1. Focus Districts: Identification, Requirements and Interventions Monday, February 1, 2016 Presented by Ira Schwartz, Assistant Commissioner Shibu Joseph, Associate Alexandra Pressley, Associate

2. With this webinar, the Department is seeking to: Help districts understand the methodology and the data used to preliminarily identify schools and districts. Provide information on how districts can appeal the status of their district and schools. Provide a high-level overview of the requirements and interventions that are associated with Focus Districts, Focus Schools, and Priority Schools. Presentation Goals

3. During the webinar, districts can forward any questions to accountinfo@nysed.gov. accountinfo@nysed.gov Staff will attempt to answer the questions during the webinar as they are received. Questions?

4. History of the Elementary and Secondary Education Act (ESEA) Flexibility Waiver Septembe r 2011 November 2014 Septembe r 2011 September/ November 2013 May 2012 July 2014 President Obama announces the ESEA Flexibility Initiative. September 2011 The USDE approved New York State’s ESEA Flexibility Waiver Request for the 2012-13 and 2013- 14 school years. May 2012 The USDE offered states with approved ESEA Flexibility Waivers the opportunity to renew the waivers for the 2014-15 school year only. September/November 2013 The USDE approved the State’s ESEA Flexibility Waiver Renewal Request for the 2014-15 school year. July 2014 The USDE offered states with approved renewal waivers the opportunity to renew for the 2015-16, 2016-17, 2017-18, and 2018-19 school years. November 2014 The USDE approved the State’s ESEA Flexibility Waiver Renewal for 2015-19. June 2015

5. Under its approved ESEA Waiver, and as outlined in Commissioner’s Regulations §100.18, New York State is required to identify:  Focus Districts  Focus Schools  Priority Schools  Local Assistance Plan Schools  Schools in Good Standing  Reward Schools These identifications are based on the annual performance of students on state assessments. New York State’s School & District Accountability System

6.  Although ESEA was reauthorized in December 2015 as the Every Student Succeeds Act (ESSA), the accountability provisions of New York's ESEA Flexibility Waiver remain in effect through the 2016-17 school year.  The Waiver requires that NYSED create new lists of Priority and Focus Schools and submit them to USDE by March 1, 2016.  ESSA requires that we identify schools for comprehensive support and assistance prior to the start of 2017-18 school year.  NYSED must develop a new ESSA accountability plan and receive USDE approval of the plan prior to the 2017-18 school year.  Until Commissioner's Regulations are amended to reflect the ESSA plan, which will go into effect with the 2017-18 school year, school districts with Priority and Focus Schools must adhere to the requirements of Part 100.18.

8. The NYS Accountability Building Blocks

9. Priority and Focus Identification

10. Accountability Groups For each accountability measure, New York State reports data on the following “accountability” groups:  All Students  American Indian or Alaska Native Students  Black or African American Students  Hispanic or Latino Students  Asian or Native Hawaiian/Other Pacific Islander Students  White Students  Multiracial Students  Students with Disabilities*  Limited English Proficient (LEP) Students (also known as English Language Learners – ELLs)*  Economically Disadvantaged Students* *Students are included in the Students with Disabilities, LEP Students, or Economically Disadvantaged Students group, if they were reported to the Department in the Student Information Repository System (SIRS) as being a member of the group at any time during the reporting year. Former Students with Disabilities and ELLs are also included in this group for up to two years.

11. Performance Index (PI) For each school and district, NYSED calculates a Performance Index value for all the accountable subgroups (30 or more tested students) for all the accountability measures at the elementary/middle and secondary levels. A Performance Index is a value from 0 to 200 that is assigned to an accountability group, indicating how that group performed on a required State assessment (or approved alternative) in English language arts, mathematics, or science. PI = %Level 2 + %Level 3 + %Level 4 + %Level 3 + %Level 4

12. Performance Index: Example PI = [(31+34+20+34+20) ÷ 107] x 100 = 130 For Common Core Regents Exams, the five performance levels are converted into four accountability levels and the PI is determined.

