Transcript www.eed.state.ak.us

ESEA FLEXIBILITY
WAIVER
Principle 2 – Accountability System
Alaska’s Proposal
September 6, 2012
Alaska Department of Education & Early
Development
2
Principle 2 - Accountability & Support
Requirements for waiver:
• Accountability system for all schools
• Provide a state developed differentiated accountability system for
all schools to improve student achievement and school
performance, close achievement gaps, and increase the quality of
instruction for all students
• AMO targets
• Set ambitious but achievable AMO targets for the percent of
students proficient in English/Language Arts and Math; report for all
students and all NCLB subgroups annually
• Incentives and supports for all Title I schools
• Build state, district, and school capacity to improve
student learning in all schools
3
Alaska School Performance Index
• ASPI is rating system for overall performance for all
•
•
•
•
•
schools
Includes college and career ready indicators, with each
indicator weighted in the overall score
Based on 100 point scale
Indicators for grades K-8 and grades 9-12
Schools with students that cross both grade spans
(including K-12) have indicators for each grade span,
weighted by % of students in school in each grade span
School receives rating from 1-star to 5-stars (highest)
4
Academic Achievement Indicator
• Based on all students group
• Average of % proficient on three tests
• Reading
• Writing
• Math
• Weighted 35% for grades K-8, 20% for grades 9-12
• All students tested are included, not just “full academic
year” students
5
Progress Indicator
• Growth and proficiency index (capped at 100 points
earned)
• All students group and 4 primary subgroups:
• AK Native/Am Indian
• Economically disadvantaged
• Students with disabilities
• English learners (LEP students)
• Subgroups included if 5 or more students test in that
subgroup
• Each subgroup included weighted 10% of progress score;
all students group receiving remaining % of weighting
• Progress indicator weighted at 35% for all grades
6
Primary Subgroups
• Subgroups included based on lowest performing
statewide and greatest percent of students included
2011-2012 Statewide Data
Group
All students
African American
Alaska Native /American Indian
Asian/Pacific Islander
Caucasian
Hispanic
Multi-Ethnic
Low Income
Students with Disabilities
LEP students
% Prof/Adv
% of Student
Population Reading Writing
100.0%
80.1
74.2
3.7%
74.1
67.4
22.8%
8.8%
50.9%
6.4%
7.5%
46.9%
13.1%
10.2%
59.0
76.3
90.1
80.3
82.4
68.9
44.0
31.4
51.3
73.2
84.7
75.0
76.6
62.0
38.2
27.2
Math
68.6
54.4
48.6
67.9
78.7
66.3
70.2
56.4
32.2
26.7
7
Progress Indicator Example
School with 3 subgroups
Group
G&P Index
Score
Weighting Component of
Progress Score
All students
86.11
70%
60.28
Econ Disadvantaged
83.66
10%
8.37
SWDs
73.17
10%
7.32
LEP
87.62
10%
8.76
--
100%
84.73
School Progress Score
8
Attendance Rate
• Weighted at 25% for grades K-8, 10% for grades 9-12
• Incentive for attendance >= 90
Attendance rate
Points
96% - 100%
100
93% - 95%
95
90% - 92%
80
85% - 89%
50
70% - 85%
25
Below 70%
0
9
Graduation Rate
• Use higher of 4-year or 5-year cohort rate (required
graduation rate formula)
4 year rate
5 year rate
Points
98-100
98-100
100
90-97
93-97
95
85-89
89-92
90
80-84
85-88
70
70-79
80-84
50
60-69
70-79
25
50-59
60-69
10
Below 50
Below 60
0
10
Graduation Rate for Small Schools
• For schools that have 25 or fewer students in the cohort (the
denominator of the fraction used to compute the graduation
rate), the school will receive points on the graduation indicator
based on aggregated graduation rate data for up to three
consecutive years, including the current year, so that the
aggregated cohort (denominator of the fraction) is larger than
25. For schools that have insufficient data to make a
graduation rate determination with a cohort of at least 25
students over three consecutive years, and the cohort for the
current year is two or fewer, the school will receive 50 points on
the graduation rate indicator if the graduation rate for four
consecutive years, including the current year, demonstrates
progress of at least 3%.
