1. Performance Indices and 95% Participation Rate in New York’s ESSA Accountability SyStem
Presented by
Joseph P. Stern
Divisional Administrator for Student Data Services
Eastern Suffolk BOCES
DATAG Summer Conference - July 12, 2018

2. What is your level of knowledge about New York State’s ESSA plan?
Find yourself on the continuum and mark your place on the line with a dot
LEVEL 5
I’m Ira.
LEVEL 1
I know nothing.
LEVEL 3
I know enough to get by.
LEVEL 2
I know some but have lots of questions.
LEVEL 4
I know a lot and help my colleagues understand it.

3. Achievement
Growth
Progress
Graduation Rate
ELP
Chr. Absenteeism
CCR
Academic Achievement
For all schools, based on the Composite Performance Index, which measures achievement on state assessments in English language arts (ELA), math and science. For high schools, also measures achievement on state assessments in social studies
Student Academic Achievement
Student Growth
Academic Progress
Graduation Rates
English Language Proficiency
Chronic Absenteeism
College, Career and Civic Readiness
Note: NYS will consider adding additional indicators in the future.

4. Elementary/Middle Schools
Achievement
Growth
Progress
Graduation Rate
ELP
Chr. Absenteeism
CCR
Academic Achievement
What does this measure?
For all schools, measures achievement for the on state assessments in ELA, math and science. For high schools, also measures achievement on state assessments in social studies.
What indicators of Academic Achievement are included in New York State’s system?
How do they vary for each grade level?
For elementary and middle schools there are three indicators of academic achievement for each school and student subgroup; for high schools there are four.
For each indicator, the state calculates a performance index based on the performance of students on statewide assessments. Those calculations are detailed in the following slides.
Indicator
Elementary/Middle Schools
High Schools
Achievement on NY state tests in ELA and math 
Achievement on NY state test in science
Achievement on NY state test in social studies
Core Subject Performance Index (measurement of how all continuously enrolled tested students performed on NY state tests in ELA, math and science)

5. New York State will calculate Performance Indices in core academic subjects
What is a performance index?
What subjects are included?
A performance index (PI) is based on measures of proficiency on statewide assessments in each subject
A school earns partial credit for students who are partially proficient, full credit for students who are proficient, and extra credit for students who are advanced
The PI will be a number ranging from 0 to 250
In a school where all students are proficient and none are advanced, the school would have an index of 200
In a school where no students are proficient, the school would have an index of 0
PIs are calculated at the school and subgroup level
For elementary and middle schools, New York State will calculate performance indices in English language arts (ELA), math, and science
For high schools, New York will calculate performance indices in ELA, math, science and social studies
How are PIs used?
New York uses PIs in ELA and math to set and measure long-term goals and measurements of interim progress
Performance on PIs in all subjects are used to calculate the Academic Achievement Indicator, which is used as part of the process to identify schools for recognition and for support

6. Achievement
Growth
Progress
Graduation Rate
ELP
Chr. Absenteeism
CCR
For elementary and middle schools, New York State will follow several steps to calculate the achievement indicator
Calculate the Performance Indices
Calculate a Weighted Average Achievement Level
Calculate a Core Subject Performance Index Level
Combine the Weighted Average Achievement Level and Core Subject Level
Calculate the Composite Performance Achievement Level

7. Weighted Average Achievement vs. Core Subject Performance Index
At the elementary and middle school level, ELA, math and science achievement is measured in two ways. Weighted Average Achievement: (# of students at Level 2) + (# of students at Level 3 x 2) + (# of students at Level 4 x 2.5) _____________________________________________________ [The greater of: (1) # of continuously enrolled students who are tested or (2) 95% of continuously enrolled students with or without test scores] × 100 Core Subject Performance: (# of students at Level 2) + (# of students at Level 3 x 2) + (# of students at Level 4 x 2.5) ________________________________________________________________ (# of continuously enrolled students who are tested) × 100 Example: In School A, there are 100 continuously enrolled students and 97 take the assessment. The denominator for both the Weighted Average Achievement Index and Core Subject Performance Index is 97. If all students were Level 4, the school’s Weighted Average Achievement Index and Core Subject Performance Index would both be 250 (97 X 2.5)/97 * 100. In School B, there are also 100 continuously enrolled students and 80 take the assessment. The denominator for the Core Subject Performance Index is 80 but the denominator for the Weighted Average Achievement Index is 95. If all students were Level 4 the school’s Core Subject Performance Index would be 250, but its Weighted Academic Achievement Index would be 211. (80 X 2.5)/95 *100.
Untested students are NOT assigned Performance Level of 1. Students count in the denominator, but not the numerator of the Weighted Average Achievement Index

