1. Overview Dave Moyer, Data Governance and Analysis Branch
STRIVE HI PERFORMANCE SYSTEM
Overview
Dave Moyer, Data Governance and Analysis Branch

2. School accountability & improvement systems help us…
Shine a light on school performance and progress
Provide summative data (a picture of overall school health) to inform school improvement efforts and transparent info to parents and communities
Inform the deployment of resources, technical assistance, and support to schools that need improvement
Identify schools to look to for best practices and success stories
KEEP IN MIND:
The focus is not ranking schools against each other.
No accountability system is perfect
As we talk about the Strive HI results – keep in mind the purposes of school accountability and improve systems…

3. How does Strive HI work?
Based on their performance on multiple indicators, schools earn points on the Strive HI Index.
A school’s total points and other triggers determine the school’s classification on one of the 5 Strive HI Steps – which determines its level of support.
Achievement
Reading
Math
Science
Growth
Readiness
Chronic Absenteeism
8th & 11th grade ACT exams
Graduation rates
College-going rates
Achievement Gap
Current year gap rate
2-Year reduction rate
Total Index Points
(out of 400)
Additional factors
(if applicable)
Here’s the big picture on strive HI:
Using a number of different metrics on the Strive HI Index (weighted differently for different grade spans), schools get a total point score out of 400.
That total Index score plus other factors help us classify schools in one of 4 categories.

4. SY2013-14 Results: Interim Year
Strive HI operates on a 2-year cycle. While schools receive their data & point total annually, most are reclassified every other year. SY13-14 is an interim year, meaning most schools retain their classification, except for newly recognized Recognition schools.
Achievement
Reading
Math
Science
Growth
Readiness
Chronic Absenteeism
8th & 11th grade ACT exams
Graduation rates
College-going rates
Achievement Gap
Current year gap rate
2-Year reduction rate
Total Index Points
(out of 400)
Additional factors
(if applicable)
This year is an interim year:
Classifications currently happen on a 2 year cycle to provide stability.
That means all schools receive their data, but for most schools they do not receive a new classification.
There are two exceptions to that:
Every year we announce new recognition schools.
This first year, priority schools had a chance to exit the category if they met certain criteria.

5. SY13-14 Statewide Snapshot
Achievement
Math proficiency 60 59
Reading Proficiency 72
70*
Science Proficiency 34
41*
Growth
Reading
n/a
Math
Readiness
Chronic absenteeism 18 11
8th Grade ACT (percent scoring ≥15) 50
11th grade ACT
(percent scoring ≥19)
Graduation Rate 81 82
College-Going 63
Gap
Non-High Needs Proficiency 83
High Needs Proficiency 56 53
Current year 33 35
2 year reduction 12 -4
Key Findings
During a year of tremendous change students & staff continue to make every effort to Strive High.
Data shows includes bright spots and areas of needed improvement.
Significant student improvements in chronic absenteeism & science proficiency.
Slightly lower reading & math proficiency as schools continue to adjust to Hawaii Common Core standards and assessments.
Results for college-readiness, graduation rates, and college-going rates remained steady amidst other positive indicators.
New classifications: new Recognition Schools; 1 Priority school exited
Some key findings:
I won’t read the numbers to you - but I will highlight the key findings and dig deeper into some of these items in the slides that follow
READ THE KEY FINDINGS
*updated post-appeals process

6. Moving toward a new baseline: Common Core Standards & Assessments
HSA
Bridge
SBAC SY SY
Reading Proficiency
Math Proficiency
We all know we are transitioning from the Hawaii State Assessment to the Bridge Assessment (a subset of question aligned to the common Core) and then to the Smarter Balanced Assessment Consortium.
This year, with the Bridge Assessment, we saw a slight dip in reading and math proficiency.
These dips are not something to be concerned about. They are part of the expected transition to new assessments and a new baseline.

7. Area of Improvement: Closing proficiency gaps
Those dips in proficiency rates have an impact on the achievement gap.
This graph looks at:
The proficiency rates of HIGH NEEDS (ELL, SPED and Title I) and NON-HIGH NEEDS students.
This indicator combines reading and math:
SIDENOTE:
For Strive HI, this combines Reading and Math.
For the approved Board metrics we discussed earlier this year, we will separate the out reading and math gaps.
When we revisit our amendment and renewal process, we will explore separating out reading and math gaps.
IDEALLY, these lines would be going up diagonally, with the blue line at a higher rate of change.
We would like achievement gaps to be closing quicker
We will have to reset these baselines, along with the ones on the previous slide with our new assessment results.

