NDE State of the Schools Adequate Yearly Progress Persistently Lowest Achieving Schools Nebraska Performance Accountability System Board of Education October 21, 2013 Research Division

State of the Schools Report, Released by the Nebraska Department of Education  Adequate Yearly Progress or AYP (Federal Accountability)  Persistently Lowest Achieving School or PLAS (Federal Accountability)  Nebraska Performance Accountability System (State Accountability)

Nebraska State Assessment (NeSA) Timeline NeSA Results inform Accountability decisions. Late January NeSA-Writing Grades 4, 8, and 11 April NeSA-Reading and NeSA-Alternate Assessment Reading Grades 3-8, and 11 NeSA-Math and NeSA-Alternate Assessment Math Grades 3-8, and 11 NeSA-Science and NeSA-Alternate Assessment Science Grades 5, 8, and 11

What is AYP? (Federal Accountability) Performance Goals: Reading, Mathematics (grades 3-8, and 11) Participation Goals: All subjects must achieve 95% Other Academic Indicator Writing performance: grade 4 (62%) Writing performance: grade 8 (participation rather than performance in due to online testing irregularities experienced during the NeSA-Writing test) Graduation rate: (four-year cohort must achieve 90% or increase 2% from previous year) Federal requirement for 100% proficiency in reading and mathematics must be met in school year. All student groups with 30 or more students are judged.

Elementary Grades 3-6 Middle School Grades 7-8 High School Grade 11  Reading/LA – 89%  Mathematics – 84%  State Writing – Grade 4: 62%  Language Arts – 90%  Mathematics – 83%  State Writing – Grade 8: 61% * * For participation goal of 95% used due to online testing irregularities.  English – 89%  HS Mathematics –80%  Graduation Rate – (Grades 9-12) 90% or 2 percentage point increase AYP Performance Targets

Adequate Yearly Progress Subject Area Year Elementary School Middle School High School Reading %80%79% %90%89% Increases+11%+10% Math % 61% %83%80% Increases+17%+16%+19%

 Schools must achieve AYP targets for every student group of 30 or more students. Schools that are large and have many student subgroups are more likely to not meet AYP because there are more AYP target to be met.  Most Elementary Schools in Nebraska with a special education student subgroup are not able to access “Safe Harbor” to meet the AYP target due to a decision made by NDE.  Annual increases of 10 to 19 percentage points in AYP targets has increased the number of schools not meeting AYP across the state of Nebraska. Note: Beginning in , 100% of all public school students must be proficient in reading and mathematics. AYP Considerations

AYP Status and Title I Sanctions Timeline AYP Status # Years “Not Met” Same Subject Number of Title I Schools Title I Sanctions Met AYP0 0 - Title I Elem SchoolsNone Not Met AYP1 4 - Title I Elem SchoolsNone Needs Improvement, Year Title I Elem Schools School Choice Needs Improvement, Year Title I Elem Schools 1 - Title 1 Middle School School Choice Supplemental Educational Services (SES) Needs Improvement, Year 3 Corrective Action Title I Elem Schools 1 - Title 1 Middle School School Choice Supplemental Educational Services (SES) Decreased Authority at School Level Needs Improvement, Year 4 Planning for Restructuring 61 - Title I Elem School School Choice Supplemental Educational Services (SES) Decreased Authority at School Level Plan for Major Fundamental Reforms

What does the PLAS mean?  Persistently Lowest Achieving Schools label provided by NDE to meet Federally Accountability ARRA assurance  Reports an additional label; does not replace AYP label  Uses the performance of the “All” student group but not student sub-groups  Combines reading and mathematics performance and ranks schools to determine the lowest achieving schools  Identifies high schools with a three-year AYP graduation rate of less than 75%

PLAS Tiers  Tier I represents the lowest performing 5% of Title I schools in the State based upon results of the NeSA-Reading and NeSA-Mathematics tests.  Tier II represents non-Title I “eligible” secondary schools that are lowest performing in the State based upon results of the NeSA-Reading and NeSA-Mathematics tests and also non- Title I high schools with a graduation rate less than 75% over the three previous years.  Tier III includes any Title I school identified in “Needs Improvement”, “Corrective Action”, or “Restructuring” that is not a Tier I School.