13. Two-Year Combination of Data for Performance if Subgroup Fails for Participation STEPConditionIf YesIf No 1 Are there 30 are more 2014-15 School Year Results for continuously enrolled students in the subgroup on the accountability measure? Use 2014-2015 School Year Results Go to Step 2 2 Did 40 or more students in the subgroup participate in the 2014-15 assessment on the accountability measure? Go Step 3 The school or district is not accountable for the performance of the subgroup on the accountability measure 3 Did the school meet the 95% participation requirement using 2013- 14 and 2014-15 combined participation data? The school or district is not accountable for the performance of the subgroup on the accountability measure Go to Step 4 4 Is the number of results in 2013-14 and 2014-15 school year combined for continuously enrolled students in the subgroup on the accountability measure 30 or greater? Use combined 2013-14 and 2014-15 school year results The school or district is not accountable for the performance of the subgroup on the accountability measure

14. 14 Two-Year Combination of Data for Performance if Subgroup Fails for Participation (Example) 14-15 Participation Enroll 14-15 Participation Rate 13-14 &+ 14-15 Participation Rate Met Participation Criterion? 14-15 Performance Enroll 14-15 PI 13-14 Participation Enroll 13-14 Participation Rate 13-14 PI 13-14 + 14-15 Performance Enroll 13-14 + 14-15 Combined PI 3397— 32116---—— 3380 —  26----—— 405075  201304010012060123

15. Graduation Rate: 4-Year and 5-Year Cohort The graduation rate for a group is determined by dividing the number of graduation-rate total cohort members who graduated with a local or Regents diploma by the number of graduation-rate total cohort members, and multiplying the result by 100. For example: Graduation-rate total cohort members = 178 Graduation-rate total cohort members with local or Regents diplomas = 146 Graduation rate = (146  178)  100 = 82.02247 or 82%

16. District & School Report Cards News York State District and School Report Cards can be accessed online at: http://data.nysed.gov/http://data.nysed.gov/

17. During the webinar, districts can forward any questions to accountinfo@nysed.gov. accountinfo@nysed.gov Staff will attempt to answer the questions during the webinar as they are received. Questions?

18. 18 Identification

19. Focus District Identification A district was identified as a Focus District for meeting one or more of the following criteria: one or more schools in the district being preliminarily identified as a Priority School; and/or one or more accountability groups in the district, excluding the all students accountability group, being preliminarily identified based on 2014-15 school year data as among the lowest performing in the state for the English language arts (ELA) and mathematics Performance Index (PI) results combined; and/or one or more accountability groups in the district, excluding the all students accountability group, being preliminarily identified for the 2010 4-year graduation rate total cohort as of August 31, 2014 as among the lowest performing in the state; and the accountability group(s) for which the district has been preliminarily identified has not demonstrated improvement by meeting one or more the progress filters. 19

20. Focus School Identification Within a Focus District, a school was identified as a Focus School if it met one or more of the following criteria: the 2014-15 combined English language arts (ELA) and mathematics Performance Index (PI) results for one or more accountability groups of the school, excluding the all students accountability group, being at or below the Focus District cut points; and/or the 2010 4-year graduation rate total cohort as of August 31, 2014 for one or more accountability groups of the school, excluding the all students accountability group, being at or below the Focus District cut points; and the accountability group(s) for which the school has been preliminarily identified has not shown progress by meeting any of the progress filters. If all the schools within the Focus District do not meet the criteria to be a Focus School, then the district will not have a Focus School. The district will remain identified as a Focus District. 20

21. Focus District & Focus School Cut Points Cut Points Used to Identify Focus Districts and Focus Schools 21 Subgroup 2014-15 Elementary- middle level Combined ELA & Math PI 2014-15 Secondary level Combined ELA & Math PI 2010 4-year Graduation Rate (at or below) Students With Disabilities2956.533 Am. Indian61124.561 Asian 61 124.561 Black 61 124.561 Hispanic 61 124.561 White 61 124.561 Limited English Proficient27.55425 Econ. Disadvantaged64116.562 Mixed Race61124.561