11
College & Career Ready Indicator
• Points earned for each certificate/score level as shown – ACT & SAT
scores levels align with APS scholarship levels
• # students tested (current 12th graders tested in either 11th and/or 12th
grades) in any WorkKeys, ACT, or SAT assessment
• % calculated based on total number of points earned divided by
number of students tested
WorkKeys Certificate
ACT Score
SAT Score
Points
Gold or Platinum
25
1680
100
Silver
23
1560
95
Bronze
21
1450
80
12
Participation Rate
• SBAs weighted at 5% for all grades
• WorkKeys weighted at 2% for 11th graders who take test
Participation Rate
Points
95-100
100
90-94
50
0-89
0
13
Indicators for Elementary/Middle Grades K-8
Category
Weighting in
Overall Score
Academic Achievement - % of all students proficient or above
(average of % proficient on reading, writing and math SBAs)
35%
School Progress – growth and proficiency index score for all
students group and for each primary subgroup (AN/AI,
economically disadvantaged, SWDs, and LEPs)
35%
Attendance Rate (all students
25%
Participation Rate in SBAs (all students)
5%
Total
100%
14
Indicators for High School Grades 9-12
Category
Academic Achievement - % of all students proficient or
above (average of % proficient on reading, writing and math
SBAs)
School Progress – growth and proficiency index score for all
students group and for each primary subgroup (AN/AI,
economically disadvantaged, SWDs, and LEPs)
Attendance Rate (all students
Participation Rate in SBAs (all students)
Graduation rate (cohort of all students)
WorkKeys certificate rate (11th graders)
WorkKeys participation rate (11th graders)
Total
Weighting in
Overall Score
20%
35%
10%
5%
20%
8%
2%
100%
15
Sample ASPI Chart K-8 School
Anytown Elementary School
Students in grades K-8
Students in grades 9-12
#
502
0
%
100%
0%
Grades K-8
Points
Earned
Category
Academic Achievement - % of all students
proficient or above (average of % proficient on
reading, writing and math SBAs)
63.5
School Progress – growth and proficiency index
score for all students group and for each primary
subgroup (AN/AI, economically disadvantaged,
SWDs, and ELs)
93.98
Attendance Rate (all students
85
Participation Rate in SBAs (all students)
100
Total
ASPI Overall Score
Star Rating
Weighted
Weight points
35%
22.23
35%
25%
5%
100%
32.89
21.25
5.00
81.37
81.37
***
16
Sample ASPI Chart High School
Anytown High School
Students in grades K-8
Students in grades 9-12
#
0
2211
%
0%
100%
Grades 9-12
Category
Academic Achievement - % of all students proficient or
above (average of % proficient on reading, writing and
math SBAs)
School Progress – growth and proficiency index score for
all students group and for each primary subgroup
(AN/AI, economically disadvantaged, SWDs, & ELs)
Attendance Rate (all students
Participation Rate in SBAs (all students)
Graduation rate (cohort of all students)
College & Career Readiness Indicator (12th graders
scores on SAT, ACT, or WorkKeys)
WorkKeys participation rate (11th graders)
Total
ASPI Overall Score
Star Rating
Points
earned
Weight
Weighted
points
65.82
20%
13.16
86.38
50.00
100.00
50.00
35%
10%
5%
20%
30.23
5.00
5.00
10.00
73.53
50.00
8%
2%
100%
5.88
1.00
70.28
70.28
***
17
Sample ASPI Chart K-12 grades
Anytown K-12 School
Students in grades K-8
Students in grades 9-12
#
132
39
%
77%
23%
Points Earned
Weight
Weighted points
28.06
35%
9.82
80.19
100
100
35%
25%
5%
100%
28.07
25.00
5.00
67.89
Grades K-8
Category
Academic Achievement - % of all students proficient or above on SBAs
School Progress – growth and proficiency index score for all students group and for
each primary subgroup (AN/AI, ECD, SWD, & EL)
Attendance Rate (all students)
