ESSA for AFESC Schools 2018 Under the reauthorization of ESEA, the federal government required each state to design an accountability system that met.

ESSA for AFESC Schools 2018 Under the reauthorization of ESEA, the federal government required each state to design an accountability system that met new guidelines. The AR Department of Education began creating a state plan in 2015 with guidance from various stakeholder groups. This plan was written, sent out for statewide feedback, and revised three times in The final plan was approved by the USDOE in January 2018 and will begin with the school year.

Stakeholder Designed Accountability System
What is the ESSA School Index? The Every Student Succeeds Act (2015) provided states the opportunity to engage stakeholders in the development of the state’s accountability system. ESSA required states to include at least five indicators for success: 1. Achievement, 2. Growth, 3. English learner progress toward English language proficiency, 4. Graduation rate, and 5. School quality and student success (SQSS) Stakeholder Designed Accountability System

Grade Spans and Grade Configurations
Arkansas’ accountability system is designed around 3 grade span groups. Buildings with grade ranges on the right will be included in the grade span on the left. See the DRAFT Business Rules p. 2 (bottom) for additional information on grade spans. See the DRAFT Business Rules p for information on Feeder Schools and Special Grade Configurations.

There are four components that make up the ESSA School Index but one of those is broken into two parts on this chart. The components are: Weighted Achievement which accounts for 35% Growth – Made up of Academic Growth and EL Progress accounts for 50% for K-5 and 6-8 and 35% for Notice that the number of EL students determines the weight of EL proficiency within the growth score Graduation Rate – Applies to grades 9-12 only and accounts for 15% of the ESSA School Index Score School Quality and Student Success Indicator – There are multiple factors that can give schools points in this indicator. This indicator accounts for 15% of the overall ESSA School Index Score. We will compare this new accountability system to the old accountability system under NCLB throughout this presentation.

Indicator #1 Weighted Achievement
We will begin by looking at Weighted Achievement. Remember that this score accounts for 35% of the overall ESSA School Index score in all three grade spans.

Points Earned for Each Achievement Level
ACT Aspire MSAA Points Earned for Each Achievement Level In Need of Support Level 1 (L1) 0.00 Close Level 2 (L2) 0.50 Ready Level 3 (L3) 1.00 Exceeds: Step one: Number of L4 ≤ Number of L1 Level 4 (L4) Step two: Number of L4 > Number of L1 1.25 Weighted achievement scores are made up of ELA and math scores in grades There are 4 scoring categories: In need of Support Close Ready Exceeds The lowest category a student can score in is “In need of support.” A score in this category earns zero points. The next category is “Close.” A student scoring in this category earns 0.5 points. Students who are meeting, but not exceeding grade level expectations are in the “Ready” category and will earn 1 point each. Students scoring above grade level expectations on the ACT Aspire will earn either 1.00 or 1.25 points. To determine how this section is scored, you must look at how many students scored in the lowest category “In need of support.” Subtract the number of students in “In Need of Support” from the number in “Exceeds” For every student in “Exceeds” that is less than or equal to the number in “In Need of Support,” each student in “Exceeds” earns one point. For the number of students that is greater than the number in “In Need of Support”, those additional students earn 1.25 points each.

(Together as a group, walk through the scoring in each row)
In Need of Support (L1) - there are 5 students. Students who score in this range earn 0 points Close (L2) - there are 9 students who scored in this range. Each student earns 0.5 points Ready (L3) - there are 5 students who scored in this range. Each student earns 1 point Exceeding (L4) - there are 2 student who scored in this range. To calculate, you must see how many students scored in L1. Since there are 5 in L1 and 2 in L4, those 2 students score only 1 point each. (#L1 ≥ #L4) Column 5 describes how the points for L4 were calculated Column 6 shows the total points earned in each category Column 7 shows the total points earned for this group of students Column 8 shows the total number of students Column 9 describes the weighted achievement score derived from dividing the points earned by the total number of students Column 10 shows the points that would have been earned by this group of students under the old accountability system in which schools received points for students who scored proficient and advanced only Row 2: Notice that there are the same number of students in L1 and L4. Therefore, each student in L4 earns only 1 point. Row 3: Since there are 2 students in L1 and 5 in L4, the first two students in L4 earn 1 point each. The other 3 students earn 1.25 points each. STOP HERE AND ASK TEACHERS TO EXPLAIN HOW SCORES ARE CALCULATED TO THEIR NEIGHBOR.

Let’s Calculate! NEW ESSA School Index Achievement Scores 4 6 10 5 __
In Need of Support L2 Close L3 Ready L4 Exceeding PTS Possible 0.5 1.0 1.0 or 1.25 # of Students in Score Range 4 6 10 5 PTS Earned __ Total PTS for Achievement: ___ Let’s see how the scoring in ESSA compares to the scoring in our old accountability system. Calculate the numbers in the 3rd and 4th rows of the green chart with a team member.

