subtitle title i federal school accountability office of school improvement and turnaround indiana...

Subtitle

Title I Federal School Accountability

Office of School Improvement and Turnaround

Indiana Department of EducationMarch 2012

Agenda

School Placement Category…•Overview•Definitions•Scenarios

Terminology AMO: Annual Measurable Objective is the annual target for the percentage of students whose test scores must be proficient or above in English/Language Arts and Mathematics.

TAT: This refers to the Technical Assistance Team visit Priority and Focus schools could receive from IDOE.

Bottom 25%: The bottom 25 percent of student scores in each school, whether or not they belong to a subgroup.

ESEA Subgroup: Groups of at least 30 students that represent Overall, Asian, African American, Hispanic, White, Free or Reduced, Limited English Proficient, and Special Education test takers.

What has changed?

Current Federal Accountability for Title I Schools

• Based on AYP• 4 special designations

– Comprehensive-intensive

– Comprehensive– Comprehensive-support– Focus

• Prescribed interventions

New Federal Accountability for Title I Schools

• Based on A-F model• 4 special designations

– Reward– Priority– Focus– Focus-targeted

• LEA- and school-selected interventions

School Placement Category Overview

Title I Served Schools Only

Reward Schools

Focus-Targeted Schools

Focus Schools

Priority Schools

The state’s Highest Performing Schools and

High-Progress Schools

‘A,’ ‘B, ‘or ‘C’ school which fails to meet the requirements for each subgroup.

Schools which earn a ‘D’ rating that are not Priority or have a graduation rate

<60% for 2 years.

Schools which earn an ‘F’ and/or are classified as persistently low-achieving.

Agenda


Reward SchoolsHighest

Performing Schools

Schools which receive an ‘A’ for two consecutive years

(Begins 2013-2014)

High-Progress Elem. & Middle

SchoolsHigh Growth in bottom 25% and top 75% subgroup for both E/LA & math

(Begins Immediately 2012-2013)

High-Progress High Schools

Significant improvement in its not-proficient population in E/LA & Math

(Begins Immediately 2012-2013)

Reward Schools Receive (at a minimum):•Excellence in Teaching Grant bonus•Best practices highlighted

by IDOE

Focus-Targeted Schools

Bottom 25%

Focus-Targeted schools can simultaneously be Priority, Focus or Reward

ESEA Subgroups

- Fails to meet growth requirement from baseline year, or

- Is 2+ grades behind the school overall

1 or more ESEA subgroups…- Do not meet their AMO, or - Earn a ‘D’ or ‘F,’ or

- scores 2+ grades below the school

OR

To exit Focus-Targeted status a school must…•Meet the performance targets from the AMO for each subgroup•Improve grade for each subgroup to a ‘C’ or higher

Scenarios

Made-Up Middle School (2011-2012)Performance Rating

Overall the school earned a ‘B.’

ESEA Subgroups

9 of 12 subgroups did not meet

AMOs

Reward School and Focus-Targeted year 1.

Reward status comes from high growth in Bottom 25%

The Focus-Targeted status comes from the 9 of 12 ESEA subgroups failing to meet AMOs.

Bottom 25%

Showed high growth in E/LA

and Math

Scenarios

Mock Middle School (2011-2012)Performance Rating

Overall the school earned a ‘A.’

ESEA Subgroups

All subgroups met AMOs and growth

targets.

Focus-Targeted year 1.

Focus-Targeted status comes from the Bottom 25% receiving a ‘C,’ two grades lower than the overall performance grade.

Bottom 25%

Rating of a ‘C’

Focus-Targeted School RequirementsFocus-

TargetedYr 1 & 2

•Modify School Improvement Plan to target deficient subgroups.•LEA must notify families the school did not meet requirements for this/these subgroups.

Focus-TargetedYr 3 & 4

•Same as Year 1 & 2•LEA must modify relevant federal grant applications to include specific intervention strategies for this/these subgroup(s)•IDOE will offer technical assistance to LEAs to made the appropriate modifications to the school’s School Improvement Plan and federal grant application

Focus-Targeted

Yr 5 & beyond

• Same as 1-4• LEA must complete quarterly monitoring reports with evidence of progress towards goals tied to the specific intervention strategies

Focus SchoolsSchool Performance

Rating

Schools that receive a ‘D’ and had a C or higher the

previous year.

Consistently Low Graduation Rate

High schools with a graduation rate <60% for 2+ consecutive years (n ≥

30)

To exit Focus status a school must…•Improve performance rating to a ‘C’ or higher for consecutive years

or•Earn reward school status just one year

and•Improve graduation rate to 60+% for consecutive years (if needed)

Focus School RequirementsUniversal

Requirements

All interventions must align to Mass Insight’s High Quality, High Poverty Framework and the Turnaround Principles, and are subject to review by IDOE.

Focus Yr 1

•Identify and implement THREE interventions based on a school-based root cause analysis.

