New DC OSSE ESEA Accountability DC OSSE ESEA

New DC OSSE ESEA Accountability

DC OSSE ESEA Accountability Classification Overview I. DC OSSE Accountability System II. Classification of Schools III. Accountability Targets IV. Support V. Next Steps 2

DC OSSE ESEA Accountability System DC OSSE Accountability Model: • Takes both proficiency levels and growth into account • Classifies schools into one of five classifications to differentiate levels of support, resources and flexibility. • Shared Goal: 75% proficient in 5 years (reading, math and graduation) • Growth is expected for ALL students • Individualized targets tailored for each school and LEA (released August 17) • Flexibility in use of Title I funds • 32% of schools are identified for intensive support - 22 Focus Schools, 9 Focus LEAs - 32 Priority Schools, 6 Priority LEAs 3

DC OSSE ESEA Accountability - Introduction What are the changes in the Accountability Workbook? • Accountability Reporting Excludes: – – Schools with fewer than 40 students Schools with subgroups fewer than 25 students Students in the country for less than 1 year Students tested outside their regular grade level • Accountability Reporting Includes: – Full Academic Year (FAY) students – Students who exited ESL or Specialized Education programs in the past 2 years 4

DC OSSE ESEA Accountability – School Classification Process Criteria All Schools What it means Priority: Schools needing intense support to address low performance of all students • School Index Score of 25 points or below • Tier I or Tier II School Improvement Grant • Graduation rate less than 60% for 2+ consecutive years (2011, 2010) • Participation rate <95% for 2+ consecutive years • Previously ID’d as Priority School & without 3 years of progress • • LEAs reserve 20% Title I Funds Schools develop intervention plan Quality monitoring Professional development Focus: Schools needing targeted support to address large specific groups of students • Not Priority • Disproportionate Subgroup Performance • Significant Within School Subgroup Gap • Previously ID’das Focus School & without 2 years of progress • • LEAs reserve 20% Title I Funds Schools develop intervention plan Quality monitoring Professional development Reward: Schools with the highest levels of student performance and growth • Not Focus or Priority • School Index Score 80+ • Graduation rate >60% • Participation rate 95%+ • Ranking in top 5% in the state in composite annual growth • • • Public recognition Invitations to special program participation Eligibility for reward funding Rising/ Developing: Schools needing support to continue growth • Not Priority, Focus or Reward • Developing: School Index Score 45+ • Rising: School Index Score 26 -44 • • Professional development Ongoing guidance and technical 5 assistance

DC OSSE ESEA Accountability – School Classification SEA Engagement with DCPS/PCSB LEA/School Autonomy over Activities LEA/School Flexibility in Use of Federal Funds Priority Schools Very High Lower Focus Schools High Moderate Developing Schools Moderate High Rising Schools Moderate High Reward Schools Low Very High 6

DC OSSE ESEA Accountability – Index Values • To determine student proficiency level, find the applicable grade level, subject, and raw score for a student. – For example, Peter, a 5 th grade student, has a math score of 557. Using the table below, we can determine that Peter’s proficiency level for math for 2012 is: Basic High. Math Cut Scores & Ranges Grade Below Basic Low Below Basic High Basic Low Basic Middle Basic High Proficient Advanced 3 300 -319 320 -339 340 -345 346 -352 353 -359 360 -375 376 -399 4 400 -420 421 -442 443 -447 448 -452 453 -457 458 -473 474 -499 5 500 -520 521 -542 543 -547 548 -553 554 -559 560 -574 575 -599 6 600 -617 618 -635 636 -641 642 -647 648 -653 654 -667 668 -699 7 700 -717 718 -735 736 -740 741 -745 746 -751 752 -769 770 -799 8 800 -817 818 -835 836 -839 840 -844 845 -849 850 -867 868 -899 10 900 -916 917 -932 933 -938 939 -944 945 -950 951 -970 971 -999 7

DC OSSE ESEA Accountability – Index Values Minimum N = 25 Current Score Prior Score Below Basic Level Basic 2 Proficient Advanced Group L o w High Low Middle High All Low 0 20 40 60 80 100 110 High 0 0 20 3 40 60 100 110 Low 0 0 0 20 40 100 110 Middle 0 0 20 100 110 High 0 0 0 100 110 again. 1. In 4 th grade last year, Peter’s level was Basic Middle. 2. This year in math, Proficient Basic 1 Below Basic • Let’s look at Peter 0 0 0 100 110 All 0 0 0 100 110 No Prior Score 0 0 0 100 110 Advanced All Alternate Assessment 0 0 Peter’s level is Basic High. 3. Using the Index Value table, we can find that Peter’s Index Value is 20. 8

