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Accountability & Assistance Advisory Council Meeting
June 1, 2017 Best Western Royal Plaza Hotel Marlborough, MA
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Agenda Welcome Review of discussion norms
Changes to 2017 accountability reporting Massachusetts’ ESSA state plan update Schools identified for comprehensive support & improvement (CSI) or targeted support & improvement (TSI) Role of AAAC in Next steps & closing Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education
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Norms & protocols Promote risk-taking by not assigning specific comments to individual members in meeting summaries & minutes Maintain confidentiality before, during, & after meetings Seek clarification & check understanding to avoid mistakenly attributing ideas to an individual or organization represented on the council Keep improvements in student learning at the core of the discussions. Students should drive the conversation Stay engaged in the issues Actively address implicit biases & instill cultural proficiency in discussions Encourage discussion from all voices of members. Be additive, not repetitive Let members know if pre-reading or other pre-meeting assignments require more than 30 minutes of preparation time Make it fun! Massachusetts Department of Elementary and Secondary Education
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Changes to 2017 accountability reporting
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603 CMR 2.00: Accountability & Assistance for School Districts & Schools
Governs the review of the educational programs & services provided by MA public schools & the assistance to be provided by districts & ESE to improve them Describes the process for placing schools into Levels 1-5 Massachusetts Department of Elementary and Secondary Education
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Amendment The amendment allows ESE to refrain from placing certain schools into Levels 1-3 at the beginning of the school year Applies to one year only Impacts schools serving grades 3-8 that administer Next-Generation MCAS tests in spring 2017 Does not impact high schools serving grades 9-12 that do not administer Next-Generation MCAS Requires regulatory change – approved by the Board on April 18, 2017 Massachusetts Department of Elementary and Secondary Education
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Rationale Transition to new statewide assessment (Next-Generation MCAS) Opportunity to set a common assessment baseline for new accountability system Transition to a revised system of district & school accountability under the Every Student Succeeds Act (ESSA) Massachusetts Department of Elementary and Secondary Education
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Details Schools & districts administering Next-Generation MCAS in grades 3-8 that have participation rates below 90% will be placed into Level 3 Applies to any subgroup, & in any subject Schools serving a combination of grades 3-8 & 9-12 that have persistently low graduation rates for any group will be placed into Level 3 Persistently low: year rate less than 67% & 2015, 2014, & year rates less than 70% Massachusetts Department of Elementary and Secondary Education
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Details Current Level 4 or 5 schools or districts that are not exiting will maintain their level designation 2017 exit criteria not yet determined, but will be consistent with regulatory requirements All other schools meeting participation & graduation rate requirements will not receive an accountability level, school percentile, or Progress & Performance Index (PPI) 2017 assessment results will serve as the new baseline for target-setting in 2018 & beyond Massachusetts Department of Elementary and Secondary Education
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What will be reported in 2017?
High school (grades 9-12, not administering Next-Generation MCAS) Performance on all accountability indicators MCAS achievement, MCAS growth, ACCESS growth, graduation rates, dropout rates, dropout reengagement Progress & Performance Index (PPI) data School percentiles Accountability & assistance levels (1-5) Schools identified for low or very low assessment participation Schools identified for persistently low graduation rates Massachusetts Department of Elementary and Secondary Education
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What will be reported in 2017?
