What To Expect from the Every Student Succeeds Act (ESSA) Office of Shared Accountability Mr. Timothy Moon Chief Accountability Officer May 30, 2018

Objectives The purpose of this presentation is to outline: What the new proposed accountability designations for schools will be under ESSA What metrics will be used under ESSA to determine the accountability status for elementary-middle level schools versus those for high schools How NYSED plans to use various indices to categorize these metrics into levels Criteria that will be used by NYSED to determine CSI and TSI schools

What is ESSA? This slide contains information provided by NYSED at its September Focus District Institute Meeting The Every Student Succeeds Act (ESSA) is the latest reauthorization of the Elementary and Secondary Education Act (ESEA) that was enacted into law in December 2015. ESSA outlines how states can use the federal money it receives to support its public schools. NYSED submitted its plan in September 2017 for the approximately $1.6 billion it receives annually under ESSA, which was approved in January 2018. Some components of NCLB and/or of the ESEA flexibility waiver, especially as they relate to assessment and reporting requirements, are maintained within ESSA. There are areas within ESSA where states now have (significantly) more flexibility than under NCLB or the ESEA flexibility waiver, particularly in terms of standards, supports and interventions for identified schools, and educator evaluation systems.

Current School Accountability Designations Under ESEA Priority Focus Local Assistance Plan (LAP) Reward Good Standing In addition, school districts could be identified as a Focus District for any of the following reasons: If there are any schools with a Priority status Low-performing subgroup(s) in ELA and Math at the elementary-middle level Low-performing subgroup(s) in ELA and Math at the high school level Subgroup(s) not meeting sufficient graduation rates

ESSA Accountability Designations to Start in 2018-19 School Year Targeted Districts Districts with schools identified for Comprehensive Support and Improvement or Targeted Support and Improvement. Comprehensive Support and Improvement Schools (CSI) Schools in the bottom 5% of all schools; high schools with 4-, 5-, and 6-year graduation rates below 67%; or schools that have not improved after receiving targeted support. Targeted Support and Improvement Schools (TSI) Schools with subgroups that are among the lowest performing in the state. Recognition Schools Schools that are high-performing or rapidly improving as determined by the Commissioner. Schools in Good Standing Schools that are not identified in any of the preceding categories.

What is the Same? What is Different? For comparison purposes, CSI Schools would have been called Priority Schools under ESEA. Similarly, TSI Schools would have been called Focus Schools, Recognition Schools would have been called Reward Schools, and Targeted Districts would have been called Focus Districts. Perhaps what is noticeably different is that high schools that do not meet a 67% graduation rate minimum for their four-year, five-year or six-year cohorts will automatically be identified as a CSI School. There is no equivalent designation for LAP schools under ESSA. While ELA and Math achievement on State tests will still be a part of the ESSA accountability system, there are new metrics that will also play a role in determining a school’s accountability designation. Each accountability subgroup must have at least 30 students to receive an accountability rating for an indicator.

Metrics that will be used for Accountability under ESSA For All Schools ELA Math Science Progress for English Language Learners Chronic Absenteeism For High Schools Social Studies Graduation Rate College, Career, and Civic Readiness Academic subjects used for accountability will be combined to create a Composite Index. Out of school suspensions will be added beginning with 2018-19 school year results. There will also be a high school readiness metric once two years of data becomes available.

Combined Composite and Growth English Language Proficiency Comprehensive Support and Improvement – Elementary-Middle Level Schools Classification Academic Composite Student Growth Combined Composite and Growth English Language Proficiency Academic Progress Chronic Absenteeism CSI 1 Both Level 1 1 Any Level Automatically Identified CSI 2 Either Level 1 None CSI 3 Level 1 CSI 4 Level 2 CSI 5 Level 3-4

Comprehensive Support and Improvement – High Schools Classification Academic Composite Graduation Rate Combined Composite and Graduation Rate English Language Proficiency Academic Progress Chronic Absenteeism College, Career, and Civic Readiness CSI 1 Both Level 1 1 Any Level Automatically Identified CSI 2 Either Level 1 None Any One Level 1 CSI 3 Level 1 CSI 4 Level 2 CSI 5 Level 3-4 Any Two Level 1 All high schools that have a four-year cohort graduation below 67% and do not have five-year or six- year cohort graduation rates of at least 67% will be preliminarily identified for CSI.

