Mega 2013
Why We Do What We DO?
Today s Objective To familiarize participants with concepts, definitions and calculations associated with the new transparent accountability system.
Adequate Yearly Progress (AYP) Reading Mathematics
ESEA Flexibility Request Waived Components of NCLB 100% proficiency in English Language Arts & mathematics by 2013 14 Adequate Yearly Progress (AYP) determinations for all schools & districts Schools & districts identified for improvement, corrective action, & restructuring Required actions linked to NCLB status 20% reservation for school choice & supplemental educational services (SES) 10% reservation for professional development
Alabama s PLAN 2020 The Vision Every Child A Graduate Every Graduate Prepared For College/Work/Adulthood in the 21 st Century Priorities ALABAMA S 2020 LEARNERS ALABAMA S 2020 SUPPORT SYSTEMS ALABAMA S 2020 PROFESSIONALS ALABAMA S 2020 SCHOOLS/SYSTEMS
Alabama Learners Alabama Support Systems Alabama Professionals Alabama Schools and Systems Achievement Growth Gap College and Career Readiness Program Reviews Graduation Rate Attendance Participation Rates Effective teachers and leaders as measured by EDUCATE Alabama, LEADAlabama, and multiple measures of student performance Local Indicator(s) from School/System Improvement Plan Weight 90-110 Weight 30-50 Weight 50 Weight 10
Phases of Implementation The four components of Alabama PLAN 2020 will be implemented over a four-year period.
Phase I Data Elements Achievement Gap Graduation Rate Attendance
Achievement Reading Proficiency (Subgroups Displayed) Mathematics Proficiency (Subgroups Displayed) Achievement is determined based upon the percentage of proficient students meeting the Annual Measureable Objective (AMO) in the areas of reading/language and mathematics utilizing assessments in tested grades.
Gap Reading Proficiency (Subgroups used to calculate Gap) Mathematics Proficiency (Subgroups used to calculate Gap) Graduation Rate (Subgroups used to calculate Gap) Gap will be determined based upon student groups that traditionally perform below achievement level. The Gap group will consist of students identified in the following subgroups: Black, English Learners, Hispanic, Poverty, and Special Education. The percentage of proficient students from these subgroups will be combined to determine the Gap.
Graduation Rate Graduation Rate 4-Year Cohort Graduation Rate (Subgroups Displayed) 5-Year Cohort Graduation Rate (Subgroups Displayed) The cohort graduation rates will be used. The graduation rate will be calculated using both four-year and five-year cohort rates.
Attendance Attendance Average Daily Attendance (Subgroups Displayed) Attendance rate will be utilized for schools without grade 12. The goal is 95% or higher. ATTENDANCE WILL BE BASED ON THE 9th MONTH REPORT.
Baseline Data and Setting of Targets and AMOs Fall 2014 Each school/district will have a set of targets (AMOs) for Phase I indicators to ensure that schools are accountable for the college- and career-readiness of all students. AMOs will be set in annual equal increments toward a goal of reducing by half the percentage of students in the all student group and in each subgroup who are not proficient within six years. The percentage of targets met across all indicators that have sufficient data will be reported.
Phase I Data Elements Achievement Reading Proficiency (Subgroups Displayed) Annual Measurable Objectives Gap Reading Proficiency (Subgroups used to calculate Gap) Mathematics Proficiency (Subgroups used to calculate Gap) Graduation Rate (Subgroups used to calculate Gap) Annual Measurable Objectives Graduation Rate 4-Year Cohort Graduation Rate (Subgroups Displayed) 5-Year Cohort Graduation Rate (Subgroups Displayed) Annual Measurable Objectives Attendance Average Daily Attendance (Subgroups Displayed) Annual Measurable Objectives
Phase II Data Elements Learning Gains College and Career Readiness Program Reviews Effective Teachers and Leaders Local Indicators
Learning Gains Learning Gains Reading Proficiency (Subgroups TBD) Mathematics Proficiency (Subgroups TBD) Annual Measurable Objectives Learning gains will be formulated based upon the percentage in each subgroup demonstrating learning gains in mathematics and reading over the previous year(s).
College and Career Readiness College and Career Readiness will be determined based upon the percentage of high school graduates who successfully met an indicator of readiness for college or career. Possible consideration for College and/or Career Readiness may consist of one of the following: Benchmark scores on the reading and math section of the ACT test, qualifying score on an AP or IB exam, approved transcript college or postsecondary credit while in high school, benchmark level on the ACT WorkKeys or approved industry credentials.
Program Reviews Program reviews will cover areas that are typically not covered by standardized tests and could include program areas such as art, 4-year plans, JROTC, etc. A measure for evaluation will be developed. AMOs will be determined for each school and district.
Effective Teachers and Leaders Development and implementation of a professional growth evaluation system for teachers and leaders that include multiple measures. Measures for evaluation will be determined.
Local Indicators Local districts will have the opportunity to declare one local indicator with an AMO that is unique to that district/school and is part of its Continuous Improvement Plan. The Alabama State Department of Education will review and approve local indicators. A measure for evaluation will be determined. AMOs will be established for each school and district.