8. Elementary/Middle School ABC
Achievement
Growth
Progress
Graduation Rate
ELP
Chr. Absenteeism
CCR
Performance Indices: Example Achievement in ELA, math, science and social studies
Elementary/Middle School ABC
Performance Indices (All Students Group)
Subject
# Cont. Enrolled
# Cont. Enrolled Tested
# L1
# L2
# L3
# L4
Numerator
Denominator PI
Math
200 40 80 60 20
250
125
ELA
198
180 30 70 58 22
241
188*
128
Science 4
123
205
*Only 91% of continuously enrolled students were tested, so the denominator must be 95% of the continuously enrolled students or 0.95 x 198 =188.
High School XYZ
Performance Indices (All Students Group)
Subject
# Students in Cohort
# L1
# L2
# L3
# L4
Numerator
Denominator PI
Math
120 2 16 72 30
235
196
ELA 18 62 40
242
202
Science 10 75 25
222.5
185
Social Studies 8 24 68 20
210
175
Note: NYS will perform the same calculations for each accountability subgroup within each school.

9. Calculating the Weighted Achievement Level
Growth
Progress
Graduation Rate
ELP
Chr. Absenteeism
CCR
Calculating the Weighted Achievement Level
What does this measure?
For elementary and middle schools, student performance on statewide assessments in ELA, math and science based on all continuously enrolled students
How is this measured?
What are the steps to calculate a subgroup’s rating in this area?
Step 1: Calculate the Weighted Average Achievement Index that ranges from 0 to 250 for every accountability subgroup by combining the ELA, math, and science performance indices (PIs) (see preceding slides)
Step 2: Rank order each subgroup by its Weighted Average Achievement Index
Step 3: Determine a subgroup’s Weighted Average Achievement Level based on the rank order
Performance Levels (Weighted Average Achievement Level) What rating can my school or subgroup receive on this measure?
Reminder: What is a performance index?
What does it measure?
Percentile Rank based on Weighted Average Achievement Index
Weighted Average Achievement Level
In the lowest 10% 1
Between 10.1% and 50% 2
Between 50.1 and 75% 3
Higher than 75% 4
A performance index (PI) is based on measures of proficiency on statewide assessments
A school earns partial credit for students who are partially proficient, full credit for students who are proficient, and extra credit for students who are advanced
The PI will be a number ranging from 0 to 250
In a school where all students are proficient, the school would have an index of 200
PIs are calculated at the school and subgroup level

10. Elementary/Middle School ABC
Achievement
Growth
Progress
Graduation Rate
ELP
Chr. Absenteeism
CCR
Weighted Average Level: Step 1 Example: Calculate the performance indices
Elementary/Middle School ABC
Performance Indices (All Students Group)*
Subject
# Cont. Enrolled
# Cont. Enrolled Tested
# L1
# L2
# L3
# L4
Numerator
Denominator PI
Math
200 40 80 60 20
250
125
ELA
198
180 30 70 58 22
241
188
128
Science 4
123
205
*This is the same data and calculation that appears the previous slides.
Note: NY State will perform the same calculations for each accountability subgroup within each school.

11. Achievement
Growth
Progress
Graduation Rate
ELP
Chr. Absenteeism
CCR
Weighted Average Level: Step 1 Calculate the Weighted Average Achievement Index
Step 1
Calculate a Weighted Average Achievement Index for each accountability subgroup that combines the PI for each subject
How is this measured for elementary and middle schools?
What are the steps to calculate a subgroup’s Weighted Average Achievement Index?
Calculate the Weighted Average Achievement Index for each accountability subgroup by combining the Performance Indices for math, ELA and science
(Sum of Numerators for PI for Math, ELA and Science)
x 100
(Sum of Denominators for PI for Math, ELA and Science)
Elementary/Middle School ABC
Weighted Average Achievement Index (All Students Group)
Subject
PI Numerator
PI Denominator
Weighted Average Achievement Index
Math
250
200
188 60
448
(614 ÷ 448) × 100 =
ELA
241
Science
123
Sum
614
137

