mega 2015 accountability. mega conference 2015 accountability model information subject to change...

MEGA 2015ACCOUNTABILITY

MEGA Conference 2015

ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

The Metamorphosis of Accountability in Alabama

• 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

• A Renewal Was Needed to Extend the Existing Waiver

• Feedback Was Solicited From Stakeholders—March-May 2015

• ESEA Waiver Draft Renewal Was Submitted—April 2015

• The Final Redlined Renewal Was Submitted—July 2015

June 30, 2015, Alabama’s Waiver Was Due To Expire;A Renewal Was Needed…

• The Alabama State Department of Education (ALSDE) reviewed feedback from stakeholders across the state.

• The ALSDE utilized methods found previously successful in soliciting feedback from stakeholders, improved some methods of feedback, and implemented new methods to solicit feedback from Alabama’s stakeholders.

• The ALSDE reviewed stakeholder feedback to assess and revise its approved ESEA Flexibility to reflect changes that best serve Alabama’s students in its ESEA Flexibility Renewal Request.

• Changes will have a positive impact towards Alabama’s PLAN 2020 goal to ensure every child graduates college- and career-ready.


Changes From the ESEA Waiver to the ESEA Renewal


Removed College- and Career-Readiness as an AMO Indicator

Removed School Performance Index

Modified Focus Support Exit Criteria

Modified Priority Support Exit Criteria

Modified Reward School Criteria

Modified Annual Measurable Objective Calculations

Modified Accountability Model to Put Emphasis on Alabama 2020 Learners and Alabama 2020 Support Systems

Changes From the ESEA Waiver to the ESEA Renewal


Removed A-F Law from Waiver

Removed Designation of Priority Districts

Removed Five-Year Cohort from Graduation Rate Measurement

Removed Program Reviews and Local Indicators as AMO Indicators

Removed Gap as an AMO Indicator

Removed Educator Effectiveness as an AMO Indicator

Removed Learning Gains as an AMO Indicator


Alabama’s ESEA Accountability Model

Alabama’s PLAN 2020

Accountability Model

AMO Reports A-F Report Cards

Overview of Alabama’s ESEA Accountability Model


Alabama 2020 Learners• Achievement (Reading/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)

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.


Alabama’s ESEA Accountability Model

• Achievement• Attendance Rate

(Schools Without a Grade 12 and Districts)

• Graduation Rate (Schools With a Grade 12 and Districts)

Beginning

(2013-2014)


Indicators and Data Sources Alabama’s NEW 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 (2013-2014 and 2014-2015) (English and mathematics)

• ACT Aspire 10 (beginning 2015-2016) (reading and mathematics)

• Alabama Alternate Assessment (reading and mathematics)

4-Year Cohort


Indicator Descriptors•Achievement will be determined based on the percentage of proficient students in the areas of reading and mathematics.•The attendance rate data source will be the ninth month attendance report for the entire school year for schools without a grade 12 and districts.•The graduation rate data source will be the 4-year graduation rate cohort for schools with a grade 12 and districts. Graduation rate data is reported one year in arrears.

ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGEACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

Alabama’s ESEA Accountability Model Indicator Baseline and Reporting Years

Indicator Baseline School Year Data Reporting Year

Achievement 2013-2014 2014-2015 2015-2016

Graduation Rate 2011-2012 2013-2014 2015-2016

Attendance Rate 2013-2014 2014-2015 2015-2016


Achievement Annual Measurable Objectives


• Annual Measurable Objectives (AMOs) are annual targets set in equal increments towards the goal of reducing by half the difference between the baseline year and the Performance Proficiency Goal (PPG).o Performance Proficiency Goal

(PPG) represents the 90th percentile proficiency score plus the average growth of the all students subgroup.

Determination of Annual Measurable Objectives

2013-2014 School Year

• Baselines are established and each school and district is measured against the state average.

2014-2015 School Year

• Ninetieth (90th) percentile Performance Proficiency Goal (PPG) was used to calculate targets for the state and each school and district.

Beginning 2015-2016 School Year

• School and district performance will be measured against AMO targets.


Achievement Annual Measurable Objective 2013-2014

• Achievement AMOs will be established requiring each school and district to meet or exceed the state average in order to meet its AMO for each subgroup in reading/language arts and mathematics.

• Data sources for achievement will include the ACT Aspire, ACT Plan (through 2014-2015), ACT Aspire 10 (beginning 2015-2016), and Alabama Alternate Assessment.


Achievement Annual Measurable Objective 2013-2014 Reading/Language Arts Example


State Average (2013-2014) Reading/Language Arts

School ABC Percent Proficient Reading/Language Arts

55% 49%

School ABC did NOT meet its 2013-2014 Reading/Language Arts AMO because it did not meet or exceed the state average.