Phase I and Phase II Data Elements Participation Rate 1. Participation rate will continue to be reported by applicable subgroups. 2. Rates will be included in the Continuous Improvement Plan as a data point. 3. Schools with participation rates below 95% must include action steps for improvement. 4. Points will be deducted from total School Performance Index Score when a school fails to make participation rate. 5. Schools that do not improve the participation rate to 95% by the second year will be identified and must provide reasons by individual student for nonparticipation. 6. Schools with less than 95% participation in mathematics or reading/english language arts will fail to qualify as a Reward School. 7. One of the exit criteria for Priority and Focus Schools is 95% participation in administered assessments.
School Performance Index The School Performance Index is the combined total number of points earned from each category of the accountability model: Alabama Learners Alabama Support Systems Alabama Professionals Alabama Schools and Systems
Accountability Data Elements
School Performance Index The School Performance Index will be implemented in two phases utilizing the Accountability Data Elements.
School Performance Index Phase I will be implemented in 2013-2014. This phase will include the following components: Achievement Gap Attendance (K-8 schools) Graduation Rate (Schools with grade 12) The performance index for Phase I will equal 90 possible points.
Grade K-8 Grade Span School Performance Index Weights Phase I Achievement Proficiency 40 Points Possible Gap 30 Points Possible Attendance 20 Points Possible 20 Points for Math 20 Points for Reading 15 Points for Math 15 Points for Reading Grade Span Achievement Proficiency Gap Graduation Rate Grades 9-12 25 Points Possible 25 Points Possible 40 Points Possible 12.5 Points for Math 12.5 Points for English 4 Year Cohort Graduation Rate by Subgroups 30 Points for 4 Year Cohort Graduation Rate 10 Points for 5 Year Graduation Rate Grade Span Achievement Proficiency Gap Graduation Rate Grades K-12 Unit School or District 25 Points Possible 12.5 Points for Math 12.5 Points for English 25 Points Possible 5 Points Math 5 Points Reading 15 Points 4 Year Cohort Graduation Rate 40 Points Possible 30 Points Four Year Cohort Graduation Rate 10 Points Five Year Graduation Rate
School Performance Index Phase II will be implemented in 2015-2016. The components within this Phase will be added to the Phase I components to create the new performance index. Achievement Gap Attendance (K-8 Schools) Graduation Rate (Schools with a Grade 12) Learning Gains (Growth) College- and Career- Readiness Program Reviews Effective Teachers and Leaders Local Indicators Phase II components will equal 200 points.
Grade Span School Performance Index Weights Phase II Achievement Proficiency Gap Attendance Learning Gains Program Reviews Effective Teachers and Leaders Local School Indicator Grades K-8 40 Points Possible 20 Points for Math 20 Points for Reading 30 Points Possible 15 Points for Math 15 Points for Reading 20 Points Possible 40 Points Possible 20 Points Math Proficiency 20 Points Reading Proficiency 10 Points Possible 50 Points Possible 10 Points Possible Grade Span Achievement Proficiency Gap College- and Career Readiness Learning Gains Program Reviews Effective Teachers and Leaders Local School Indicator Graduation Rate Grades 9-12 15 Points Possible 7.5 Points Math 7.5 Points English/LA 15 Points Possible 4 Year Cohort Graduation 20 Points Possible (Listed Below) 40 Points Possible 20 Points Math Proficiency 20 Points Reading Proficiency 10 Points Possible 50 Points Possible 10 Points Possible 40 Points Possible 30 Points 4 Year Cohort 10 Points 5 Year Cohort Possible consideration for College and/or Career Readiness may consist of one of the following: Benchmark scores on the reading and math sections of the ACT test. Qualifying score on an AP or IB exam. Approved transcripted college or postsecondary credit while in high school. Benchmark level on the ACT WorkKeys. Approved industry credential.
School Performance Index Weights Phase II Phase 2-200 Possible Points 2015-2016 Achievement Proficiency Gap College and Career Readiness Learning Gains Program Reviews Effective Teachers and Leaders Local Indicator Graduation Rate Grades K-12 Unit School or District 15 Points Possible 7.5 points Math 7.5points Reading 15 Points Possible 5 points Math 5 points Reading 5 points Four Year Cohort Graduation (Subgroups) 20 Points Possible ACT Benchmarks in Reading and Math or other College and Career Ready Measure* 40 Points Possible 20 points Math Proficiency 20 points Reading Proficiency 10 Points Possible 5 Points K-8 5 Points 9-12 50 Points Possible 10 Points Possible 5 Points K-8 5 Points 9-12 40 Points Possible 30 points- Four Year Cohort Graduation 10 Points-Five Year Cohort Graduation Rate ( All Students )
Achievement
Calculations of AMOs Set AMOs in annual equal increments toward a goal of reducing by half the percentage of students in the all students group and in each subgroup who are not proficient within six years.