12. Weighted Average Achievement Level
Growth
Progress
Graduation Rate
ELP
Chr. Absenteeism
CCR
Weighted Average Level: Steps 2 and 3 Calculate the Weighted Average Achievement Level
Steps 2 & 3
Rank order all subgroups by their Weighted Average Achievement Index and determine a subgroup’s Weighted Average Achievement Level based on the rank order
How is this measured for elementary and middle schools?
What are the steps to calculate a subgroup’s Achievement Level?
Step 2: Rank order subgroups by the Weighted Average Achievement Index
Step 3: Use the table to determine a subgroup’s Weighted Average Achievement Level based on the rank ordering
Academic Achievement Level
Rank based on Weighted Average Achievement Index
Weighted Average Achievement Level
In the lowest 10% 1
Between 10.1% and 50% 2
Between 50.1 and 75% 3
Higher than 75% 4
For the purposes of identifying schools for Comprehensive Support and Improvement, New York State will consider the performance of a school’s “all students” group. To identify schools for recognition, as well as Targeted Support and Improvement, New York State will consider the performance of each subgroup within each school.

13. Elementary/Middle School ABC
Achievement
Growth
Progress
Graduation Rate
ELP
Chr. Absenteeism
CCR
Weighted Average Level: Steps 2 and 3 Example: Calculate the Weighted Average Achievement Level
Elementary/Middle School ABC
Weighted Average Achievement Index (All Students)
Subject
PI Numerator
PI Denominator
Weighted Average Index
Math
250
200
(614 ÷ 448) × 100 =
ELA
241
188
Science
123 60
Sum
614
448
137
This is the table from prior slides
Rank all elementary/middle schools on the Weighted Average Achievement Index
Assign each school an overall Weighted Average Achievement Level based on the ranking
Elem./ Middle School
Weighted Avg. Achievement Index
Ranking
(1 = lowest)
DEF
130
1,100
ABC
137
1,190
GHI
190
2,600
Elem./ Middle School
Ranking
Percentile
DEF
1,100
30.5%
ABC
1,190
37.4%
GHI
2,600
81.6%
Weighted Avg. Achievement
Level
This is only a sample of rankings for 3 schools; the real list will include all elementary and middle schools in NY State. 2 2 4
There are approximately 3,182 public elementary and middle schools in New York State.

14. Core Subject Performance Index and Level Determination
Follow the same 4 step process to calculate and determine the Core Subject Performance Index and Level
Calculate the PI for each subject using continuously enrolled tested students for each subgroup.
Calculate the Core Subject PI for each subgroup by combining the PIs for math, ELA and science.
Rank order subgroups by the Core Subject PI.
Determine each subgroup’s Core Subject Performance Index Level based on the rank ordering.

15. Compute the Composite Performance Index
Achievement
Growth
Progress
Graduation Rate
ELP
Chr. Absenteeism
CCR
Compute the Composite Performance Index
For elementary and middle schools, sum the Weighted Average Achievement Level and the Core Subject Performance Index Level for a Composite Performance Index from 1 to 8; then, rank the schools again to determine the Final Rank
Elementary/Middle Schools
Combined Level (All Students Group)
Elementary/ Middle School
DEF
ABC
GHI
Weighted Average Index Level 2 4
Core Subject Performance Index Level 2 4
Combined Level*
(2-8) 4 8
* For schools with the same Combined Composite Performance Index, rank schools using the higher of the Weighted Average Achievement Rank and the Core Subject Performance Index Rank to determine the Final Rank. For example, schools DEF and ABC above have the same Composite Performance Index.
Elementary/ Middle School
DEF
ABC
GHI
Weighted Average Achievement Rank
1,100
1,190
2,600
Core Subject Performance Index Rank
1,100
1,250
2,600
Higher Rank
1,100
1,250
2,600
Composite Performance Index (see above) 4 8
Final Rank
1,099
1,220
2,625
Note: NYS will perform the same calculations for each accountability subgroup within each school.