DC OSSE ESEA Accountability – School Index Scores • The School Index Score is calculated based on the Index Values of all Full Academic Year (FAY) students. • FAY students will have an Index Value for each exam he or she took. – A student who took both the ELA DC CAS and the math DC CAS will have two Index Values. • All Index Scores are averages of Index Values, and are calculated using the same process. 1. Count the number of all the applicable Index Values (n) 2. Sum all of the applicable Index Values (sum) 3. Divide the sum of all the applicable Index Values by the number of all applicable Index Values. sum / n = Index Score • For the School Index Score: sum all FAY Index Values, and divide the sum by the total number all FAY Index Values. 9

DC OSSE ESEA Accountability – School Index Scores Students at School A Math Values ELA Values Peter (Student 1) 20 40 Student 2 60 40 Student 3 0 0 (Students 4 -47) … … Index Values. Student 48 80 80 • School A has 50 FAY Student 49 40 60 Student 50 100 110 Sum of scores 3, 560 3, 090 Example: • Peter attends School A. • He took both the ELA and math DC CAS. – Therefore, Peter has two students. • All FAY students took both the ELA and math DC CAS. – Therefore, School A has 100 Index Values. 3, 560 + 3, 090 = 6, 650 1. The sum of all values (math & ELA) is 6, 650 2. Divide the sum of all values by 100 3. 6, 650/100 = 66. 5 is School A’s School Index Score. 10

DC OSSE ESEA Accountability – School Index Scores Students scoring advanced School Index Value Students showing growth from previous year Students scoring proficient and above 11

DC OSSE ESEA Accountability – Subgroup Index Scores All FAY students at School African American A Asian/Pacific Islander Hispanic Average all these scores for each subject to calculate the All Students Subject Score White Economically Disadvantaged ELL FAY African American Students at School A Average just these scores for each subject to calculate the African American Subject Scores 12

DC OSSE ESEA Accountability – Subgroup Index Scores • Peter at School A identifies as African American and Economically Disadvantaged. • Peter’s Index Values will be included in both the African American and Economically Disadvantaged Subgroup Subject Scores All FAY students at School A African American Asian/Pacific Islander Hispanic White Economically Disadvantaged ELL 13

DC OSSE ESEA Accountability – Subgroup Subject Index Scores State Average Index Score by Subgroup by Subject Subgroup ELA Math African American 44. 1 48. 1 Asian/Pacific Islander 73. 2 87. 3 Hispanic 51. 2 59. 3 White 95. 4 94. 3 Economically Disadvantaged 41. 8 47. 3 English Language Learners 40. 8 50. 8 Special Education 22. 3 25. 7 14

DC OSSE ESEA Accountability –Focus School classification: based on subgroup performance Disproportionate Subgroup Index Score (each bar= 1 school) Economically Disadvantaged Math Scores Schools with Disproportionate Subgroup Subject Index Scores Focus Schools 15

2012 All Students Index Score DC OSSE ESEA Accountability – School Classification 110 105 100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0 High Achievement, Low Growth Low Achievement, Low Growth -30 -25 High Achievement, High Growth Low Achievement, High Growth -20 -15 -10 -5 0 5 10 15 20 School Index Score Change from 2011 to 2012 25 30 16

2012 All Students Index Score DC OSSE ESEA Accountability – School Classification 110 105 100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0 High Achievement, Low Growth High Achievement, High Growth Accountability Score: 25 Focus: 26100 16 schools (9%), 7 LEAs Low Achievement, Low Growth -30 -25 Low Achievement, High Growth -20 -15 -10 -5 0 5 10 15 20 School Index Score Change from 2011 to 2012 25 30 Priority: 0 -25 27 schools (15%), 3 LEAs 17

2012 All Students Index Score DC OSSE ESEA Accountability – School Classification 110 105 100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0 High Achievement, Low Growth High Achievement, High Growth Reward: 80100+, top 5% of growth 25 schools (14%), 6 Accountability Score: 80 Accountability Score: 25 Focus: 26100 16 schools (9%), 7 LEAs Low Achievement, Low Growth -30 -25 Low Achievement, High Growth -20 -15 -10 -5 0 5 10 15 20 School Index Score Change from 2011 to 2012 25 30 Priority: 0 -25 27 schools (15%), 3 LEAs 18

2012 All Students Index Score DC OSSE ESEA Accountability – School Classification 110 105 100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0 High Achievement, Low Growth High Achievement, High Growth Reward: 80100+, top 5% of growth 25 schools (14%), 6 Accountability Score: 80 Rising: 45 -79 70 schools (39%), 26 LEAs Accountability Score: 45 Developing: 26 -44 43 schools (24%), 12 LEAs Accountability Score: 25 Focus: 26100 16 schools (9%), 7 LEAs Low Achievement, Low Growth -30 -25 Low Achievement, High Growth -20 -15 -10 -5 0 5 10 15 20 School Index Score Change from 2011 to 2012 25 30 Priority: 0 -25 27 schools (15%), 3 LEAs 19

DC ESEA Accountability – Summary • Schools receive differentiated levels of support, resources, flexibility and monitoring based on these categories. • Next steps: – Release of school level targets on Aug 17 – When Title I intervention plans due for priority & focus schools 20