22. A subgroup preliminarily identified for elementary-middle level PI is removed from identification if the 2013-14 and 2014-15 combined ELA and Math MGP is above the state average. A subgroup preliminarily identified for elementary-middle level PI, secondary level PI, or graduation rate is removed from identification if the 2010 4-year or 2009 5-year graduation rate is above the state average. 22 Focus District & Focus School Progress Filters Subgroup 2013-14 & 2014-15 EM Combined ELA & Math MGP State Average 2010 4-year Graduation Rate State Average 2009 5-year Graduation Rate State Average Students With Disabilities49.545459 Am. Indian50.106569 Asian56.178587 Black49.226771 Hispanic51.106671 White50.588990 Limited English Proficient53.744554 Econ. Disadvantaged50.897175 Mixed Race49.9580

23. Priority School Identification A school was identified as a Priority School for meeting one or more of the following criteria: the 2014-15 elementary middle level combined English language arts (ELA) and mathematics Performance Index (PI) results for the all students subgroup was at or below 52.5 and the subgroup did not make a gain of more than 10 points from the 2013-14 PI; and/or the 2014-15 secondary level combined English language arts (ELA) and mathematics Performance Index (PI) results for the all students subgroup was at or below 96 and the subgroup did not make a gain of more than 10 points from the 2013-14 PI; and/or the 4-year total cohort graduation rate for the all students subgroup was below 60 percent for the 2008, 2009 and 2010 cohorts; and the school did not show improvement by meeting one or more of the progress filters applicable to the grade level. 23

24. Identification of Priority Schools, Focus Districts, and Focus Schools, Effective February 2016 Preliminary Priority & Focus Counts for 2016 24 Status2015-162016-17 Priority Schools154250* Focus Districts59103** Focus Schools427458 # *SED must identify at least 5% of the State’s Title I Schools as Priority Schools. ** Preliminary count of Focus Districts, pending appeals # SED must identify at least 10% of the State’s Title I schools as Focus Schools

25. During the webinar, districts can forward any questions to accountinfo@nysed.gov. accountinfo@nysed.gov Staff will attempt to answer the questions during the webinar as they are received. Questions?

26. 26 Understanding the Identification Data Files

27. Focus District Identification File 27 Column E Column F Columns G:O Columns P:X Columns Y:AG NYSED has posted the following accountability status related files to the IRS Portal located at http://portal.nysed.gov/portal/page/pref/PortalApp: http://portal.nysed.gov/portal/page/pref/PortalApp AccountabilityStatusFeb2016.xlsx, FocusDistrictIdentification.xlsx, FocusSchoolIdentification.xlsx, PrioritySchoolIdentification.xlsx, District&SchoolMGP.xlsx and DataDictionary.xlsx Columns IS:JB Columns JC:JL Columns JM:JV

28. Focus District: Example 28 Let us look at the example of a district that is accountable for the performance of the Students with Disabilities (SWD), White and Economically Disadvantaged subgroups. The district is accountable for elementary-middle level PI, secondary level PI and for Graduation Rate. SWD Am IndAsianBlackHispWhiteLEPED Mix Rac 14-15 EM ELA & Math combined PI 27.5----60-55.5- 14-15 HS ELA & Math combined PI 75----169-120- 2010 4-Year Grad Rate 50----86-68- 2009 5-Year Grad Rate -----92--- 13-14 & 14-15 combined ELA & Math MGP 53.93----48.98-49.10- SWD Am IndAsianBlackHispWhiteLEPED Mix Rac 13-14 EM ELA & Math combined PI 29.5----68-65.5- 13-14 HS ELA & Math combined PI 71----153.5-106- 2009 4-Year Grad Rate -----87--- 2008 5-Year Grad Rate -----84---