Performance Index Calculations Just like under ESEA, student performance on State exams will still be based on a 4-level scale: Level 1 = Basic (worth 0 points) Level 2 = Basic Proficient (worth 1 point) Level 3 = Proficient (worth 2 points) Level 4 = Advanced (worth 2.5 points) The extra credit for receiving a Level 4 means that the range in possible Performance Index (PI) values changes from 0-200 to 0-250. PI is calculated differently between elementary-middle level schools versus high schools.

Performance Index Calculations – Elementary-Middle Level Schools For elementary-middle level schools, PI is calculated two different ways for ELA, Math, and Science: PI−1= #Level 2 ′ s + 2 #Level 3 ′ s + 2.5 #Level 4 ′ s the greater of:(95% continuously enrolled students 𝐨𝐫 #continuously enrolled tested students) ×100 PI−2= #Level 2 ′ s + 2 #Level 3 ′ s + 2.5 #Level 4 ′ s #continuously enrolled tested students ×100 PI-1 is referred to by NYSED as the Weighted Average Achievement Index, while PI-2 is referred to as a Core Subject Performance Index.

Composite Index – Elementary-Middle Level Schools Consider the following example (using PI – 1): Accountability Group Subject # Continuously Enrolled Students 95% Continuously Enrolled Students # Continuously Enrolled Tested Students # Level 1 # Level 2 # Level 3 # Level 4 Numerator Denominator PI All Students ELA 300 285 288 175 63 38 12 169 59 Math 282 161 53 50 18 198 69 Science 47.5 49 14 11 10 64 131 Index 650 617.5 619 350 127 102 40 431 622

Composite Index – Elementary-Middle Level Schools For PI – 1 (the Weighted Average Achievement Index), the denominator for ELA and Science was the # of continuously enrolled tested students. Math, however, did not have 95% tested, and therefore 95% of the continuously enrolled was used for the denominator. When PI – 2 (also known as the Core Subject Performance Index) is calculated, the number of continuously enrolled tested students will be used for every subject. PI – 2, in this example, yields an Index of 70. Each Index (which is based on the different PI methods) will be given a percentile rank relative to other schools in the State for that same subgroup and the following Achievement Level will be assessed: Subgroup Percentile Rank Achievement Level 10% or Less 1 10.1 – 50% 2 50.1 – 75% 3 Greater than 75% 4 The Achievement Levels for the two PI methods will be added together, re-ranked relative to other schools and using the same table above be given a Composite Performance Index Achievement Level.

Composite Index – Elementary-Middle Level Schools Weighted Average Index Level Core Subject Performance Level Combined Level (2-8) ABC 4 3 7 School Weighted Average Achievement Rank Core Subject Performance Index Rank Higher Rank Composite Performance Index (see Combined Level above) Final Rank ABC 2895 2178 7 2752

Composite Index – Elementary-Middle Level Schools Some notes: Students who take NYSAA exams will be included in PI calculations. Newly arrived ENL students who are exempt from taking the ELA assessment are not included in PI calculations. Grade 7 and 8 students who take a Regents Exam in Math or Science will have their scores counted in the same way that they are calculated for high school students.

Student Growth – Elementary-Middle Level Schools New York State will continue using Mean Growth Percentiles (MGPs) to measure student growth in Grades 4-8 ELA and Math at the elementary-middle level. MGPs are calculated for students who have a valid test score in the subject for the current year, as well as a valid test score in the same subject for the previous year. MGPs are made up of individual Student Growth Percentiles (SGPs); these SGPs show how a student’s test score ranks relative to other students in New York State with similar test histories. NYSED plans to use an unweighted three-year average MGP in ELA and Math (combined) for school accountability purposes.