Participation Rate in SBAs (all students)
Total
Grades 9-12
Category
Academic Achievement - % of all students proficient or above on SBAs
School Progress – growth and proficiency index score for all students group and for
each primary subgroup (AN/AI, ECD, SWD, & EL)
Attendance Rate (all students)
Participation Rate in SBAs (all students)
Graduation rate (cohort of all students)
College & Career Readiness Indicator (12th graders scores on SAT, ACT, or
WorkKeys)
WorkKeys participation rate (11th graders)
Total
ASPI Overall Score (67.89*77% + 51.81*23%)
Star Rating
Points earned
Weight
Weighted points
10.42
20%
2.08
76.59
0.00
100.00
70.00
35%
10%
5%
20%
26.81
0.00
5.00
14.00
24.00
100.00
8%
2%
100%
1.92
2.00
51.81
64.22
**
18
Summary of ASPI Scores & Ratings
Summary counts
# all % of all
schools schools ASPI range Rating
# EM % EM # HS % HS
# K12
% K12
# Title I
schools
% Title I in
star rating
Highest range
58
11.5% 94 - 100
*****
47
81.0%
0
0.0%
11
19.0%
15
25.9%
Next Range
167
33.0% 85 - 93.99
****
117
70.1%
13
7.8%
37
22.2%
76
45.5%
Next range
179
35.4% 65 - 84.99
***
53
29.6%
25
14.0%
101
56.4%
119
66.5%
Next Lowest 10%
51
10.1% 55 - 64.99
**
3
5.9%
2
3.9%
46
90.2%
43
84.3%
Lowest 10%
51
10.1% less than 55 *
2
3.9%
15
29.4%
34
66.7%
33
64.7%
Total all schools
506
100.0%
286
56.5%
Key
Schools with only grades K-8 EM
Schools with only grades 9-12 HS
Schools with both EM & HS
K12
222
55
229
19
Comparison of Stars and AYP
# Schools in each category compared to AYP levels
AYP levels
Proposed ASPI
Star Ratings
0
1
2
3
4
5
1 star
5
3
6
5
2
30
2 stars
2
7
3
5
5
29
3 stars
63
39
10
13
8
46
4 stars
81
30
18
17
4
17
5 stars
52
4
0
1
0
1
20
AMO Targets
• Reduce by ½ the percentage of students (all students and
•
•
•
•
each traditional NCLB subgroup) who are not proficient in
equal increments within six years in: reading, writing, and
mathematics
Set for state as a whole and for each individual school –
school meets AMO target if either state target or school
target is reached
Used for reporting progress on AMOs and for
identification of schools not closing gaps for subgroups
Must use 2011-2012 data as baseline year
If waiver is approved, will be used for 2012-2013 tests
21
AMO Calculation Example
78.3 Baseline Year % Prof or Advanced
21.6 % Not proficient
10.8 Amount to reduce by 1/2 over 6 years
1.8
Equal increment
80.1 1st year target
81.9 2nd year target
83.7 3rd year target
85.5 4th year target
87.3 5th year target
89.1 6th year target
22
State AMO Targets
AMO Targets
Group
All students
All students
All students
Content
Area
Reading
Writing
Math
% Prof/Adv
2011-2012
80.1
74.2
68.6
Annual
Increment
1.7
2.2
2.6
20122013
81.8
76.4
71.2
20132014
83.4
78.5
73.8
20142015
85.1
80.7
76.5
20152016
86.7
82.8
79.1
20162017
88.4
85.0
81.7
20172018
90.1
87.1
84.3
Economically Disadvantaged
Economically Disadvantaged
Economically Disadvantaged
Reading
Writing
Math
68.9
62.0
56.4
2.6
3.2
3.6
71.5
65.2
60.0
74.1
68.3
63.7
76.7
71.5
67.3
79.3
74.7
70.9
81.9
77.8
74.6
84.5
81.0
78.2
Students with Disabilities
Students with Disabilities
Students with Disabilities
Reading
Writing
Math
44.0
38.2
32.2
4.7
5.2
5.7
48.7
43.4
37.9
53.3
48.5
43.5
58.0
53.7
49.2
62.7
58.8
54.8
67.3
64.0
60.5
72.0
69.1
66.1
English Learners (EL or LEP)
English Learners (EL or LEP)
English Learners (EL or LEP)
Reading
Writing
Math
31.4
27.2
26.7
5.7
6.1
6.1
37.1
33.3
32.8
42.8
39.3
38.9
48.6
45.4
45.0
54.3
51.5
51.1
60.0
57.5
57.2
65.7
63.6
63.4
23
State AMO Targets
AMO Targets
% Prof/Adv
2011-2012
74.1
67.4
Annual
Increment 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018
2.2
76.3
78.4
80.6
82.7
84.9
87.1
2.7
70.1
72.8
75.6
78.3
81.0
83.7
Group
African American
African American
Content
