WV's New Accountability System: Designations, Targets, and AMOs

1. ESEA Flexibility Designation Overview Index Targets and Proficiency-based Annual Measureable Objectives (AMOs)

2. Agenda • Introduction and Overview • Designations Introduction • Labels • Handout and Notes • WV’s Proposed System • Schoolwide Index • Subgroup Specific Annual Measurable Objectives • Walking Through Each Designation

3. Principle 2State-Developed Differentiated Recognition, Accountability, and Support 2.A: Develop and implement a State-based system of differentiated recognition, accountability, and support 2.B: Set ambitious but achievable annual measurable objectives 2.C: Reward schools (highest-performing & highest-progress schools) 2.D:Priority schools (lowest-performing) 2.E: Focus schools (largest achievement/graduation rate gaps) 2.F: Provide incentives and supports for other Title I schools 2.G: Build SEA, LEA, and school capacity to improve student learning

4. WV’s Old Accountability System • Adequate yearly progress (AYP) • 3 successive on/off switches • Participation Rates • Attendance/Graduation Rates • Annual Measurable Objectives (Proficiency) • Sanctions based on on/off • Differentiation of support based on length of time “not making AYP”

5. Old Adequate Yearly Progress Annual Measurable Objectives (Proficiency Rates) Attendance/ Graduation Rates Participation Rates

6. Old Trajectory

7. Old Trajectory

8. Transitioning to a New System • WV’s ESEA Flexibility Request • Multiple Measures • Schoolwide considerations (i.e., holistic) • Subgroup-specific considerations (i.e., individualized) • Differentiated recognition, services, and support

9. WV’s Key ESEA Flexibility Components • Why 2 components? • Holistic Targets – Schoolwide Performance • Individualized AMOs – Subgroup-specific performance • Both allow for • Targeted goal-setting • Targeted service-provision • Progress monitoring

10. WV’s Accountability System • 5 Designations that differentiate recognition, services, and support: • Priority • Support • Focus • Transition* • Success*

11. WV’s Accountability Designations *Reward criteria include High-progress and High-performance indicators

12. Pause for Thought • Examine your handout • Each designation is named • Please take notes as we go through under each Designation • Stop me for clarification at any point

13. 5 Designations: How do they work? • In any system, designations or classifications should be assigned meaningfully. • Priority • Support • Focus • Transition* • Success* • Consider the old system…

14. Old vs. New • How could you use the “Old AYP” process to assign schools into one of 5 designations? • What problems could there be? • What advantages could there be?

15. Categorizing Schools into Designations • WV’s New System: • Schoolwide progress on multiple measures • Subgroup-specific proficiency rates • Goals: • Holistic school improvement • Targeted, subgroup-specific improvement • Give credit for progress on both

16. A Two-Part System • Holistic Schoolwide Performance • The West Virginia Accountability Index • Multiple measures • Considers growth and relative performance • Subgroup-Specific Performance • Annual Measurable Objectives (AMOs) • Proficiency rate expectations for subgroups • Considers current absolute performance

17. How are these applied? • School context considered throughout: • Every school gets its own starting point • All schools have the same expectations • Every school has the same end point • Every school gets its own trajectory • Requires successively higher rates of progress • Higher performing schools are expected to continue increasing • Lower performing schools must improve at faster rates

18. What is the First Part? The West Virginia Accountability Index (WVAI) • Multiple measures • Achievement • Achievement Gaps • Growth • Graduation Rates/Attendance Rates

19. What is the First Part? The West Virginia Accountability Index (WVAI) • Achievement • Progressively more points for more students who are proficient • Math and Reading

20. What is the First Part? The West Virginia Accountability Index (WVAI) • Achievement Gaps • An average achievement gap across all subgroups in a school • N size of 20 • Subgroup vs. Non-subgroup membership (low-SES vs. non-low-SES)

21. What is the First Part? The West Virginia Accountability Index (WVAI) • Growth • Are students demonstrating growth right now? • Are students on track to be proficient in three years or sooner?

