Regional Assessment Network Meeting Analysis, Measurement, and Accountability Reporting Division May 17, 2017

Agenda Review May 2017 State Board of Education (SBE) Items Updates to the Dashboard College/Career Indicator (CCI) Work Group Chronic Absenteeism Local Indicators Data Corrections and Extraction Current Timeline This the final step in a series of actions by the SBE related the development of the new accountability system. The system is designed for continuous improvement in mind. In March we will begin the process again, reviewing indicators for 2017-18 and making recommendations for changes to the indicators. California Department of Education

California Department of Education Review May 2017 SBE Items California Department of Education

California Department of Education May SBE Items At the May 2017 SBE meeting, the following topics were discussed and/or approved: Application Process for Alternative Schools Recommendations by the English Learner Progress Indicator (ELPI) Work Group Every Student Succeeds Act (ESSA) Consolidated State Plan California Department of Education

Accountability for Alternative Schools When the SBE adopted and set performance standards for state indicators, the SBE members and stakeholders raised concerns that the new accountability system did not fairly evaluate the success or progress of alternative schools that serve high-risk students. California Department of Education

Accountability for Alternative Schools (Cont.) The SBE directed the California Department of Education (CDE) to develop indicators for alternative schools that evaluate the success and progress of these schools based on the Local Control Funding Formula (LCFF) state priorities and accountability requirements in ESSA. California Department of Education

Accountability for Alternative Schools (Cont.) The intent is not to develop a separate Dashboard for alternative schools, but rather to include indicators on the current Dashboard that fairly evaluate alternative schools. For example: Use a one-year graduation rate (versus a four-year cohort). Include measures for alternative schools in the CCI. California Department of Education

Accountability for Alternative Schools (Cont.) The CDE, in collaboration with the Gardner Center at Stanford University (through a grant from the Stuart Foundation), has convened a Statewide Advisory Task Force to recommend indicators for alternative schools. The Task Force will hold its first meeting on May 19th. Their progress and recommendations will be reported to the SBE. New indicators for alternative schools will be incorporated in the Fall 2018 Dashboard. California Department of Education

Accountability for Alternative Schools (Cont.) In preparation of the Fall 2017 Dashboard, the SBE approved the CDE’s recommendations that: Schools with a “school type” identified in Education Code (EC) Section 52052(g) (see Handout 1) are automatically categorized as alternative. These schools do not need to apply for alternative school status and will automatically be held accountable under the alternative indicators. A school’s type is based on the school’s ownership code. (See Handout 2 for example of where to locate the ownership code.) California Department of Education

Accountability for Alternative Schools (Cont.) Alternative schools of choice and charter schools are required to re-apply for “alternative status” before the Fall 2017 Dashboard is released and must re-apply every three years. These schools must demonstrate that a certain percentage of their total enrollment (currently set at 70%) is comprised of high-risk groups. (See Handout 3 for the definition of “high-risk.”) California Department of Education

Accountability for Alternative Schools (Cont.) The application process will open in August. The CDE will notify current alternative schools of choice and charter schools that were approved under the ASAM application process that they must re-apply for alternative school status. California Department of Education

California Department of Education RAN Feedback Stakeholders have advised that the current definition for “high-risk” groups is not complete. Therefore, the CDE will be requesting feedback from the Task Force and stakeholders on expanding the definition. Handout 3 identifies the proposed addition to the definition. Does RAN recommend any additional criteria for the “high-risk” student group? California Department of Education

California Department of Education RAN Feedback (Cont.) In the prior accountability systems, special education schools (i.e., schools that only provide services to students with disabilities) received an API/AYP report. (They did not, however, receive a decile rank or API targets.) Special education schools did not receive a Spring 2017 Dashboard report. The proposal is to include these schools as “alternative” and to automatically hold them accountable under the alternative indicators. California Department of Education

California Department of Education RAN Feedback (Cont.) Does RAN agree that these schools should automatically be held accountable under the alternative indicators? Or, should these schools be required to apply for alternative school status? California Department of Education

ELPI Work Group Recommendations The ELPI Work Group made the following recommendations to the SBE: Do not incorporate Long-Term English Learner (LTEL) data in the ELPI. Develop new LTEL reports for DataQuest that provide better information regarding the LTEL student population. Provide “extra credit” for LTELs who advance at least one level on the California English Language Development Test (CELDT). California Department of Education

Proposed Formula to Include LTELs in the ELPI Annual CELDT test takers who increased at least 1 CELDT level Plus Annual CELDT test takers who maintained early advanced/advanced English Proficient on the CELDT ELs who were reclassified in the prior year LTEL CELDT test takers who increased at least 1 CELDT level Divided by Total number of annual CELDT test takers in the current year Plus California Department of Education

ELPI Work Group Recommendations (Cont.) The SBE will be making a decision on the ELPI Work Group recommendations at the September meeting, as well as any other changes to state or local indicators. California Department of Education