Student Growth – Elementary-Middle Level Schools If a subgroup has a combined total of at least 30 students, then that subgroup will be eligible to receive a Growth Index Level. The table below illustrates how rankings for student growth will be assessed by NYSED: Subgroup MGP Growth Index Level 45 or Less 1 45.1 – 50 2 50.1 – 54 3 Greater than 54 4

Student Growth – Elementary-Middle Example Based on the past three-years of SGP data for the All Students subgroup at a hypothetical elementary school, what Student Growth Index Level should the All Students subgroup receive? Year Number of ELA SGPs Number of Math SGPs Sum of ELA SGPs Sum of Math SGPs 2016-17 40 41 1972 1989 2015-16 42 1886 1891 2014-15 38 1912 1919 3 Year Total 122 119 5770 5799 Combined Total 241 11569 The MGP Growth Index, then, is: Combined Total SGP Combined Total # SGPs = 11569 241 ≈48.0 Based on the table below, the All Students subgroup would receive a Growth Index Level of 2. Subgroup MGP Growth Index Level 45 or Less 1 45.1 – 50 2 50.1 – 54 3 Greater than 54 4

Composite Index – High Schools For high schools, PI is calculated the following way for ELA, Math, Science, and Social Studies: PI= #Level 2 ′ s + 2 #Level 3 ′ s + 2.5 #Level 4 ′ s #accountability cohort members ×100 The High School Composite Index is computed by multiplying the school’s ELA PI by 3, Math PI by 3, Science PI by 2, and Social Studies PI by 1, summing the weighted values and dividing by 9. Students who do not take a Regents Exam, NYSAA or an approved alternative to the Regents are counted as a Level 1.

Composite Index – High Schools Consider the following example: Accountability Group Subject # Students in Accountability Cohort # Level 1 # Level 2 # Level 3 # Level 4 Numerator Denominator PI All Students ELA 200 60 20 290 145 Math 70 30 40 250 125 Science 80 Social Studies 50 100 The High School Composite Index is then calculated as follows: 145×3 + 125×3 + 125×2 +(100×1) 9 =129

Composite Index – High Schools Similar to elementary-middle level schools, the High School Composite Index will be given a percentile rank relative to other high schools in the State for that same subgroup and an Achievement Level will be assessed: Subgroup Percentile Rank Achievement Level 10% or Less 1 10.1 – 50% 2 50.1 – 75% 3 Greater than 75% 4

Graduation Rates – High Schools NYSED will use four-year, five-year, and six-year August cohort graduation rates at the high school level. A Graduation Rate Matrix will be used on the four-year, five-year, and six-year graduation rates individually: Did Not Meet Goal Met Long-Term Goal Exceeded Long-Term Goal Did Not Meet MIP 1 NA Met Lower MIP 2 3 4 Met Higher MIP A Graduation Rate Index is then obtained for a subgroup by taking an unweighted average of the three values obtained from the matrix.

Graduation Rates – High Schools To clarify: The State establishes a 2021-22 Long-Term Goal for each subgroup based on the four-year, five-year, and six-year graduation rates. This Long-Term Goal adjusts for each following school year. A State Measure of Interim Progress (MIP) is set for each school year leading up to 2021-22 for each subgroup and graduation measure. There is also a School MIP, which consists of meeting a goal that is dependent on the school’s baseline measure.

Graduation Rates – High Schools The lower MIP is not always the School MIP. Based on the school’s baseline graduation rate, the School MIP is 1/5 of the 20% reduction of the difference between the baseline measure and the “End Goal.” The “End Goal” for the four-year, five-year, and six-year graduation rates are 95.0%, 96.0%, and 97.0%, respectively. When NYSED refers to “Exceeded Long-Term Goal,” that value is the Long-Term Goal + 50% gap reduction to the “End Goal”. For example, if the 2021-22 Long-Term Goal for the four-year graduation rate for All Students is 83.3%, then to “Exceed the Long-Term Goal,” the graduation rate would need to be: 83.3%+ .5 95.0%−83.3% =89.15% →89.2%

