1. Fall Regional Curriculum and Instruction Meeting
September 2015
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2. Alabama’s ESEA Flexibility Waiver Was Approved—June 2013
Implementation of Alabama’s ESEA Waiver and the New Accountability Model—June 2013
Alabama’s ESEA Waiver Was Due to Expire—June 2015

3. June 30, 2015, Alabama’s Waiver Was Due to Expire; A renewal was needed…
The Alabama State Department of Education (ALSDE) Solicited and Reviewed Feedback from Stakeholders Across the State – March to May 2015

4. The ESEA Waiver Draft Renewal Was Submitted – April 2015

5. The Final Redlined Renewal Was Submitted – July 2015
The Renewal Was Approved August 2015

6. Changes From the ESEA Waiver to the ESEA Renewal
Modified Accountability Model to Put Emphasis on
Alabama 2020 Learners and Alabama 2020 Support Systems
Modified Assessment Timeline
Modified Annual Measurable Objective Calculations
Modified Reward School Criteria
Modified Priority Support and Focus Support Exit Criteria and
Incorporated a Process for Evaluating Support for Schools
Expounded on Support for Schools with EL and Special Populations
Removed School Performance Index
Removed College- and Career-Readiness as an AMO Indicator

7. Changes From the ESEA Waiver to the ESEA Renewal
Removed Learning Gains as an AMO Indicator
Removed Educator Effectiveness as an AMO Indicator
Removed Gap as an AMO Indicator
Removed Program Reviews and Local Indicators as AMO Indicators
Removed Five-Year Cohort from Graduation Rate Measurement
Removed Designation of Priority Districts
Removed A-F Law from Waiver
Modified Educator Effectiveness System

8. Changes will have a positive impact towards Alabama’s PLAN goal to ensure every child graduates college- and career-ready.

9. Alabama’s ESEA Accountability Model
PLAN 2020
Accountability Model
AMO Reports
A-F Report Cards

10. Overview of Alabama’s ESEA Accountability Model
Alabama 2020 Learners
Achievement (Reading/English Language Arts and Mathematics)
Alabama 2020 Support Systems
Graduation Rate (Schools With a Grade 12 and Districts)
Attendance Rate (Schools Without a Grade 12 and Districts)

11. Overview of Alabama’s ESEA Accountability Model
The two priorities of the Alabama ESEA Accountability Model, Alabama 2020 Learners and Alabama 2020 Support Systems, are
anchored in college-and career-readiness for all students.
This model will continue annual reporting of disaggregated student outcome measures for all ESEA subgroups in required content areas.

12. Alabama’s ESEA Accountability Model
Achievement
Attendance Rate
(Schools Without a Grade 12 and Districts)
Graduation Rate (Schools With a Grade 12 and Districts)
START
Alabama’s ESEA Accountability Model

13. Indicators and Data Sources Alabama’s ESEA Accountability Model
Grade Range
Achievement
Attendance
Graduation Rate
Elementary
ACT Aspire (reading and mathematics)
Alabama Alternate Assessment (reading and mathematics)
Attendance Rate
Secondary
ACT Plan ( and )
(English and mathematics)
ACT Aspire 10 (beginning ) (reading and mathematics)
Alabama Alternate Assessment (reading and mathematics)
4-Year Cohort

14. Indicator Descriptors
Achievement will be determined based on the percentage of proficient students in the areas of reading/English language arts and mathematics.
The Attendance Rate is the Average Daily Attendance for the entire school year for schools without a grade 12 and districts.
The Graduation Rate is the 4-year graduation rate cohort for schools with a grade 12 and districts. Graduation rate data is reported one year in arrears.

15. Annual Measurable Objectives
Annual Measurable Objectives (AMOs) are annual targets set to show increases in school/district performance over time.

16. Alabama’s ESEA Accountability Model Indicators and Baseline Years
Achievement
Attendance Rate
Graduation Rate

17. Achievement Annual Measurable Objective 2013-2014
Achievement AMOs were established using the state average proficiency rate for each subgroup. Schools and districts were required to meet or exceed the state average in order to meet its AMO for each subgroup in reading/English language arts and mathematics.
Data sources for achievement included the ACT Aspire, ACT Plan, and Alabama Alternate Assessment.