Area
Reading
Writing
African American
Math
54.4
3.8
58.2
62.0
65.8
69.6
73.4
77.2
Alaska Native /Am Indian
Alaska Native /Am Indian
Reading
Writing
59.0
51.3
3.4
4.1
62.4
55.4
65.8
59.4
69.3
63.5
72.7
67.5
76.1
71.6
79.5
75.7
Alaska Native /Am Indian
Math
48.6
4.3
52.9
57.2
61.5
65.7
70.0
74.3
Asian/Pacific Islander
Asian/Pacific Islander
Reading
Writing
76.3
73.2
2.0
2.2
78.3
75.4
80.3
77.7
82.2
79.9
84.2
82.1
86.2
84.4
88.2
86.6
Asian/Pacific Islander
Math
67.9
2.7
70.6
73.3
75.9
78.6
81.3
84.0
Caucasian
Caucasian
Reading
Writing
90.1
84.7
0.8
1.3
90.9
86.0
91.8
87.3
92.6
88.5
93.4
89.8
94.2
91.1
95.1
92.4
Caucasian
Math
78.7
1.8
80.5
82.3
84.0
85.8
87.6
89.4
Hispanic
Hispanic
Reading
Writing
80.3
75.0
1.6
2.1
81.9
77.1
83.6
79.2
85.2
81.3
86.9
83.3
88.5
85.4
90.2
87.5
Hispanic
Math
66.3
2.8
69.1
71.9
74.7
77.5
80.3
83.2
Multi-Ethnic
Multi-Ethnic
Reading
Writing
82.4
76.6
1.5
2.0
83.9
78.6
85.3
80.5
86.8
82.5
88.3
84.4
89.7
86.4
91.2
88.3
Multi-Ethnic
Math
70.2
2.5
72.7
75.2
77.7
80.1
82.6
85.1
24
Incentives & Supports - All Schools
• All schools and districts have support at universal level
from State System of Support (SSOS)
• State reviews schools in all star ratings
• Schools with 3 to 5 stars with subgroup achievement gaps
required to create plan to address specific areas – district
responsibility to oversee school plans
25
Highest Performing Reward Schools
• Reward schools - 2 categories
• Highest-performing – in each category: EM, HS, and K-12
• Rank schools in order of ASPI score from greatest to least
• Find up to the top 10% based on the ASPI score that meet the
following criteria:
• Made AYP based on 2011 and 2012 tests. (Beginning in 2013, will need
to meet AMO targets instead of AYP)
• Graduation rate must be at least 85% average over the two most recent
consecutive years for schools with 12th grade
• Must be a 4-star or 5-star school
26
High Progress Reward Schools
• High progress – in each category: EM, HS, and K-12
• Rank schools in order of overall school growth & proficiency index
• Find the top 10% based on the G&P index that meet the following
criteria:
• Growth & proficiency index for all students average over 3 consecutive
years must be >= 95.0
• Growth & proficiency index for each of the 4 primary subgroups (AN/AI,
ECD, SWD, and EL) must be >=90.0 in the current year.
• Graduation rate must be at least 85% average over the two most recent
consecutive years for schools with 12th grade.
27
Recognition for Reward Schools
• All reward schools
• Announcement on EED website, through Information Exchange,
and press releases
• Letters/certificates from commissioner and/or governor
• Possibly legislative proclamations, special logo to use, recognition
at local events
• Encouraged to serve as models or mentors for other schools
28
Title I Reward Schools
• Title I schools with >= 35% poverty may apply for Title I
Distinguished Schools program
• Winning school in each category receives recognition at
National Title I Conference as well as any appropriate
state conferences or meetings
• Supported financially to attend national conference (as resources
allow to allow)
29
Lowest Performing Schools
• State performs desk audit (review of data) of schools with
1- and 2-star ratings
• ASPI score
• Growth & proficiency index for subgroups
• AMO targets
• Graduation rate
• State reviews performance of district through levels of
schools in district
30
Consult with districts
• EED SSOS team leadership consults with district
superintendent and key staff
• Review levels of implementation of six domains of
Alaska’s Effective Schools Framework
• Consideration of previous school progress, improvement
initiatives, intervention, etc.
