Progress Report on the Development of a School Accountability Model for NH

1. Progress Report on the Development of a School Accountability Model for NH Scott Marion Center for Assessment NH Accountability Task Force August 16, 2016

2. Plan for the Day 9:00 Welcome and policy updates 9:15 Major issues to address for ESSA Accountability 9:30 Digging into English language proficiency measurement and accountability— 10:15 Update on 65% x 2025 11:00 Other indicators of school quality for elementary and middle school 11:55 Next steps and next meetings • September 9 9:00-Noon • October 4 9:00-Noon • November 2 1:00-4:00 • December 8 9:00-Noon Noon Adjourn NH Accountability Task Force_August 16, 2016

3. Progress so far… • Agreement on the general model • Agreement on the achievement indicators • Need to determine specific metrics • Agreement on growth indicator • General agreement on the “5th indicator” at the HS level • General agreement on graduation rate • Yes, we still have lots of details to work out on all of these… NH Accountability Task Force_August 16, 2016

4. The Indicators in an Elementary/Middle Model PACE Determinations for Volunteer Schools NH Accountability Task Force_August 16, 2016

5. The Indicators in a High School Model PACE Determinations for Volunteer Schools NH Accountability Task Force_August 16, 2016

6. Major outstanding issues • Starting work today… • Including progress of EL students in developing English language proficiency • Establishing ambitious long-term and interim goals • Honing in on our decisions about high school readiness • Identifying the “5th indicator(s)” for middle and elementary school • Work to come… • Addressing the performance of all identified subgroups (reporting, accountability, targeted support) • Identification of schools for comprehensive and targeted support • Developing a useful and actionable reporting system NH Accountability Task Force_August 16, 2016

7. Proposed ELP Regulatory language • Establish ambitious long-term goals and measurements of interim progress for English learners toward attaining English language proficiency, as measured by the State’s English language proficiency assessment, that set expectations for each English learner to make annual progress toward attaining English language proficiency and to attain English language proficiency; and • Determine the State’s long-term goals and measurements of interim progress for English learners by developing a uniform procedure for setting such goals and measurements of interim progress that would be applied consistently to all English learners in the State, must take into account the student’s English language proficiency level, and may also consider one or more of the following student-level factors at the time of a student’s identification as an English learner: (1) time in language instruction educational programs; (2) grade level; (3) age; (4) Native language proficiency level; and (5) limited or interrupted formal education, if any. NH Accountability Task Force_August 16, 2016

8. Identification of Schools • Use state determined methodology starting in 2017-18 and at least once every three years thereafter to produce a statewide category of schools for comprehensive support and improvement for schools in the following categories: • lowest performing 5% of schools • HS with graduation rate less than 67% • Schools with low performing subgroups • State system can produce determinations more frequently or include more performance categories NH Accountability Task Force_August 16, 2016