State Achievement AMO Establishment1. Establish the 90th percentile of performance by schools for the “all

students” group. Add the average increase for the subject area (add six for reading and twelve for math). This will establish the performance proficiency goal.

2. Establish subgroups with n-count greater than or equal to 20.

3. Establish actual percent proficiency of the identified subgroups.

4. Subtract actual percent proficiency from the goal established in step #1.

5. Divide the answer from step #4 by two.

6. Divide the answer from step #5 by six.

7. The answer from step #6 is the annual proficiency improvement target.


ELA and Mathematics Performance Proficiency Goals

3-8 Mathematics

70%

3-8 English Language Arts

62%

High School Mathematics

35%

High School English Language Arts

80%

PPG


Submitted 3-8 Mathematics AMOs


Subgroup

Performance

Proficiency Goal

Baseline 2013-2014

2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

2019-2020

All Students 70.00 41.02 43.44 45.85 48.27 50.68 53.10 55.51

American Indian 70.00 47.98 49.82 51.65 53.49 55.32 57.16 58.99

Asian/Pacific Islander 70.00 71.41 72.81 74.21 75.61 77.01 78.41 79.81

Black 70.00 23.69 27.55 31.41 35.27 39.13 42.99 46.85

Hispanic 70.00 32.48 35.61 38.73 41.86 44.99 48.11 51.24

LEP 70.00 24.29 28.10 31.91 35.72 39.53 43.34 47.15

Multi-Race 70.00 42.94 45.20 47.45 49.71 51.96 54.22 56.47

Poverty 70.00 29.57 32.94 36.31 39.68 43.05 46.42 49.79

Special Education 70.00 18.78 23.05 27.32 31.59 35.85 40.12 44.39

White 70.00 50.68 52.29 53.90 55.51 57.12 58.73 60.34

Submitted 3-8 Reading AMOs


Subgroup

Performance

Proficiency Goal

Baseline 2013-2014

2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

2019-2020

All Students 62.00 39.78 41.63 43.48 45.34 47.19 49.04 50.89

American Indian 62.00 47.28 48.51 49.73 50.96 52.19 53.41 54.64

Asian/Pacific Islander 62.00 61.82 61.84 61.85 61.87 61.88 61.90 61.91

Black 62.00 23.98 27.15 30.32 33.49 36.65 39.82 42.99

Hispanic 62.00 25.87 28.88 31.89 34.90 37.91 40.92 43.94

LEP 62.00 10.25 14.56 18.88 23.19 27.50 31.81 36.13

Multi-Race 62.00 39.75 41.60 43.46 45.31 47.17 49.02 50.88

Poverty 62.00 28.00 30.83 33.67 36.50 39.33 42.17 45.00

Special Education 62.00 15.66 19.52 23.38 27.25 31.11 34.97 38.83

White 62.00 49.36 50.41 51.47 52.52 53.57 54.63 55.68

Submitted High School Mathematics AMOs


Subgroup

Performance

Proficiency Goal

Baseline 2013-2014

2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

2019-2020

All Students 35.00 22.07 23.15

AMO targets to be reset using data from new assessments in

2015-2016.

American Indian 35.00 23.49 24.45

Asian/Pacific Islander 35.00 54.00 55.00

Black 35.00 7.52 9.81

Hispanic 35.00 13.25 15.06

LEP 35.00 5.35 7.82

Multi-Race 35.00 29.59 30.04

Poverty 35.00 10.66 12.69

Special Education 35.00 11.38 13.35

White 35.00 29.47 29.93

Submitted High School English Language Arts (ELA) AMOs


Subgroup

Performance

Proficiency Goal

Baseline 2013-2014

2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

2019-2020

All Students 80.00 64.21 65.53

AMO targets to be reset using data from new assessments in

2015-2016.

American Indian 80.00 71.72 72.41

Asian/Pacific Islander 80.00 79.26 79.32

Black 80.00 44.11 47.10

Hispanic 80.00 50.20 52.68

LEP 80.00 15.18 20.58

Multi-Race 80.00 63.79 65.14

Poverty 80.00 49.95 52.45

Special Education 80.00 16.32 21.63

White 80.00 75.21 75.61

Calculating Achievement AMOs for Schools/Districts

1. Determine number of proficient students.

2. Divide number of proficient students by number of students assessed.

3. Convert answer from #2 to a percent.

4. Subtract answer from #3 from the PPG.

5. Divide the answer from #4 by 2.


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.


Mathematics Achievement AMO Calculation Example School ABC has 250 students assessed on the mathematics assessment.