California Department of Education ESSA State Plan The SBE also reviewed the ESSA State Plan during the May meeting and directed the CDE to: Remove the “Native Language Assessment” section from the State Plan. Embellish the current proposal for the long-term goals, especially as they relate to closing the gap among student groups and the implications for the interim goals. The proposed goal is High (Status) and Maintained (Change) California Department of Education

California Department of Education ESSA State Plan (Cont.) Obtain feedback on how best to incorporate the 95% participation rate in the accountability model. The proposal is to display a unique symbol (i.e., image or icon) on the Dashboard that represents a range of participation rates or pass/fail. Schools that fail to the meet the target will receive assistance through the statewide system of support. California Department of Education

California Department of Education ESSA State Plan (Cont.) Provide an option based on criteria for identifying districts under LCFF. Provide data for all the proposed options for identifying the lowest performing 5% of schools to the July meeting. California Department of Education

Lowest Performing 5% Under ESSA, states must identify the lowest-performing five percent of Title I funded schools in need of support based on low overall performance (comprehensive support) or on consistent underperformance of student groups (targeted support).   Consistently underperforming student groups must include at least one student group in a school that, on its own, would meet the criteria for being in the lowest-performing five percent of Title I schools.

Lowest Performing 5% (Cont.) ESSA requires that the approach to identify schools for comprehensive and targeted support provide much greater weight, in the aggregate, to the indicators related to academics (e.g., student test scores, progress of English learners, graduation rates, and additional academic measure for K-8) than the other measure(s).

The California Model and Academic Indicators By design, the California Model already meets the ESSA requirement that academic indicators have greater weight in the aggregate. Indicator Type Elementary and Middle School Indicators High School Indicators Academic (ELA & mathematics) College/Career (Includes ELA & mathematics) English Learner Progress Chronic Absenteeism Graduation Rate Non Academic Suspension As noted, ESSA requires much greater weight, in the aggregate, to the academic measures. This chart summarizes SBE action from last May to select state indicators and which indicators address the ESSA-required measures. As the slide states, state indicators provide much greater weight in the aggregate to the measures for academics than the other measure (suspension rate). There is no need to apply differential weighting to any indictor (i.e., double weighting or half weighting) for purposes of selecting the 5% to meet this federal requirement.

Options for Identifying the Lowest-Performing Five Percent Based on feedback from educational stakeholders and the Technical Design Group (TDG), three options for identifying the lowest five percent of Title I schools were included in the April 2017 SBE Information Memorandum. All three options use the color-coded performance levels for state indicators in the identification of lowest-performing five percent.

Option 1 Identify schools based on their performance on all applicable indicators Schools that are Red on all applicable indicators would be identified first. Some schools may have as many as four applicable state indicators (e.g., RRRR) and some as few as two applicable state indicators (e.g., RR). Schools with Red on all indicators except one where the remaining indicator is Orange (e.g., RRRO, RRO, RO) would be identified next, etc.

California Department of Education Option 1 (Cont.) Note: for the Academic Indicator, ELA and mathematics assessment results could actually be treated as two separate indicators or as a single indicator, which would be consistent with criteria for LEA support under LCFF. California Department of Education

Option 2 Same as Option 1, but provide more/less weighting to one or more indicators (e.g., give one or more indicator double weight or half weight).

Option 3 Use performance levels for one or more indicators to establish a pool of eligible schools, then move to other indicators.

California Department of Education RAN Feedback Are there any suggestions for incorporating the 95% participation rate in the accountability system? Which option for identifying the lowest performing 5% would RAN members recommend? Should ELA and math be combined into one indicator, or remain as separate indicators for identifying the lowest performing 5%? California Department of Education

Updates to the Dashboard California Department of Education

Updates to the Dashboard Two “Data Reference Guides” are now available on the home page. These one-page documents identify the data (and years of data) used for the 2017 spring and fall Dashboards. These documents are also available on the Resources Tab of the CDE’s California Accountability Model & School Dashboard Web page (http://www.cde.ca.gov/dashboard). California Department of Education

Updates to the Dashboard (Cont.) Data are now displayed in the “Detailed Report” tab, which organizes state and local indicators into three areas: (1) Academic Performance, (2) School Conditions and Climate, and (3) Academic Engagement. Under the “Academic Performance” area, the CCI data are now posted. The CCI is based on the 2013-14 graduation cohort. The data reflects the percent of students “Prepared,” “Approaching Prepared,” and “Not Prepared” based on the CCI model. California Department of Education

Updates to the Dashboard (Cont.) For the Fall 2017 Dashboard, the 2015–16 graduation cohort will be used and only Status will be reported. Change will be reported for the first time in fall 2018 when there are two years of grade 11 Smarter Balanced data available. California Department of Education

California Department of Education CCI Work Group California Department of Education

California Department of Education CCI Work Group Because the SBE expressed concerns that the career measures were not as robust as the college measures for the CCI, the CDE has convened a CCI Work Group. The Work Group held its first meeting (via Webinar) in April with a second meeting held on May 15. A third meeting will be held in July. California Department of Education