AMO Sample
Levels of Support and Intervention
Priority School Definition Definition of priority is: Priority Schools will be those schools that are the lowest performing schools in the state. The following will be used to identify Priority Schools: All funded SIG Tier I and II schools All schools with a Graduation Rate of less than 60% Schools with the lowest ranking achievement that have not shown progress (2010 to 2012) The lowest ranking achievement scores until at least 5% of Title I schools are named The data sources are 2010, 2011, and 2012 AHSGE, ARMT and AAA assessments The 3-years of data are averaged together
Focus School Definition Definition of focus is: Focus Schools are schools with large gaps between subgroups. The following will be used to identify Focus Schools: A gap index score that falls within the lowest 10% of the Title I schools Any school with a within-school achievement gap that is among the largest gap between the highest and lowest performing subgroup index scores within a subject. Schools are selected from this list until at least 10% of Title I schools in the state have been identified. The data sources are 2011 and 2012 ARMT, AAA, and graduation rate A school cannot be both Priority and Focus Priority Schools will be excluded from the focus list
Torchbearer Reward Schools Torchbearer Reward Schools will continue to be identified for 2013, 2014, and 2015 Beginning in 2016, the Torchbearer school definition will be modified to include all schools meeting the criteria regardless of their Title I status Both High Performing and High Progress schools will be identified
Priority/Focus Schools Support Support and Intervention Teams will partner with the LEAs to: Conduct comprehensive needs assessment focused on 8 Turnaround Principles Review Feeder Pattern data Use CIP (SIP for districts) to collect, review, and prioritize data and needs Use CIP(SIP for districts) to focus on student achievement, learning gains, and closing achievement gaps Develop 30-, 60-, 90-day action plans Provide differentiated support/services to address schools/district needs Monitor implementation of support Monitor progress of student achievement and learning gains Build capacity and sustainability through a three-year commitment
Priority Schools Priority School Exit Criteria To exit Priority School status, a school must: 1. Implement intervention services for a minimum of three consecutive years; 2. Rank higher than the lowest 5 percent of Title I schools for two or more consecutive years (as measured by rank order on total school performance index score). 3. High schools that had a graduation rate of less than 60% must show improvement by increasing the graduation rate to 70% or above for two consecutive years. 4. Maintain a participation rate of 95% or more on administered assessments. 5. Meet or exceed the AMO goals for the all students subgroup for two consecutive years.
Focus Schools Focus School Exit Criteria To exit Focus School status, a school must: 1. Meet or exceed the AMO goals for the applicable gap subgroup(s) performance for two consecutive years. 2. Rank higher than the lowest 10% of the Title I schools in the state. 3. Maintain a participation rate of 95% or more on administered assessments.
Public Reporting 1. The ALSDE is currently partnering with Alabama Supercomputer Authority to develop a new state accountability reporting data system. This system will build upon the statewide student management system and the ALSDE Accountability Reporting system. 2. The goal of ALSDE is to report all data in a way that makes the information transparent, understandable, accessible, and useful. 3. District personnel will have access to the data based upon the level of permissions assigned. 4. Access to student-level data will be available through a series of reports. 5. The Alabama State Department of Education (ALSDE) will publish each school s annual measurable objectives (AMOs) and whether they were met on an annual basis. 6. Data that is currently available on www.alsde.edu will be enhanced to include all areas of the new accountability system. 7. All components of the indicators will be viewable in the new data system.
Subgroup 2013 Performa nce Target School Proficiency % AMO Goal Reading/LA All Students 89.6 90.5 Met American Indian 94.0 89.5 Not Met Asian/Pacific Islander 94.3 95.9 Met Black 83.6 85.1 Met English Learners 74.7 73.0 Not Met Hispanic 83.2 84.7 Met Multi-Race 90.4 91.3 Met Poverty 85.5 81.9 Not Met Special Education 60.2 63.8 Met White 93.2 91.8 Not Met Mathematics All Students 87.2 88.3 Met American Indian 90.3 91.2 Met Asian/Pacific Islander 93.6 91.2 Not Met Black 79.0 80.9 Met English Learners 79.6 77.5 Met Hispanic 85.5 85.8 Met Multi-Race 89.4 90.4 Met Poverty 82.6 84.2 Met Special Education 61.7 65.2 Met White 91.5 92.3 Met
Major Differences Between the Two Accountability Models NCLB goal of 100 percent proficient replaced with new goal of reducing proficiency gaps by half by 2017 NCLB accountability status labels eliminated -> only using accountability & assistance levels for all schools AYP replaced with new performance measure that incorporates student growth & other indicators Enhanced focus on subgroups (N Count = 20 for sub groups) SES & choice requirements replaced by supports & interventions responsive to identified needs
ACT 2012-402 ACT 2012-402 requires the State Superintendent of Education to develop a school grading system reflective of school and district performance and to create the Legislative School Performance Recognition Program. This system will utilize a traditional A-F grading system. An A-F Task Force has been assigned to develop the new A-F Grading System and make recommendations to the State Superintendent.
Alabama Accountability Act Alabama Accountability Act Failing Schools List (i) Tier I and Tier II SIG Eligible Schools (iii) Lowest Performing 6% (three of six years)
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