM engage with districts leading up to and following each review? What did we miss? Are there other changes you would recommend? Do these changes feel aligned with the stated project objectives? How could we better address our stated objectives? Objectives include: Alignment to the District Standards and Indicators Increased quality of information provided Decreased burden on districts Increased transparency System for connecting districts to relevant resources 22
Next Steps Feedback on the district review process from other stakeholder groups Additional observations and ongoing conversations with DESE s assistance and other review teams Begin drafting RfR with process changes reflected 23
Next Steps and Closing 24 24
Looking Ahead Upcoming meetings: February 5 April 2 (in-person) May 14 June 4 Looking for nominations for another Council Co-Chair 25
