1. PA’s ESSA Approved Plan
March, 2018

2. What is ESSA? The Every Student Succeeds Act (ESSA)
Reauthorizes the Elementary and Secondary Education Act (ESEA), first passed in 1965 and
Replaces the No Child Left Behind Act (NCLB), passed in 2002
Each of these statutes has the same goal:
To promote equal educational opportunity for traditionally underserved children
The statute provides the rules for the state’s use of federal education funds
Each state’s plan provides the blueprint for how the state will use the funds to advance equity and transparency

3. Each state is required to:
Requirements of ESSA
Each state is required to:
Develop a system of accountability to
Identify schools which need improvement
Provide supports and technical assistance to help those schools improve
Pay particular attention to specific subgroups of historically underperforming students
To ensure these groups have access to equal educational opportunity and
By collecting and reporting of long-term and interim goals, and data on academic and other measures of student success, disaggregated by subgroup at the state level and for each school and LEA

4. Accountability Systems
Future Ready PA Index – Public Facing School Progress Report
ESSA Accountability System for School Improvement – Selected indicators from the FRPAI will be used to identify CSI and TSI schools as required by ESSA. Will be used to id schools that need improvement.
Educator Evaluation – Building level scores as required by Act 82 Educator Effectiveness Act, formerly known as the School Performance Profile

5. PA’s ESSA Approved Plan: Six Sections
Long-Term Goals
Consultation and Performance Management
Academic Assessments
Accountability, Support and Improvement for Schools
Supporting Excellent Educators
Supporting All Students
PA’s ESSA Approved Plan: Six Sections
General Overview of the Six Sections

6. Accountability Indicators for Annual Meaningful Differentiation
Percent Proficient and Advanced – ELA/Lit, Math/Alg 1, Science/Bio – All Exams including PASA
Average Growth Index (PVAAS)
Graduation Rate
ELL Growth Towards Proficiency and Attainment of English Proficiency
Chronic Absenteeism
Career Readiness

7. Important to Note – Reported by Subgroups
N = 20, 11 total groups
All Students
Economically Disadvantaged Students
English Learner
Race/Ethnicity*
Students with Disabilities
*African-American, American Indian or Alaskan Native, Asian, Hawaiian or Pacific Islander, Hispanic, Multi-Racial (Not Hispanic), White

8. Academic Achievement *Federal Requirement
Academic Achievement in ELA and Math – reduce by half the state’s percentage of non-proficient students on State Assessments by Also reduces testing time on PSSA’s by 20%
Applies to all public schools and to each student subgroup.
Interim goals have been established by dividing the 2030 goals by 13. These Interim goals appear in the appendix of the ESSA plan.
Academic Achievement *Federal Requirement

9. Academic Achievement Baseline and Long-Term Goals
Subgroups
English Language Arts: Baseline Data 2015 Percent Proficient/Advanced
English Language Arts: Long-term Goal 2030 Percent Proficient/Advanced
Mathematics: Baseline Data 2015 Percent Proficient/Advanced
Mathematics: Long-term Goal 2030 Percent Proficient/Advanced
All Students
61.6
80.8
43.2
71.6
White
69.4
84.7
50.5
75.3
African-American
35.9
68.0
17.1
58.6
Hispanic
40.0
70.0
22.7
61.4
Asian
77.9
89.0
68.4
84.2
American Indian or Alaskan
55.3
77.7
35.0
67.5
Multi-Racial (Not Hispanic)
55.0
77.5
35.2
67.6
Hawaiian/Pacific Islander
85.0
50.2
75.1
Students with Disabilities
25.3
62.7
17.2
English Learners
11.7
55.9
9.3
54.7
Economically Disadvantaged
43.9
72.0
25.7
62.9

10. ESSA Accountability - Measurement of Interim Progress Percentage Increase by Per Subgroup

13. Participation Rates*
Federal Statute requires PA to address schools with participation rates below 95%
Historically, students who did not take the test were not included in the calculation…
Number of students among students in the denominator who achieved P/A on the assessment DIVIDED BY either
95% of sts enrolled in school on the last day of testing window (full academic year)
OR The number of test takers among sts enrolled in school on the last day of testing window
Whichever is higher
Once you go below 95% participation rate, each additional non-tester now becomes non-proficient. Non-testers now go in the numerator
Video: Matthew Stem, PDE:

14. Test Participation Example
200 students enrolled
186 tested (or 93%); 190 would be 95%
102 of those tested scored proficient (or 55%)
In the past proficiency would be calculated as:
102 / 186 = 55% proficient
In the future proficiency would be calculated as:
102 / 190 = 54% proficient

15. Participation Rate is impacted primarily by the following factors:
Parental request under Chapter 4 (Religious “opt-out”)
Other parental request (refusal)
No attempt and no exclusion marked*
No record*
Extended absence
Absent without make-up
*The total of these two categories is higher than the combination of “opt-outs” and “refusals”