Total PTS for Achievement:
Let’s Calculate! NEW ESSA School Index Achievement Scores Old NCLB Achievement Scores L1 In Need of Support L2 Close L3 Ready L4 Exceeding PTS Possible 0.5 1.0 1.0 or 1.25 # of Students in Score Range 4 6 10 5 PTS Earned __ Total PTS for Achievement: ___ Below Basic Proficient Advanced 1 4 6 10 5 15/25 Total PTS for Achievement: ___ Now see how this overall score for achievement compares to the score in the old accountability system in which we were given credit for the %age of students that were proficient or advanced.

Let’s Calculate! NEW ESSA School Index Achievement Scores
Old NCLB Achievement Scores In Need of Support Close Ready Exceeding PTS Possible 0.5 1.0 1.0 or 1.25 # of Students in Score Range 4 6 10 5 PTS Earned 3 5.25 Total PTS for Achievement: (18.25/25) x 100 = 73 Below Basic Proficient Advanced 1 4 6 10 5 15/25 Total PTS for Achievement: (15/25) x 100 = 60 Answers provided! STOP HERE AND ALLOW TEACHERS TO DISCUSS WITH THEIR NEIGHBOR HOW THE OLD AND NEW ACCOUNTABILITY SYSTEMS COMPARE IN ACHIEVEMENT.

Discussion Time What does this mean for our school?
How must our thinking change based on this new achievement calculation? What impact would it have if we moved students in each score category one column to the right?

Indicators #2 and #3 Value Added Growth
The next component we will discuss is the Growth Indicator. For grades K-5 and 6-8 the score in this component counts as 50% of the overall ESSA School Index score. For 9-12 it counts as 35%.

ESSA School Index Growth Trajectory
EACH student will be given an expected growth score based on her/his score history from the previous years. Scores from up to 4 prior years will be used to determine the expected growth point. This illustration shows where a student scored in 3rd grade. Scores from 3rd through 7th grades were used to calculate an expected growth score for this content area. If she reaches this point, she meets expected growth. If she falls below, she does not meet expected growth. If she scores above this point, she will be given points for going above growth expectations. The trajectory adjusts each year based on the previous year’s scores.

Old NCLB Growth Trajectory
? How does this growth trajectory compare to the one in the old NCLB system?

In the old model the student’s expected growth was based on the score they had when they entered the Arkansas assessment system, which was grade 3 for most students. The expectation never changed over time. The student was expected to be proficient by 8th grade. Anything below the predetermined growth point on the trajectory meant that the student didn’t meet expected growth. Also, if a student scored far above proficiency in 3rd grade but had been on a steady decline, he was still given credit for growing because he was above the initial trajectory. STOP HERE AND DISCUSS WITH YOUR NEIGHBOR THE DIFFERENCES IN HOW THE GROWTH TRAJECTORY IS DETERMINED IN THE OLD AND NEW ACCOUNTABILITY SYSTEMS

To determine the Content Value Added Score (VAS), students will be expected to meet their growth points in ELA and math. The points for each student taking an ELA and/or math test will be calculated and divided by the overall number of students included in the scores. This will determine the Content Value Added Score. Students that are English Learners will also have expected growth points for their progress in becoming English Language Proficient. The growth scores of these students will be added together and an average Value Added Score will be determined. A weighted sum of the content VAS and ELP VAS is divided by the total number of students contributing to the content VAS plus the total number of students contributing an ELP VAS. Stakeholders determined that 80 would be the number to represent the value added score of 0 (which means the students met expected growth). This is the equation used to determine the final School Growth Score: School Growth Score = (School Value-Added score x 35) School Growth Scores range from to Below 70 and above 90 are the extremes. STOP HERE AND EXPLAIN TO YOUR NEIGHBOR AN OVERVIEW OF HOW GROWTH WILL BE DETERMINED See pages 7 and 10 in the Draft ESSA School Business Rules for more information on how VAS are calculated.

Cohort Graduation Rate
Indicator #4 Cohort Graduation Rate The fourth indicator applies only to the 9-12 grade span. It is graduation rate. In the old A-F rating system, students in the 9th grade cohort were expected to graduate in 4 years. Based on stakeholder feedback, the new ESSA accountability system allows for students to graduate in 4 or 5 years, because we know that some students just take a little more time.

Each cohort begins as first-time 9th graders
Each cohort begins as first-time 9th graders. For 2018 those in the 2014 cohort who graduated in 4 years will count 10% and those who began in the 2013 cohort and graduated within 5 years will count 5%.