138 students were proficient (Levels 3 and 4)

138 ÷ 250 = .55

.55 X 100 = 55% Percent of Proficient Students for 2013-2014

The PPG for 3-8 mathematics is 70%

70 - 55 = 15

15 ÷ 2 = 7.5 Growth needed over six year period

7.5 ÷ 6 = 1.25 School ABC’s Annual Improvement Needed

55 + 1.25 = 56.25 Year One AMO

56.25 + 1.25 = 57.50 Year Two AMO

Continue to add until six years of AMOs are established


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 target.


Achievement Annual Measurable Objective Example 2014-2015

Meet the established Achievement AMO.

SubgroupPerformance Proficiency

Goal

Baseline 2013-2014

2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

All Students

62.00 39.78 41.63 43.48 45.34 47.19 49.04 50.89

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/language arts.


Achievement Annual Measurable Objective Example 2014-2015


2014-2015 Reading/Language Arts AMO Goal 41.63%

2014-2015 Reading/Language Arts Improvement Target 40%

2014-2015 Reading/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/language arts.

This school earned a “MET” status for Achievement in reading/language arts because it met the improvement target.


State Graduation Rate AMO Establishment1. Use the 2011- 2012 graduation rate as the baseline.

2. Subtract graduation rate from 100.

3. Divide the answer from step #2 by two.

4. Divide the answer from step #3 by six.

5. The answer from step #4 is the annual graduation rate improvement needed.

6. Add the annual improvement needed to the baseline to establish year one graduation rate AMO.

7. Add annual improvement needed to the year one AMO to establish year two graduation rate AMO.

8. 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.


State Graduation Rate AMOs


SubgroupBaseline 2011-

20122012-2013 2013-2014 2014-

2015 2015-2016 2016-2017 2017-2018

All Students 74.9 77.00 79.1 81.2 83.3 85.4 87.5

American Indian 84.3 85.60 86.9 88.2 89.5 90

Asian/Pacific Islander 85.2 86.40 87.6 88.8 90

Black 66.4 69.20 72 74.8 77.6 80.4 83.2

Hispanic 68.5 71.10 73.7 76.3 78.9 81.5 84.1

LEP 35.9 41.20 46.5 51.8 57.1 62.4 67.7

Multi-Race 87.1 88.10 89.1 90

Poverty 66.3 69.10 71.9 74.7 77.5 80.3 83.1

Special Education 53.7 57.60 61.5 65.4 69.3 73.2 77.1

White 80.7 82.30 83.9 85.5 87.1 88.7 90

• In 2013-2014 Graduation Rate AMOs will be established requiring each school and district to meet or exceed their target in order to meet its AMO goal for each subgroup.• Graduation rate from 2012-2013 is the data used.

Graduation Rate AMOs2013-2014


Graduation Rate Annual Measurable Objective 2013-2014 Example


2013-2014 Graduation Rate Target

School ABC Graduation Rate

79.1% 80%

School ABC MET its 2013-2014 Graduation Rate AMO because it met or exceeded the Graduation Rate Target.


1. Retrieve the 2011-2012 graduation rate from the Cohort Application Portal.

2. Subtract 2011-2012 graduation rate from 100.



5. The answer from #4 is your annual improvement target.

6. Add the annual improvement target to the baseline to establish year one AMO.

7. Add the annual improvement target to year one AMO to establish year two AMO.

8. Continue to add annual improvement target to each AMO until six years of AMOs have been established.

Calculating Graduation Rate AMOs for Schools and Districts


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 established Graduation Rate AMO.

SubgroupBaseline

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

2017-2018

All Students 74.9 77.00 79.1 81.2 83.3 85.4 87.5

English Learners 35.9 41.20 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.


Graduation Rate Annual Measurable Objective 2014-2015

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.


Graduation Rate Measurable Objective Example 2014-2015


2013-2014 Graduation Rate for English Learners AMO Goal 46.5%

2013-2014 Graduation Rate for English Learners Improvement Target 44.1%

2013-2014 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 target.


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.


Attendance Rate AMOs2013-2014

In 2013-2014, Attendance Rate AMOs will be established requiring each school and district to meet or exceed the state goal of 90% in order to meet its Attendance Rate AMO for each subgroup.


Attendance Rate Annual Measurable Objective 2013-2014 Example


State Attendance Rate School ABC Attendance Rate

90% 94%

School ABC MET its 2013-2014 Attendance Rate AMO because it exceeded the state Attendance Rate.


Attendance Rate AMOs 2014-2015

Each school and district will be required to meet Attendance Rate AMO goals in one of three ways:

Meet or exceed the state goal of 90%.

Meet or exceed the state goal of 90% based on data from the two most recent years’ average for the school/district.

Show improvement from the previous year.




State Attendance Rate School ABC Attendance Rate

92% 86%

School ABC did NOT meet its 2014-2015 Attendance Rate AMO because it did not meet

or exceed the state goal of 90%.





