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ESEA FLEXIBILITY WAIVER

ESEA FLEXIBILITY WAIVER. Principle 2 – Accountability System Alaska’s Proposal September 6, 2012 Alaska Department of Education & Early Development. Principle 2 - Accountability & Support. Requirements for waiver: Accountability system for all schools

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ESEA FLEXIBILITY WAIVER

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  1. ESEA FLEXIBILITY WAIVER Principle 2 – Accountability System Alaska’s Proposal September 6, 2012 Alaska Department of Education & Early Development

  2. Principle 2 - Accountability & Support Requirements for waiver: • Accountability system for all schools • Provide a state developed differentiated accountability system for all schools to improve student achievement and school performance, close achievement gaps, and increase the quality of instruction for all students • AMO targets • Set ambitious but achievable AMO targets for the percent of students proficient in English/Language Arts and Math; report for all students and all NCLB subgroups annually • Incentives and supports for all Title I schools • Build state, district, and school capacity to improve student learning in all schools

  3. Alaska School Performance Index • ASPI is rating system for overall performance for all schools • Includes college and career ready indicators, with each indicator weighted in the overall score • Based on 100 point scale • Indicators for grades K-8 and grades 9-12 • Schools with students that cross both grade spans (including K-12) have indicators for each grade span, weighted by % of students in school in each grade span • School receives rating from 1-star to 5-stars (highest)

  4. Academic Achievement Indicator • Based on all students group • Average of % proficient on three tests • Reading • Writing • Math • Weighted 35% for grades K-8, 20% for grades 9-12 • All students tested are included, not just “full academic year” students

  5. 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) • Subgroups included if 5 or more students test in that subgroup • Each subgroup included weighted 10% of progress score; all students group receiving remaining % of weighting • Progress indicator weighted at 35% for all grades

  6. Primary Subgroups • Subgroups included based on lowest performing statewide and greatest percent of students included

  7. Progress Indicator ExampleSchool with 3 subgroups

  8. Attendance Rate • Weighted at 25% for grades K-8, 10% for grades 9-12 • Incentive for attendance >= 90

  9. Graduation Rate • Use higher of 4-year or 5-year cohort rate (required graduation rate formula)

  10. Graduation Rate for Small Schools • For schools that have 25 or fewer students in the cohort (the denominator of the fraction used to compute the graduation rate), the school will receive points on the graduation indicator based on aggregated graduation rate data for up to three consecutive years, including the current year, so that the aggregated cohort (denominator of the fraction) is larger than 25. For schools that have insufficient data to make a graduation rate determination with a cohort of at least 25 students over three consecutive years, and the cohort for the current year is two or fewer, the school will receive 50 points on the graduation rate indicator if the graduation rate for four consecutive years, including the current year, demonstrates progress of at least 3%.

  11. College & Career Ready Indicator • Points earned for each certificate/score level as shown – ACT & SAT scores levels align with APS scholarship levels • # students tested (current 12th graders tested in either 11th and/or 12th grades) in any WorkKeys, ACT, or SAT assessment • % calculated based on total number of points earned divided by number of students tested

  12. Participation Rate • SBAs weighted at 5% for all grades • WorkKeys weighted at 2% for 11th graders who take test

  13. Indicators for Elementary/Middle Grades K-8

  14. Indicators for High School Grades 9-12

  15. Sample ASPI Chart K-8 School

  16. Sample ASPI Chart High School

  17. Sample ASPI Chart K-12 grades

  18. Summary of ASPI Scores & Ratings

  19. Comparison of Stars and AYP

  20. AMO Targets • Reduce by ½ the percentage of students (all students and each traditional NCLB subgroup) who are not proficient in equal increments within six years in: reading, writing, and mathematics • Set for state as a whole and for each individual school – school meets AMO target if either state target or school target is reached • Used for reporting progress on AMOs and for identification of schools not closing gaps for subgroups • Must use 2011-2012 data as baseline year • If waiver is approved, will be used for 2012-2013 tests

  21. AMO Calculation Example

  22. State AMO Targets

  23. State AMO Targets

  24. Incentives & Supports - All Schools • All schools and districts have support at universal level from State System of Support (SSOS) • State reviews schools in all star ratings • Schools with 3 to 5 stars with subgroup achievement gaps required to create plan to address specific areas – district responsibility to oversee school plans

