1 / 41

Alaska’s New Accountability System

Alaska’s New Accountability System. Approved under Principle 2 of the ESEA Flexibility Waiver May, 2013 Alaska Department of Education & Early Development. Accountability Components. Alaska School Performance Index Weighted index score provided for every school

shana
Download Presentation

Alaska’s New Accountability System

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Alaska’s New Accountability System Approved under Principle 2 of the ESEA Flexibility Waiver May, 2013 Alaska Department of Education & Early Development

  2. Accountability Components • Alaska School Performance Index • Weighted index score provided for every school • School receives star rating based on ASPI score • Annual Measurable Objective targets (AMOs) • Goal to reduce percent of not-proficient students by half over 6 years • No longer requires 100% proficiency by 2013-2014 • Reported annually for all schools and districts • Graduation Rate • Reported annually for all students and all subgroups in schools with 12th graders

  3. Alaska School Performance Index • College and career ready indicators: • Academic achievement (all schools) • School progress (all schools) • Attendance rate (all schools) • Graduation rate (schools with 12th grade) • WorkKeys/ACT/SAT scores (12th graders) • WorkKeys participation rate (11th graders) • Indicators weighted based on grade spansK-8 and 9-12 • Total points based on 100 point scale

  4. Star Ratings • Each school receives star rating based on ASPI • 5-stars = highest performing • 1-star = lowest performing

  5. Academic Achievement Indicator • Based on all students group • Average of % proficient on SBA tests • Reading • Writing • Math • All students tested are included, not just “full academic year” students • School must meet 95% participation rate; if not, all non-tested students are included as not proficient

  6. School 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) • Primary subgroups selected based on largest numbers or lowest performing statewide

  7. Subgroup Weighting for Progress • Each subgroup with at least 5 students testing is weighted as 10% of progress score; remaining % is attributed to all students group

  8. Progress Indicator ExampleSchool with 3 subgroups

  9. Attendance Rate • Points for attendance rate based on chart:

  10. Graduation Rate • Use higher of 4-year or 5-year cohort rate (required graduation rate formula) • Small schools may aggregate cohort over several years

  11. College & Career Ready • Points earned for each WorkKeys certificate level or ACT or SAT score as shown • Align with APS scholarship levels • Average scores of students tested (current 12th graders tested in either 11th and/or 12th grades) in any WorkKeys, ACT, or SAT assessment

  12. WorkKeys Participation Rate • Points for WorkKeys participation rate based on chart: • Calculated for 11th graders enrolled on October 1

  13. Indicators Weighted for Elementary/Middle Grades K-8

  14. Indicators Weighted for High School Grades 9-12

  15. Indicators Weighted for Combined Grades K-12 • Schools with students that cross both grade spans (including K-12) have a total ASPI score calculated by weighting the score for each grade span by % of students in school in each grade span • Example

  16. Sample ASPI Chart K-8 School

  17. Sample ASPI Chart High School

  18. Sample ASPI Chart K-12 grades

  19. AMO Targets • Targets set for state, district & school levels • Reduce by ½ the percentage of students not proficient in reading, writing, and mathematics within 6 years • Set in equal increments (based on 2012 test data) • Apply to all students group and all subgroups (includes all ethnic groups as defined under NCLB)

  20. AMO & Graduation Rate Reporting • Progress on meeting AMO targets reported annually beginning with 2013 tests • Only “full academic year” students included • Includes former LEP & SWD students for two years after exiting LEP or SWD status • Must meet participation rate to meet AMO target • School can meet target either at school level or state level • Graduation rates reported for all students group and all subgroups • Used also for identification of schools not closing achievement or graduation gaps for subgroups

  21. AMO Calculation Example

  22. State AMO Targets

  23. State AMO Targets

  24. School Designations & Supports • State designates Reward, Priority & Focus schools according to specific criteria • 1- and 2-star schools: district creates improvement plans & submit to EED • 3-star schools: district create improvement plans and oversees plan implementation • 4- or 5-star schools prepare plan for district oversight if: • School fails to meet AMOs 2 years in a row in subgroups or all students • Shows decline in growth & proficiency index • Shows decline in graduation rate • Has participation rate of less than 95%

  25. District Supports • Districts designated as Tier I, Tier II, or Tier III • Tier I • Minimal number or % of 1- or 2-star schools • Receives universal level of support for all schools/districts • Tier II • Moderate number or % of 1- or 2-star schools • State support, oversight, and technical assistance tailored to identified needs of district & schools • Tier III • High number or % of 1- or 2-star schools • State support, oversight, & technical assistance more comprehensive • May receive more intensive support or interventions if progress not demonstrated