Elementary, middle, middle/high, & K-12 schools Next-Generation MCAS achievement results reported with relative indicator Student growth percentiles Accountability & assistance levels (No level, Insufficient data, Levels 4-5) Schools identified for very low assessment participation (Level 3) Schools identified for persistently low graduation rates (Level 3) Massachusetts Department of Elementary and Secondary Education
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Example 1: Elementary school
ELA participation Math participation Science participation 2017 Level School A 97% 96% No Level School B 92% 95% School C 93% 89% Level 3 Massachusetts Department of Elementary and Secondary Education
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Example 2: Middle/high school
ELA participation Math participation Science participation Persistently low graduation rate 2017 Level School A 97% 96% No No Level School B 94% 95% School C 89% 93% Level 3 School D 99% 98% Yes Massachusetts Department of Elementary and Secondary Education
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Reporting in 2018 & beyond 2017 results will serve as the baseline for target setting for 2018 & beyond 2018 determinations will reflect participation from 2017 & 2018 Additional details are still being developed & are subject to further deliberation by the Board of Elementary & Secondary Education Consistent with the Board’s November 2015 vote, test scores from the spring 2017 Next-Generation MCAS administration in grades 3-8 will not negatively impact accountability results in 2018, & going forward Massachusetts Department of Elementary and Secondary Education
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Massachusetts’ ESSA state plan update
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MA’s ESSA state plan Submitted to USED on April 3, 2017
USED staff determined the plan did not pass the “completeness check”, requested additional information from ESE (submitted May 10th) Massachusetts Department of Elementary and Secondary Education
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State plan required revisions
Long-term goals for improved academic achievement & measures of interim progress Long-term goals for English learners & measures of interim progress Weighting of accountability indicators Exit criteria for schools identified for comprehensive support & intervention Exit criteria for schools identified for targeted support & intervention Program objectives & outcomes for activities under Title V Part B Subpart 2 (rural education) Massachusetts Department of Elementary and Secondary Education
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State plan required revisions
ESE addressed each of these issues using available data, with the caveat that updates would likely be necessary once Next-Generation MCAS & ACCESS for ELLs results are available ESE will use 2017 results for modeling & simulations, & will update the state plan as needed Massachusetts Department of Elementary and Secondary Education
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Schools identified for comprehensive support & improvement (CSI) or targeted support & improvement (TSI)
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Requirements ESSA requires that states classify low-performing schools in one of two categories Comprehensive support & improvement (CSI) Targeted support & improvement (TSI) Next iteration of priority school & focus school designations required under ESEA Flexibility Massachusetts Department of Elementary and Secondary Education
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CSI schools ESSA ESEA Flexibility / MA state law Classification
Comprehensive support & improvement Priority school (Level 4 & Level 5) Criteria Among at least the lowest-performing 5% of schools in the state, A high school with a graduation rate of less than 67%, or A TSI school with a low-performing subgroup that does not meet exit criteria within a state-determined number of years Lowest performing, least improving schools Identification At least once every 3 years Annually Planning requirements Required to develop an improvement plan, in partnership with stakeholders, that is approved & monitored by the district & ESE Exit criteria Must meet state-defined exit criteria in order to remove designation Massachusetts Department of Elementary and Secondary Education
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CSI schools – questions
How often should ESE identify CSI schools? What should be required of CSI schools identified only for low graduation rates? Should the CSI plan be a turnaround plan? How should ESE review/approve this plan, if it is not a turnaround plan? What should CSI exit criteria be? How should ESE align CSI school criteria with MA state law/regulation? …? Massachusetts Department of Elementary and Secondary Education
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TSI schools ESSA ESEA Flexibility / MA state law Classification
Targeted support & improvement Level 3 focus schools Criteria A school with one or more consistently underperforming subgroups, or A school with one or more subgroups performing below the lowest-performing 5% of schools A school with one or more low underperforming subgroups, or A school with persistently low graduation rates for one or more groups Identification TBD Annually Planning requirements Required to develop an improvement plan, in partnership with stakeholders, that is approved & monitored by the district School improvement plan informed by needs assessment Exit criteria Must meet state-defined exit criteria in order to remove TSI designation, or may be designated a CSI school Must meet state-defined exit criteria in order to remove focus designation
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TSI schools – questions
Should ESE identify groups by schools type, like the current focus school methodology does? How should ESE review/approve the TSI plan? What should TSI exit criteria be? How long should a TSI school be identified as such before be designated a CSI school? How should ESE align TSI school criteria with MA state law/regulation? …? Massachusetts Department of Elementary and Secondary Education
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Role of AAAC in Massachusetts Department of Elementary and Secondary Education
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Questions Meeting agendas Council leadership New accountability system
Assistance models …what else? Council leadership Chair vs. Co-Chairs Massachusetts Department of Elementary and Secondary Education
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