Focus Schools September 25, 2015

Support Team Ms. Annette Barnes, Assistant Commissioner for Public School Accountability Mr. Elbert Harvey, Coordinator of Public School Accountability Dr. Richard Wilde, Director of School Improvement Ms. Tiah Friazier, School Improvement Specialist Dr. Robert Toney, School Improvement Specialist Ms. Janie Hickman, School Improvement Specialist Dr. Denise Airola, Office of Innovation for Education

ESEA Flexibility Requirements Focus Schools—USDE Definition flexibility/resources/eseaflexdefs pdf (page 4) flexibility/resources/eseaflexdefs pdf Pages xibility/AR_Approved_ESEA_Flexibility_Request. pdf xibility/AR_Approved_ESEA_Flexibility_Request. pdf

Focus Schools Calculations Denise Airola Office of Innovation for Education September 25, 2015

USDE Definition of Focus Schools A Title I school that has the largest-within school gaps between the highest achieving subgroup or subgroups and the lowest-achieving subgroup or subgroups or, at the high school level, has the largest within-school gaps in graduation rates (“within-school gaps” focus school); or A Title I school that has a subgroup or subgroups with low achievement or, at the high school level, low graduation rates (“low-achieving subgroup” focus school). SEA must identify as a focus school a Title I high school with a graduation rate less than 60 percent over a number of years that is not identified as priority. Achievement and lack of progress of the subgroup or subgroups.

Targeted Achievement Gap Group Student is counted once in the TAGG if he/she is in one or more of these groups: Economically disadvantaged English Learner (EL) Students with Disabilities (SWD) Less than a third of schools were accountable for SWD subgroups and less than one fifth of schools were accountable for EL subgroups in Poverty, EL, SWD students = educationally at risk students Students from different race/ethnicity not in these risk groups significantly outperformed students of the same race/ethnicity in these risk groups. 98% of schools in AR have 25 or more TAGG students.

Method Post appeals assessment scores for non-mobile students were used. Three year (2012, 2013, & 2014) percent proficient or above (P/A) for math and literacy for TAGG and Non-TAGG are calculated. For schools with 25+ TAGG and 25+ Non-TAGG subtract the percent P/A TAGG from percent P/A Non-TAGG = 3 year TAGG/Non-TAGG gap. For schools with 25+ TAGG and < 25 Non-TAGG subtract the percent P/A TAGG from state median percent P/A (91.77%) Non-TAGG = 3 year TAGG/Non- TAGG gap.

Method continued Schools with gap sizes greater than were identified as new Focus Schools. Feeder schools take on status of paired school.

Example TAGG N = 25+ and Non-TAGG N = 25+ Non-TAGG % P/A (93.48) – TAGG % P/A (60.25) = 3 year Gap = TAGG N = 25+ and Non-TAGG N < 25 State Median Non-TAGG % P/A (91.77%) – TAGG % P/A (57.20) = 34.57

Final List Previous Focus Schools that had not exited Focus status Newly identified Schools with largest gaps to include at least 10% of Title I schools.

Stats on New Focus Schools Focus Schools New Focus Designation N=28* Three Year Lit + Math Gap Mean (SD) Maximum Gap Size Minimum Gap Size (2.75)

ESEA Flexibility Approved Request August 6, 2015 Focus Schools

ADE Website Topics A-Z Select E Select ESEA Flexibility To view the approved request /AR_Approved_ESEA_Flexibility_Request.pdf /AR_Approved_ESEA_Flexibility_Request.pdf

USDOE ESEA Flexibility All States A – Z Topics Select S Select School Improvement Select Related Laws Select U.S Department of Education – ESEA Flexibility Site flexibility/index.html flexibility/index.html

ESEA Flexibility Highlights Priority Schools Pages Focus Schools Pages Please read the entire document for clarity on how teacher effectiveness, RTI, assessment, planning and support from ADE and District are all to integrate.

Focus Schools Year 1 First Semester (Pg. 115) Commissioner meets with principals and their superintendents Regional monthly meetings with locally hired SIS (School Improvement Specialist)/Principal and ADE School Improvement Team District assigns locally hired site based SIS to provide support in development of a diagnostic analysis and targeted improvement plan External provider is an option to locally hired SIS

Focus Schools Year 1 (Semester 1 continued) The locally hired SIS submits weekly school and district progress report ADE assigns SIS to provide oversight School and district leadership teams required Diagnostic Analysis School and District in conjunction with School Improvement Unit complete a diagnostic analysis and needs assessment to establish Interim Measurable Objectives and three year improvement plan (Pg. 116)

Focus Schools Year 1 (Semester 1 continued) ADE, district and school collaborate to develop a 3 year targeted improvement plan Preference status for participation in State Personnel Development Grant and/or the EL Academy TIP, as appropriate, inclusive of teacher development related to EL and SWD students TIP/ACSIP will be inclusive of Interim Measurable Objectives MOU between school leadership and district leadership to define levels of autonomy, accountability and sanctions related to lack of progress ADE SIS will provide State Board of Education with quarterly reports

Focus Schools Year 2 Semester 2 Implement TIP Quarterly Reports