18. Achievement Annual Measurable Objective 2013-2014 Reading/English Language Arts Example
State Average ( ) Reading/Language Arts
School ABC Percent Proficient Reading/English Language Arts
55%
49%
School ABC did NOT meet its
Reading/English Language Arts AMO
because it did not meet or exceed the state average.

19. Beginning

20. Achievement Annual Measurable Objectives 2014-2015
(AMOs) are calculated based on the goal of reducing by half the difference between the baseline year and the Performance Proficiency Goal (PPG).
Performance Proficiency Goal (PPG) represents the 90th percentile proficiency score plus the average growth of the “all students” subgroup.

21. State Achievement PPGs for AMO Goal Establishment
Determine the proficiency score at the 90th percentile for the “all students” subgroup.
Add the average increase for the subject area.
This will establish the performance proficiency goal utilized for all applicable subgroups. (Subgroups have an n-count of 20 students or more.)

22. ELA and Mathematics Performance Proficiency Goals
70%
3-8 English Language Arts
62%
High School Mathematics
35%
High School English Language Arts
80%
PPG
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23. State Achievement AMO Establishment
Establish actual percent proficiency of the identified subgroups.
Subtract actual percent proficiency from the appropriate PPG.
Divide the answer from step #2 by two.
Divide the answer from step #3 by six.
The answer from step #4 is the annual improvement target.
Add the annual improvement target to the baseline to establish the year one ( ) AMO goal.
Add the annual improvement target to the year one AMO to establish the year two AMO.
Continue to add annual improvement target to each AMO until six years of AMOs have been established.

24. State 3-8 Mathematics AMOs
Subgroup
Baseline
All Students
41.02
43.44
45.85
48.27
50.68
53.10
55.51
American Indian
47.98
49.82
51.65
53.49
55.32
57.16
58.99
Asian/Pacific Islander
71.41
72.81
74.21
75.61
77.01
78.41
79.81
Black
23.69
27.55
31.41
35.27
39.13
42.99
46.85
Hispanic
32.48
35.61
38.73
41.86
44.99
48.11
51.24
LEP
24.29
28.10
31.91
35.72
39.53
43.34
47.15
Multi-Race
42.94
45.20
47.45
49.71
51.96
54.22
56.47
Poverty
29.57
32.94
36.31
39.68
43.05
46.42
49.79
Special Education
18.78
23.05
27.32
31.59
35.85
40.12
44.39
White
52.29
53.90
57.12
58.73
60.34
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25. State 3-8 Reading AMOs Subgroup Baseline 2013-2014 2014-2015 2015-2016
All Students
39.78
41.63
43.48
45.34
47.19
49.04
50.89
American Indian
47.28
48.51
49.73
50.96
52.19
53.41
54.64
Asian/Pacific Islander
61.82
61.84
61.85
61.87
61.88
61.90
61.91
Black
23.98
27.15
30.32
33.49
36.65
39.82
42.99
Hispanic
25.87
28.88
31.89
34.90
37.91
40.92
43.94
LEP
10.25
14.56
18.88
23.19
27.50
31.81
36.13
Multi-Race
39.75
41.60
43.46
45.31
47.17
49.02
50.88
Poverty
28.00
30.83
33.67
36.50
39.33
42.17
45.00
Special Education
15.66
19.52
23.38
27.25
31.11
34.97
38.83
White
49.36
50.41
51.47
52.52
53.57
54.63
55.68
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26. State High School Mathematics AMOs
Subgroup
Baseline
All Students
22.07
23.15
AMO targets to be reset using data from new assessments in
American Indian
23.49
24.45
Asian/Pacific Islander
54.00
55.00
Black
7.52
9.81
Hispanic
13.25
15.06
LEP
5.35
7.82
Multi-Race
29.59
30.04
Poverty
10.66
12.69
Special Education
11.38
13.35
White
29.47
29.93
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27. State High School English Language Arts (ELA) AMOs
Subgroup
Baseline
All Students
64.21
65.53
AMO targets to be reset using data from new assessments in
American Indian
71.72
72.41
Asian/Pacific Islander
79.26
79.32
Black
44.11
47.10
Hispanic
50.20
52.68
LEP
15.18
20.58
Multi-Race
63.79
65.14
Poverty
49.95
52.45
Special Education
16.32
21.63
White
75.21
75.61
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28. When calculating Achievement AMOs for schools and districts, use the previously stated PPG for the appropriate grade span and subject area instead of 100 then apply the reducing by half the difference between the baseline year and the Performance Proficiency Goal (PPG) methodology.

