Pennsylvania’s ESEA Flexibility Proposal PAFPC Conference Summary of comments made by Amy Morton, Executive Deputy Secretary Pennsylvania Department of.

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Presentation transcript:

Pennsylvania’s ESEA Flexibility Proposal PAFPC Conference Summary of comments made by Amy Morton, Executive Deputy Secretary Pennsylvania Department of Education April 16, 2013

Pennsylvania’s Accountability and Support System for Effective Educators and Successful Students portal.state.pa.us;80/portal/server.pt/gateway/PT ARGS_0_148494_ _0_0_18/

What does it propose?  School Performance Profile  AMO: Closing Achievement Gap  AMO: Graduation/Attendance Rate  AMO: Test Participation  95%  For SY Science and Writing, as well as, Reading and Math

Goals…  To close the gap by HALF in 6 years  Held accountable in two groups:  All students (Science, Math, Reading, Writing)  Historically Underperforming Group: IEP, ELL, Economically Disadvantaged Unduplicated Count! n = 11

3 Types of Schools… Focused Schools:  School Performance Profile - score range from 60 to 69.9  Graduation Rate - below 60% AND  Not a priority school but falling in the lowest 10% of Title I schools (excluding bottom 5%) Any school that does not meet the test participation AMO (95%)

Priority Schools:  School Performance Profile – score below 60  Lowest 5% of Title I schools  Title I schools receiving SIG funds

Reward Schools: 1. High achievement  School Performance Profile of 95 or above AND  Meets attendance/graduation AMO AND  Meets test participation AMO OR  School Performance Profile of 90 or above AND  Meets all AMOs

Reward Schools: 2. High Progress:  School Performance Profile between 70 to 89.0 AND  Meet all AMOs Proposed challenge and innovation grants

Additional comments…  21 st Century grant funds to be used during the school day (optional flexibility)  Report on ALL current subgroups but only accountable for two (all students and historically underperforming)  Must modify report if you only have one or two students in a group (violation of FERPA)  Don’t have to follow rank order of poverty – may serve high schools if meets needs (Title I)  Moving away from highly qualified to highly effective (Educator Effectiveness)