CCI Work Group (Cont.) The Work Group will: Determine how to incorporate career data in the CCI that is currently collected in CALPADS (e.g., Work Experience). Explore potential career data that could be collected in CALPADS in the future. Explore different calculation methodologies that would incorporate all students’ high school cumulative achievement in the CCI results. Provide short and long-term recommendations to the SBE at the September 2017 meeting. CALPADS: California Longitudinal Pupil Achievement Data System

California Department of Education CCI Stakeholders Mtg. The CDE will also be convening a CCI stakeholders meeting on May 25 and July 19, 2017 to provide input to the CCI Work Group and to provide feedback on the Work Group’s recommendations. California Department of Education

California Department of Education Chronic Absenteeism California Department of Education

Chronic Absenteeism Indicator While chronic absenteeism will be reported in the Fall 2017 Dashboard, no decisions have been made about the calculation formula or how the information will be reported. The CALPADS Office sent a letter to superintendents/ charter administrators on the 2016–17 End-of-Year (EOY) data submission, which includes the submission of chronic absenteeism and data used for other state indicators. This letter is posted on the CDE CALPADS Communications Web page at: http://www.cde.ca.gov/ds/sp/cl/data1617midyearupdate.asp California Department of Education

California Department of Education Local Indicators California Department of Education

California Department of Education Local Indicators The CDE held a Webinar on May 9 regarding local indicators. The PowerPoint used during this Webinar will be posted on the CDE California Accountability Model & School Dashboard Web page under the resources tab. Based on some commonly asked questions, here are a few items to note: Dashboard Coordinators have back end access to upload the local indicators into the Dashboard. Contact LCFF@cde.ca.gov if a district/charter school does not have an assigned Dashboard Coordinator. California Department of Education

Local Indicators (Cont.) LEAs/charters will be rated as “Met” on the local indicators if they: Measure their progress using locally available information, Report the results to the LEA’s local governing board at a regularly scheduled public meeting of the local governing board, and Upload and publicly report the results through the Dashboard LEAs/charters that do not meet the above steps will be rated as “Not Met.” California Department of Education

Local Indicators (Cont.) If the local indicators approved by the local governing board are reflective of the 2016–17 data, and are uploaded to the Dashboard before the fall release, then these local indicators will be carried over to the Fall 2017 Dashboard. The deadline for uploading local indicators into the Dashboard will be determined (but will not occur before December 1). California Department of Education

Data Corrections & Extractions California Department of Education

Correction Windows Closed for Fall 2017 Dashboard Indicator Correction Window English Learner Progress Per the testing vendor, the 2016–17 CELDT correction window closed on March 24, 2017. Graduation Rate The 2015–16 graduation cohort correction window in CALPADS closed on February 17, 2017. CCI Because the 2015–16 graduation cohort will used, all CCI measures are based on prior year data (e.g., 2016 Smarter Balanced Assessments, dual enrollment courses taken up to 2015–16, etc.). These data in CALPADS will be extracted out of the ODS in mid-June. Academic Per the testing vendor, no correction window for the CAASPP. California Department of Education

Correction Windows Still Open for Fall 2017 Dashboard Indicator Correction Window Chronic Absenteeism EOY 3 submission in CALPADS. Correction window ends on August 11, 2017. Suspension Rate (Discipline Data) English Learner Progress Reclassified Fluent English Proficient (RFEP) data will be extracted out of the CALPADS ODS in mid-June. LEAs are encouraged to make corrections prior to the extraction date. Academic Demographic, enrollment, exit, foster youth, homeless, RFEP, program participation (i.e., English learner, students with disabilities, and socioeconomically disadvantaged) data will be extracted from the CALPADS ODS in mid-June. LEAs are encouraged to make corrections prior to the extraction date. Note that foster youth and homeless data will be reported in the Fall 2017 Dashboard for all state indicators. California Department of Education

Correction Windows Closing Soon for Fall 2018 Dashboard Indicator Correction Window College/Career (2016–17 graduation cohort) AP Exam: Correct 2016–17 data through The College Board by August 31, 2017. IB Exam: No correction window through The IB. CTE Pathway and dual enrollment: Correct 2016–17 data in the CALPADS ODS by August 11. Grade 11 CAASPP: Per the testing vendor, no correction window for the CAASPP. Golden State Seal Merit Diploma and State Seal of Biliteracy: Correct 2016–17 data in the CALPADS ODS by August 11. (These measures may be included in the future.) Also being considered for inclusion in the CCI: Participation in a Partnership Academy Completion of CTE courses that have been designated as a Postsecondary Articulated Course Completion of Work Experience Education Courses California Department of Education

California Department of Education Current Timeline California Department of Education

California Department of Education Current Timeline July: The SBE will: Approve alternative schools criteria September: Approve changes to the state indicators (e.g., CCI, ELPI, etc.) Approve the ESSA Consolidated State Plan California Department of Education

Current Timeline (Cont.) November: The LEA preview of the Fall 2017 Dashboard will be released. The window opens for LEAs to upload their local indicators into the Dashboard. (The deadline date still to be determined.) LEAs are identified for support for the first time. December: Public release of the Fall 2017 Dashboard. California Department of Education

Questions and/or Discussion California Department of Education