29. Calculating Achievement AMOs for Schools/Districts
Determine number of proficient students.
Divide number of proficient students by number
of students assessed.
Convert answer from #2 to a percent.
Subtract answer from #3 from the PPG.
Divide the answer from #4 by 2.
6. Divide the answer from #5 by 6.
7. The answer from #6 is your annual improvement target.
8. Add the annual improvement target to the baseline to establish year one AMO.
9. Add the annual improvement target to year one AMO to establish year two AMO.
10. Continue to add annual improvement target to each AMO until six years of AMOs
have been established.
*This will be applicable only for subgroups with an n-count of 20 or more students.
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30. Mathematics Achievement AMO Calculation
School ABC has 250 students assessed on the mathematics assessment. 138 students were proficient (Levels 3 and 4) 138 / 250 = X 100 = 55% Percent of Proficient Students for The PPG for 3-8 mathematics is 70% = / 2 = 7.50 Growth needed over six year period 7.5 / 6 = 1.25 School ABC’s Annual Improvement Target = Year One AMO = Year Two AMO Continue to add until six years of AMOs are established
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31. Mathematics Achievement AMO Calculation (Example)
Subgroup
Baseline
All Students
55.00%
56.25%
57.50%
58.75%
60.00%
61.25%
62.50%

32. Achievement Annual Measurable Objective 2014-2015
A school/district can earn a “met” status for its
Achievement AMO in one of two manners.
Meet the established Achievement AMO.
Meet the improvement measure.
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33. Achievement Annual Measurable Objective Example 2014-2015
Meet the established Achievement AMO.
Subgroup
Performance Proficiency Goal
Baseline
All Students
62.00
39.78
41.63
43.48
45.34
47.19
49.04
50.89
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For this example, this school had 41.02% of its students score proficient
or higher on state administered exams in reading/language arts.
This school did NOT meet the established
Achievement AMO goal for reading/English language arts.

34. Achievement Annual Measurable Objective Example 2014-2015
Meet the improvement measure.
Reading/English Language Arts AMO Goal
41.63%
Reading/English Language Arts Improvement Measure
40.00%
Reading/English Language Arts Actual Percent Proficient
41.02%
For this example, this school had 41.02% of its students score proficient
or higher on state administered exams in reading/English language arts.
This school earned a “MET” status for Achievement in
reading/language arts because it met the improvement measure.
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35. Full Academic Year (FAY)
Calculations only include full academic year students.
Students are considered a FAY student if they appear on the current year 9th month attendance extract without a break in enrollment and the enrollment date is on or before the current year’s end of date fall attendance extract.
FAY status for current year 10th graders taking the PLAN:
Previous year 9th month attendance extract without a break in enrollment and enrollment date is on or before the previous year’s end of date fall attendance extract.
Current year’s end of date fall attendance extract.
Any 10th grade student, who appears on both extracts from either the administering school, the feeder school, or new school, will be considered a FAY student.

36. Accountability Exclusion Rule For Proficiency
Foreign Exchange Students (FES): All FES will be excluded FES should be flagged in Chalkable.
Limited English Proficiency (LEP): For proficiency determination, the scores of LEP1 students are excluded.

37. One Percent Overage with the Alabama Alternate Assessment
The regulations do not put a limit on how many special education students may participate in alternate achievement standards.
The regulations do stipulate that the number of proficient and advanced scores based on the alternate achievement standards cannot exceed 1.0 percent of all students enrolled in the grades tested at the state or school system level for accountability.

38. High School Mathematics
Exceeding the PPG
If the proficiency rate is above the performance proficiency goal the expectation is to improve by 2% of the performance proficiency goal from the previous year’s proficiency rate. This increase will be expected on an annual basis for the six years.
3-8 Mathematics
3-8 ELA
High School Mathematics
High School ELA
1.40
1.24
1.00
1.60

39. Example of Improvement Targets for subgroups that Exceed the ppg
Performance Proficiency Goal
Baseline
Asian/Pacific Islander
70.00
71.41
72.81
74.21
75.61
77.01
78.41
79.81

40. When calculating Achievement AMOs for schools that contain both
3-8 grade spans and high school grade spans, targets must be met for each grade span.

