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

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

Principle 2 State-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

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”

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

Old Trajectory 6

7

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

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

WV’s Accountability System 5 Designations that differentiate recognition, services, and support: 1.Priority 2.Support 3.Focus 4.Transition* 5.Success*

WV’s Accountability Designations PrioritySupportFocusTransitionSuccess Reward criteria* Reward Criteria* *Reward criteria include High-progress and High-performance indicators

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

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…

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?

Categorizing Schools into Designations WV’s New System: 1.Schoolwide progress on multiple measures 2.Subgroup-specific proficiency rates Goals: 1.Holistic school improvement 2.Targeted, subgroup-specific improvement 3.Give credit for progress on both

A Two-Part System 1.Holistic Schoolwide Performance – The West Virginia Accountability Index – Multiple measures – Considers growth and relative performance 2.Subgroup-Specific Performance – Annual Measurable Objectives (AMOs) – Proficiency rate expectations for subgroups – Considers current absolute performance

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

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

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

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)

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?

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

How the Index Components 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

Sunnyside Middle School

Why are they making progress on the WVAI? – Moderately high achievement – Moderately low achievement gaps – High growth – Average attendance rates

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

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

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

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

Sunnyside Middle School

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?

Shadyside Middle School

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?

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

WVAI Target Subgroup- specific AMO Success Support

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

Let’s Recap Priority - Support - Focus - Transition* - Success* - Turn to table: Define each Designation *High-progress and/or High-performance criteria

How the two parts fit together Juan sees a benefit to 2 “trajectories” 1.WVAI targets 2.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

Concerns and Resulting Strategies

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

Benefits

Questions so far?

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

Priority WVAI Components –A–Achievement –G–Gap –G–Growth –G–Graduation Rate Subgroup-Specific AMOs –M–Making inconsistent progress –A–Among lowest persistently performing schools in state What catches your attention?

Focus WVAI Components –A–Achievement –G–Gap –G–Growth –G–Graduation Rate Subgroup-Specific AMOs –M–Making inconsistent progress –S–Schools with the largest gaps in the state What catches your attention?

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?

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)

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 no progress – Students are not reaching proficiency-based AMOs

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?

WVAI Components – Low Achievement – Small Gap – High Growth – Average Graduation Rate – School is making WVAI Target Subgroup-Specific AMOs – Making inconsistent or no progress – Students are not reaching proficiency-based AMOs

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?

Success Schools WVAI Components – Achievement – Gap – Growth – Graduation Rate – School is making WVAI Target Subgroup-Specific AMOs – Making consistent or positive progress – Students are making their proficiency-based AMOs

Success Schools Consider these schools’ relative flexibility in – Strategic planning activities – Where to target services – How to target professional development needs

Questions so far?

Thank You!