PA’s ESSA Approved Plan March, 2018

What is ESSA? The Every Student Succeeds Act (ESSA) Reauthorizes the Elementary and Secondary Education Act (ESEA), first passed in 1965 and Replaces the No Child Left Behind Act (NCLB), passed in 2002 Each of these statutes has the same goal: To promote equal educational opportunity for traditionally underserved children The statute provides the rules for the state’s use of federal education funds Each state’s plan provides the blueprint for how the state will use the funds to advance equity and transparency

Each state is required to: Requirements of ESSA Each state is required to: Develop a system of accountability to Identify schools which need improvement Provide supports and technical assistance to help those schools improve Pay particular attention to specific subgroups of historically underperforming students To ensure these groups have access to equal educational opportunity and By collecting and reporting of long-term and interim goals, and data on academic and other measures of student success, disaggregated by subgroup at the state level and for each school and LEA

Accountability Systems Future Ready PA Index – Public Facing School Progress Report ESSA Accountability System for School Improvement – Selected indicators from the FRPAI will be used to identify CSI and TSI schools as required by ESSA. Will be used to id schools that need improvement. Educator Evaluation – Building level scores as required by Act 82 Educator Effectiveness Act, formerly known as the School Performance Profile

PA’s ESSA Approved Plan: Six Sections Long-Term Goals Consultation and Performance Management Academic Assessments Accountability, Support and Improvement for Schools Supporting Excellent Educators Supporting All Students PA’s ESSA Approved Plan: Six Sections General Overview of the Six Sections

Accountability Indicators for Annual Meaningful Differentiation Percent Proficient and Advanced – ELA/Lit, Math/Alg 1, Science/Bio – All Exams including PASA Average Growth Index (PVAAS) Graduation Rate ELL Growth Towards Proficiency and Attainment of English Proficiency Chronic Absenteeism Career Readiness

Important to Note – Reported by Subgroups N = 20, 11 total groups All Students Economically Disadvantaged Students English Learner Race/Ethnicity* Students with Disabilities *African-American, American Indian or Alaskan Native, Asian, Hawaiian or Pacific Islander, Hispanic, Multi-Racial (Not Hispanic), White

Academic Achievement *Federal Requirement Academic Achievement in ELA and Math – reduce by half the state’s percentage of non-proficient students on State Assessments by 2030. Also reduces testing time on PSSA’s by 20% Applies to all public schools and to each student subgroup. Interim goals have been established by dividing the 2030 goals by 13. These Interim goals appear in the appendix of the ESSA plan. Academic Achievement *Federal Requirement

Academic Achievement Baseline and Long-Term Goals   Subgroups English Language Arts: Baseline Data 2015 Percent Proficient/Advanced English Language Arts: Long-term Goal 2030 Percent Proficient/Advanced Mathematics: Baseline Data 2015 Percent Proficient/Advanced Mathematics: Long-term Goal 2030 Percent Proficient/Advanced All Students 61.6 80.8 43.2 71.6 White 69.4 84.7 50.5 75.3 African-American 35.9 68.0 17.1 58.6 Hispanic 40.0 70.0 22.7 61.4 Asian 77.9 89.0 68.4 84.2 American Indian or Alaskan 55.3 77.7 35.0 67.5 Multi-Racial (Not Hispanic) 55.0 77.5 35.2 67.6 Hawaiian/Pacific Islander 85.0 50.2 75.1 Students with Disabilities 25.3 62.7 17.2 English Learners 11.7 55.9 9.3 54.7 Economically Disadvantaged 43.9 72.0 25.7 62.9

ESSA Accountability - Measurement of Interim Progress Percentage Increase by Per Subgroup

Participation Rates* Federal Statute requires PA to address schools with participation rates below 95% Historically, students who did not take the test were not included in the calculation… Number of students among students in the denominator who achieved P/A on the assessment DIVIDED BY either 95% of sts enrolled in school on the last day of testing window (full academic year) OR The number of test takers among sts enrolled in school on the last day of testing window Whichever is higher Once you go below 95% participation rate, each additional non-tester now becomes non-proficient. Non-testers now go in the numerator Video: Matthew Stem, PDE: https://youtu.be/kPIWKVDkqII

Test Participation Example 200 students enrolled 186 tested (or 93%); 190 would be 95% 102 of those tested scored proficient (or 55%) In the past proficiency would be calculated as: 102 / 186 = 55% proficient In the future proficiency would be calculated as: 102 / 190 = 54% proficient

Participation Rate is impacted primarily by the following factors: Parental request under Chapter 4 (Religious “opt-out”) Other parental request (refusal) No attempt and no exclusion marked* No record* Extended absence Absent without make-up *The total of these two categories is higher than the combination of “opt-outs” and “refusals”