16. Elementary/Middle Schools: Composite Performance Achievement Level
Growth
Progress
Graduation Rate
ELP
Chr. Absenteeism
CCR
Elementary/Middle Schools: Composite Performance Achievement Level
What is this used for?
For all schools, the Composite Performance Achievement Level is the academic achievement indicator used to identify schools for Comprehensive and Targeted Support and Improvement.
How is this calculated for elementary and middle schools?
What are the steps to calculate a subgroup’s final Composite Performance Level?
Performance Levels (Academic Achievement Level) What rating can my school or subgroup receive on this measure?
Subgroup Percentile Rank on Weighted Composite Index
Composite Performance Achievement Level
10% or less 1
10.1% to 50% 2
50.1% to 75% 3
Greater than 75% 4
Step 2: Rank all elementary and middle schools based on their Final Rank
Step 2: Determine a subgroup’s Composite Performance Achievement Level using the table to the right.
Elementary/Middle Schools
Elementary/ Middle School
DEF
ABC
GHI
Final Rank
Percentile
1,099
34.5%
1,220
38.3%
2,625
82.5%
Composite Performance Achievement Level 2 4
There are approximately 3,182 public elementary and middle schools in New York State.

17. Identification of CSI Schools: Elementary and Middle Schools
Elementary and middle schools will be identified if the “All Students” group meets all of the criteria in any of the five scenarios in the table below.
Scenario
Composite Performance
Student Growth
Combined Composite
& Growth
ELP
Progress
Chronic Absenteeism 1
Both Level 1
Level 1
Any Level 2
Either Level 1
None
Any One of the Two is Level 1 3 4
Level 2
Any Level 1 5
Level 3 or 4
If a school does not meet all the criteria in one of the five rows, it will not be identified. For example, if a school receives a “2” or above on both Composite Performance Index and Growth, it will not be identified for CSI (regardless of its performance on other indicators)
A school would receive a rating of “None” if it has fewer than 30 ELLs.
Elementary School ABC
As shown in prior slides, Elementary School ABC received a score of Level 2 for Composite Performance and Level 4 on Student Growth, which means it will not be identified for CSI.

18. Districts & Schools Failing to Meet 95% Participation Rate
Districts and schools that fail to meet the 95% participation rate for two consecutive years for the same accountability subgroup on the same measure (i.e., ELA or math) and that do not show improvement between the current and prior year will be required to create a plan that will address low testing rates. First required plans will be based on and school year results.
Plans must be approved by BOE, posted and public notification made that plan is posted and available.
<95%
Districts and schools with patterns of testing fewer than 95% of students in their general population and/or 95% of their students in one or more specific subgroups will be required to create a plan that will address low testing rates resulting directly or indirectly from actions taken by the school or district, which we are calling institutional exclusion, while recognizing the rights of parents and students.
The Department will provide guidance that identifies the minimum requirements of this plan, which will include an analysis of the cause for low participation and a list of potential mitigating actions that the school will seek to pursue in the following year.

19. Districts & Schools Failing to Meet 95% Participation Rate – continued
School Self-assessment & Participation Rate Improvement Plan.
School Self-assessment & Participation Rate Improvement Plan for Commissioner approval before next testing period.
District Participation Rate Audit & District Participation Rate Improvement Plan for the School.
Contract with a BOCES to conduct a Participation Rate Audit & Participation Rate Improvement Plan.
Required by NYSED to implement activities to increase participation rate.
There is no financial penalty for failure to meet 95% participation. (USDOE could withhold funds from SED. If that occurs, SED could also withhold funding.)
<95%
Bottom 10% Statewide Participation Rate
No Improvement
NYSED will require districts that evidence exclusion to implement a corrective measure as part of a plan to be executed over the course of multiple years, such as the one listed below:
Schools that persistently and substantially fail to meet the 95% participation requirement must conduct a participation rate self-assessment and develop a participation rate improvement plan.
Schools that fail to meet the 95% participation requirement and that rank in the bottom 10% of participation across the State will be required to submit their self-assessment and participation rate improvement plan to NYSED for the Commissioner’s approval no less than three months prior to the next test administration period.
Schools that implement a school improvement plan and do not improve their participation rate receive a district participation rate audit, and the district must develop an updated participation rate improvement plan for the school.
Districts with schools that implement the district’s improvement plan and do not improve their participation rate must contract with a BOCES to conduct a participation rate audit and develop an updated participation rate improvement plan.
Districts that have schools that implement the BOCES improvement plan and do not improve their participation rate may be required by the Department to undertake activities to raise student participation in State assessments.
No Improvement
No Improvement
A school cannot exit TSI or CSI status if a Participation Rate Improvement Plan is in effect.

20. Questions?