Stakeholder Communication Worksheet
The following chart has some ideas to help determine and organize a plan to communicate the new School Report Card with your stakeholder groups.
Stakeholder Group
/ Plan and Structure to Disseminate Information / Resources AvailableAdministrators / Admin meeting, presentation, discussion
Admin emails with updates
Create consistent message documents with this group
Key Detail to generate: how will this understanding improve education for our students and influence decision making? / DPI technical and interpretive guides,FAQ, and release info
DPI one page overviews/fact sheets
DPI parent letters
Our Schools’ Report Cards
CESA 2 calculation worksheet
Online training module
CESA 2 presentations/resources
New vs old WKCE score cut-offs
Teachers and other staff / Staff meeting
Staff email
Review consistent message documents
Key Detail: how will this understanding improve education for our students and influence decision making? / DPI one page overviews/fact sheets
DPI parent letters
New vs old WKCE score cut-offs
Parents/Families / Parent emails
Parent newsletter
Parent/community presentation (combine with other event)
Local newspaper article
Students take letter home
Parent friendly language
Use consistent message documents
Key Detail: how will this understanding improve education for our students? / Parent Guide to Report Card
DPI one page overviews/fact sheets
DPI parent letters
New vs old WKCE score cut-offs
Community / School Board meeting
Parent/community presentation (combine with other event)
Local newspaper article
Use consistent message documents
Key Detail: how will this understanding improve education for our students? / DPI one page overviews/fact sheets
DPI parent letters
Parent Guide to Report Card
CESA 2 presentations/resources
New vs old WKCE score cut-offs
Students (possibly at HS or MS level) / Student email
Class or building level review
Student friendly language in communication
Key Detail: how, if at all, will this Report Card influence decisions about students? / New vs old WKCE score cut-offs
Parent Guide to Report Card
DPI one page overviews/fact sheets
Building a brief, consistent message – Key points or “Elevator Talk” for accountability changes
What goes into the overall accountability score?
Our accountability score is largely determined by scores in four areas: 1) Student achievement – what are students’ average WKCE scores in math and reading over the past three years? 2) Student growth – did students meet their expected growth targets on the WKCE or decline? 3) Closing gaps – are our subgroups closing the gaps with white or non-labeled students? 4) On-track and postsecondary readiness – are our attendance or graduation rates meeting expectations and how do our 3rd grade reading, 8th grade math and/or ACT participation and scores look? This accountability score can be decreased by high absenteeism or dropout rates, or by low test participation.
What are these new NAEP cut-off scores?
The state raised expectations for students on the WKCE scores to meet the national benchmark for proficiency set by the National Assessment of Education Progress (a federal test in math and reading given to a representative sample of students in every state across the country during every other year). Students who were considered proficient before on the WKCE may no longer meet these higher proficiency expectations. Therefore, many students will be ranked at a lower proficiency level starting in the spring even if their actual scores have been increasing. These new performance standards (or cut scores) more closely align with national and international standards that indicate whether or not a student is academically prepared for college or a career.
What does this WSAS data graph mean?
This graph shows the percent of students in the school scoring at proficient or advanced on the reading and math WKCE or WAA-SwD test during the past 5 years. It also shows the state averages (K-12) over the past five years for these tests. These data are not used in generating the accountability scores. These scores do reflect the new NAEP cut-off scores.
What happened to AYP? What are AMOs?
Annual Yearly Progress (AYP) scores are no longer being generated or used as part of the accountability system. The US Department of Education did, however, require states to set their own ambitious, but achievable, Annual Measurable Objectives (AMOs), and report progress on these goals each year. By 2016-17 the expectation is that all student groups at a school are at least 50% proficient in reading and 65% proficient in math, and that 85% of all subgroups graduate from high school. All subgroups will be expected to improve their proficient rate by at least 1% each year, even groups already reaching these goals (where possible). Title I schools’ progress and support-level will be judged based on meeting these AMOs.