41. Graduation Rate AMOs

42. Graduation Rate AMO’s In 2012-2013, Graduation Rate AMOs
were established requiring each
school and district to meet or exceed
its graduation rate target in order to meet its
AMO goal for each subgroup.
Graduation rate from
was the baseline data used.

43. Graduation Rate AMO Establishment
Use the graduation rate as the baseline.
Subtract graduation rate from 100.
Divide the answer from step #2 by two.
Divide the answer from step #3 by six.
The answer from step #4 is the annual graduation
rate improvement needed.
Add the annual improvement needed to the baseline to
establish year one graduation rate AMO.
Add annual improvement needed to the year one AMO to
establish year two graduation rate AMO.
Continue to add annual improvement needed to each AMO until six years of AMOs
have been established.
*This will be applicable only for subgroups with an n-count of 20 or more students.

44. State Graduation Rate AMOs for Federal Reporting
Subgroup
Baseline
All Students
74.9
77.0
79.1
81.2
83.3
85.4
87.5
American Indian
84.3
85.6
86.9
88.2
89.5 90
Asian/Pacific Islander
85.2
86.4
87.6
88.8
Black
66.4
69.2 72
74.8
77.6
80.4
83.2
Hispanic
68.5
71.1
73.7
76.3
78.9
81.5
84.1
LEP
35.9
41.2
46.5
51.8
57.1
62.4
67.7
Multi-Race
87.1
88.1
89.1
Poverty
66.3
69.1
71.9
74.7
77.5
80.3
83.1
Special Education
53.7
57.6
61.5
65.4
69.3
73.2
77.1
White
80.7
82.3
83.9
85.5
88.7

45. Graduation Rate Annual Measurable Objective 2013-2014 Example
Graduation Rate Target
School ABC Graduation Rate
79.1%
80%
School ABC MET its Graduation Rate AMO because it met or exceeded the Graduation Rate Target.

46. Calculating Graduation Rate AMOs for Schools and Districts
Retrieve the graduation rate from the Cohort Application Portal.
Subtract graduation rate from 100.
Divide the answer from #2 by 2.
Divide the answer from #3 by 6.
The answer from #4 is your annual improvement target.
Add the annual improvement target to the baseline to establish year one AMO.
Add the annual improvement target to year one AMO to establish year two AMO.
Continue to add annual improvement target to each AMO until six years of AMOs have been established.

47. Graduation Rate Annual Measurable Objective 2014-2015
A school/district can earn a “met” status for its
Graduation Rate AMO in one of two manners.
Meet the established Graduation Rate AMO.
Meet the improvement measure.

48. Graduation Rate Annual Measurable Objective 2014-2015
Meet the established Graduation Rate AMO.
Subgroup
Baseline
All Students
74.9
77.0
79.1
81.2
83.3
85.4
87.5
English Learners
35.9
41.2
46.5
51.8
57.1
62.4
67.7
For this example, this school had 80% of the “all students” group graduate within four years of becoming a first time ninth grader. This school MET the Graduation Rate AMO goal for
the “all students” group.
For this example, this school had 45.5% of the “English Learners” group graduate within four years of becoming a first time ninth grader. This school did NOT meet the Graduation Rate AMO goal for the
“English Learners” group.

49. Graduation Rate Measurable Objective Example 2014-2015
Meet the improvement measure.
Graduation Rate for English Learners AMO Goal
46.5%
Graduation Rate for English Learners Improvement Measure
43.2%
Graduation Rate for English Learners
45.5%
For this example, this school had 45.5% of its “English Learners” students graduate within four years of becoming a first time ninth grader.
This school earned a “MET” status for “English Learners”
graduation rate because it met the improvement measure.

50. AMO Calculator

51. Attendance Rate

52. Attendance Rate The annual Attendance Rate goal is 90%.
The Attendance Rate will come from the 9th month attendance report for the entire school year.

53. Attendance Rate AMOs
In , the Attendance Rate goal required each school/district to meet or exceed 90% for each applicable subgroup.

54. Attendance Rate Annual Measurable Objective 2013-2014 Example
Attendance Rate Goal
School ABC Attendance Rate
90%
94%
School ABC MET its Attendance Rate AMO because it exceeded the Attendance Rate Goal.

