New DC OSSE ESEA Accountability

DC OSSE ESEA Accountability Classification Overview I. DC OSSE Accountability System II. Classification of Schools III. Accountability Targets IV. Support V. Next Steps 2

DC OSSE ESEA Accountability System 3 DC OSSE Accountability Model: Takes both proficiency levels and growth into account Classifies schools into one of five classifications to differentiate levels of support, resources and flexibility. Shared Goal: 75% proficient in 5 years (reading, math and graduation) Growth is expected for ALL students Individualized targets tailored for each school and LEA (released August 17) Flexibility in use of Title I funds 32% of schools are identified for intensive support -22 Focus Schools, 9 Focus LEAs -32 Priority Schools, 6 Priority LEAs

DC OSSE ESEA Accountability - Introduction What are the changes in the Accountability Workbook? Accountability Reporting Excludes: – Schools with fewer than 40 students – Schools with subgroups fewer than 25 students – Students in the country for less than 1 year – Students tested outside their regular grade level Accountability Reporting Includes: – Full Academic Year (FAY) students – Students who exited ESL or Specialized Education programs in the past 2 years 4

DC OSSE ESEA Accountability – School Classification Process 5 Priority: Schools needing intense support to address low performance of all students School Index Score of 25 points or below Tier I or Tier II School Improvement Grant Graduation rate less than 60% for 2+ consecutive years (2011, 2010) Participation rate <95% for 2+ consecutive years Previously ID’d as Priority School & without 3 years of progress Focus: Schools needing targeted support to address large specific groups of students Not Priority Disproportionate Subgroup Performance Significant Within School Subgroup Gap Previously ID’das Focus School & without 2 years of progress Reward: Schools with the highest levels of student performance and growth Not Focus or Priority School Index Score 80+ Graduation rate >60% Participation rate 95%+ Ranking in top 5% in the state in composite annual growth Rising/ Developing: Schools needing support to continue growth Not Priority, Focus or Reward Developing: School Index Score 45+ Rising: School Index Score All Schools Criteria What it means LEAs reserve 20% Title I Funds Schools develop intervention plan Quality monitoring Professional development LEAs reserve 20% Title I Funds Schools develop intervention plan Quality monitoring Professional development Public recognition Invitations to special program participation Eligibility for reward funding Professional development Ongoing guidance and technical assistance

DC OSSE ESEA Accountability – School Classification 6 SEA Engagement with DCPS/PCSB LEA/School Autonomy over Activities LEA/School Flexibility in Use of Federal Funds Priority SchoolsVery HighLower Focus SchoolsHighModerate Developing SchoolsModerateHigh Rising SchoolsModerateHigh Reward SchoolsLowVery High

DC OSSE ESEA Accountability – Index Values To determine student proficiency level, find the applicable grade level, subject, and raw score for a student. – For example, Peter, a 5 th grade student, has a math score of 557. Using the table below, we can determine that Peter’s proficiency level for math for 2012 is: Basic High. 7 Math Cut Scores & Ranges GradeBelow Basic LowBelow Basic HighBasic LowBasic MiddleBasic HighProficientAdvanced

DC OSSE ESEA Accountability – Index Values Let’s look at Peter again. 1. In 4 th grade last year, Peter’s level was Basic Middle. 2. This year in math, Peter’s level is Basic High. 3. Using the Index Value table, we can find that Peter’s Index Value is Minimum N = 25Current Score Prior ScoreBelow BasicBasic ProficientAdvanced LevelGroup LowLowHighLowMiddleHighAll Below Basic Low High Basic Low Middle High Proficient All Advanced All No Prior Score Alternate Assessment

DC OSSE ESEA Accountability – School Index Scores The School Index Score is calculated based on the Index Values of all Full Academic Year (FAY) students. FAY students will have an Index Value for each exam he or she took. – A student who took both the ELA DC CAS and the math DC CAS will have two Index Values. All Index Scores are averages of Index Values, and are calculated using the same process. 1. Count the number of all the applicable Index Values (n) 2. Sum all of the applicable Index Values (sum) 3. Divide the sum of all the applicable Index Values by the number of all applicable Index Values. sum / n = Index Score For the School Index Score: sum all FAY Index Values, and divide the sum by the total number all FAY Index Values. 9

DC OSSE ESEA Accountability – School Index Scores Example: Peter attends School A. He took both the ELA and math DC CAS. – Therefore, Peter has two Index Values. School A has 50 FAY students. All FAY students took both the ELA and math DC CAS. – Therefore, School A has 100 Index Values The sum of all values (math & ELA) is 6, Divide the sum of all values by ,650/100 = is School A’s School Index Score. Students at School AMath Values ELA Values Peter (Student 1)2040 Student Student 300 (Students 4-47)…… Student 4880 Student Student Sum of scores3,5603,090 3, ,090 = 6,650

DC OSSE ESEA Accountability – School Index Scores 11 Students scoring proficient and above Students scoring advanced Students showing growth from previous year School Index Value

DC OSSE ESEA Accountability – Subgroup Index Scores 12 Average all these scores for each subject to calculate the All Students Subject Score Average just these scores for each subject to calculate the African American Subject Scores

DC OSSE ESEA Accountability – Subgroup Index Scores Peter at School A identifies as African American and Economically Disadvantaged. Peter’s Index Values will be included in both the African American and Economically Disadvantaged Subgroup Subject Scores 13

DC OSSE ESEA Accountability – Subgroup Subject Index Scores State Average Index Score by Subgroup by Subject 14 SubgroupELAMath African American Asian/Pacific Islander Hispanic White Economically Disadvantaged English Language Learners Special Education

DC OSSE ESEA Accountability –Focus School classification: based on subgroup performance Disproportionate Subgroup Index Score (each bar= 1 school) 15 Schools with Disproportionate Subgroup Subject Index Scores  Focus Schools Economically Disadvantaged Math Scores

DC OSSE ESEA Accountability – School Classification 16

DC OSSE ESEA Accountability – School Classification 17

DC OSSE ESEA Accountability – School Classification 18

DC OSSE ESEA Accountability – School Classification 19

DC ESEA Accountability – Summary Schools receive differentiated levels of support, resources, flexibility and monitoring based on these categories. Next steps: – Release of school level targets on Aug 17 – When Title I intervention plans due for priority & focus schools 20