29. Focus District: Example 29 For more details, please review the Focus District methodology document posted at: http://www.p12.nysed.gov/accountability/ESEAMaterials.html. http://www.p12.nysed.gov/accountability/ESEAMaterials.html The first step is to determine the 2014-15 combined ELA & Math PI for all accountable subgroups at the elementary-middle and secondary level. The 2010 4-year graduation rate is also listed. Please refer to Step A.1 & B.1 in the methodology document. Columns AH:AQ Columns BB:BK Columns AR:BA

30. Focus District: Example 30 The next step is to check whether the subgroups meet any of the Progress Filters. For each of the accountability subgroup the 2010 4-year and 2009 5-year graduation rate is compared with the state average. For District B, we see that the White subgroup meets the 2009 5-year graduation rate above state average Progress Filter. The White subgroup PI (for EM & secondary levels) and the White subgroup graduation rate is removed from identification. The SWD and ED subgroups did not meet any graduation rate filters and cannot be removed. Please refer to Step A.3 & B.2. in the methodology document. Columns BB:BJ Columns BL:BT Columns GH:GPColumns GQ:GY

31. Focus District: Example 31 Columns BU:CCColumns DW:EE Next, the 2013-14 & 2014-15 combined Mean Student Growth Percentile (MGP) is checked to see whether any subgroup’s MGP is above the state average. The SWD subgroup meets the Progress Filter. The EM Level SWD subgroup PI is removed from identification. The White and ED subgroups did not meet the MGP Progress Filter and cannot be removed. Please refer to Step A.2. in the methodology document. As stated in the previous slide, the White subgroup has already been removed, because it met the 2009 5-year graduation rate above state average Progress Filter.

32. Focus District: Example 32 Columns CD:CLColumns AH:AQColumns EO:EWColumns EF:ENColumns EX:EF Next, for the EM and secondary level PIs the 10 point gain, or 10 percent gap reduction, or “Made AYP for 13-14 & 14-15” Progress Filters are checked. None of the EM subgroups meet any of the filters. The ED subgroup is the only subgroup left at the EM level without meeting any of the Progress Filters. Please refer to Steps A.4, A.5 & A.6 in the methodology document. Please Note: Only EM PI Progress Filters displayed below.

33. Focus District: Example 33 Next, the subgroups that met one of the Progress Filters are suppressed. The subgroup PIs and Graduation Rates are then compared with the cut points established for Focus Districts. If any subgroup PI or graduation rate is at or below the cut point, then the district is identified as a Focus District for that subgroup. Columns IS:JAColumns G:OColumns JC:JKColumns JM:JU

34. Focus District: Example 34 Here is the outcome for District B:  All secondary level subgroup PIs and Graduation Rates were above the cut points and therefore not identified. Elementary-Middle Level PI SWD Am IndAsianBlackHispWhiteLEPED Mix Rac Focus District Cut Point 2961 27.56461 14-15 combined ELA & Math EM PI 27.5----60-55.5- Met 2010 4-year Grad Rate above State average Progress Filter No---- - - Met 2009 5-year Grad Rate above State average Progress Filter No----Yes-No- Met 13-14 & 14-15 MGP Progress Filter Yes----No- - Met 10 Point gain in PI from 2013-14 Progress Filter No---- - - Met 10 point gap reduction in PI from 2013-14 Progress Filter No---- - - Met Made two years of AYP Progress Filter No---- - - Subgroup at or below Cut Point NA---- -Yes- Subgroup Identified No---- -Yes-

35. Progress Filters for Focus Districts 35 Progress Filters - are alternate measures used to determine whether districts and schools have made sufficient progress, so that even though the school or district may be low-performing for an accountability group on a performance measure, that group’s performance is not used to identify the district or school. Progress Filters used for Focus Districts are: Group has made a 10 point gain or 10 percent gap reduction on the Performance Index from prior year. 2013-14 and 2014-15 combined Mean Student Growth Percentile (MGP) is above Statewide average. Subgroup’s 4- or 5-year graduation rate is above Statewide average. Subgroup’s 4- or 5-year graduation rate has increased by ten percent over the prior cohort. Subgroup’s 4-year graduation rate has increased by ten percent from two cohorts prior. Subgroup’s 4-year graduation rate gap decreased by 10 percent from the prior cohort. Subgroup has made AYP for the past two years.