Students No Attempt/No Exclusion Marked* “Attempt Logic” – Students must attempt enough questions to receive a valid score. The following conditions are not scored and count as non-participants in order to avoid skewed data: An entire test left blank An entire section left blank Fewer than 5 questions answered in any section Students should be encouraged to maximize their participation and effort through active test proctoring within the guidelines

Average Growth Index (PVAAS) *Federal Requirement Reported the same as past PVAAS – Does each group of students Meet, Exceed or Fall Short of State Growth Targets? PA’s ESSA increases the weight of growth in identification of identification of schools that need improvement

Section 1: Long-term Goals, Graduation Rate Graduation Rate: Four-year adjusted cohort *Federally Required by ESSA Subgroup Baseline – 2014-15 Long-term goals – 2030 All students 84.8 92.4 White 89.3 94.7 African-American/Black 71.8 85.9 Hispanic 69.5 Asian (not Hispanic) 90.7 95.3 American Indian or Alaskan Native 76.2 88.1 Multi-Racial (not Hispanic) 76.4 88.2 Hawaiian Native/Pacific Islander Students with Disabilities 71.5 85.8 English Learners 62.6 81.3 Economically Disadvantaged Students 75.9 88.0 No Districts in IU 1 below 92%

English Language Proficiency *Federal Requirement Pennsylvania has established a preliminary 2017-18 baseline for percentages of students achieving growth toward and attainment of English Language proficiency. PA will review and possibly revise the baseline at the end of 2017-2018. Interim growth targets are calculated based on the growth students must make in each of the years remaining before being expected to attain proficiency. Targets will be calculated each year. Measures students who were enrolled for a full academic year. The chart for determining growth targets appears on p. 13 of the ESSA Plan English Language Proficiency *Federal Requirement Few, if any, IU 1 schools will report in this category

Chronic Absenteeism *PA Added Indicator Chronic absenteeism will be calculated for all public schools based on the number of students who have missed more than 10 percent of school days across the academic year Enrollment of fewer than 60 days of school will exclude a student from that school’s calculation as there has not been sufficient opportunity for the school to apply intervention strategies. View the Chronic Absenteeism Mid Atlantic REL webinar Here

Chronic Absenteeism Definition* Based on the number of students who have missed more than 10 percent of school days across the academic year *Quartile distribution of highest to lowest % of chronically absent students: 1st quartile (e.g. lowest % C.A.) = BLUE 2nd & 3rd quartiles = GREEN 4th quartile (e.g. highest % C.A.) = RED A student is considered absent if they are not physically participating in instruction or instruction-related activities on school grounds or at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day is to be counted as an absence. Chronic Absenteeism Definition*

Career Readiness *PA Added Indicator • The percentage of students who, by the end of grade 5, demonstrate engagement in career exploration and preparation aligned to the CEW Standards, via PA CareerZone or a locally- designed career exploration and preparation program/curriculum. • The percentage of students who, by the end of grade 8, create an individualized career plan and participate in career preparation activities aligned to the CEW Standards. • The percentage of students who, by the end of grade 11, implement their individualized career plan through ongoing development of a career portfolio and participation in career preparation activities aligned to the CEW Standards. Career Readiness *PA Added Indicator IU 1 has provided training for districts, has upcoming trainings, and will continue to provide support. 6 pieces of evidence for k-5 and 6-8 grade bands and 8 pieces of evidence for 9-12 – total of 20

Grade 3 ELA and Grade 7 Math – Early Indicators of Success Reporting This measures the percent of students who demonstrates on-track performance measures via a locally selected assessment Shall include all students who take the locally selected assessment and were enrolled for a full academic year There is a 95% participation rate requirement – if this does not occur, it will default to PSSA numbers. A school may also choose to use PSSA’s for reporting.

There is a 3-step process when choosing a local assessment to use A 13 point rubric to answer Y or N to for the assessment to qualify for use A Vendor Specification sheet that needs filled out by the vendor that is used An ACS signed by the Superintendent acknowledging that the school went through the required steps in choosing the assessments CDT’s, Study Island, STAR, 4Sights, NWEA and Dibbles are just a few of the assessments that have been discussed to be used The decision on what to use must be made prior to the May 25 PIMS upload

Post-secondary Transition Indicator A post-secondary transition indicator will also be reported It will include the percent of High School graduates from the previous year who: Enrolled in an institute of higher education within 16 months of graduation Enlisted in the military within 16 months of graduation Entered the workforce in PA within 16 months of graduation The State will figure out and report this indicator!

