MDE Accountability Update SLIP Conference, January 2016

Topics  ESEA to ESSA Changes  Accountability Scorecards and Data Files  Student Growth Measures  WIDA Test Exceptions

Every Student Succeeds Acts  Reauthorization of Elementary and Secondary Education Act of 1965  Replaces No Child Left Behind Act  Many areas introduced under ESEA Flexibility remain:  College and Career Ready Standards  Lowest performing schools  Achievement gaps  State-developed performance targets  Educator/Administrator Evaluations are no longer required under federal regulations

ESSA: A Closer Look At School Accountability  Targets  Long term goals for student achievement, graduation rates, and English language proficiency (with interim progress)  Accountability Systems  Assessment scores  English language proficiency  Graduation rates  Indicator of school quality or success  Student growth  95% Participation still required, but consequences left to states  1% Cap on proficiency for alternate assessments is still in effect

ESSA: School Accountability – Comprehensive Support  Comprehensive Support and Improvement Schools  Lowest performing five percent of Title I schools OR high schools with graduation rates below 67% OR subgroup consistently underperforming in same manner as a lowest 5% school  Identified at least once every three years beginning  Intervention is locally-determined and evidence-based  Approved at school, district, and state levels  Up to four years to exit this status  Districts may allow students in identified schools to transfer schools  5% of Title I funds may be used to provide transportation  More rigorous action must be taken for schools not meeting exit criteria after four years

ESSA: School Accountability – Targeted Support  Targeted Support and Improvement Schools  Schools with any student subgroup consistently underperforming based on indicators in the state accountability system  Identified annually starting in  Intervention is locally-determined and evidence-based  Approved by school and districts  Additional action required if a school does not meet district-developed criteria and timeline  Schools with subgroups performing at the level of the lowest-performing 5% of schools that do not improve within a state-set number of years will be identified as Comprehensive Support and Improvement Schools

ESSA: Timelines  August 1, 2016 – all ESEA Flexibility Waivers expire  Fall 2016 – Spring 2017 – submit accountability plans to USED???  School year – ESSA accountability system starts  Identification of Comprehensive and Targeted improvement schools base year  In the meantime:  Existing Priority/Focus schools continue to work towards existing exit criteria  Annual Education Reports (AERs) continue to be reported annually  Report data on existing accountability systems??

Accountability Scorecards  Projecting appeals window of January 19 – February 2, 2016  Will not be public  Same familiar interface with minimal changes:  Navigation is tabbed – less clicking!  Items requiring multiple years of proficiency do not exist this year  Multiyear proficiency averages  Safe Harbor  ELA instead of separate Reading and Writing  Student Growth Percentiles used to determine student growth  Replaces performance level change  Full Academic Year (FAY) definition change

Student Growth Percentiles (SGP)  Basic SGP:  Students grouped with other students throughout the state who had equivalent scores on the previous test  Students then ordered in their group based on their score on the current year test  Each student then receives a percentile rank based on their order in the group  Describe a student’s learning over time compared to other students with equivalent prior test scores  SGP of 50 shows average learning over time, with higher SGPs showing higher than average learning, and lower SGPs showing lower than average learning

SGP Usage in Michigan’s Accountability Systems  Top-to-Bottom – SGPs replace PLC and improvement slopes  For the current and previous year, calculate Student Growth Percentiles (SGPs) for each student in each content area.  Take the average SGP of the pooled current year and previous year z-scores. This is the school’s Two-Year Average SGP.  Scorecards – SGPs replace PLC “growth proficient” measurements  Non-proficient students with SGPs in the top two quintiles count as growth proficient (M-STEP, MME, MI-Access FI)

Accountability Data File  Additional Fields  SGP-related:  SGP  SGP growth level  ELA replaces Reading and Writing  Filtering Example

WIDA ACCESS Test Exceptions  Criteria based on USED directive to ensure all English Learners (ELs) who are also Students with Disabilities (SWDs)participate in state assessments  Student Groups for whom WIDA ACCESS test exceptions may be allowed:  K – 2nd grade students who are visually impaired and are in the process of learning braille  K students who use American Sign Language (ASL) as their primary method of communication could be allowed to not take assessments in all domains  1st – 12th grade students who use American Sign Language (ASL) as their primary method of communication could be allowed to not take assessments in Speaking and Listening domains (WIDA considers the usage of ASL on this assessment a non-standard accommodation)  K-12 students who have mutism as identified on their IEP/504 plan may be exempt from the Speaking domain

WIDA Alternate ACCESS Test Exceptions  Criteria based on USED directive to ensure all English Learners (ELs) who are also Students with Disabilities (SWDs)participate in state assessments  Student Groups for whom WIDA Alternate ACCESS test exceptions may be allowed:  1st – 12th grade students who are visually impaired (learning braille) and cognitively impaired (there is no braille version of the Alternate ACCESS for ELLs)  1st – 12th grade students who use American Sign Language (ASL) as their primary method of communication could be allowed to not take the Speaking and Listening domains (WIDA considers the usage of ASL on this assessment a non- standard accommodation)  1st -12th students who have mutism as identified on their IEP/504 plan may be exempt from the Speaking domain

WIDA Test Exceptions Process  Request annually through the MDE Secure Site  This year’s window recently closed (December 7, 2015 – January 8, 2016)  Test Exception submission directions can be found under the Quick Reference Section:  Test Exceptions do not negatively impact districts’ accountability measures  Test Exception info sheet:  MDE’s WIDA webpage:  WIDA questions may be directed to (put WIDA in the subject line) or

Accountability Unit Contact Information    Chris Janzer, Assistant Director  Michael Mekhayel, State and Federal Accountability Specialist