36. Focus School Identification File 36 Column G Column H Columns L:T Columns U:ACColumns AD:AL Columns AM:AUColumns AV:BDColumns BE:BM Columns JV:KDColumns KE:KM Columns KN:KV

37. Priority School Identification File 37 Column G Column H Column K Column N Column P Column QColumn T Column V Column AC For more details, please review the Priority School Identification methodology document posted at: http://www.p12.nysed.gov/accountability/ESEAMaterials.html.http://www.p12.nysed.gov/accountability/ESEAMaterials.html

38. During the webinar, districts can forward any questions to accountinfo@nysed.gov. accountinfo@nysed.gov Staff will attempt to answer the questions during the webinar as they are received. Questions?

39. Appeal Form for 2016 Accountability Status The form was attached (Attachment H) to the memo sent to identified and re-identified districts. The form is also available online at: http://www.p12.nysed.gov/accountability/ESEAMaterials.html http://www.p12.nysed.gov/accountability/ESEAMaterials.html 39

40. 40 Next Steps for Identified Districts and Schools

41. IdentificationSupportsInterventionsFunding Focus DistrictsDiagnostic Tool for School and District Effectiveness (DTSDE) review process District Comprehensive Improvement Plan (DCIP) aligned with findings of DTSDE Public School Choice (PSC) 1003(a) funds to support improvement Focus SchoolsDTSDE review processSchool Comprehensive Education Plan (SCEP) PSC Re-identified schools must implement one element of Whole School Reform Model (WSRM) 1003(a) funds to support improvement Priority Schools DTSDE review process Office of Innovation and School Reform (OISR). WSRM or 1003(g) School Improvement Grant (SIG) PSC Extended Learning Time (ELT) 1003(g) for SIG model implementation 1003(a) funds to support interventions Overview of Differentiated Supports and Interventions 41

42. Next Steps for Preliminarily Identified Schools and Districts 42 DateAction Step ImmediatelyReview data files related to preliminary designation. February 8, 2016Submit any appeals to accountinfo@nysed.gov using the appeal form posted at: http://www.p12.nysed.gov/accountability/ESEAMaterials.htmlaccountinfo@nysed.govhttp://www.p12.nysed.gov/accountability/ESEAMaterials.html February 8–23, 2016Review the requirements for Focus Districts. February 23, 2016NYSED will notify districts of the final status of their district and schools. February 25, 2016NYSED will publicly release district and school accountability lists. February 2016NYSED will notify districts regarding DTSDE visits. March 10-11, 2016Newly Identified Districts - Attend DTSDE Training in Albany, NY. March 25, 2016Notify the general public, the local board of education, and parents regarding the accountability status of the district and its schools. July 31, 2016Submit a DCIP and SCEPs for each identified Focus and Priority School. July/August 2016Notify parents of the PSC options available no later than 14 days before the start of the 2016-17 school year.

43. Diagnostic Tool for School & District Effectiveness (DTSDE) Commissioner’s Regulations § 100.18 require that all Priority and Focus Schools participate in a diagnostic review of quality indicators in a format and using the content prescribed by the Commissioner. The on-site district and school reviews inform subsequent School Comprehensive Education Plans (SCEPs) and District Comprehensive Improvement Plans (DCIPs). The DTSDE review evaluates school and district performance in relation to six tenets: district leadership and capacity; school leader practices and decisions; curriculum development and support; teacher practices and decisions; student social and emotional developmental health; and, family and community engagement. For more information on DTSDE please visit: http://www.p12.nysed.gov/accountability/diagnostic-tool-institute/DTSDEInstitute.html. http://www.p12.nysed.gov/accountability/diagnostic-tool-institute/DTSDEInstitute.html 43

