2012 Accountability Determinations Old: AYP (Annual Yearly Progress) New: PPI (Progress & Performance Index) September 2012 Information Provided by: Massachusetts Department of Elementary and Secondary Education

New Accountability Requirements Beginning in 2012-13, federal & state will unify accountability requirements: One classification system for all schools, using same indicators and measures Flexibility & opportunity to direct additional resources to schools with lowest achieving students Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education

What are the major changes? NCLB goal of 100 percent proficient replaced with new goal of reducing proficiency gaps by half by 2017 NCLB accountability status labels eliminated (identified for improvement, corrective action, restructuring); now using accountability & assistance levels (1-5) AYP replaced with (PPI) new “Progress and Performance Index” that incorporates student growth & other indicators Enhanced focus on subgroups, including new ‘high needs’ group (ELL, former ELL, low income, disabled) Supplemental educational services (SES) & choice requirements replaced by supports & interventions Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education

The revised goal: Reduce proficiency gap by half by 2016–17 Proficiency versus achievement gaps Ambitious but achievable Requires greater progress for students furthest behind Focus on English language arts, mathematics, & science Goal is same for all, but targets are differentiated Applies to state, districts, schools, & groups In this construct, the proficiency gap represents how far all students are from Proficiency. We use the Composite Performance Index (CPI) to measure progress of all students toward Proficiency. The CPI gives schools & districts credit for students who are far from proficiency but move at least one step toward proficiency, thus narrowing the proficiency gap. Rob. Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education

PPI report Progress & Performance Index (PPI) Annual PPI: measure of district, school, & group progress Four-year PPI: comprehensive measure of progress, updated annually More recent years weighted the most (40%-30%-20%-10%) Reported at state, district, school, & subgroup level Accountability & assistance levels (1-5) for schools and districts Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education

What does the PPI measure? For elementary & middle schools Participation on MCAS Progress on CPI gap-closing in ELA, math, science Growth in ELA and math Improved performance at Advanced & Warning/Failing levels For high schools Above, plus graduation & annual dropout rates These results feed into accountability designations for Levels 1 and 2. Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education

How is the PPI calculated? Points awarded for each PPI indicator Full credit for meeting goal, extra credit for exceeding target, partial credit for progress Exceed target Meet target Improve below target No change Decline 100 point index, full credit = 75 points. Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education

High needs subgroup Eliminates multiple counting of students who are in more than one subgroup Holds over 300 additional schools accountable for low income, special education, & English language learner students Most schools will be placed in levels based on the performance of all students & high needs group Exception: schools with lowest performing subgroups statewide Using high needs group with a minimum n of 30 holds over 300 more schools accountable for low income, special education, and ELL students than by using traditional groups alone. In addition, approximately 82% of African-American/Black students and 88% of Hispanic students are included in the high needs group. Due to n sizes at the school level, using the high needs group allows us to hold more schools accountable for African-American/Black and Hispanic students than using the traditional racial/ethnic subgroups alone. Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education

Classifying schools Level 1 Level 2 Level 3 Level 4 Level 5 -Cumulative PPI for both the “all students” group and high needs students must be 75 or higher. -minimum of 95% belonging to each group were assessed on ELA, math, and science MCAS Level 2 -If either of the above criteria in level 1 are not met Level 3 -Lowest 20% relative to other schools in grade span -One or more subgroups are lowest 20% -Persistently low graduation rates -Low participation rate in MCAS Level 4 - Lowest performing schools (subset of Level 3) Level 5 -Chronically underperforming schools Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education

Classifying schools & districts Charter schools will be assigned levels Districts will be classified based on their lowest-performing school Exception for certain Level 4 and 5 districts designated based on Board action Better alignment between levels & district accountability determinations for special education Beginning in 2011-12 a district’s accountability and assistance level will determine its special education accountability designation in most cases. A Level 1 district will be considered to “meet requirements” for special education, a Level 2 district will be considered to be a district that “meets requirements – at risk”, a Level 3 district will be classified as “needs technical assistance” for special education, and a Level 4 or 5 district will be considered to “need intervention” or “need substantial intervention”. Exceptions may occur for districts with compliance issues for special education, with the district being placed in a more serious designation for special education. District special education designations will appear on district accountability reports. Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education

ACCOUNTABILITY School Accountability: Dighton Elementary Level 1 Palmer River Level 1 Dighton Middle School Level 2 Dorothy L Beckwith Level 1 Dighton-Rehoboth Regional High School Under Review