1. School Progress Index 2012 Results Mary Gable- Assistant State Superintendent Division of Academic Policy Carolyn Wood - Assistant State Superintendent Division of Accountability, Assessment and Data Systems December 17, 2012 State Board Meeting

2. ESEA FLEXIBILITY  All schools should improve the learning of all students.  Schools have different needs and operate in specific contexts - the strategies they adopt for improvement should reflect their needs.  School performance targets should reflect the school’s history of student performance. 2

3. ESEA FLEXIBILITY Communication  Website  Webinars and Presentations  Brochures and Handouts  Videos  Frequently Asked Questions (FAQs)  Facebook and Twitter 3

4. Accountability: Changing the Model NCLB Student performance measured annually in English/Language Arts and Mathematics in grades 3-8 and once in High School Schools accountable for attainment of “proficiency” by ALL students and each subgroup as measured by a single indicator 100% Proficiency for ALL students and ALL subgroups by 2014; common yearly targets (AMO) Performance (AYP) ESEA FLEX Student performance measured annually in English/Language Arts and Mathematics in grades 3- 8 and once in High School Multiple Indicators- Elementary and Middle Schools accountable for Achievement, Growth, and Closing Achievement Gaps and High Schools accountable for Achievement, Closing Gaps, and College- and Career-Readiness For ALL students and subgroups Annual Measurable Objectives (AMOs) differentiated by school and by subgroup (Cut number of non proficient students in half by 2017) Progress 4

5. What is the School Progress Index? 5  Continuous scale based on indicators of adequacy:  Achievement (E, M, HS)  Growth (E, M)  Gap Reduction (E, M, HS)  College & Career Readiness (HS)  Stakeholder Input (Standard Setting):  Each indicator is individually weighted based on importance in assessing overall school progress  Measures within indicators individually weighted  Measured at the Elementary, Middle, and High School Levels (span)  Combined schools with multiple span codes are measured at each level and then combined to create a single score School Progress Index Indicator Measure

6. 33.3%- Mathematics Proficiency (Algebra/ Data Analysis HSA) 33.3%- English Proficiency (English HSA) 33.3%- Science Proficiency (Biology HSA) Achievement* 40% Gap* College-and Career-Readiness* 40% 20% 60%- Cohort Graduation rate 40%- College and Career Preparation (CCP) Advanced Placement or International Baccalaureate Career and Technology Education (CTE) Concentrators Enrollment in College (2-Year, 4-year, and/or Technical School) Gap between lowest subgroup and highest subgroup within a school: 20%- Mathematics Proficiency (Algebra/ Data Analysis HSA) 20%- English Proficiency (English HSA) 20%- Science Proficiency (Biology HSA) 20%- Cohort Graduation Rate 20%- Cohort Dropout Rate Gap* 40% 33.3%- Mathematics Proficiency (MSA) 33.3%- Reading Proficiency (MSA) 33.3%- Science Proficiency (MSA) 50%- Mathematics Proficiency (MSA) 50%- Reading Proficiency (MSA) Gap between lowest subgroup and highest subgroup within a school: Achievement* 30% Growth* 30% 33.3%- Mathematics Proficiency (MSA) 33.3%- Reading Proficiency (MSA) 33.3%- Science Proficiency (MSA) Percent of students making one year’s growth: *ALT-MSA is included in the index component Maryland School Progress Index Grades 9-12 Grades PreK-8 Meeting Performance Targets (AMO) Meeting Performance Targets (AMO) Revised 12/4/12

7. E LEMENTARY /M IDDLE /H IGH S CHOOL Indicator: Achievement 7  Percentage of “all students” group scoring proficient or advanced on Maryland standardized assessments progressing toward targets  This is about progress, not performance  PreK-8 MSA Math Proficiency MSA Reading Proficiency MSA Science Proficiency  Grades 9-12 HSA Algebra/Data Analysis Proficiency HSA English Proficiency HSA Biology Proficiency

8. E LEMENTARY /M IDDLE /H IGH S CHOOL Indicator: Gap Reduction  Decrease in the performance gap between the highest and lowest performing subgroups  Gap Score calculated for each subgroup category in each measured area  PreK-8 — MSA Math Proficiency — MSA Reading Proficiency — MSA Science Proficiency  Grades 9-12 — HSA Algebra/Data Analysis Proficiency — HSA English Proficiency — HSA Biology Proficiency — 5-Year Adjusted Cohort Graduation Rate — 4-Year Adjusted Cohort Dropout Rate 8

9. E LEMENTARY /M IDDLE Indicator: Growth PreK-8  MSA Math Proficiency  MSA Reading Proficiency  The change in student performance for the “all students” group between the current year and prior year 9