55. Attendance Rate AMOs
Each school and district will be required to meet
Attendance Rate AMO goals in one of three ways:
Meet or exceed the goal of 90%.
Show improvement from the previous year.
Meet or exceed the goal of 90% based on data from
the two most recent years’ average for the school/district.

56. Attendance Rate Annual Measurable Objective 2014-2015 Example
Meet or exceed the goal of 90%.
Attendance Rate Goal
School ABC Attendance Rate
90%
86%
School ABC did NOT meet its
Attendance Rate AMO because it did not meet
or exceed the goal of 90%.

57. Attendance Rate Annual Measurable Objective 2014-2015 Example
Show improvement from the previous year.
School ABC Attendance Rate
94%
School ABC Attendance Rate
86%
Improvement
-8%
School ABC did NOT meet its
Attendance Rate AMO because it did not show improvement from the previous year.

58. Attendance Rate Annual Measurable Objective 2014-2015 Example
Meet or exceed the goal of 90% based on data from
the two most recent years’ average for the school/district.
School ABC Attendance Rate 94
94%
School ABC Attendance Rate
+86
86%
180
School ABC 2-Year Attendance Rate Average
180 ÷ 2 =
90%
School ABC MET its Attendance Rate AMO because it met or exceeded the goal of 90% based on data from the two most recent years’ average for the school.

59. Attendance Rate AMOs Beginning 2015-2016
Each school and district will be required to meet
Attendance Rate AMO goals in one of three ways:
Meet or exceed the goal of 90%.
Show improvement from the previous year.
Meet or exceed the goal of 90% based on data from
the three most recent years’ average for the school/district.

60. Alabama’s ESEA Accountability Model Indicators and Data Points
Achievement
Grades 3-8 (ACT Aspire, Alabama Alternate Assessment)
High School (ACT Plan— and , Alabama Alternate Assessment, ACT Aspire 10—Beginning )
Attendance Rate
(9th Month Attendance Report for the entire school year)
Schools Without a Grade 12 and Districts
Graduation Rate
(Four-Year Cohort)
Schools With a Grade 12 and Districts

61. AMO Reports

62. AMO REPORT

63. Alabama’s ESEA Accountability Model Reporting Years for fall 2015 amo reports
Indicator
School Year Data
Achievement
Attendance Rate
Graduation Rate

64. Process for Measuring AMOs
School Year
Baselines established and each school and district measured against the state average.
School Year
Use the Performance Proficiency Goal (PPG) to calculate targets for the state and each school and district.
Beginning School Year
Measure the state, school, and district performances against established AMO targets.

65. Improvement Measures Achievement Graduation Rate Attendance Rate
If the state, a district, or a school does not meet the established targets and/or goals, an improvement measure rule will be invoked.
Achievement
Graduation Rate
Attendance Rate
The improvement measure may be met by reducing the percentage of
non-proficient students by ten percent from the previous year’s data for each subgroup that does not meet its AMO target. (Beginning )
The improvement measure may be met by improving the graduation rate by two points from the previous year’s data.
(Beginning )
Show improvement from the previous year. (Beginning ) or
Meet or exceed the goal of 90% based on data from the 2 most recent years’ average for the school/district. ( )
Meet or exceed the goal of 90% based on data from the 3 most recent years’ average for the school/district. ( )

66. Feeder Schools Schools Without Tested Grades (Feeder Schools)
Schools with no tested grades will be linked with the school into which the students feed since the school has no assessment data of its own. For example, schools with ninth grade only will be linked with the secondary school into which the students feed.

67. Priority Support Schools
Reward Schools
Priority Support Schools
Focus Support Schools

68. Reward School Modification
Beginning in Fall 2015, Reward Schools Shall Be:
High Performing Schools
High Progress Schools

69. Recap of Cohort 1 Priority Support School Definition
Priority Schools
Priority Schools will be those schools that are the lowest
performing schools in the state. The following will be used
to identify Priority Schools:
Currently served Tier I and II SIG schools.
All schools with a Graduation Rate of less than 60% (using 2012 data).
Schools with the lowest ranking achievement that have not shown progress (2010 to 2012).
Schools will be selected until at least 5% of Title I schools are named.