Notice the cohort year listed under each graduation rate in the boxes on the left.
STOP HERE AND DISCUSS WITH YOUR NEIGHBOR HOW THE GRADUATION RATE IN ESSA IS DIFFERENT FROM THE CALCULATIONS UNDER NCLB You received no credit for students who graduated after 4 years.

School Quality and Student Success (SQSS)
Indicator #5 School Quality and Student Success (SQSS)

Old NCLB School Quality and Student Success Indicator
? STOP HERE AND DISCUSS WITH YOUR NEIGHBOR HOW THE SQSS INDICATOR COMPARES TO THE ONE UNDER NCLB SQSS was not a part of the old accountability system.

Old NCLB School Quality and Student Success Point System
? (NCLB did not allow for SQSS to be used in the accountability system. The only thing that counted was standardized test scores.)

Indicator Grade Level or Cohort for Points Available Points for Student Student Engagement Grades K -11 Point based on Chronic Absence (CA) risk level: CA<5% = 1.0 Point 5< =CA < 10% = 0.5 Point CA >=10% = 0.0 Point Science Achievement Grades 3 – 10 Ready or Exceeds = 1.0 Point Close or Not Ready = 0.0 Point Science Growth Grades 4 – 10 Using ACT Aspire Science Value-Added Score Percentile Ranks VAS PR ≥ = 1.0 Point 25 ≤ VAS PR < = 0.5 Point VAS PR ≤ = 0.0 Point Reading at Grade Level ACT Grade 12 Cycle 7 Enrollment Best ACT Composite Score ≥ 19 = 1.0 Point Use best ACT score from prior 3 years. ACT Readiness Benchmark ACT Reading ≥ 22 = 0.5 point ACT Math ≥ 22 = 0.5 point ACT Science ≥ 23 = 0.5 point Use best ACT score from prior 3 years for each subject. GPA 2.8 or better on 4.0 scale High school final GPA ≥ 2.8 = 1.0 Point Community Service Learning Credits Earned 1 or more SL credits earned = 1.0 Point Act 648 of 1993 course # or other state approved courses Credits earned at any time during grades On-time Credits Grades 9 -11 Grade 9 completed ≥ 5.5 credit = 1.0 Point Grade 10 completed ≥ 11.0 credits = 1.0 Point Grade 11 completed ≥ 16.5 credits = 1.0 Point Computer Science Course Credits Earned Credits earned ≥ 1 = 1.0 Point Advanced Placement/International Baccalaureate or Concurrent Credit Courses (ACE included) This chart shows the components of the SQSS indicator, the grade level or cohort in which each component applies, and the manner in which the points are calculated. Each student has a score that is the percentage of points earned out of points possible to earn. These student-level scores are aggregated to the school level. The mean percentage of points earned per student is used to calculate a school-level statistic which represents the average earned points per student based on each student’s possible points. See the posted informational document for complete details: Also see page 18 of the Draft Business Rules at:

SQSS accounts for 15% of the overall ESSA score regardless of the grade band.

Means and Variability by Grade Span
This chart shows the pieces of the component that apply at each grade span. Now we will walk through each piece to see how the score is determined. Slides are available for further guidance and discussion. However, for a basic overview, you may choose to skip to slide 39.

The total points earned are divided by the total points possible then multiplied by 100 to determine the overall SQSS points for a grade span. Let’s take a look at the pieces that make up this component.

High Risk = Chronic Absence
Percent of Points Earned for Chronic Absence for Students in Grades K - 11 Risk Level Description Points Earned per Student Low Risk Absent less than 5% of days enrolled 1.0 Moderate Risk Absent 5% to less then 10% of days enrolled 0.5 High Risk = Chronic Absence Absent 10% or more of days enrolled 0.0 Includes full academic year students (not highly mobile). Students enrolled continuously from October 1 through Cycle 7. Attendance from quarters 1 – 4 Cycle 7 enrollment Student Engagement is determined by the level of Chronic Absence and applies to grades K-11 We must start looking at absenteeism in a different manner. Notice that chronic absenteeism is determined by the percentage of days missed, not the number of days missed.