Graduation Rates – Example What Graduation Rate Index should the All Students subgroup at this high school receive for 2017-18? Measure State Baseline (Cohort) State Gap from End Goal State 5 Yr Gap Reduction Goal State Yearly Gap Reduction Goal State 2017-18 Target State 2021-22 Long-Term Goal State End Goal School Baseline School 2017-18 Grad Rate School MIP 4 Yr GR 80.4% (2011) 14.6% 2.9% 0.6% 80.9% 83.3% 95.0% 62.8% 64.2% 64.1% 5 Yr GR 83.0% (2010) 13.0% 2.6% 0.5% 83.5% 85.6% 96.0% 69.2% 70.7% 70.3% 6 Yr GR 84.1% 12.9% 84.6% 86.6% 97.0% 70.1% 69.7% 71.2% The 2017-18 cohort graduation rates are all below their respective 2017-18 targets, so the All Students subgroup “Did Not Meet Goal” for all three graduation rates. Since the school baseline graduation rates are all lower than the State baselines, then the lower MIPs are the School MIPs. The higher MIP is the State MIPs (the 2017-18 Targets). While no cohort met their State MIPs, the four-year and five year cohorts met their school MIPs, giving both cohorts a 2. The six-year cohort did not meet their School MIP and therefore earns a 1. The Graduation Rate Index (rounded to the nearest whole number) is: 2+2+1 3 =1.67=2

Combined Composite and Growth/Graduation Index NYSED then creates a Combined Index for each school. For elementary-middle level schools: Rank order schools on the Composite Index and determine the lowest 10%. Rank order schools on the Growth Index and determine the lowest 10%. The Composite Index rank and Growth Index rank are added together and then re-ranked. The lowest 10% of the combined rank will be given a Level 1. For high schools, the process is the same except the Graduation Rate Index is substituted for the Growth Index.

Progress for English Language Learners NYSED uses five levels of English Language Proficiency (ELP) (from lowest to highest): Entering, Emerging, Transitioning, Expanding, and Commanding. The NYSITELL exam is used to initially identify a student’s ELP. Students scoring at the Commanding level are not identified as an ENL student. Once identified, ENL students will take the NYSESLAT yearly to reidentify their ELP. ENL students will no longer be considered as such either by: Scoring at Commanding on the NYSESLAT, or Scoring at Expanding on the NYSESLAT and obtaining proficiency on either the 3-8 ELA Exam or English Regents.

Progress for English Language Learners NYSED will use a Transition Matrix to track the non-linear growth of ENL students in Grades 1-12. How to use the chart below: A student whose Initial ELP is Emerging would have a Target Growth of 1.25 Performance Levels in Year 2. By Year 3, the student should progress another 1 Performance Level, and by Year 4 should be at the Commanding Level. Initial ELP Year 2 Growth Year 3 Growth Year 4 Growth Year 5 Growth Entering (1) 1.25 1 0.75 Emerging (2) Transitioning (3) Expanding (4)

Progress for English Language Learners An important note is that the Transition Matrix tracks cumulative growth, so a student will not be penalized if their growth does not follow the exact pattern of the matrix. For example, consider a student whose initial ELP on the NYSITELL is at the Emerging Level. Suppose that when the student took the NYSESLAT in both Years 2 and 3, he scored at Level 4.25. Even though the student did not exhibit any growth from Year 2 to Year 3, he will not be penalized because his cumulative growth is where it needs to be by Year 3. Initial ELP Year 2 Growth Year 3 Growth Year 4 Growth Year 5 Growth Entering (1) 1.25 1 0.75 Emerging (2) Transitioning (3) Expanding (4)

Progress for English Language Learners A success ratio for each school is calculated that compares students’ results to their progress goals as follows: Using the table on the previous slide, count how many students met their progress goal (based on each student’s initial ELP and year in program). For each ENL students, use the table below to determine the probability that the student will meet their progress goal. Add up all of these probabilities to get the “Sum of students’ expected progress.” Initial Level Year Probability Entering 2 3 4 5 0.72 0.58 0.42 0.47 Emerging 0.48 0.33 0.24 Transitioning 0.29 Expanding 0.08

Progress for English Language Learners Calculate the School Success Ratio: # of students that met their progress goal Sum of students’ expected progress Use the Success Ratio Table below to determine the school Performance Level. Success Ratio Level 0.00 – 0.49 1 0.50 – 0.99 2 1.00 – 1.24 3 1.25+ 4

