Wisconsin’s accountability system includes all public schools.
Beginning in 2011‐12, a comprehensive accountability index replaced the Adequate Yearly Progress (AYP) system. The index approach uses multiple measures and classifies schools along a rating continuum. The ratings determine the level of support a school receives, ranging from rewards and recognition for high performing schools to state intervention for the lowest performing schools in the state. Accountability Determinations (the index score and rating) will be reported annually in the School Report Card.
Accountability report cards include outcomes in four priority areas:
- Student Achievement measures the level of knowledge and skills among students in the school, compared to state and national standards. It includes a composite of reading and mathematics performance by the “all students” group in the Wisconsin Student Assessment System (WSAS) for all tested grades in the school.
- Student Growth describes how much student knowledge of reading and mathematics in the school changes from year to year. It uses a point system that gives positive credit for students progressing toward higher performance levels, and negative credit for students declining below proficiency. This area focuses not on attainment, but the pace of improvement in student performance, no matter where students begin. All improvement is treated as a positive. Schools with high performance and little room to grow are not penalized.
- Closing Gaps shows how the performance of student groups experiencing statewide gaps in achievement and graduation is improving in the school. It recognizes the importance of having all students improve, while focusing on the need to close gaps by lifting lower-performing groups. Specific race/ethnicity groups, students with disabilities, economically disadvantaged students, and English language learners are compared against their complementary groups.
- On-Track to Graduation and Postsecondary Readiness indicates the success of students in the school in achieving educational milestones that predict postsecondary success. It includes the graduation rate for schools that graduate students, or the attendance rate for other schools. It also includes measures of third-grade reading and eighth-grade mathematics achievement, and ACT participation and performance, as applicable to the school.
Accountability scores are provided for each priority area. Student Engagement Indicators are measures outside the four priority areas that affect student success and the soundness of the index. Each indicator has a goal, and schools/districts that fail to meet that goal receive a point deduction from their overall score. Schools/districts can meet the goals with a one-year or three-year rate. Goals were set by looking at statewide data and establishing thresholds that identify schools contributing the most to lowering Wisconsin’s overall performance in the areas below.
- Test Participation (minimum 95%) - The lowest group rate of all students and subgroups is used for this indicator.
- Absenteeism (below 13%) - Related to attendance, the school’s absenteeism rate is the percentage of students whose individual attendance rate is 84% and below.
- Dropout Rates (below 6%)
Schools not meeting the threshold for any Student Engagement Indicator will have points deducted from their index score. For Test Participation, if the rate is less than 95 percent, but at least 85 percent, five points are deducted from the school’s overall score; for rates less than 85 percent, 10 points are deducted. If the absenteeism rate in the school is 13 percent or more, 5 points are deducted from its score. The goal for every middle and high school is to have a dropout rate of less than 6 percent. If the school does not meet that goal, 5 points are deducted from its score. The resulting overall accountability score will determine the Accountability Rating a school receives:
|Significantly Exceeds Expectations||83||100|
|Meets Few Expectations||53||62.9|
|Fails to Meet Expectations||0||52.9|
Additional measures—such as science proficiency or postsecondary enrollment—may be included in Wisconsin’s accountability system in the future. Wisconsin’s early literacy screener for kindergarten, Phonological Awareness Literacy Screening (PALS-K) will not be included in the accountability system.
Existing outside the accountability index but reported alongside it, schools have ambitious but achievable Annual Measurable Objectives (AMOs) in reading and mathematics proficiency and in graduation rate. AMOs are used as part of the exit criteria for Title I Focus Schools as well as accountability for English Language Learners under ESEA Title III. See for specific AMOs.
The State requires interventions in Title I schools that demonstrate the lowest performance in the state (Priority Schools) and in schools with the largest subgroup achievement gaps in reading, mathematics, or graduation rate, or in which certain subgroups are the lowest performing in the state (Focus Schools).
Each CESA and the five largest districts have selected Accountability Trainers to assist schools and districts in the transition to the new accountability system. Schools and districts may contact OEA or their Accountability Trainer with questions about School Report Cards, the accountability system, or with questions about the following resources.
College & Career Ready Cut Scores
Wisconsin’s Waiver Approved
DPI’s Request for ESEA Flexibility has been approved by the US Department of Education. Wisconsin’s waiver is an ambitious education reform package that sets higher expectations for students, educators, and schools with a clear focus on all graduates being college and career ready.
For a summary of Wisconsin’s request and related documentation, please access the materials below. Regular updates will be sent to district administrators and posted here on an ongoing basis.
Updates from the State Superintendent's Office
Waiver Summary (July 6, 2012)
Public Notice of Intent to Seek Waiver - NCLB Accountability (January 23, 2012)
An educator effectiveness system for Wisconsin teachers and principals was signed into law April 2, 2012. This system is based on the work of the Educator Effectiveness Design Team. The Educator Effectiveness Design Team developed a framework for an evaluation system for all Wisconsin educators. The intention is to develop a system of continuous improvement of educator practice—from pre-service through service—that leads to improved student learning. The EE System is designed to evaluate teachers and principals through a fair, valid, and reliable process using multiple measures across two components: educator practice and student outcomes. The EE System must be implemented statewide by the 2014-15 school year. A wealth of information can be accessed on the EE System page: http://ee.dpi.wi.gov/.
School & District Accountability Design Team
The School & District Accountability Design Team created the backbone of a state accountability system for Wisconsin, which greatly informed the Request for ESEA Flexibility.
State Superintendent Tony Evers and Governor Scott Walker convened the Design Team as a collaborative effort to reform the way Wisconsin holds schools and districts accountable for student performance. Click here for details on the Design Team.