• Based on consultation, EED determines level of support &
interventions needed in 1- and 2-star schools and districts
with 1- and 2-star schools
31
Title I Priority Schools
• Lowest performing 5% of Title I schools
• 14 Title I schools selected from 1-star schools – based on
lowest ASPI scores & factors including:
• SBA proficiency rates in all-students group & 4 primary subgroups over
•
•
•
•
•
•
3 years
Growth & proficiency index scores averaged over 3 years
Graduation rates of 60% over three consecutive years
SIG status
Size & characteristics
SSOS desk audit and conversations with district
Number of other 1- and 2-star schools in the same district
• Must implement, for at least 3 years, meaningful interventions
aligned with turnaround principles
• Turnaround principles will be aligned with the 6 domains of
Alaska’s Effective Schools Framework
32
Turnaround Principles
• Ensure strong leadership by replacing the principal or
•
•
•
•
•
•
demonstrate principal effectiveness;
ensure effective teachers by reviewing quality of staff
and retaining those determined to be effective and
providing professional development;
Redesign school day, week or year to provide additional
time for student learning and teacher collaboration;
ensure research-based and aligned instructional
programs;
use student data to inform instruction;
establish positive school environment; and
provide mechanisms for family and community
engagement
33
Consequences & Supports for
Priority Schools
• Use AK STEPP for comprehensive turnaround plan
•
•
•
•
aligned with 6 domains of AK Effective Schools
Framework
Intensive level of support/intervention from SSOS
On-site coach (1 week per month)
Participation in initiatives such as Leadership Academy,
Curriculum Alignment Institutes, Principal and Teacher
Mentoring
Funding through SIG 1003g funds, School Improvement
1003a, and 20% Title I allocation in lieu of SES/Choice
34
Exiting Priority Status
• Requirements to exit:
• Improve at least 6 points on ASPI index at the end of 3 years
• Have G&P index of at least 90 for all students and each primary
subgroup
• If not meet exit criteria after 3 years:
• Continue in priority status
• Increased oversight & intervention by EED
35
Title I Focus Schools
• 10% of Title I schools with low performance or
achievement gaps within the school or between the
school and the state 28 schools
• After the identification of the Title I priority schools, from
the remaining list of Title I schools with a 1-star or 2-star
rating, sort all schools from least to greatest ASPI score.
• Include the remaining 1-star schools not selected as
priority schools, and include as many 2-star schools in
rank order from least to greatest ASPI score to determine
remaining focus schools
36
Consequences & Supports
• Focus Schools have targeted level of support from SSOS
• Use of AK STEPP for plan of improvement for focusing on
•
•
•
•
specific subgroups of concern and for specific indicators
including curriculum, instruction, assessment, and professional
development.
Make school improvement funds available from Title IA,
1003(a).
Require district to use up to 20% as a district set-aside from its
Title I allocation to serve focus schools (in lieu of the set-aside
required for SES and school choice).
Make content support available from SSOS content program
managers.
Provide support for ELL or SWD student subgroups through
additional resources and professional development through
contracts with external partners for specific areas of need.
37
Exiting Focus Status
• A focus school must implement interventions for a
minimum of 2 years and until the school has met the exit
criteria.
• Requirements to exit:
• Improve at least 5 points on the growth and proficiency index
(based on the average of three consecutive years) in the all
students group and in any specific subgroups in which the school
was identified as a focus school.
• Graduation rate must improve to greater than 60% (average of
three consecutive most recent school years)
38
NCLB Provisions Waived
• If Alaska’s proposal is approved, the following provisions
of the current law will be waived:
• Alaska will not report whether schools have made adequate yearly
•
•
•
•
progress (AYP).
Alaska will not identify schools under the current labels of
improvement, corrective action, or restructuring.
Alaska will not identify districts for improvement or corrective
action.
Alaska will no longer require the consequences in the current law
for schools in improvement, corrective action or restructuring.
Alaska will no longer require schools to offer public school choice
or supplemental educational services (SES) in schools identified for
improvement. Districts may offer these options to parents if desired.
39
NCLB Provisions Waived
• Alaska will no longer require districts to set-aside 20% of
their Title I allocation to provide SES or transportation to
schools of choice. These funds may instead be used, as
needed, to provide support to schools identified as Title I
priority or focus schools.
• Alaska will no longer require the district to use 10% of its
Title I allocation for professional development for a district
in corrective action.
40
More Information
• The complete ESEA Flexibility Waiver Proposal is posted
on the Alaska Department of Education & Early
Development website at:
http://education.alaska.gov/nclb/esea.html
• Questions on Principle 2 may be addressed to:
• Margaret MacKinnon, [email protected]
• Erik McCormick, [email protected]
• Paul Prussing, [email protected]