22. What is the First Part? The West Virginia Accountability Index (WVAI) • Graduation/Attendance Rates • Attendance rate: • How close is your attendance rate to 100%? • Attendance rate no longer is a pass/fail • Graduation rate: • How close is your graduation rate to 100%? • Graduation rate no longer is a pass/fail

23. How the IndexComponents Fit Together • Each of the WVAI components (achievement, gaps, growth, graduation/attendance rates) add up to a WVAI Index Score • Each school has a unique Index Score • Each school (within a programmatic level) has the same target • Each school has its own trajectory

24. Sunnyside Middle School

25. Sunnyside Middle School • Why are they making progress on the WVAI? • Moderately high achievement • Moderately low achievement gaps • High growth • Average attendance rates

26. Shadyside Middle School

27. Shadyside Middle School • Why might this school be missing the mark? • Consider the WVAI Index components • Note: this school is showing some improvement • How could we use areas of decline as way to target support?How? • WVAI Index Components • Different questions • Specific interventions or services based on the areas of need

28. What is the Second Part? • Subgroup-Specific Annual Measurable Objectives (AMOs) • A single measure of proficiency • A snapshot measure • A measure for each valid subgroup in a school

29. Subgroup AMOs • Still negotiating details, but… • Common expectations for all (a single end point) • Unique starting points for each school (individualized starting points) • Unique trajectories for each school and each subgroup

30. Consider our 2 Examples • Sunnyside Middle School • Small middle school • Generally high performing • Has traditionally made AYP • What might be some points of concern? • Small school size = reduced # of cells • May have made it on confidence intervals

31. Sunnyside Middle School

32. Consider our 2 Examples • Shadyside Middle School • Large middle school • Generally low to moderately performing • Has traditionally not made AYP • What might be some points of concern? • Large school = multiple cells • Others?

33. Shadyside Middle School

34. Concerns Revisited • Under the new ESEA Flexibility • Small schools are no longer shielded by “cell size” and “minimum n” • Large schools are no longer inequitably identified • 95% of schools have multiple subgroups to examine achievement gaps • Others?

35. Two Trajectories • Schools are expected to make progress toward a • WVAI trajectory; and • Subgroup-specific AMOs • How do these fit together to define: • Priority Schools • Support Schools • Focus Schools • Transition Schools • Success Schools

36. Subgroup-specific AMO WVAI Target Success • Transition • Support

37. 3 Very Specific Cases • Priority • Persistently lowest performing • Achievement only • Focus • Largest achievement gaps • Achievement for elementary and middle schools • Graduation rates for high schools • Reward Criteria • High progress – highest growing • High achieving – highest performing

38. Let’s Recap Turn to table: Define each Designation *High-progress and/or High-performance criteria

39. How the two parts fit together • Juan sees a benefit to 2 “trajectories” • WVAI targets • Subgroup-specific AMOs • What are some of your initial concerns? • Turn and talk with your table • Describe those concerns • Strategize how to address those concerns

40. Concerns and Resulting Strategies

41. How the two parts fit together • Juan sees a benefit to 2 “trajectories” • WVAI targets • Subgroup-specific AMOs • Why am I saying there is a benefit? • Turn and talk with your table • Identify the benefits to this system • Overall designation • Individual components

42. Benefits

43. Questions so far?

44. Delving into the Designations • Priority & Focus • Support • Transition • Success • Reward Criteria

45. Priority What catches your attention? ? • WVAI Components • Achievement • Gap • Growth • Graduation Rate • Subgroup-Specific AMOs • Making inconsistent progress • Among lowest persistently performing schools in state ?

46. Focus What catches your attention? ? • WVAI Components • Achievement • Gap • Growth • Graduation Rate • Subgroup-Specific AMOs • Making inconsistent progress • Schools with the largest gaps in the state ?

47. Discussion • Priority schools have very specific challenges to address. What are they? • Focus schools have very unique challenges to address. What are they? (discuss and share) • How might focus schools differ in WVAI scores? • How might focus schools differ in subgroup AMOs?

48. Reward Criteria • Reward criteria are applied only to the top two designations • Reward criteria include • Highest progressing schools (highest growth) • Highest performing schools (highest proficiency rates)

49. Support Schools • WVAI Components • Low Achievement • Large Gaps • Low Growth • Low Graduation Rates • School is not making WVAI Target • Subgroup-Specific AMOs • Making inconsistent or noprogress • Students are not reaching proficiency-based AMOs

50. Support Schools • What are areas of needed support? • WVAI • Subgroup AMOs • How could we define goals for this school? • How do we structure communication about this school?