16. Students No Attempt/No Exclusion Marked*
“Attempt Logic” – Students must attempt enough questions to receive a valid score. The following conditions are not scored and count as non-participants in order to avoid skewed data:
An entire test left blank
An entire section left blank
Fewer than 5 questions answered in any section
Students should be encouraged to maximize their participation and effort through active test proctoring within the guidelines

17. Average Growth Index (PVAAS) *Federal Requirement
Reported the same as past PVAAS – Does each group of students Meet, Exceed or Fall Short of State Growth Targets?
PA’s ESSA increases the weight of growth in identification of identification of schools that need improvement

18. Section 1: Long-term Goals, Graduation Rate
Graduation Rate: Four-year adjusted cohort *Federally Required by ESSA
Subgroup
Baseline –
Long-term goals – 2030
All students
84.8
92.4
White
89.3
94.7
African-American/Black
71.8
85.9
Hispanic
69.5
Asian (not Hispanic)
90.7
95.3
American Indian or Alaskan Native
76.2
88.1
Multi-Racial (not Hispanic)
76.4
88.2
Hawaiian Native/Pacific Islander
Students with Disabilities
71.5
85.8
English Learners
62.6
81.3
Economically Disadvantaged Students
75.9
88.0
No Districts in IU 1 below 92%

19. English Language Proficiency *Federal Requirement
Pennsylvania has established a preliminary baseline for percentages of students achieving growth toward and attainment of English Language proficiency.
PA will review and possibly revise the baseline at the end of
Interim growth targets are calculated based on the growth students must make in each of the years remaining before being expected to attain proficiency. Targets will be calculated each year.
Measures students who were enrolled for a full academic year. The chart for determining growth targets appears on p. 13 of the ESSA Plan
English Language Proficiency *Federal Requirement
Few, if any, IU 1 schools will report in this category

20. Chronic Absenteeism *PA Added Indicator
Chronic absenteeism will be calculated for all public schools based on the number of students who have missed more than 10 percent of school days across the academic year
Enrollment of fewer than 60 days of school will exclude a student from that school’s calculation as there has not been sufficient opportunity for the school to apply intervention strategies.
View the Chronic Absenteeism Mid Atlantic REL webinar Here

21. Chronic Absenteeism Definition*
Based on the number of students who have missed more than 10 percent of school days across the academic year
*Quartile distribution of highest to lowest % of chronically absent students:
1st quartile (e.g. lowest % C.A.) = BLUE
2nd & 3rd quartiles = GREEN
4th quartile (e.g. highest % C.A.) = RED
A student is considered absent if they are not physically participating in instruction or instruction-related activities on school grounds or at an approved off-grounds location for at least half the school day.
Each day that a student is absent for 50 percent or more of the school day is to be counted as an absence.
Chronic Absenteeism Definition*

22. Career Readiness *PA Added Indicator
• The percentage of students who, by the end of grade 5, demonstrate engagement in career exploration and preparation aligned to the CEW Standards, via PA CareerZone or a locally- designed career exploration and preparation program/curriculum.
• The percentage of students who, by the end of grade 8, create an individualized career plan and participate in career preparation activities aligned to the CEW Standards.
• The percentage of students who, by the end of grade 11, implement their individualized career plan through ongoing development of a career portfolio and participation in career preparation activities aligned to the CEW Standards.
Career Readiness *PA Added Indicator
IU 1 has provided training for districts, has upcoming trainings, and will continue to provide support.
6 pieces of evidence for k-5 and 6-8 grade bands and 8 pieces of evidence for 9-12 – total of 20

23. Grade 3 ELA and Grade 7 Math – Early Indicators of Success Reporting
This measures the percent of students who demonstrates on-track performance measures via a locally selected assessment
Shall include all students who take the locally selected assessment and were enrolled for a full academic year
There is a 95% participation rate requirement – if this does not occur, it will default to PSSA numbers. A school may also choose to use PSSA’s for reporting.

24. There is a 3-step process when choosing a local assessment to use
A 13 point rubric to answer Y or N to for the assessment to qualify for use
A Vendor Specification sheet that needs filled out by the vendor that is used
An ACS signed by the Superintendent acknowledging that the school went through the required steps in choosing the assessments
CDT’s, Study Island, STAR, 4Sights, NWEA and Dibbles are just a few of the assessments that have been discussed to be used
The decision on what to use must be made prior to the May 25 PIMS upload

25. Post-secondary Transition Indicator
A post-secondary transition indicator will also be reported
It will include the percent of High School graduates from the previous year who:
Enrolled in an institute of higher education within 16 months of graduation
Enlisted in the military within 16 months of graduation
Entered the workforce in PA within 16 months of graduation
The State will figure out and report this indicator!