Exceeded Long-Term Goal Academic Progress NYSED will also compute an Academic Progress Measure at both the elementary-middle and high school levels for ELA and Math. In Appendix A of NYSED’s ESSA Plan, the State establishes a 2021-22 Long-Term Goal for each subgroup based on the academic measure in question. This Long-Term Goal adjusts for each following school year. A State Measure of Interim Progress (MIP) is set for each school year leading up to 2021-22 for each subgroup for each academic measure. There is also a School MIP, which is similar to a State MIP, except that it is dependent on the school’s baseline measure. The Academic Progress Measure will be based off of the following grid: Did Not Meet Goal Met Long-Term Goal Exceeded Long-Term Goal Did Not Meet MIP 1 NA Met Lower MIP 2 3 4 Met Higher MIP

Academic Progress Some points of clarification: A Progress Level will first be calculated for ELA and Math separately. They will then be averaged together to get an Overall Progress Level. If rounding is necessary, the Overall Progress Level will always be rounded down. When NYSED refers to “Exceeded Long-Term Goal,” that value is the Long-Term Goal + 50% gap reduction to 200 (with 200 being what NYSED calls its “End Goal”). For example, if the 2021-22 Long-Term Goal for 3-8 ELA for All Students is 118, then to “Exceed the Long-Term Goal,” the PI would need to be: 118+.5 200−118 =159 The lower MIP is not always the School MIP. The School MIP is 1/5 of the 20% reduction of the difference between the baseline measure and the “End Goal” of 200. For example, suppose that the 2016-17 PI for a school for 3-8 ELA for All Students is 150. That is above the 2017-18 State Target of 101, so this makes the State Target the lower MIP. The School Target for 2017-18 (or the higher MIP) is: 150+ .2 200−150 5 =152

Academic Progress – Example #1 Suppose a school has a 2016-17 All Students ELA baseline PI of 75, and in 2017- 18 has a PI of 82. What Academic Progress level should this subgroup receive? Measure State 2015-16 Baseline State Gap from End Goal State 5 Yr Gap Reduction Goal State Yearly Gap Reduction Goal State 2017-18 Target State 2021-22 Long-Term Goal State End Goal 3-8 ELA 97 103 20.6 4.1 101 118 200 The school did not meet the 2021-22 Long-Term Goal of 118, so the school “Did Not Meet Goal.” Since the 2016-17 PI is below the 2015-16 baseline, then the lower MIP is the School MIP (which is 75+ .2(200−75) 5 =80). The higher MIP is the State MIP (which is the 2017-18 Target of 101). The school’s PI increased by 7 points, which exceeds the School MIP, but it is still below the State Target of 101. Therefore, the All Students subgroup would receive a 2 in 3-8 ELA. Naturally, if the school’s PI increase was under 5 points, this subgroup would have received a 1. Had they met the State MIP, this subgroup would have received a 3.

Academic Progress – Example #2 If the same school has a 2016-17 All Students Math baseline PI of 125, and in 2017- 18 has a PI of 131, what Academic Progress level should this subgroup receive? Measure State 2015-16 Baseline State Gap from End Goal State 5 Yr Gap Reduction Goal State Yearly Gap Reduction Goal State 2017-18 Target State 2021-22 Long-Term Goal State End Goal 3-8 Math 101 99 19.8 4.0 105 121 200 The school met the 2021-22 Long-Term Goal of 121, so the school “Met Long-Term Goal.” However, it did not “Exceed the Long-Term Goal” as the 2017-18 PI of 131 is less than 161 (121+.5(200−121)) Since the 2016-17 PI is higher the 2015-16 baseline, then the lower MIP is the State MIP (the 2017-18 Target of 105). The higher MIP is the School MIP (which is 125+ .2(200−125) 5 = 128). Since the 2017-18 PI of 131 exceeds the School MIP of 128, then the All Students subgroup would receive a 4 in 3-8 Math. The Overall Progress Level, then, would be: 2+4 2 =3

Exceeded Long-Term Goal Chronic Absenteeism NYSED will use a chronic absenteeism metric at both the elementary-middle and high school levels. The chronic absenteeism rate for a school is defined as: # students who missed at least 10% or more enrolled school days Total # of students enrolled during school year ×100 A matrix similar to the one used for Academic Progress and Graduation Rates will be used to determine a subgroup’s Chronic Absenteeism Index Level. Did Not Meet Goal Met Long-Term Goal Exceeded Long-Term Goal Did Not Meet MIP 1 NA Met Lower MIP 2 3 4 Met Higher MIP