70. Recap of Cohort 1 Focus Support Schools Definition
Focus Schools:
Focus Schools are schools with large gaps between subgroups. The following will be used to identify Focus Schools:
A gap index score that falls within the lowest 10% of the Title I schools
Any school with a within-school achievement gap that is among the largest gap between the highest and lowest performing subgroup index scores within a subject.
Schools are selected from this list until at least 10% of Title I schools in the state have been identified.
The data sources are 2011 and 2012 ARMT, AAA, and graduation rate
A school cannot be both Priority and Focus
Priority Schools will be excluded from the focus list

71. Priority Support Exit Criteria Modifications
To exit Priority Support Status, a school must:
Implement intervention services for a minimum of three consecutive years;
Rank higher than the lowest 5% of Title I schools;
Maintain a participation rate of 95% or more on administered assessments; and
Meet or exceed the AMO goals for the “all students” subgroup for two consecutive years.

72. Priority Support Exit Criteria Modifications (Continued)
To exit Priority Support status, high schools with a graduation rate less than 60% must:
Show improvement by increasing the graduation rate to 65% or above for two consecutive years;
Implement intervention services for a minimum of three consecutive years; and
Maintain a participation rate of 95% or more on the administered assessments.

73. Focus Support Exit Criteria
In order to exit Focus School status, the school must:
Meet or exceed the AMO goals for the applicable gap subgroup(s) performance for two consecutive years.
Rank higher than the lowest of 10% of the
Title I schools in the state.
Maintain a participation rate of 95% or more on administered assessments.
Implement intervention services for a minimum of three consecutive years.

74. Eligibility to Exit Cohort 1 Priority and Focus Support
Schools will be eligible to exit cohort 1 Priority and Focus Support in the fall 2016.

75. Cohort 2 Priority and Focus Support Schools
Cohort 2 Priority Support Schools and Cohort 2 Focus Support Schools will be named January 2017.

76. Cohort 2 Priority Support Schools
In January 2017 Priority Support Schools will be the classification for:
Any school that is a currently served Tier I or Tier II School Improvement Grant (SIG) school as of September 30, 2012, if applicable.
Any school with a graduation rate of less than 60% for two
or more consecutive years. OR
Schools with the lowest ranking achievement.
Schools are selected from this list until at least 5% of the Title I schools are classified as Priority.

77. Cohort 2 Focus Support Schools
Determination of Focus Schools January 2017:
Use the reading and math proficiency of the two lowest
performing subgroups in each school on new assessments
from 2013 through 2016.
Average proficiency of the two lowest performing subgroups
Rank order until at least 10% of Title I schools are named.
Schools that have been named priority will be removed from the list.
Schools are selected from this list until at least 10% of the Title I schools in the state have been identified as Focus.

78. Annual Measurable Objective Reports
(AMO Reports)
An Annual Measurable Objective (AMO) Report
will be developed for each school,
district, and the state.
The results of the school or district
AMO Report will be the trigger for recognition
and support for schools and districts.
The AMO report will indicate if a school,
district, and the state met or not met
the target or goal for each indicator.

79. Alabama’s PLAN 2020 Accountability Model

80. Alabama’s PLAN 2020 Accountability Model
Alabama currently has an A-F Law (ACT ).
The ALSDE is currently working with the Accountability Taskforce on the development of the A-F grading system.
A-F Law was removed from Alabama’s ESEA Waiver Renewal Request.
Each school and school district will receive an A-F Report Card annually.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

81. Proposed Indicators Measured on A-F Report Card
Learning Gains
Student Achievement
Alabama PLAN 2020 Program Reviews
Local Indicators
Graduation Rate (4-Year Cohort and 5-Year Cohort)
College- and Career-Readiness
Achievement Gap
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

82. Indicator Descriptors
Learning Gains
Determined based on individual students who demonstrate improvement from one test administration to the next using multiple years of data for reading and mathematics.
Student Achievement
Determined based on the proficiency level of students in reading and mathematics.
Alabama PLAN 2020 Program Reviews
Determined based on a review of multiple data points used to measure district/school programs.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