44. Focus Districts are required to develop a DCIP that articulates how the district will use the full range of its resources to support improvement efforts in identified schools. Focus Districts are also expected to develop a SCEP for each identified school in the district which describes the interventions that will be implemented in the coming school year to support increases in student achievement. In the development of the DCIP and SCEP, Focus Districts must utilize the DTSDE school visit review process to targeting the areas of greatest need and applying the appropriate interventions. The district is eligible for 1003(a) grants to support DCIP and SCEP implementation, if the identified schools within the district are eligible for Title I. District Comprehensive Improvement Plan (DCIP) & School Comprehensive Education Plan (SCEP) 44

45. Under current Commissioner’s Regulations §100.18, Priority Schools are required to implement a whole school reform model by no later than the 2018-19 school year. Districts may meet this requirement through implementation of a 1003(g) School Improvement Grant intervention model, a School Innovation Fund model, or through implementation of a Whole School Reform Model aligned to the United States Department of Education’s (USDE) Turnaround Principles. More information regarding the requirements of these models can be found on the Office of School Innovation and Reform’s website at http://www.p12.nysed.gov/oisr/. http://www.p12.nysed.gov/oisr/ Priority Schools that are also identified as Persistently Struggling or Struggling are meeting this requirement through implementation of the Department- approved plan required under Commissioner’s Regulations §100.19. Priority School Interventions: Whole School Reform Model (WSRM) 45

46. Focus and Priority Charter Schools 46 Identified Focus Charter Schools and Priority Charter Schools must take such actions as are required by their charter authorizer pursuant to Article 56 of the Education Law, consistent with the charter agreement that each charter school has with its charter authorizer and as determined by the charter school’s board of trustees in consultation with the charter school’s authorizer. Charter Focus and Priority Schools must submit the Charter School District Comprehensive Improvement Plan (DCIP) Equivalency form via e-mail to accountinfo@nysed.gov by Friday, July 29, 2016. accountinfo@nysed.gov An updated 2016-17 DCIP Equivalency Form will be posted to the Department’s website at: http://www.p12.nysed.gov/accountability/documents. http://www.p12.nysed.gov/accountability/documents Title I public charter schools are not required to offer Public School Choice (PSC).

47. According to Commissioner’s Regulations, once a school is identified as Focus or Priority, the district must annually inform parents of students enrolled in the school of the school’s designation. All Title I schools designated as Priority or Focus Schools, except for public charter schools, are required to offer Public School Choice (PSC). Districts must provide all enrolled students in these schools with the option to transfer to another public school within the district that is not a Priority or Focus School. Parents must be notified of the PSC options available no later than 14 days before the start of the 2016-17 school year. Public School Choice (PSC) 47

48. Schools and Districts Removed from Status 48 Requirements  Schools removed from Priority status are required to complete implementation of their whole school reform models.  Persistently Struggling Schools must implement such actions as specified by the Department in order to continue to receive Persistently Struggling School grant funds for the 2016-17 school year.  Schools removed from Focus status must continue to implement their SCEP through the end of the 2015-16 school year.  1003(g) SIG Recipients may be required to submit updated plans in order to continue to receive funding in 2016-17.

49. Schools and Districts Removed from Status 49 Schools removed from status no longer need to: o Participate in the DTSDE process. o Offer Public School Choice (PSC). Schools removed from Priority Status that are also identified as Persistently Struggling or Struggling will no longer be identified as Persistently Struggling or Struggling as of June 30, 2016. Please note: Schools that have been removed from Priority or Focus status can be later identified as Local Assistance Plan (LAP) schools. The Department will notify districts regarding the identification of LAP schools in the Spring of 2016.

50. For More Information Please Contact: NYSED Office of Accountability accountinfo@nysed.gov accountinfo@nysed.gov