26. A separate measure will also be reported as in the SPP – Percent Advanced on PSSA and Keystone, along with CTC and other items defined in the next section

27. Future Ready PA Index
New public-facing report on schools using indicators
Replaces SPP (which will remain due to Act 82)
Screen-shots available soon!
Will report on each indicator overall as well as by subgroups – goals will vary by indicator

28. The Future Ready PA Index: 3 Sections
State Assessments:
Percent Proficient and Advanced in Math/ELA/Science
Growth Values (PVAAS)
Reported for each subgroup and compared to state average and 2030 goals
On-Track Performance Measures:
English Language Proficiency
Chronic absenteeism
Grade 3 (ELA) & 7 (Math) Early Indicators of Success
The Future Ready PA Index: 3 Sections

29. The Future Ready PA Index: 3 Sections
College and Career Readiness
Graduation Rate
Career Standards Benchmarks
Industry-Based Learning – Percent Proficient or Advanced on Industry Standards-based Assessments, High Value Industry Recognized Credential, or Work Based Learning Experience
Courses of Rigor: AP/IB/College Course Offerings, Dual Enrollment, CTE POS Articulated Credits, and Advanced on the NOCTI/NIMS Assessments
Post-Secondary Transition to School, Military or Work

30. FRPAI - Scoring
Schools will be color-coded based on all-student and subgroup progress towards meeting state 2030 goals – Now considering using arrows to indicate trending*
Meets or exceeds statewide goal
Meets improvement target
State’s interim target from Chart
School’s percent improvement over prior year (1/13 step towards 2030)
*Baseline for individual schools will be the average of ‘15-’16 & ’16-’17
Not meeting statewide goal or improvement target

31. Individual School Targets - Example
15-16 math = 50% proficient; math = 58% proficient
Baseline = average of 50% and 58% = 54%
Calculate the gap→ 100%-54% = 46%
Divide by 2→46%/2 = 23% required gap closure over 13 years
Determine annual gap closure→ 23%/13=1.77% each year
Goal for 17-18→ baseline (54%) % = 55.77%

36. Achievement Valley El School
Future Ready PA Index - Sample Dashboard
Achievement Valley El School
Comprehensive Support and
Improvement (CSI) School
School Performance
School Fast Facts
District Fast Facts
Percent Proficient or Advanced on Pennsylvania State Assessments
Mathematics/Algebra 1
Science/Biology
ELA/Literature
All Student Group Meets or Exceeds 2030 Statewide Goal
All Student Group Meets or Exceeds Improvement Target
All Student Group Not Meeting Statewide Goal/Improvement Target
Percent Proficient or Advanced
78.8%
Percent Proficient or Advanced
Percent Proficient or Advanced
67.8%
47.5%
Statewide Average
42.6%
Statewide Average
47.7%
Statewide Average
61.8%
Statewide Goal
71.3%
Statewide Goal
73.9%
Statewide Goal
80.9%
View Population Breakdown
View Population Breakdown
View Population Breakdown
Meeting Annual Academic Growth Expectations (PVAAS)

40. The Appendix appearing on P
The Appendix appearing on P. 154 shows the Measurements of Interim Progress for Academic Achievement in ELA, Math, and Graduation Rates. Other goals will vary by indicator.
Should a school miss the 2030 or Interim targets, the next year’s target will increase by the percentage of the Interim Goal plus the percentage increase goal of the next year’s goal and so on – in other words, it will compound as in the SPP’s “Closing the Achievement Gap” reporting
The basic goal is to improve by 50% by 2030 using the State’s targeted interim goals

41. Identification as Comprehensive Support and Improvement* (CSI) School:
ESSA Accountability
Identification as Comprehensive Support and Improvement* (CSI) School:
Step one: Preliminary identification based on plot of academic achievement and growth
*Bottom 5 percent of Title I schools

42. Identification as CSI school, continued*
ESSA Accountability
Identification as CSI school, continued*
Step two: Final identification based on remaining indicators
Substantially Weighted Indicators:
High school graduation rate
progress in moving English Learners to proficiency
School Quality/Student Success Indicators: (would not put you in on their own)
Chronic absenteeism
Career readiness.
One or both substantially weighted indicators OR
Both school quality/student success indicators

43. ESSA Accountability – Identification of CSI*

44. ESSA Accountability – Identification of CSI
Step three: Identification of any additional high schools with graduation rate of 67 percent or below
Includes all high schools, not just Title I

45. Identification as a TSI School*
Any School (not just Title 1) with a SUBGROUP that meets the CSI parameters:
Steps One, Two and Three of the CSI process are applied at the subgroup level
All schools eligible, not just Title I schools
Schools in which subgroup(s) perform below the CSI thresholds will be identified for TSI
Remaining in the bottom 5% over 3 years will cause a school to be moved into a CSI designation

46. ESSA and the Future Ready PA Index
When the Future Ready PA Index is finalized, THE IU 1 will provide districts with training!
Questions? Concerns?
ESSA and the Future Ready PA Index