Focus Yr 2-4

•Revise school improvement plan based on previous year’s data•Option to focus resources on 1 strategically selected intervention.

Focus Yr 5

•Revise school improvement plan based on previous year’s data•Participate in IDOE School Quality Review

Focus Yr 6

•Implement interventions identified in previous year’s IDOE report.•SIG funding will not be provided to LEAs that do not comply.

Priority SchoolsSchool Performance

Rating

Schools that receive a ‘F’ rating

Persistently Low-Achieving Schools

Schools which earn a ‘D’ and/or an ‘F’ for two or more consecutive years

To exit Focus status a school must…•Improve performance rating to a ‘C’ or higher for consecutive years

or•Earn Reward school status just one year

Priority School RequirementsUniversal

Requirements

All interventions must align to Mass Insight’s High Quality, High Poverty Framework and the Turnaround Principles, and are subject to review by IDOE.

Priority Yr 1

•Identify and implement 3 interventions based on a school-based root cause analysis.

Priority Yr 2-3

•Revise school improvement plan based on previous year’s data•Flexibility to focus resources on 1 strategically selected intervention.Priority

Yr 4

•Revise school improvement plan based on previous year’s data•IDOE Technical Assistance Team Quality Review

Priority Yr 5

•Implement interventions identified in previous year’s IDOE report.•SIG funding will not be provided to LEAs that do not comply.Priority

Yr 6•Schools will be subject to state intervention pursuant to PL 221.

Agenda


Scenarios

Bayside High School (2011-

2012)Performance Rating

Graduation Rate

Not-Proficient

Overall the school earned a ‘C.’

58% Grad Rate

Did not show high growth.

ESEA Subgroups


AMOs



Scenarios

Bayside High School (2012-2013)

Performance Rating

Not-Proficient


High growth in Math

Graduation Rate

59% Grad Rate

2011-2012

Focus-Targeted School

58% Graduation Rate

Focus School year 1Focus Target year 2

Despite the ‘C’ rating, the graduation rate is below 60% for the second straight year.

High growth in math alone does not increase the school status.

Scenarios

Glenbrook North Middle School (2011-



ESEA Subgroups


AMOs

Reward School and Focus-Targeted year 1.

Reward status comes from high growth in Bottom 25%


Bottom 25%

Showed high growth in E/LA

and Math

Scenarios

Glenbrook North Middle School (2012-

2013)2011-2012

Bottom 25%

Reward School and

Focus Targeted

Showed high growth in Math

ESEA Subgroups


AMOs


Lost Reward School due to Bottom 25% only showing high growth in Math.


Performance Rating

Overall the school earned a ‘C’

Scenarios

Happiness Elementary School (2011-


Bottom 25%

Overall the school earned a ‘D.’


ESEA Subgroups


AMOs

Focus School year 1Focus Targeted year1Focus status is due to the ‘D’ performance rating .

Scenarios


2013)

Performance Rating

Bottom 25%


High growth in Math

ESEA Subgroups


AMOs

2011-2012

Happiness was a Focus School

Holding year for a Focus School and Focus Targeted year 2.

Holding because they need another year of ‘C’ or higher to remove from Focus status.

High growth in math alone does not increase the school status.

Scenarios


2014)

Performance Rating

Bottom 25%


Bottom 25% did not show high

growth

ESEA Subgroups


AMOs

2012-2013

Happiness was in a holding year.

Focus School year 2Focus-Targeted year 3

Year 2 because the count does not reset in a holding year.

Scenarios

Joyful Elementary School (2011-2012)Performance Rating

Bottom 25%



ESEA Subgroups


AMOs

Focus School year 1Focus Targeted year 1

Focus status is due to the ‘D’ performance rating .

Scenarios

Joyful Elementary School (2012-2013)

Performance Rating

Bottom 25%


High growth in Math

ESEA Subgroups


AMOs

2011-2012

Joyful was a ‘D’Focus School year

1 Priority SchoolFocus Targeted year 2

Priority comes from being a persistently low-achieving school.

Upcoming Trainings• March 29

– Intervention Criteria WebEx: Mass Insight, Turnaround Principles, Rigor Tiers and Funding

• April 10– Intervention Selection WebEx: Root Cause

Analysis, Data–Driven Intervention Selection, Logic Model to Guide Implementation

• April 24– Intervention Monitoring WebEx: Protocols

and Documentation Requirements

Reminders

• Join School Improvement Learning Connection Community

• FAQ will be posted and updated weekly• All WebEx’s are recorded and posted in

the Learning Connection Community

Contact InformationAccountability Questions

http://www.doe.in.gov/improvement/accountability/f-accountability

Laura [email protected]

Jim [email protected]



mailto:[email protected]

mailto:[email protected]

subtitle title i federal school accountability office of school improvement and turnaround indiana...

Documents

highprogress schools

c school

schoolselected interventions

subtitle title

current federal accountability

special education test

test scores

esea subgroup