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School Progress 2012 Results: ESEA Flexibility and Achievement Targets

This media briefing discusses the importance of improving learning for all students and the strategies schools should adopt to reflect their needs. It highlights the use of ESEA Flexibility and the establishment of Annual Measurable Objectives (AMOs) based on Maryland's ESEA Flexibility Request. The briefing also explains the Elementary and Middle School Components, including proficiency progress, participation rate, and attendance rate indicators, to measure school progress.

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School Progress 2012 Results: ESEA Flexibility and Achievement Targets

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  1. Media Briefing School Progress2012 ResultsMary L. Gable- Assistant State Superintendent Division of Academic PolicyJuly 10, 2012

  2. ESEA FLEXIBILITY • All schools should improve the learning of all students. • Schools have different needs and operate in specific contexts - the strategies they adopt for improvement should reflect their needs. • School performance targets should reflect the school’s history of student performance.

  3. ESEA FLEXIBILITY • Schools should be judged by • the progress they make towards improving the learning of all students, in the aggregate and by subgroup. • the extent to which they close subgroup gaps in achievement.

  4. School Progress • Moving to Realistic and Achievable targets through ESEA Flexibility • New Annual Measurable Objectives (AMOs) approved by USDE as part of Maryland’s ESEA Flexibility Request • Uses MSA results and attendance data

  5. Elementary and Middle School Components • Three indicators: • Proficiency Progress Reading and Mathematics Proficiency All Student group and at each subgroup • Participation Rate • All Student group and at each subgroup • Attendance Rate • All Student group only

  6. Proficiency Progress • Establishing AMOs - Calculations • 50% reduction of basic proficiency by 2017 (Subtract the non-proficient number from 100, divide in half, then divide this number by 6) • Target increases in equal increments for the 6 years from 2012 to 2017 • For “all students” group and each subgroup • 2011 assessment results used as the baseline year for setting AMOs • Each school for all and each subgroup has its own unique targets based on its baseline year results

  7. Examples of Achievement Targets

  8. School Progress “Cells” Chart

  9. 2012 School Progress Results • 84.8% of schools met the target for “all students”. • There are 16,962 subgroups (cells) in 1,127 elementary and middle schools. • 95.2% of all subgroups met their target for 2012 – that is 16,141 subgroups that met their target.

  10. Accountability: Changing the Model

  11. Summary • “The progress of each school toward meeting their own unique targets provide valuable information over time on the effectiveness of instructional strategies, the inherent needs of the students and the extent to which the school is fulfilling those needs.”

  12. Media Briefing Questions and Discussion

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