8. Signs of improvement: chronic absenteeism, attendance, behavior
We have seen notable improvements in LEADING INDICATORS that research shows will result in future improvements in student outcomes:
Average Daily Attendance
Elementary Schools Chronic Absenteeism
Suspensions per 500 students
All of these improvements point to improvements in:
School culture
Instruction
Comprehensive services
Student engagement
NOTE:
We will be providing an update on the BOARD strat plan metrics next month

9. Understanding your RESULTS

10. 2-Year Gap Reduction Rate
Strive HI Performance Index Multiple measures to understand & school performance & progress
Schools receive a total score out of 400 points
Achievement
Reading proficiency
Math proficiency
Science proficiency
Growth
Reading growth
Math growth
Readiness
Elementary
Chronic absenteeism
Middle
8th grade ACT/Explore
High
11th grade ACT
HS Grad Rate
College-going rate
Achievement Gap
Current Year
Gap Rate
2-Year Gap Reduction Rate

11. Strive HI Performance Index Weights Indicators are weighted differently for elementary, middle, and high schools

12. Achievement
These metrics measure the proportion of students who scored proficient or higher on the Hawaii State Bridge Assessment this year.
Transitioning to new tests
SY13-14: The “bridge” assessment: a subset of the HSA questions that are Common Core-aligned
SY14-15: Common Core-aligned Smarter Balanced Assessment
The transition to new standards and assessments means we should expect a new baseline.
Only students enrolled for the entire school year count in the total.

13. Student Growth
Similar to a pediatrician's growth chart, Student Growth Percentile (SGP) helps us understand a student's growth on state tests relative to other students who scored similarly in the past
Schools receive a median (or middle) student’s growth score.
Half of the students in the school had higher growth than the median, and half had lower growth.
A growth percentile of 50 is sometimes understood as a year’s worth of progress
Growth can be measured this way even when different tests are used from one year to the next.

14. Readiness: Elementary
Chronic Absenteeism
Measures the proportion of students in the school who missed 15 or more days last year
All absences (excused and unexcused) count
National & local research = students who miss large portions of school are more likely to fall behind academically
Only students enrolled the entire year count
Kindergarten didn’t count this year because it wasn’t yet mandatory

15. Chronic Absenteeism
Points assigned: use scoring rubric:

16. Readiness: Middle School
8th Grade EXPLORE
This test predicts success on the ACT, which helps benchmark college-readiness.
The metric measures the proportion of the school’s students who earned a composite score of 15 or more.
Principal notes:
Last year the data were reported differently (as the median score in the school)
8th grade EXPLORE being discontinued: will revisit options for Hawaii

17. ACT 8th Grade ACT EXPLORE: Scored on a scale of 1 to 25.
Index uses a school’s percentage of students achieving a composite score of 15 or higher.
Points assigned: multiple percentage by 60.

18. Readiness: High School
11th Grade ACT
Percentage of students earning a 19 (out of 36) on the ACT, which is the threshold for success in UH courses
On-Time Graduation
Percentage of students who graduate in four years or less with a regular diploma
College-Going Rate
Percentage of graduates who enroll in any college (2- or 4-year, throughout the country) within 16 months of graduating high school

19. Readiness: High School
Graduation Rate:
Points assigned: multiply graduation rate by 100
College-Going Rate:
Points assigned: multiply college-going rate by 10
11th Grade ACT Test:
Points assigned: multiply percentage by 90.

20. Achievement Gap
Achievement gaps are calculated in the current year and over time between High-Needs Students (students who are learning English, economically disadvantaged or have disabilities) and non High-Needs Students.
Current Gap Rate = most recent gap (A smaller gap rate is better)
Two-Year Gap Reduction Rate = how much gap has closed over the past 2 years. (A higher gap closing rate is better).

21. (Non-High Needs Students proficiency)
Current Year Gap Rate
Current Year GAP :
(Non-High Needs Students proficiency) – (High Needs Students proficiency)
Non-High Needs students
High Needs Students 30
SCHOOL A
SCHOOL A = 30 pp
SCHOOL B = 30 pp
80%
Non-High Needs students
High Needs Students 30
SCHOOL B
Current Year GAP RATE:
The Index uses GAP RATE to differentiate between schools with equal GAPS but different PROFICIENCY RATES.
(Non-High Needs Students proficiency) – (High Needs Students proficiency)
(Non-High Needs Students proficiency)
50%
20%
SCHOOL A = 38%
SCHOOL B = 60%
Proficiency rate

22. Current Year Gap Rate
Current Year Gap Rate:
Definition:
(Non-High Needs Students proficiency) – (High Needs Students proficiency)
(Non-High Needs Students proficiency)
** Look at excel file for data

23. Two Year Gap Reduction Rate
2012 Gap Rate: 60%
2014 Gap Rate: 33%
2 YEAR GAP REDUCTION RATE =
2012 Gap Rate – 2014 Gap Rate
2012 Gap Rate
90%
SCHOOL B
70% 30
Non-High Needs students
High Needs Students 20
50%
2 Year Gap Reduction Rate = 45
30%
10%
Proficiency rate
2012
2013
2014

24. Achievement Gap Frequent questions:
Why do I have no Achievement Gap indicators on my report?
Why do I have a negative gap rate or gap reduction rate?