10. H IGH S CHOOL Indicator: College- and Career-Readiness (CCR) 10  Met annual targets on measures that assure students are ready for college or career upon graduation — 5-Year Cohort Adjusted Graduation Rate — College and Career Preparation (CCP)- Students who have exited high school with a Maryland State High School Diploma and meet any one of the following: Advance Placement or International Baccalaureate — Earned a score of 3 or greater on an Advanced Placement (AP) exam — Earned a score of 4 or greater on an International Baccalaureate (IB) exam Career and Technology Education (CTE) Concentrators — Attained advance standing in a State-approved Career & Technology Education program of study Enrollment in College — Entered a post-secondary institution (2-yr, 4-yr, or technical school) within 16 months of graduation

11. State Level Achievement Annual Measureable Objectives (AMOs) 11 SpanContent Baseline 2011201220132014201520162017 ElementaryMath 86.2887.4288.5689.7190.8591.9993.14 Reading 87.9088.9189.9290.9391.9492.9493.95 Science 66.9669.7172.4775.2277.9780.7383.48 MiddleMath 73.6075.8078.0080.2082.4084.6086.80 Reading 83.1584.5685.9687.3788.7790.1791.58 Science 69.0071.5874.1676.7579.3381.9184.50 HighAlgebra 85.4686.6787.8889.0990.3191.5292.73 English 82.9684.3885.8087.2288.6490.0691.48 Biology 82.1783.6685.1486.6388.1289.6091.09

12. State Level Gap Reduction (Inverse) Annual Measureable Objectives (AMOs) 12 SpanContentBaseline 2011 201220132014201520162017 ElementaryMath 69.3871.9374.4877.0479.5982.1484.69 Reading 76.3278.2980.2782.2484.2186.1988.16 Science 57.1960.7664.3367.8971.4675.0378.60 MiddleMath 55.7859.4663.1566.8370.5274.2077.89 Reading 65.9968.8371.6674.4977.3380.1683.00 Science 48.4552.7557.0461.3465.6369.9374.23 HighAlgebra 66.8069.5772.3375.1077.8780.6383.40 English 63.9466.9569.9572.9675.9678.9781.97 Biology 66.0868.9171.7474.5677.3980.2283.04 5- yr Cohort Grad 65.8268.6771.5274.3677.2180.0682.91 4- yr Dropout 78.2780.0881.8983.7085.5187.3289.14

13. State Level Growth and College- and Career-Readiness Annual Measureable Objectives (AMOs) 13 SpanContentBaseline 2011 201220132014201520162017 ElementaryMath 65.9168.7571.5974.4377.2780.1182.95 Reading 86.9488.0289.1190.2091.2992.3893.47 MiddleMath 75.2377.2979.3681.4283.4885.5587.61 Reading 71.7574.1076.4678.8181.1683.5285.87 Growth AMOs ContentBase 2011201220132014201520162017201820192020 5 yr Cohort Grad Rate*84.5785.1585.7286.3086.8887.4688.0488.6289.2089.78 College & Career Prep83.5784.9486.3087.6789.0490.4191.78N/A College and Career Readiness AMOs (High School) *Based on a 50% reduction in 9 years

14. State School Progress Index Results for Elementary School 14 CalculationsAchievementGapGrowth MathReadSciMathReadSciMathRead See Box Below 87.68%88.21%68.62%69.95%77.45%55.68%71.18%86.99% ÷ AMO87.42%88.91%69.71%71.93%78.29%60.76%68.75%88.02% = Measure PSV*1.00290.99210.98430.97250.98930.91641.03530.9883 ×Proportional Significance 33.33% 50% =Measure Contribution 0.3343+ 0.3307+ 0.3281 0.3242+ 0.3298+ 0.30550.5177+ 0.4941 =Indicator PSV0.99310.95941.0118 ×Proportional Significance 30%40%30% =Indicator Contribution 0.29790.3838 0.3035 =School Progress Index0.9852 *PSV= Progress Scale Value Achievement: % of Students who Scored Advanced or Proficient Gap: (inverse of) % Difference Between Highest and Lowest Subgroup Growth: % of Students whose Performance was Equal to or Better than Last Year CCR: % of Students in Cohort who Graduated / had a CCP success

15. State School Progress Index Results for Middle School 15 CalculationsAchievementGap**Growth MathReadSciMathReadSciMathRead See Box Below76.06%81.85%70.25%56.60%62.91%47.13%78.04%69.91% ÷ AMO75.80%84.56%71.58%59.46%68.83%52.75%77.29%74.10% = Measure PSV*1.00340.96800.98140.95190.91400.89341.00970.9435 ×Proportional Significance 33.33% 50% =Measure Contribution 0.3345+ 0.3227+ 0.32710.3173+ 0.3047+ 0.29780.5048+ 0.4717 =Indicator PSV0.98430.91970.9766 ×Proportional Significance 30%40%30% =Indicator Contribution 0.29530.3679 0.2930 =School Index Progress0.9562 * PSV= Progress Scale Value Achievement: % of Students who Scored Advanced or Proficient Gap: (inverse of) % Difference Between Highest and Lowest Subgroup Growth: % of Students whose Performance was Equal to or Better than Last Year CCR: % of Students in Cohort who Graduated / had a CCP success