A separate measure will also be reported as in the SPP – Percent Advanced on PSSA and Keystone, along with CTC and other items defined in the next section

Future Ready PA Index New public-facing report on schools using indicators Replaces SPP (which will remain due to Act 82) Screen-shots available soon! Will report on each indicator overall as well as by subgroups – goals will vary by indicator

The Future Ready PA Index: 3 Sections State Assessments: Percent Proficient and Advanced in Math/ELA/Science Growth Values (PVAAS) Reported for each subgroup and compared to state average and 2030 goals On-Track Performance Measures: English Language Proficiency Chronic absenteeism Grade 3 (ELA) & 7 (Math) Early Indicators of Success The Future Ready PA Index: 3 Sections

The Future Ready PA Index: 3 Sections College and Career Readiness Graduation Rate Career Standards Benchmarks Industry-Based Learning – Percent Proficient or Advanced on Industry Standards-based Assessments, High Value Industry Recognized Credential, or Work Based Learning Experience Courses of Rigor: AP/IB/College Course Offerings, Dual Enrollment, CTE POS Articulated Credits, and Advanced on the NOCTI/NIMS Assessments Post-Secondary Transition to School, Military or Work

FRPAI - Scoring Schools will be color-coded based on all-student and subgroup progress towards meeting state 2030 goals – Now considering using arrows to indicate trending* Meets or exceeds statewide goal Meets improvement target State’s interim target from Chart School’s percent improvement over prior year (1/13 step towards 2030) *Baseline for individual schools will be the average of ‘15-’16 & ’16-’17 Not meeting statewide goal or improvement target

Individual School Targets - Example 15-16 math = 50% proficient; 16-17 math = 58% proficient Baseline = average of 50% and 58% = 54% Calculate the gap→ 100%-54% = 46% Divide by 2→46%/2 = 23% required gap closure over 13 years Determine annual gap closure→ 23%/13=1.77% each year Goal for 17-18→ baseline (54%) + 1.77% = 55.77%

Achievement Valley El School Future Ready PA Index - Sample Dashboard Achievement Valley El School Comprehensive Support and Improvement (CSI) School School Performance School Fast Facts District Fast Facts Percent Proficient or Advanced on Pennsylvania State Assessments Mathematics/Algebra 1 Science/Biology ELA/Literature All Student Group Meets or Exceeds 2030 Statewide Goal All Student Group Meets or Exceeds Improvement Target All Student Group Not Meeting Statewide Goal/Improvement Target Percent Proficient or Advanced 78.8% Percent Proficient or Advanced Percent Proficient or Advanced 67.8% 47.5% Statewide Average 42.6% Statewide Average 47.7% Statewide Average 61.8% Statewide Goal 71.3% Statewide Goal 73.9% Statewide Goal 80.9% View Population Breakdown View Population Breakdown View Population Breakdown Meeting Annual Academic Growth Expectations (PVAAS)

The Appendix appearing on P The Appendix appearing on P. 154 shows the Measurements of Interim Progress for Academic Achievement in ELA, Math, and Graduation Rates. Other goals will vary by indicator. Should a school miss the 2030 or Interim targets, the next year’s target will increase by the percentage of the Interim Goal plus the percentage increase goal of the next year’s goal and so on – in other words, it will compound as in the SPP’s “Closing the Achievement Gap” reporting The basic goal is to improve by 50% by 2030 using the State’s targeted interim goals

Identification as Comprehensive Support and Improvement* (CSI) School: ESSA Accountability Identification as Comprehensive Support and Improvement* (CSI) School: Step one: Preliminary identification based on plot of academic achievement and growth *Bottom 5 percent of Title I schools

Identification as CSI school, continued* ESSA Accountability Identification as CSI school, continued* Step two: Final identification based on remaining indicators Substantially Weighted Indicators: High school graduation rate progress in moving English Learners to proficiency School Quality/Student Success Indicators: (would not put you in on their own) Chronic absenteeism Career readiness. One or both substantially weighted indicators OR Both school quality/student success indicators

ESSA Accountability – Identification of CSI*

ESSA Accountability – Identification of CSI Step three: Identification of any additional high schools with graduation rate of 67 percent or below Includes all high schools, not just Title I

Identification as a TSI School* Any School (not just Title 1) with a SUBGROUP that meets the CSI parameters: Steps One, Two and Three of the CSI process are applied at the subgroup level All schools eligible, not just Title I schools Schools in which subgroup(s) perform below the CSI thresholds will be identified for TSI Remaining in the bottom 5% over 3 years will cause a school to be moved into a CSI designation

ESSA and the Future Ready PA Index When the Future Ready PA Index is finalized, THE IU 1 will provide districts with training! Questions? Concerns? ESSA and the Future Ready PA Index