  26. Reward Schools • Reward schools - 2 categories • Highest-performing (highest performing overall) • High Progress (closing the achievement gap) • Designate up to 10% of schools in each category each grade span as Reward schools • Elementary/Middle (students in grades K-8) • High School (students in grades 9-12) • Combination (students in grades K-12)

  27. Reward Schools Criteria • Highest performing • Up to top 10% based on the ASPI score that meet the following criteria: • Graduation rate at least 85% average over the 2 most recent years (for schools with 12thgrade) • Met AYP (or met AMO targets for all students and all subgroups) in prior two school years (meeting AMO targets includes meeting participation rate) • High progress • Up to top 10% based on the Growth & Proficiency index that meet the following criteria: • G & P index all students average over 3 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 2 most recent years (for schools with 12thgraders). • Must meet 95% participation rate

  28. Recognition for Reward Schools • All reward schools • Announcement on EED website, through Information Exchange, and press releases • Additional possible recognitions and rewards: • 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

  29. 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)

  30. Lowest Performing Schools • State performs desk audit (review of data) of schools with 1- and 2-star ratings • ASPI score • Growth & proficiency index average over 3 years • AMO targets & SBA scores for all students and subgroups with at least 5 members • Graduation rate over a number of years • May also include instructional audit information • State reviews performance of district through levels of schools in district

  31. 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 high % of 1- and 2-star schools

  32. Priority Schools • EED must designate at least 5% (14) Title I lowest performing schools as Priority Schools • May designate more than minimum number of Priority schools • Initial identification based on 2012 test data • Selected from 1- and/or 2-star schools – based on lowest ASPI scores & other factors including: • SBA proficiency rates and AMO targets in all-students group & 4 primary subgroups over 3 years; includes participation rate • Growth & proficiency index scores averaged over 3 years • Graduation rates of less than 60% over three consecutive years • 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 beginning in 2013-2014, comprehensive interventions aligned with all six required turnaround principles • Turnaround principles will be aligned with the 6 domains of Alaska’s Effective Schools Framework

  33. 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

  34. Consequences & Supports forPriority Schools • Use AK STEPP for comprehensive turnaround plan aligned with 6 domains of AK Effective Schools Framework • EED liaison to assist in planning & implementation • Intensive level of support/intervention from SSOS • On-site school improvement coach • Participation in initiatives such as Leadership Academy, Curriculum Alignment Institutes, etc. • Funding through competitive SIG 1003g funds, School Improvement 1003a, and 20% Title I allocation in lieu of SES/Choice

  35. 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

  36. Focus Schools • Must choose at least 10% (29) of Title I schools with low performance or achievement gaps within the school or between the school and the state • Initial designations based on 2012 data • Title I schools with a 1-star rating not designated as Priority will be designated as Focus. • Designate as many Title I 2-star schools in rank order from least to greatest ASPI score to determine minimum number of focus schools • EED may identify more than the minimum number of schools as Focus schools.

  37. Consequences & Supports for Focus Schools • 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. • EED liaison to assist in planning & implementation • Funding through School Improvement funds 1003(a), and 20% Title I allocation in lieu of SES/Choice • Targeted level of support based on identified needs including content area support and targeted support for subgroups such as ELL or SWD through additional resources and professional development through contracts with external partners for specific areas of need.

  38. 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%

  39. NCLB Provisions Waived • The following provisions of the current NCLB law are waived: • Adequate Yearly Progress (AYP) will not be reported. • Schools and districts will not be labeled as in improvement, corrective action, or restructuring. • The consequences specified in the current law for schools in improvement, corrective action or restructuring will not be applied. • Districts are no longer required to offer public school choice or supplemental educational services (SES) in schools identified for improvement. Districts may offer these options to parents if desired.

  40. NCLB Provisions Waived con’t. • Districts will not be required to use 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. • Districts will no longer be required to use 10% of its Title I allocation for professional development for a district in corrective action. All professional development provided with Title I funds must be provided to teachers in Title I schools.

  41. More Information • The final approved ESEA Flexibility Waiver Proposal is posted on the Alaska Department of Education & Early Development website at: http://education.alaska.gov/nclb/esea.html • Alaska regulations under 4 AAC 06.800-.890 are being amended to reflect the new accountability system under the approved waiver • Questions may be addressed to: • Susan McCauley, susan.mccauley@alaska.gov • Paul Prussing, paul.prussing@alaska.gov

More Related