1. November 09, 2012 Suzanne M. Wright Joe Prather

3. Next Generation Learners Elementary schools 53.2
Achievement (30%)
For each content area, 1 point awarded for each percent of students scoring proficient or distinguished, ½ point awarded for each percent of students scoring apprentice, no points for novice students, ½ bonus point for distinguished that doesn’t overcompensate for novice
Growth (40%)
For each content area, 1 point awarded for each percent of students showing typical or high growth
Gap (30%)
For each content area, 1 point awarded for each percent of students scoring proficient or distinguished
Gap Group – unduplicated aggregate count of students in the following groups: African-American, Hispanic, Native American, Special Education, Free/Reduced Lunch, Limited English Proficient

4. Achievement Calculation All Content Areas
For each content area, 1 point awarded for each percent of students scoring proficient or distinguished
½ point awarded for each percent of students scoring apprentice
No points for novice students
Distinguished Bonus – of ½ if there are more distinguished than novice DD

5. Previous Gap Calculations Current Gap Calculations
Limited
English
Proficient
African American
Free/Reduced Lunch
Free/Reduced Lunch
Julian
Special Education
Stephen
Current Gap Calculations
Gap Student
Gap Student
Julian
Stephen

6. Gap Calculation All Content Areas
Gap Group – aggregate count of students in the following groups: African-American, Hispanic, Native American, Special Education, Free/Reduced Lunch, Limited English Proficient who score Proficient or higher
Student 1: Donatello – African American, Free/Reduced Lunch (P)
Student 2: Ricky – White, Free/Reduced Lunch, Special Education
Student 3: Enrique – Limited English Proficient, Free/Reduced Lunch
Student 4: Michelle – Free/Reduced Lunch (P)
Student 5: Marco – Limited English Proficient, Free/Reduced Lunch, Special Education DD
3/10=30%
2/5=40%

7. Growth score
Growth point totals come from the average of reading percent and mathematics percent of students making typical annual growth (at or above the 40th Student Growth Percentile)
Focuses on the relative standing of a student from year to year compared to the student’s academic peers.
The academic peers are students who perform very similarly on the test to the student. The student is only compared to students who start at the same place.
In year two, the question is: Did the student outpace his peer group?

8. Classifications
Distinguished: schools/districts scoring at the 90th percentile or higher
Proficient: schools/districts scoring at the 70th percentile or higher
Needs Improvement: schools/districts falling below the 70th percentile not making their AMO goals
Progressing: all schools/districts making their AMO goals, the 95% student participation goals and the individual graduation goals.

9. Rewards categories
Schools of Distinction: the highest performing elementary, middle and high schools or district with overall scores at the 95th percentile or higher.
High-Performing Schools: elementary, middle, and high schools or districts with overall scores at the 90th percentile or higher.
High-Progress Schools: are Title I and non Title I schools showing the highest progress, as compared to their peers, and districts showing the highest progress, as compared to their peers (NOT USED UNTIL 2013)

10. Assistance categories
Priority Schools: schools currently identified as Persistently Low- Achieving (PLA) schools
Focus Schools:
Super Gap Score: Non-duplicated gap is in the lowest 10 percent of the student group gap scores by level.
All schools with individual gap groups underperforming in the third standard deviation below the state mean (ANY sub group/ANY content area)
Any high school having a graduation rate below 60 percent for two years in a row.

11. Annual Growth Targets
If a school is a “focus” school, then determine if the ECE population is one of the determining factors. If so, it would help schools if you can offer very specific strategies to assist ECE students. This will be a mandatory part of the CSIP.

12. Annual Growth Targets CSIPs for Focus Schools must contain:
curriculum alignment to ensure the instructional program is rigorous, research-based, based on student needs and aligned with the Common Core Standards
provision of time for collaboration on the use of data to inform assessment strategies, monitor and modify instruction, and support proficient student work
specific strategies to address the within-school gaps in achievement and/or graduation rates between the highest-achieving subgroup and the lowest- achieving subgroup
professional development on the goals of the plan
parent and community engagement
attendance improvement/dropout prevention strategies

13. Annual Growth Targets
CSIPs for Focus Schools must contain (continued):
activities to target the underperforming areas in achievement, gap, growth,
college/career readiness and gap
activities to target weaknesses in Program Reviews
activities to target areas of need identified through teacher and leader evaluation
school safety, discipline and non-academic factors such as student social, emotional and health needs
design of the school day to maximize learning time
technical assistance that will be accessed