Chronic Absenteeism Some important caveats on chronic absenteeism: The determination of whether or not a student is chronically absent is based upon the number of days that the student was enrolled, not the length of the entire school year. Therefore, absences count more strongly for students who are enrolled in a school for a shorter period of time. A student’s chronic absenteeism status does not follow them from school to school. A student may be chronically absent based on their time at School A, but that has no bearing as to whether or not the student is chronically absent when they move to School B during the same year. What matters is how many times the student was absent during their time at School B. That being said, a student that is chronically absent and moves will still show up as chronically absent on School A’s chronic absenteeism report because he did have an enrollment period at that school. Students must be enrolled in school for a minimum of 10 days and must have attended school at least one day to be included in the chronic absenteeism count.

Chronic Absenteeism Some important caveats on chronic absenteeism: NYSED has developed chronic absenteeism end goals, long-term goals, and measures of interim progress. One table is devoted to Grades 1-8 and another is devoted to Grades 9-12. The School MIP is calculated similar to how it is calculated for graduation and academic progress (1/5 of the 20% reduction of the difference between the baseline and the End Goal). The End Goal for Chronic Absenteeism is always 5.0%--no matter what Grade or Subgroup is being examined.

Chronic Absenteeism – Example If 25.0% of All Students in a high school are chronically absent in 2016-17, and then 23.6% are chronically absent in 2017-18, what Chronic Absenteeism Index rating should this high school receive? Measure State 2016-17 Baseline State Gap from End Goal State 5 Yr Gap Reduction Goal State Yearly Gap Reduction Goal State 2017-18 Target State 2021-22 Long-Term Goal State End Goal Chronic Absent. 24.2% 19.2% 3.8% 0.8% 23.4% 20.4% 5.0% The school did not meet the 2021-22 Long-Term Goal of 20.4%, so the school “Did Not Meet Goal.” Since the 2016-17 chronic absenteeism rate is above the 2016-17 baseline, then the lower MIP is the School MIP (which is 25.0− .2(25.0−5.0) 5 = 24.2%). The higher MIP is the State MIP (which is the 2017-18 Target of 23.4%). The school’s chronic absenteeism rate dropped 1.4% points, which exceeds the School MIP, but it is still higher than the State Target of 23.4%. Therefore, the All Students subgroup would receive a 2.

College, Career, and Civic Readiness – High Schools NYSED will use a College, Career, and Civic Readiness (CCCR) Index to measure high school quality and student success based on the 4-year cohort as of June 30. Students will earn more credit for engaging in more difficult high school coursework. This Index will be on a scale from 0 to 200 points and will be computed as follows (using the chart on the next slide): 2 #Group A +1.5 #Group B +1 #Group C +0.5(#Group D) #accountability cohort members ×100 A CCCR Matrix has been developed, which is similar to that of other metrics. Did Not Meet Goal Met Long-Term Goal Exceeded Long-Term Goal Did Not Meet MIP 1 NA Met Lower MIP 2 3 4 Met Higher MIP

College, Career, and Civic Readiness – High Schools Group Readiness Measure Weighting A Regents Diploma with Advanced Designation Regents Diploma with CTE Endorsement Regents Diploma with Seal of Biliteracy Regents Diploma and score of 3 or higher on an AP exam Regents Diploma and score of 4 or higher on an IB exam Regents Diploma and the receipt of an industry-recognized credential or passage of nationally certified CTE examination Skills and Achievement Commencement Credential with an average score of 4 on the NYSAA in language arts, mathematics, and science 2 B Regents Diploma and high school credit earned through participation in an AP, IB, or dual enrollment course Regents Diploma with CDOS endorsement Skills and Achievement Commencement Credential with an average score of 3 on the NYSAA in language arts, mathematics, and science 1.5 C Regents or Local Diploma Skills and Achievement Commencement Credential with an average score of 2 on the NYSAA in language arts, mathematics, and science 1 D High School Equivalency Diploma CDOS Credential 0.5 E No High School or High School Equivalency Diploma