  25. Highest Performing Reward Schools • Reward schools - 2 categories • Highest-performing – in each category: EM, HS, and K-12 • Rank schools in order of ASPI score from greatest to least • Find up to the top 10% based on the ASPI score that meet the following criteria: • Made AYP based on 2011 and 2012 tests. (Beginning in 2013, will need to meet AMO targets instead of AYP) • Graduation rate must be at least 85% average over the two most recent consecutive years for schools with 12th grade • Must be a 4-star or 5-star school

  26. High Progress Reward Schools • High progress – in each category: EM, HS, and K-12 • Rank schools in order of overall school growth & proficiency index • Find the top 10% based on the G&P index that meet the following criteria: • Growth & proficiency index for all students average over 3 consecutive 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 the two most recent consecutive years for schools with 12th grade.

  27. Recognition for Reward Schools • All reward schools • Announcement on EED website, through Information Exchange, and press releases • 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

  28. 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)

  29. Lowest Performing Schools • State performs desk audit (review of data) of schools with 1- and 2-star ratings • ASPI score • Growth & proficiency index for subgroups • AMO targets • Graduation rate • State reviews performance of district through levels of schools in district

  30. 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 1- and 2-star schools

  31. Title I Priority Schools • Lowest performing 5% of Title I schools • 14 Title I schools selected from 1-star schools – based on lowest ASPI scores & factors including: • SBA proficiency rates in all-students group & 4 primary subgroups over 3 years • Growth & proficiency index scores averaged over 3 years • Graduation rates of 60% over three consecutive years • SIG status • 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, meaningful interventions aligned with turnaround principles • Turnaround principles will be aligned with the 6 domains of Alaska’s Effective Schools Framework

  32. 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

  33. Consequences & Supports forPriority Schools • Use AK STEPP for comprehensive turnaround plan aligned with 6 domains of AK Effective Schools Framework • Intensive level of support/intervention from SSOS • On-site coach (1 week per month) • Participation in initiatives such as Leadership Academy, Curriculum Alignment Institutes, Principal and Teacher Mentoring • Funding through SIG 1003g funds, School Improvement 1003a, and 20% Title I allocation in lieu of SES/Choice

  34. 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

  35. Title I Focus Schools • 10% of Title I schools with low performance or achievement gaps within the school or between the school and the state 28 schools • After the identification of the Title I priority schools, from the remaining list of Title I schools with a 1-star or 2-star rating, sort all schools from least to greatest ASPI score. • Include the remaining 1-star schools not selected as priority schools, and include as many 2-star schools in rank order from least to greatest ASPI score to determine remaining focus schools

  36. Consequences & Supports • Focus Schools have targeted level of support from SSOS • 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. • Make school improvement funds available from Title IA, 1003(a). • Require district to use up to 20% as a district set-aside from its Title I allocation to serve focus schools (in lieu of the set-aside required for SES and school choice). • Make content support available from SSOS content program managers. • Provide support for ELL or SWD student subgroups through additional resources and professional development through contracts with external partners for specific areas of need.

  37. 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% (average of three consecutive most recent school years)

  38. NCLB Provisions Waived • If Alaska’s proposal is approved, the following provisions of the current law will be waived: • Alaska will not report whether schools have made adequate yearly progress (AYP). • Alaska will not identify schools under the current labels of improvement, corrective action, or restructuring. • Alaska will not identify districts for improvement or corrective action. • Alaska will no longer require the consequences in the current law for schools in improvement, corrective action or restructuring. • Alaska will no longer require schools to offer public school choice or supplemental educational services (SES) in schools identified for improvement. Districts may offer these options to parents if desired.

  39. NCLB Provisions Waived • Alaska will no longer require districts to set-aside 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. • Alaska will no longer require the district to use 10% of its Title I allocation for professional development for a district in corrective action.

  40. More Information • The complete ESEA Flexibility Waiver Proposal is posted on the Alaska Department of Education & Early Development website at: http://education.alaska.gov/nclb/esea.html • Questions on Principle 2 may be addressed to: • Margaret MacKinnon, margaret.mackinnon@alaska.gov • Erik McCormick, erik.mccormick@alaska.gov • Paul Prussing, paul.prussing@alaska.gov

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