25. Misc Questions
Why do I have no {fill in the indicator} on my report?
What are the “triggers” on my report?
What about n-size?
Public Reporting: For student privacy purposes, data is suppressed on public reports if there are less than 20 students involved in the indicator.
Index calculations: For index calculations, a minimum count of 30 students is required. If the current year's data does not meet the minimum count, then data from the previous year are included in the calculation. If the minimum student count is still not met, then the 2nd previous year's data are included. If the minimum student count is still not met after including three (3) years of data, then the calculation is done based upon the pooled three (3) years of data.
Student Group report: For the Student Group Report, the minimum is 40 students.

26. Schools classifications: Strive HI Steps
Schools are classified based on Index scores & additional factors and receive targeted rewards & support.

27. Classifications: Recognition Criteria
Schools are classified based on Index scores & additional factors and receive targeted rewards & support.
Criteria:
High Performance:
All student groups met or exceed targets
Grad rates=top 10%
Gap rate < 30% OR
High Progress:
All students proficiency increased >15% over 3 years
Grad rates (top 10% of schools with increase of 10% over 3years)
Gap reduction rate >10% over 3 years

28. Classifications: Focus Triggers
Schools are classified based on Index scores & additional factors and receive targeted rewards & support.
Triggers:
Large graduation gap (20%+)
Large Achievement gap (50%+)
Low graduation rate (<70% 2 consecutive years)

29. Classifications: Priority Triggers
Schools are classified based on Index scores & additional factors and receive targeted rewards & support.
Triggers:
Implementing SIG grant
Low graduation rate (<70% 3 consecutive years)

30. 2. Improving Strive HI System design

31. Refresher: USED Approved HI ESEA Flexibility Waiver
Lack of Alignment
Opportunity to Align
Federal NCLB accountability system was outdated, ineffective, & out of sync with Hawaii’s Strategic Plan
Approval & Implementation
Congressional reauthorization stalls; USED provided states opportunity to design new system to replace components of NCLB
9/2012: Hawaii seized opportunity & with stakeholder input, designed and proposed new system to align with Strategic Plan
Amendments and/or Renewal
5/2013: USED approved HI’s proposal
SY Implementation begins
6/ Approval extended to SY14-15
TBD
Stakeholder engagement on potential improvements has begun.
I want to give folks a quick refresher on how we got here….
The first THREE stages are familiar to you:
NCLB was outdated and problematic.
Congress didn’t reauthorize, so US DOE gave states chance to apply for a waiver
After long period of input from stakeholders, we applied.
After 9 months of negotiation with feds, we were approved with conditional approval (due to our risk status with RTT)
We were then approved for second year approval through year.
What we haven’t talked about before in detail is that last box: the waiver was only for 2 years.
We don’t know a lot yet about the renewal process, but we have begun engaging with educators about potential improvements tot eh system and we’ll come back at a later meeting to discuss more.
We do know we don’t want to go back to NCLB. 31

32. Refresher: ESEA Flexibility Waiver: 3 Principles
Waiver’s primary purpose to replace NCLB’s school accountability & improvement provisions was supplemented with additional obligations regarding standards & assessments and educator effectiveness.
For Hawaii:
Principle 1:
College- and Career-Ready Expectations for All Students
(standards & assessments)
Transition to Common Core State Standards
Transition from Hawaii State Assessment to Smarter Balanced Assessments
Principle 2:
Differentiated Recognition, Accountability & Support
(school accountability & improvement)
WASC Accreditation for all schools
Replace NCLB goals, AYP and interventions with Strive HI Performance System
Support all schools along performance spectrum to implement 6 Priority Strategies
Today’s
Focus
Want to remind folks that the WAIVER’s primary purpose was to replace NCLB’s school accountability & improvement provisions.
However, the application for the waiver had THREE areas:
Principle 1 – standards and assessments which for us means Common Core and SBAC
Principle 2 – replacing NCLB and AYP with Strive HI, WASC, and 6 Priority Strategies.
Principle 3 – teacher and principal evaluations
TODAY we’re focused on part of Principle 2 – the new accountability and improvement system for schools called Strive HI (in back of PPT – there is a reference slide you’ve seen before that compares Strive HI to NCLB>)
Principle 3:
Supporting Effective Instruction & Leadership
(teacher /principal evaluation & support systems)
Educator Effectiveness System (EES)
Comprehensive Evaluation System for School Administrators (CESSA)

33. Opportunity for changes: Amendment and Renewal
SY14-15: Housekeeping amendment: possibilities
Language clarification
Updated strategies
SBAC transition alignment
New complex targets
2-year gap rate
Possibly extend classifications and restart with new baseline
SY15-16 – SY16-17 renewal/amendment: design improvements
UNKNOWN:
USED’s:
Parameters for amendment/renewal
Timeline
Extent of flexibility
Overhaul vs. tweaks

34. SY15-16 + Renewal & Amendment
Big Picture
Classification year
Classification year
Classification year
SBAC
SY12-13
SY13-14
SY14-15
SY15-16
SY16-17
SY17-18
Original waiver
Modified waiver (if renewal approved)
SY14-15 Amendment
Purpose: SBA transition alignment
SY Renewal & Amendment
Purposes:
Improve Strive HI as fair, discerning tool for measuring performance and differentiating rewards and support
Notes:
USED’s parameters still being “unpacked”
Due Mid-March