School ABC did NOT meet its 2014-2015 Attendance Rate AMO because it did not show

improvement from the previous year.


School ABC 2013-2014 Attendance Rate 94%

School ABC 2014-2015 Attendance Rate 86%

Improvement -8%




School ABC MET its 2014-2015 Attendance Rate AMO because it met or exceeded the state goal of 90% based on

data from the two most recent years’ average for the school.

School ABC 2013-2014 Attendance Rate 94 94%

School ABC 2014-2015 Attendance Rate +86 86%

180

School ABC 2-Year Attendance Rate Average 180 ÷ 2 = 90%

Meet or exceed the state goal of 90% based on data from the two most recent years’ average for the school/district.


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 state goal of 90% based on data from the three most recent years’ average for the school/district.



Alabama’s Proposed ESEA Accountability Model Indicators and Data Points

Achievement Grades 3-8 (Act Aspire, Alabama Alternate Assessment)

High School (ACT Plan—2013-2014 and 2014-2015, Alabama Alternate Assessment, ACT Aspire 10—Beginning 2015-2016)

Graduation Rate (Four-Year Cohort)

Schools With a Grade 12 and Districts

Attendance Rate(9th Month Attendance Report for the entire school year)

Schools Without a Grade 12 and Districts

ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGEACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGEACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

Reward School Modification

Beginning in Fall 2015, Reward Schools Shall Be:

• High Performing Schools• High Progress Schools


Priority Support Exit Criteria Modifications

To exit Priority Support Status, a school must:

1. Implement intervention services for a minimum of three consecutive years;

2. Rank higher than the lowest 5% of Title I schools;3. Maintain a participation rate of 95% or more on

administered assessments; and4. Meet or exceed the AMO goals for the “all

students” subgroup for two consecutive years.


Priority Support Exit Criteria Modifications (Continued)

To exit Priority Support status, high schools with a graduation rate less than 60% must:

1. Show improvement by increasing the graduation rate to 65% or above for two consecutive years;

2. Implement intervention services for a minimum of three consecutive years; and

3. Maintain a participation rate of 95% or more on the administered assessments.


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.

Focus Support Exit CriteriaIn order to exit Focus School status, the school must:


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.


Alabama’s Plan 2020 Accountability Model

• Alabama currently has an A-F Law (ACT 2012-402).• 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.


Proposed Indicators Measured on A-F Report Card


Learning Gains

Alabama PLAN 2020 Program Reviews

Student Achievement

Local Indicators

Graduation Rate (4-Year Cohort and 5-Year Cohort)

College- and Career-Readiness

Achievement Gap

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.

• Local Indicators• Based on one indicator tied to student outcomes.


Indicator Descriptors• 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.

• 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 as listed below:• Benchmark on Any ACT Subtest (Math—22, English—18, Reading—22, Science—23)• Qualifying on 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


Alabama’s PLAN 2020 Accountability Model Indicators (A-F Report Cards)

Two Phases

Phase I December 2016

Phase IIDecember 2017


P2A—Data Reporting MechanismBeginning fall 2015, a web-based data system will be available for districts and schools.


Phase I A-F

Report Cards

Learning Gains

Student Achieveme

nt

Local Indicators

Proposed Phase I Indicators of A-F Report Cards (K-8)

December 2016


Phase II A-F

Report Cards (Total Points 600)

Learning Gains

(180 Points)

Student Achievement (60 Points)

Local Indicators

(150 Points) Achievem

ent Gap (60 Points)

Alabama PLAN 2020

Program Reviews

(150 Points)

Proposed Phase II Indicators of A-F Report Cards (K-8)December 2017


Phase I A-F

Report Cards

Graduation Rate

Student Achieveme

nt

Local Indicators

Proposed Phase I Indicators of A-F Report Cards (9-12 and K-12)

December 2016


Phase II A-F

Report Cards(Total Points 600)

Graduation Rate

(60 Points)

Student Achieveme

nt (60 Points)

Local Indicators

(150 Points)

Learning Gains

(60 Points)

College- & Career-Ready (120

Points)

Alabama PLAN 2020

Program Reviews

(150 Points)

Proposed Phase II Indicators of A-F Report Cards (9-12 and K-12)

December 2017


Phase I A-F

Report Cards

Local Indicators

Student Achieveme

nt

Graduation Rate

Learning Gains

(Grades 4-8)

Proposed Phase I Indicators of A-F Report Cards (District)

December 2016


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)

Proposed Phase II Indicators of A-F Report Cards (District)

December 2017


QuestionsContact the ALSDE Accountability Office

334-353-4285

Shanthia [email protected]

Angela [email protected]

Julie [email protected]

Paul [email protected]


mega 2015 accountability. mega conference 2015 accountability model information subject to change...

Documents