PLAS Results Tier I:Title I Schools 6 elementary schools,1 middle school, 1 high school Tier II: Non-Title I Secondary Schools 5 middle schools and 4 high schools Tier III: Title I Schools 41 elementary schools and 1 middle schools Title I Schools in “Needs Improvement” not identified in Tier I are automatically placed in Tier II.

NePAS (State Accountability) Nebraska Performance Accountability System Section I – District Reports  Includes NeSA-Reading, Math, Science, and Writing  Four grade groups:  Grades (3-5)  Grades (6-8)  Grade (11)  District, Grades (3-8, 11)  Ranking comparison to other school districts Section II – School Reports  School and district results provided for each NeSA grade level, 3-8 and 11  Grade level charts will not include rankings  Results where fewer than ten students are in one of the sub-groups are masked

NePAS Components  Status Score (scale score average)  Improvement Score (programmatic comparison: scale score differences same grade level one year to the next)  Growth Score (cohort comparison: scale score difference when looking at growth based on two years of scores from the same group of students)  Graduation (percent graduating in 4 years)  Participation (percent score decision if 95% participation goal was attained, Met/Not Met or percent)

NePAS District Results Indicator Type NeSA Indicator OPSStateRank Ranked Districts Improvement Reading Mathematics Science Growth Reading Mathematics NePAS: Elementary (Grades 3-5)

NePAS District Results NePAS: Middle-Grade Level Configuration (Grades 6-8) Indicator Type NeSA Indicator OPSStateRank Ranked Districts Improvement Reading Mathematics Science Growth Reading Mathematics

NePAS District Results NePAS: Secondary Grade Level Configuration (Grade 11) Indicator Type NeSA Indicator OPSStateRank Ranked Districts Improvement Reading Mathematics Science

NePAS District Results NePAS: Secondary Grade Level Configuration (Grades 3-8, and 11) Indicator Type NeSA Indicator OPSStateRank Ranked Districts Improvement Reading Mathematics Science Growth Reading Mathematics

NePAS Results Grade ReadingMathematics NumberPercentNumberPercent % % % % % % % % %654.5 % %981.8 % %685.7 % OPS Schools Demonstrating Performance Increases (two years of results, same grade level, different students)

NePAS Results Grade ReadingMathematics NumberPercentNumberPercent % % % % % % %00.0 % %3 OPS Schools Demonstrating Increases in Achievement Growth (two years of results, same students, different grade levels)

OPS NePAS Data Demonstrates:  Improved student performance at the district level for high school (grade 11) in Reading, Mathematics, and Science.  Annual improvement in Science at all reported levels. (elementary, grades 3-5; middle school, grades 6-8; and high school)  Annual increase for Grade 8 students in Reading and Mathematics with more than 80% of middle schools showing improved performance.  Reading increased in grades 4, 5, and 6 in at least half of the schools.  Mathematics increased in grades 3, 4, and 6 in at least half of the schools.  Reading growth was strong comparing the same students as they moved from grades 3 to 4, 4 to 5, and 5 to 6.  Mathematics growth was strong comparing the same students as they moved from grades 4 to 5.  Except for NeSA-Science at Grade 5, growth is demonstrated for all subject areas at all levels.

Long Range Data Demonstrates Overall Positive Improvements

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Elementary Schools Reading +10% Mathematics +6% Science +0% Middle Schools Reading +13% Mathematics +8% Science +3% High schools Reading +1% Mathematics +7% Science +10% Long Range Data Demonstrates Overall Positive Improvements

Continued Commitment Gains in student achievement are further testimony to the commitment of OPS staff to the district’s mission “to provide educational opportunities which enable all students to achieve their highest potential.”

Questions?