Ohio’s New Accountability System Ohio’s Response to No Child Left Behind (NCLB) a.k.a. Elementary & Secondary Education Act a.k.a. ESEA January 8, 2002

2 Challenges Tougher system New ground-rules –All students accounted for –Group, as well as aggregate, performance counts Creates new starting point for judging future performance – results are not directly comparable to past years

3 Opportunities Multiple ways to tell the achievement story Highlights the achievement of all students Ohio’s educators have been improving achievement for almost a decade -- we believe that and beyond will result in continuing improvement

4 Key Features Grades 3-8 reading & math tests Multiple measures School building designations Group accountability Recognition & consequences More timely results

5 Tests Administered Previously Grades 4, 6, 9 5 subjects Reading Mathematics Writing Science Citizenship Now Grades 3-8, 10 5 subjects Reading Mathematics Writing Science Social studies

Ohio Test Schedule

7 Test Performance Levels Proficiency Tests Advanced Proficient Basic Below Basic Achievement Tests Advanced Accelerated Proficient Basic Limited

8 Diagnostics ODE-developed diagnostics required for: –Students in buildings missing AYP for 2 years or more –Transfer students –All Kindergarten students within first 6 weeks If school met AYP or missed for one year, district may select diagnostic 9th graders in AE & AW districts (10th grade practice test)

9 Student Intervention Required for: –3rd graders reading below “proficient” -- intense remediation –Students scoring below “proficient” on achievement tests –Students failing to make satisfactory progress toward attaining grade level academic standards on diagnostic tests –9th graders scoring below “proficient” on the 10th grade practice test

10 Designations Applied Previously Districts only Now Districts School buildings Community schools

11 Same Five Designations for Ohio Excellent Effective Continuous Improvement Academic Watch Academic Emergency

12 Designations Determined Previously Percent of performance (local report card) indicators met Now Percent of performance indicators Performance index score Improvement AYP

13 Multiple Measures to Determine Designations Current Ohio Indicators (existing) Performance Index (new) Growth Calculation (new) Adequate Yearly Progress (federal requirement)

14 Multiple Measures: Current Ohio Indicators 22 total –20 test scores 5 subjects 4 grades (4th, 6th, 9th, 10th) –graduation rate –attendance rate High standard -- 75% plus

15 Multiple Measures to Determine Designations Current Ohio Indicators (existing) Performance Index (new) Growth Calculation (new) Adequate Yearly Progress (federal requirement)

16 Multiple Measures: Ohio Performance Index More sensitive to gradations of achievement than indicators Credits achievement at all performance levels Weights higher performance more than lower performance Rewards “advanced” performance

17 Multiple Measures: Ohio Performance Index Advanced1.2 Proficient1.0 Basic0.6 Below Basic0.3 Untested0.0

18 Multiple Measures: Ohio Performance Index Perf. Level%WeightScore Advanced Proficient Basic Below Basic Untested Total

19 Multiple Measures: Performance Index

20 Multiple Measures: Ohio Performance Index

21 Multiple Measures to Determine Designations Current Ohio Indicators (existing) Performance Index (new) Growth Calculation (new) Adequate Yearly Progress (federal requirement)

22 Multiple Measures: Growth Calculation -- Value Added Based on individual student gain –once grades 3-8 tests in place –multiple years of data

23 Multiple Measures: Growth Calculation -- Temporary Measure Based on improvement in performance index score –two years of improvement –at least 10 total points –at least 3 points in most recent year

24 Multiple Measures: Growth Calculation -- Temporary Measure District or school can move from: –Academic Emergency to Academic Watch –Academic Watch to Continuous Improvement

25 Multiple Measures to Determine Designations Current Ohio Indicators (existing) Performance Index (new) Growth Calculation (new) Adequate Yearly Progress (federal requirement)

26 AYP Applies to: Previously Title I funded schools & districts only Now All public schools & districts, including community schools Regardless of Title I funding

27 Group Accountability Previously Reported only Now Reported Basis of federal Adequate Yearly Progress calculation

28 Multiple Measures: NCLB Adequate Yearly Progress Whole school (all students) Groups –Race/ethnicity –Students with disabilities –Limited English proficient –Economically disadvantaged

29 Multiple Measures: Adequate Yearly Progress Same targets for each district, building, group, & statewide –Separate targets for % proficient: reading mathematics –95% participation requirement High school graduation rate K-8 attendance rate

30 Multiple Measures: Adequate Yearly Progress ( targets) ReadingMath Grade 440.5%35.9% Grade 636.0%36.8% Grade 978.0%53.1%

31 Multiple Measures: Adequate Yearly Progress (trajectory based on 40% starting point)

32 Who Counts Previously Districts could exclude: Students with disabilities Limited English proficient Now All students No exclusions Full academic year New rules for where students count

33 New Report Card Criteria: Multiple Ways of Earning Designations

Report Card Content Previously Percent of performance (local report card) indicators met Designation Now Percent of performance indicators Performance index score Improvement AYP Designation

35 Timeline for Report Card Release Previously February of next school year Now Before start of next school year

36 Recognition & Consequences Recognition Excellent Effective Consequences Continuous Improvement Academic Watch Academic Emergency

37 Consequences School Buildings School district has primary responsibility for support, intervention, & consequences Districts State has primary responsibility for support, intervention, & consequences

38 Consequences More Intrusive

39 Consequences: Title I Funded Schools Only Choice (after missing AYP for two years) Supplemental services (after missing AYP for three years)

40 Consequences: All Schools Less Intrusive New curriculum Decrease management authority Appoint outside expert Extend day or year More Intrusive Replace key staff Reorganize administrative structure after 4 years missing AYP

41 Consequences: All Schools after 6 years missing AYP Reopen as community school Replace personnel Contract w/ nonprofit or for-profit entity to operate school Turn operation of building over to ODE Other significant restructuring of building’s governance

42 Consequences: All Districts Less Intrusive Withhold Title I funds New curriculum Alternate governance for particular schools More Intrusive Replace key staff Appoint trustee in place of superintendent & school board after 4 years missing AYP

43 Challenges Tougher system New ground-rules –All students accounted for –Group, as well as aggregate, performance counts Creates new starting point for judging future performance – results are not directly comparable to past years

44 Opportunities Multiple ways to tell the achievement story Highlights the achievement of all students Ohio’s educators have been improving achievement for almost a decade -- we believe that and beyond will result in continuing improvement

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