College, Career, and Civic Readiness – Example If a high school’s baseline CCCR measure is 120.7 in 2017-18 for All Students, and then receives a CCCR rating of 123.1 in 2018-19, what CCCR Index level should this high school receive? Measure State 2016-17 Baseline State Gap from End Goal State 5 Yr Gap Reduction Goal State Yearly Gap Reduction Goal State 2018-19 Target State 2021-22 Long-Term Goal State End Goal CCCR 117.3 57.7 11.5 2.3 119.6 126.5 175.0 The school did not meet the 2021-22 Long-Term Goal of 126.5, so the school “Did Not Meet Goal.” Since the 2017-18 value is above the 2016-17 baseline, then the lower MIP is the State MIP (which is a target score of 119.6). The higher MIP is the School MIP (which is 120.7+ .2(175.0−120.7) 5 =122.9). The CCCR for 2018-19 (123.1) exceeds the State MIP of 119.6, and it also exceeds the School MIP of 122.9. Therefore, the All Students subgroup should receive a 3.

Targeted Support and Improvement Targeted Support and Improvement (TSI) is used to identify schools with the lowest performing subgroups in the State. Subgroups that will be examined include: English Language Learners, economically disadvantaged students, race/ethnicity groups, and students with disabilities. The same decision rules that are used to identify CSI schools will be used to identify subgroups. A school that is identified as either Priority or Focus for the 2017-18 school year and is then identified under ESSA as being in the lowest 5% for a subgroup will be identified as Consistently Underperforming.

Exit Criteria for CSI and TSI Schools Schools can exit CSI Status if the All Students subgroup makes progress for two consecutive years. TSI Schools can exit their status as long as the identified subgroup(s) make(s) progress for two consecutive years. Here is how progress can be made to exit CSI or TSI: The identified subgroup(s) Composite Index and Growth or Graduation Index (depending on school type) are both Level 2 or higher, or Both the Composite Index and Growth or Graduation Index are higher than at the time of identification, and either the Composite or Growth or Graduation Index is Level 2 or higher; and neither Academic Progress, English Language Proficiency, Chronic Absenteeism, nor College, Career, and Civic Readiness is a Level 1.

What Happens if a CSI or TSI School Does Not Make Progress? If a CSI school does not make progress after three years, the school will remain in CSI and go into receivership. If a school is currently identified as a Priority School and is then identified as a CSI School under ESSA, then the school will go into receivership. Likewise, a school that is currently in receivership and is not identified as a CSI school under ESSA will be allowed to exit receivership at the end of the 2018-19 school year. TSI schools whose subgroups do not improve after six years will be identified for more targeted support and will be placed in CSI.

Additional Considerations Schools that are not identified for CSI or TSI but have any subgroup that receives a Level 1 on any of the accountability measures will have to do a needs assessment to determine what supports need to be provided to improve performance. A school district can be identified as a Target District if there are one or more CSI or TSI schools in the school district.

Assessment Participation Rates NYSED under ESSA will continue to expect at least a 95% participation rate for State ELA and Math assessments. If the participation rate for the All Students subgroup (or any other applicable subgroup) is below 95% for either ELA or Math, then the school will have to carry out a participation rate self-assessment and create a participation rate improvement plan. If the participation rate is in the bottom 10% across New York State, then the self-assessment and improvement plan needs to be approved by the Commissioner of Education. If the participation rate does not increase after the school plan is carried out, then the district must develop a new participation rate improvement plan for the school. If the participation rate does not increase after the district plan is carried out, then the district must contract with BOCES and develop a new participation rate improvement plan. If the participation rate does not increase after the BOCES plan is carried out, then NYSED may intervene.

Possible Future ESSA Metrics In addition to out of school suspensions and a high school readiness metric being incorporated in future accountability designations, the Board of Regents may decide in the future to include other indicators, such as: School Climate School Safety Per Pupil School Funding Student Access to Highly Qualified Teachers Teacher Turnover Parent Involvement & Engagement High School Credit Accumulation Post-secondary Outcomes These decisions have yet to be made.

Thank You! If you have any questions related to New York’s ESSA plan, please feel free to email them to: ESSA@nysed.gov.