Percent of Points Earned for Science Achievement for Students Grades 3 - 10
Achievement Levels Description Points Earned per Student On or Above Grade Level for Science ACT Aspire: Ready or Exceeds APA Science Levels Independent or Functional Independence 1.0 Not at Grade Level for Science ACT Aspire Close or In Need of Support APA Science Levels: Supported Independence, Emergent, Not Evident 0.0 Includes full academic year students (not highly mobile). Students enrolled continuously from October 1 through testing. Science Achievement applies to grades 3-10 only and is based on the ACT Aspire science scores

Percent of Points Earned for Growth in Science Achievement for Students Grades 4 - 10
Bottom Description Points Earned per Student Growth in Top Quartile Science Value-Added Score at/above 75th percentile of growth of students in same grade 1.0 Growth in Middle Quartiles Science Value-Added Score At/Above 25th percentile to less than 75th percentile of growth of students in same grade 0.5 Growth in Bottom Quartile Science Value-added score is below the 25th percentile of growth of students in same grade 0.0 Includes full academic year students (not highly mobile). Students enrolled continuously from October 1 through testing. ACT Aspire Science scores only. Growth in Science Achievement applies only to grades 4-10

Percent of Points Earned for Reading Achievement for Students in Grades 3 -10
Achievement Levels Description Points Earned per Student On or Above Grade Level for Reading ACT Aspire: Ready or Exceeds MSAA: Level 3 or 4 1.0 Not at Grade Level for Reading ACT Aspire: Close or In Need of Support MSAA: Level 1 or 2 0.0 Includes full academic year students (not highly mobile). Students enrolled continuously from October 1 through testing. Reading Achievement applies to grades 3-10 only and is based on student scores in ACT Aspire.

Percent of Points Earned for ACT Composite Score of 19 for students in Grade 12
Achievement Levels Points Earned per Student Best ACT Composite Score at/above 19 1.0 Best ACT Composite Score below 19 0.0 The ACT Composite includes students in Grade 12 cycle 7 certified data with ACT scores. Highly mobile students are excluded Uses best ACT Composite score from any of previous 3 years. ACT Composite Score applies to students in grade 12 only and is pulled from Cycle 7 reports.

Percent of Points Earned for ACT Scores at/above ACT College Readiness Benchmark for Students in Grade 12 Achievement Levels Points Earned per Student Best ACT Reading Score ≥ 22 0.5 Best ACT Math Score ≥ 22 Best ACT Science Score ≥ 23 The ACT College Readiness calculation includes students in Grade 12 cycle 7 certified data with ACT scores. Highly mobile students are excluded. Uses best ACT Composite score from any of previous 3 years. ACT College Readiness Benchmark scores apply to students in grade 12 only and is pulled from Cycle 7 reports.

Points Earned per Student
Percent of Points Earned for High School GPA of 2.8 or Higher for students in Grade 12 ≥ Achievement Levels Points Earned per Student High School GPA ≥ 2.8 1.0 High School GPA ≤ 2.8 0.0 Includes Grade 12 students from cycle 7 with full academic year in Grade 12 (not highly mobile). Uses students’ Cycle 7 reported high school GPA.

Percent of Points Earned for Grade 12 Students Completing Community or Service Learning Course(s)
Achievement Levels Points Earned per Student Completing 1 or more credits in grades 9 – 12 1.0 No credits earned in grades 0.0 The AP/IB/Concurrent Credit calculation includes students in Grade 12 cycle 7 certified data with course credit records from any of grades Highly mobile students are excluded.

Points Earned per Student
Percent of Points Earned for Students Earning On-Time Credits for Grade Levels 9-11 Credit Earning Points Earned per Student Grade 9 completed ≥ 5.5 credit Grade 10 completed ≥ 11.0 credits Grade 11 completed ≥ 16.5 credits 1.0 Fewer credits earned than those listed above 0.0 Students' on-time credits are calculated for students in Grades for each school. Grades included in the score are based on the school's actual grade range. Highly mobile students are excluded

Percent of Points Earned for Grade 12 Students Completing Computer Science Course(s)
Achievement Levels Points Earned per Student Completing 1 or more credits in grades 9 – 12 1.0 No credits earned in grades 0.0 The AP/IB/Concurrent Credit calculation includes students in Grade 12 cycle 7 certified data with course credit records from any of grades Highly mobile students are excluded.

Includes ACE Concurrent Credit Courses
Percent of Points Earned for Grade 12 Students Completing AP, IB, or Concurrent Credit Course(s) Includes ACE Concurrent Credit Courses Achievement Levels Points Earned per Student Completing 1 or more credits in grades 9 – 12 1.0 No credits earned in grades 0.0 The AP/IB/Concurrent Credit calculation includes students in Grade 12 cycle 7 certified data with course credit records from any of grades Highly mobile students are excluded.

Those are the pieces that determine our overall ESSA School Index Score.
What pieces do you see that will benefit our students and our school? What pieces pose as a challenge?

ESSA for AFESC Schools 2018 Under the reauthorization of ESEA, the federal government required each state to design an accountability system that met.

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ESSA for AFESC Schools 2018 Under the reauthorization of ESEA, the federal government required each state to design an accountability system that met.

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Presentation on theme: "ESSA for AFESC Schools 2018 Under the reauthorization of ESEA, the federal government required each state to design an accountability system that met."— Presentation transcript:

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