16. State School Progress Index Results for High School 16 CalculationsAchievementGapCCR AlgEngBioAlgEngBioGradDropGradCCP See Box Below 85.85%84.48%82.74%65.06%65.47%65.91%67.80%75.61%85.51%84.42% ÷ AMO 86.67%84.38%83.66%69.57%66.95%68.91%68.67%80.08%85.15%84.94% = Measure PSV* 0.99061.00120.98900.93530.97790.95650.98730.94421.00430.9939 ×Proportional Significance 33.33% 20% 60%40% =Measure Contribution 0.3302+ 0.3337+ 0.3297 0.1871+ 0.1956+ 0.1913+ 0.1975+ 0.1888 0.6026+ 0.3976 =Indicator PSV 0.99360.96021.0002 ×Proportional Significance 40% 20% =Indicator Contribution 0.39740.38410.2000 =School Progress Index0.9816 * PSV= Progress Scale Value Achievement: % of Students who Scored Advanced or Proficient Gap: (inverse of) % Difference Between Highest and Lowest Subgroup Growth: % of Students whose Performance was Equal to or Better than Last Year CCR: % of Students in Cohort who Graduated / had a CCP success

17. Overall State School Progress Index Elementary Grades 3-5 Grade Span SPI % Students in Span Grade Span Contribution = Indicator Contribution =0.9852x 29.84%= 0.2940 17 Middle Grades 6-8 Grade Span SPI %Students in Span Grade Span Contribution =Indicator Contribution =0.9562x29.34%=0.2805 High School Grades 9-12 Grade Span SPI %Students in Span Grade Span Contribution =Indicator Contribution =0.9816x40.82%=0.4007 ElementaryMiddleHighOverall State SPI 0.2940+0.2805+0.4007= 0.9752 The School Progress Index Score for the State is weighted by the percent of students in each span (elementary, middle and high school).

18. School Progress Index- Strands for Support, Intervention, and Recognition for Schools and All School Summary State Board Meeting

19. Strand Categorization  Number of Indicators Met includes: — Indicators for which the Percent Proficient of Target for the weighted indicator composite = 1.00 or greater — Indicators that were not evaluated due to small population  E, M, H defines a particular grade span for a school. — E – Elementary — M – Middle — H – High Some schools may have multiple grade spans (i.e. a school containing grades 6-12 would be a MH school). StrandOverall Score Number of Indicators Met E, M, HEM, MH, EHEMH 11.0 or greaterAll 3All 6All 9 2 Greater than or equal to 0.9 2 of 34-5 of 66-8 of 9 31 of 32-3 of 63-5 of 9 40 of 30-1 of 60-2 of 9 5Less than 0.90-2 of 30-4 of 60-6 of 9 19

20. 2012 School Progress Index Strand for Support, Intervention and Recognition Summary Results 20 StrandElementaryMiddleHigh Schools 12602578 23707278 32187254 4604414 5292210

21. Strands for Support, Intervention, and Recognition StrandMaryland State Department of Education (MSDE) and Local Education Agency (LEA) Support 1 The school will identify the professional development and training that can lead to additional improvement in achievement. The LEA may provide this resource or the school can seek training beyond their on LEA. 2 It is expected that the LEA will assure that lower-performing subgroups and other particular needs the school may have (specifically in the Indicator that was missed) are addressed in the School Improvement Plan (SIP)/School Performance Plan (SPP). Title I schools that fail to make the AMO in Mathematics or Reading will be eligible to apply for 1003(a) School Improvement Grant (SIG) funds. 3 The school will develop a School Improvement Plans (SIP)/School Performance Plan (SPP) that will address the specific Indicators that are missed. Progress on improvement of the Indicators will be monitored by the LEA. Title I schools that fail to make the AMO in Mathematics or Reading will be eligible to apply for 1003(a) School Improvement Grant (SIG) funds. 4 The LEA will examine the existing supports in the school to determine effectiveness of the current path for increased progress and monitor necessary changes to address all instruction as well as those ancillary supports, like classroom management training, that can prevent other problems from interfering with instruction. Title I schools that fail to make the AMO in Mathematics or Reading will be eligible to apply for 1003(a) School Improvement Grant (SIG) funds. 5 The LEA will provide intensive, sustained support and technical assistance through onsite monitoring for the school. It may include, but is not limited to, examining existing supports, curriculum, instruction, assessment, professional development with accountability, school culture and climate, family and community support, organizational structure and resources, and comprehensive and effective planning. Title I schools that fail to make the AMO in Mathematics or Reading will be eligible to apply for 1003(a) School Improvement Grant (SIG) funds.

22. Questions? Carolyn Wood cwood@msde.state.md.us Mary Gable mgable@msde.state.md.us 22