83. Indicator Descriptors
Local Indicators
Each School/LEA will be required to declare one local indicator that is unique to that school/LEA with a measurable goal that is aligned to Alabama PLAN 2020.
Graduation Rate
Determined based on the percentage of high school students who graduate within four or five years of first entering the ninth grade.
Achievement Gap
Determined based on improvement of the bottom 25% of students in reading and math from one year to the next.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

84. Indicator Descriptors
College- and Career-Readiness Indicators
Determined based on the percentage of graduating seniors who meet at least one of the college- and career-ready indicators
Benchmark on Any ACT Subtest (Math—22, English—18, Reading—22, Science—23)
Qualifying Score on AP or IB Exam
Military Enlistment
Approved Transcript College or Postsecondary Credit While in High School
Silver Level or Higher on the ACT WorkKeys
Approved Industry Credentials
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

85. Alabama’s PLAN 2020 Accountability Model Indicators (A-F Report Cards)
Two Phases
Phase I
December 2016
Phase II
December 2017
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

86. P2A—Data Reporting Mechanism
Beginning fall 2015, a web-based data system will be available for districts and schools.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

87. A-F Report Card Indicators
K-8 Schools

88. Proposed Phase I Indicators of A-F Report Cards (K-8)
December 2016
Phase I A-F Report Cards
Learning Gains
Student Achievement
Local Indicators
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

89. Proposed Phase II Indicators of A-F Report Cards (K-8)
December 2017
Phase II
A-F Report Cards (Total Points 600)
Learning Gains (180 Points)
Student Achievement (60 Points)
Local Indicators (150 Points)
Achievement Gap (60 Points)
Alabama PLAN 2020 Program Reviews (150 Points)
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

90. A-F Report Card Indicators
9-12 Schools
and
K-12 Schools

91. Proposed Phase I Indicators of A-F Report Cards (9-12 and K-12)
December 2016
Phase I A-F Report Cards
Graduation Rate
Student Achievement
Local Indicators
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

92. Proposed Phase II Indicators of A-F Report Cards (9-12 and K-12)
December 2017
Phase II
A-F Report Cards
(Total Points 600)
Graduation Rate (60 Points)
Student Achievement (60 Points)
Local Indicators (150 Points)
Learning Gains (60 Points)
College- & Career-Ready (120 Points)
Alabama PLAN 2020 Program Reviews (150 Points)
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

93. A-F Report Card Indicators
Districts

94. Proposed Phase I Indicators of A-F Report Cards (District)
December 2016
Phase I A-F Report Cards
Local Indicators
Student Achievement
Graduation Rate
Learning Gains (Grades 4-8)
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

95. Proposed Phase II Indicators of A-F Report Cards (District)
December 2017
Phase II
A-F Report Cards (Total Points 600)
Local Indicators (150 Points)
Graduation Rate (60 Points)
Student Achievement (30 Points)
Learning Gains (60 Points)
Achievement Gap (30 Points)
College- & Career-Ready (120 Points)
Alabama PLAN 2020 Program Reviews (150 Points)
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

96. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
A-F Report Card
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

97. Actions to Help Schools Master Accountability Indicators
Schools should complete and follow individualized Student Four Year Plans. (Achievement, Graduation Rate, Learning Gains)
Teach the Alabama College- and Career-Ready Standards (Achievement, Achievement Gap, Graduation Rate, College- and Career-Ready)
Schools should also utilize the Early Warning System to assist students who are at risk or in danger of becoming at-risk students. (Graduation Rate, Attendance, Achievement, Learning Gains)
Helping Schools Master Accountability Indicators
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

98. Alabama’s Accountability Act

99. Alabama’s Accountability Act
Purpose
Innovative schools and school systems may be established in Alabama in accordance with
this chapter.
(b) The purpose of this chapter is to advance the benefits of local school and school system
autonomy in innovation and creativity by allowing flexibility from state laws, regulations,
and policies.
(Act 2013‐64, p. 112, §2.)
A Failing School is a public K-12 school that is either of the following:
Is designated as a failing school by the State Superintendent of Education.
Does not exclusively serve a special population of students and is listed in the lowest six
percent of public K- 12 schools based on the state standardized assessment in reading and
math.
*Note: A list of failing schools is produced annually in accordance with the law.

100. * Alabama State Department of Education *
Questions
Contact the ALSDE Accountability Office
Angela Martin
Julie Turner
Paul Bonner
Accountability
* Alabama State Department of Education *
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE