Alaska’s New Accountability System

Approved under Principle 2 of the ESEA Flexibility WaiverMay, 2013

Alaska Department of Education & Early Development

Accountability Components• Alaska School Performance Index• Weighted index score provided for every school • School receives star rating based on ASPI score

• Annual Measurable Objective targets (AMOs)• Goal to reduce percent of not-proficient students by half over 6

years• No longer requires 100% proficiency by 2013-2014• Reported annually for all schools and districts

• Graduation Rate• Reported annually for all students and all subgroups in schools

with 12th graders2

Alaska School Performance Index

• College and career ready indicators:• Academic achievement (all schools)• School progress (all schools)• Attendance rate (all schools)• Graduation rate (schools with 12th grade)• WorkKeys/ACT/SAT scores (12th graders)• WorkKeys participation rate (11th graders)

• Indicators weighted based on grade spansK-8 and 9-12

• Total points based on 100 point scale

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Star Ratings• Each school receives star rating based on ASPI• 5-stars = highest performing• 1-star = lowest performing

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ASPI Score Star Rating94 – 100 *****85 - 93.99 ****65 - 84.99 ***55 - 64.99 **0 - 54.99 *

Academic Achievement Indicator

• Based on all students group• Average of % proficient on SBA tests• Reading• Writing• Math

• All students tested are included, not just “full academic year” students

• School must meet 95% participation rate; if not, all non-tested students are included as not proficient

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School Progress Indicator• Growth and proficiency index (capped at 100 points earned)• All students group and 4 primary subgroups:• AK Native/Am Indian• Economically disadvantaged• Students with disabilities• English learners (LEP students)

• Primary subgroups selected based on largest numbers or lowest performing statewide

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Subgroup Weighting for Progress

• Each subgroup with at least 5 students testing is weighted as 10% of progress score; remaining % is attributed to all students group

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# Subgroups in school

Weighting for each subgroup

Total subgroup weighting

Weighting for “all students” group

0 N/A N/A 100%

1 10% 10% 90%

2 10% 20% 80%

3 10% 30% 70%

4 10% 40% 60%

Progress Indicator ExampleSchool with 3 subgroups

Group G&P Index Score

Weighting Component of Progress Score

All students 86.11 70% 60.28

AK Native/Am Indian NA NA NA

Econ Disadvantaged 83.66 10% 8.37

SWDs 73.17 10% 7.32

LEP 87.62 10% 8.76

School Progress Score -- 100% 84.738

Attendance Rate• Points for attendance rate based on chart:

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Attendance rate Points

96% - 100% 100

93% - 95% 95

90% - 92% 80

85% - 89% 50

70% - 85% 25

Below 70% 0

Graduation Rate

• Use higher of 4-year or 5-year cohort rate (required graduation rate formula)• Small schools may aggregate cohort over several years

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4 year rate 5 year rate Points

98-100 98-100 100

90-97 93-97 95

85-89 89-92 90

80-84 85-88 70

70-79 80-84 50

60-69 70-79 25

50-59 60-69 10

Below 50 Below 60 0

College & Career Ready• Points earned for each WorkKeys certificate level or ACT or

SAT score as shown• Align with APS scholarship levels• Average scores of students tested (current 12th graders tested in

either 11th and/or 12th grades) in any WorkKeys, ACT, or SAT assessment

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WorkKeys Certificate ACT Score SAT Score Points

Gold or Platinum 25 1680 100

Silver 23 1560 95

Bronze 21 1450 80

WorkKeys Participation Rate• Points for WorkKeys participation rate based on chart:• Calculated for 11th graders enrolled on October 1

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Participation Rate Points

95-100 100

90-94 50

0-89 0

Indicators Weighted for Elementary/Middle Grades K-8

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Category Weighting in Overall Score

Academic Achievement - % of all students proficient or above (average of % proficient on reading, writing and math SBAs)

35%

School Progress – growth and proficiency index score for all students group and for each primary subgroup (AN/AI, economically disadvantaged, SWDs, and LEPs)

40%

Attendance Rate (all students 25%

Total 100%

Indicators Weighted for High School Grades 9-12

Category Weighting in Overall Score

Academic Achievement - % of all students proficient or above (average of % proficient on reading, writing and math SBAs)

20%

School Progress – growth and proficiency index score for all students group and for each primary subgroup (AN/AI, economically disadvantaged, SWDs, and LEPs)

40%

Attendance Rate (all students 10%Graduation rate (cohort of all students) 20%WorkKeys/ACT/SAT scores (12th graders) 8%WorkKeys participation rate (11th graders) 2%Total 100%

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Indicators Weighted for Combined Grades K-12• Schools with students that cross both grade spans (including

K-12) have a total ASPI score calculated by weighting the score for each grade span by % of students in school in each grade span• Example

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Grade Span ASPI points earned in grade span

% of students in grade span

ASPI weighted points

K-8 67.89 77.2% 52.419-12 51.81 22.8% 11.81

Total for school 64.22

Sample ASPI Chart K-8 SchoolAnytown Elementary School # %

Students in grades K-8 502 100% Students in grades 9-12 0 0%

Grades K-8

CategoryPoints Earned Weight

Weighted points

Academic Achievement - % of all students proficient or above (average of % proficient on reading, writing and math SBAs) 63.5 35% 22.23

School Progress – growth and proficiency index score for all students group and for each primary subgroup (AN/AI, economically disadvantaged, SWDs, and ELs) 93.98 40% 37.59Attendance Rate (all students 85 25% 21.25Total 100% 81.07

ASPI Overall Score 81.07Star Rating ***

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Sample ASPI Chart High SchoolAnytown High School # %

Students in grades K-8 0 0% Students in grades 9-12 2211 100%

Grades 9-12

CategoryPoints earned Weight

Weighted points

Academic Achievement - % of all students proficient or above (average of % proficient on reading, writing and math SBAs) 65.82 20% 13.16School Progress – growth and proficiency index score for all students group and for each primary subgroup (AN/AI, economically disadvantaged, SWDs, & ELs) 86.38 40% 34.55Attendance Rate (all students 50.00 10% 5.00Graduation rate (cohort of all students) 50.00 20% 10.00College & Career Readiness Indicator (12th graders scores on SAT, ACT, or WorkKeys) 73.53 8% 5.88WorkKeys participation rate (11th graders) 50.00 2% 1.00Total 100% 69.59

ASPI Overall Score 69.59Star Rating ***

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Sample ASPI Chart K-12 gradesAnytown K-12 School # %

Students in grades K-8 132 77% Students in grades 9-12 39 23%

Grades K-8

Category Points Earned Weight Weighted points

Academic Achievement - % of all students proficient or above on SBAs 28.06 35% 9.82School Progress – growth and proficiency index score for all students group and for each primary subgroup (AN/AI, ECD, SWD, & EL) 80.19 40% 32.08Attendance Rate (all students) 100 25% 25.00Total 100% 66.90 Grades 9-12

Category Points earned Weight Weighted points

Academic Achievement - % of all students proficient or above on SBAs 10.42 20% 2.08School Progress – growth and proficiency index score for all students group and for each primary subgroup (AN/AI, ECD, SWD, & EL) 76.59 40% 30.63Attendance Rate (all students) 0.00 10% 0.00Graduation rate (cohort of all students) 70.00 20% 14.00College & Career Readiness Indicator (12th graders scores on SAT, ACT, or WorkKeys) 24.00 8% 1.92WorkKeys participation rate (11th graders) 100.00 2% 2.00Total 100% 50.67

ASPI Overall Score (66.90*77% + 50.67*23%) 63.17Star Rating **

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AMO Targets• Targets set for state, district & school levels• Reduce by ½ the percentage of students not proficient in

reading, writing, and mathematics within 6 years• Set in equal increments (based on 2012 test data)• Apply to all students group and all subgroups (includes all ethnic

groups as defined under NCLB)

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AMO & Graduation Rate Reporting

• Progress on meeting AMO targets reported annually beginning with 2013 tests• Only “full academic year” students included• Includes former LEP & SWD students for two years after exiting

LEP or SWD status• Must meet participation rate to meet AMO target• School can meet target either at school level or state level

• Graduation rates reported for all students group and all subgroups

• Used also for identification of schools not closing achievement or graduation gaps for subgroups

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AMO Calculation Example78.4% Baseline Year % proficient or advanced21.6% Calculate % not proficient (100% - 78.4%)10.8% Calculate amount to reduce by ½ (21.6 ÷ 2)1.8% Calculate equal increments needed for annual targets

Set targets by adding equal increment each year78.4% Baseline year; add 1.8% annually80.1% 1st year target81.9% 2nd year target83.7% 3rd year target85.5% 4th year target87.3% 5th year target89.1% 6th year target

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State AMO TargetsAMO Targets

GroupContent Area

% Prof/Adv 2011-2012

Annual Incre-ment

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

2017-2018

All students Reading 80.1 1.7 81.8 83.4 85.1 86.7 88.4 90.1All students Writing 74.2 2.2 76.4 78.5 80.7 82.8 85.0 87.1All students Math 68.6 2.6 71.2 73.8 76.5 79.1 81.7 84.3

Economically Disadvantaged Reading 68.9 2.6 71.5 74.1 76.7 79.3 81.9 84.5Economically Disadvantaged Writing 62.0 3.2 65.2 68.3 71.5 74.7 77.8 81.0Economically Disadvantaged Math 56.4 3.6 60.0 63.7 67.3 70.9 74.6 78.2

Students with Disabilities Reading 44.0 4.7 48.7 53.3 58.0 62.7 67.3 72.0Students with Disabilities Writing 38.2 5.2 43.4 48.5 53.7 58.8 64.0 69.1Students with Disabilities Math 32.2 5.7 37.9 43.5 49.2 54.8 60.5 66.1

English Learners (EL or LEP) Reading 31.4 5.7 37.1 42.8 48.6 54.3 60.0 65.7English Learners (EL or LEP) Writing 27.2 6.1 33.3 39.3 45.4 51.5 57.5 63.6English Learners (EL or LEP) Math 26.7 6.1 32.8 38.9 45.0 51.1 57.2 63.4

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State AMO TargetsAMO Targets

GroupContent Area

% Prof/Adv 2011-2012

Annual Incre-ment 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

African American Reading 74.1 2.2 76.3 78.4 80.6 82.7 84.9 87.1African American Writing 67.4 2.7 70.1 72.8 75.6 78.3 81.0 83.7African American Math 54.4 3.8 58.2 62.0 65.8 69.6 73.4 77.2

Alaska Native /Am Indian Reading 59.0 3.4 62.4 65.8 69.3 72.7 76.1 79.5Alaska Native /Am Indian Writing 51.3 4.1 55.4 59.4 63.5 67.5 71.6 75.7Alaska Native /Am Indian Math 48.6 4.3 52.9 57.2 61.5 65.7 70.0 74.3

Asian/Pacific Islander Reading 76.3 2.0 78.3 80.3 82.2 84.2 86.2 88.2Asian/Pacific Islander Writing 73.2 2.2 75.4 77.7 79.9 82.1 84.4 86.6Asian/Pacific Islander Math 67.9 2.7 70.6 73.3 75.9 78.6 81.3 84.0

Caucasian Reading 90.1 0.8 90.9 91.8 92.6 93.4 94.2 95.1Caucasian Writing 84.7 1.3 86.0 87.3 88.5 89.8 91.1 92.4Caucasian Math 78.7 1.8 80.5 82.3 84.0 85.8 87.6 89.4

Hispanic Reading 80.3 1.6 81.9 83.6 85.2 86.9 88.5 90.2Hispanic Writing 75.0 2.1 77.1 79.2 81.3 83.3 85.4 87.5Hispanic Math 66.3 2.8 69.1 71.9 74.7 77.5 80.3 83.2

Multi-Ethnic Reading 82.4 1.5 83.9 85.3 86.8 88.3 89.7 91.2Multi-Ethnic Writing 76.6 2.0 78.6 80.5 82.5 84.4 86.4 88.3Multi-Ethnic Math 70.2 2.5 72.7 75.2 77.7 80.1 82.6 85.1

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School Designations & Supports

• State designates Reward, Priority & Focus schools according to specific criteria

• 1- and 2-star schools: district creates improvement plans & submit to EED

• 3-star schools: district create improvement plans and oversees plan implementation

• 4- or 5-star schools prepare plan for district oversight if:• School fails to meet AMOs 2 years in a row in subgroups or all

students• Shows decline in growth & proficiency index• Shows decline in graduation rate• Has participation rate of less than 95% 24

District Supports• Districts designated as Tier I, Tier II, or Tier III• Tier I

• Minimal number or % of 1- or 2-star schools• Receives universal level of support for all schools/districts

• Tier II• Moderate number or % of 1- or 2-star schools• State support, oversight, and technical assistance tailored to

identified needs of district & schools• Tier III

• High number or % of 1- or 2-star schools• State support, oversight, & technical assistance more comprehensive• May receive more intensive support or interventions if progress not

demonstrated25

Reward Schools• Reward schools - 2 categories• Highest-performing (highest performing overall)• High Progress (closing the achievement gap)

• Designate up to 10% of schools in each category each grade span as Reward schools• Elementary/Middle (students in grades K-8)• High School (students in grades 9-12)• Combination (students in grades K-12)

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Reward Schools Criteria• Highest performing• Up to top 10% based on the ASPI score that meet the following criteria:

• Graduation rate at least 85% average over the 2 most recent years (for schools with 12th grade)

• Met AYP (or met AMO targets for all students and all subgroups) in prior two school years (meeting AMO targets includes meeting participation rate)

• High progress • Up to top 10% based on the Growth & Proficiency index that meet the

following criteria:• G & P index all students average over 3 years must be >= 95.0• Growth & proficiency index for each of the 4 primary subgroups (AN/AI,

ECD, SWD, and EL) must be >= 90.0 in the current year.• Graduation rate must be at least 85% average over 2 most recent years (for

schools with 12th graders).• Must meet 95% participation rate

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Recognition for Reward Schools• All reward schools• Announcement on EED website, through Information Exchange,

and press releases• Additional possible recognitions and rewards:• Letters/certificates from commissioner and/or governor• Possibly legislative proclamations, special logo to use, recognition

at local events• Encouraged to serve as models or mentors for other schools

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Title I Reward Schools• Title I schools with >= 35% poverty may apply for Title I

Distinguished Schools program• Winning school in each category receives recognition at

National Title I Conference as well as any appropriate state conferences or meetings• Supported financially to attend national conference (as resources

allow to allow)

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Lowest Performing Schools• State performs desk audit (review of data) of schools with 1-

and 2-star ratings• ASPI score• Growth & proficiency index average over 3 years• AMO targets & SBA scores for all students and subgroups with at

least 5 members• Graduation rate over a number of years• May also include instructional audit information

• State reviews performance of district through levels of schools in district

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Consult with districts• EED SSOS team leadership consults with district

superintendent and key staff• Review levels of implementation of six domains of Alaska’s

Effective Schools Framework• Consideration of previous school progress, improvement

initiatives, intervention, etc.• Based on consultation, EED determines level of support &

interventions needed in 1- and 2-star schools and districts with high % of 1- and 2-star schools

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Priority Schools• EED must designate at least 5% (14) Title I lowest performing schools as Priority

Schools• May designate more than minimum number of Priority schools• Initial identification based on 2012 test data

• Selected from 1- and/or 2-star schools – based on lowest ASPI scores & other factors including:• SBA proficiency rates and AMO targets in all-students group & 4 primary subgroups

over 3 years; includes participation rate• Growth & proficiency index scores averaged over 3 years• Graduation rates of less than 60% over three consecutive years• Size & characteristics• SSOS desk audit and conversations with district• Number of other 1- and 2-star schools in the same district

• Must implement, for at least 3 years beginning in 2013-2014, comprehensive interventions aligned with all six required turnaround principles• Turnaround principles will be aligned with the 6 domains of Alaska’s Effective Schools

Framework32

Turnaround Principles• Ensure strong leadership by replacing the principal or

demonstrate principal effectiveness; • ensure effective teachers by reviewing quality of staff and

retaining those determined to be effective and providing professional development;

• Redesign school day, week or year to provide additional time for student learning and teacher collaboration;

• ensure research-based and aligned instructional programs; • use student data to inform instruction; • establish positive school environment; and • provide mechanisms for family and community engagement

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Consequences & Supports forPriority Schools• Use AK STEPP for comprehensive turnaround plan aligned with

6 domains of AK Effective Schools Framework• EED liaison to assist in planning & implementation• Intensive level of support/intervention from SSOS• On-site school improvement coach • Participation in initiatives such as Leadership Academy,

Curriculum Alignment Institutes, etc. • Funding through competitive SIG 1003g funds, School

Improvement 1003a, and 20% Title I allocation in lieu of SES/Choice

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Exiting Priority Status• Requirements to exit: • Improve at least 6 points on ASPI index at the end of 3 years• Have G&P index of at least 90 for all students and each primary

subgroup• If not meet exit criteria after 3 years:• Continue in priority status• Increased oversight & intervention by EED

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Focus Schools• Must choose at least 10% (29) of Title I schools with low

performance or achievement gaps within the school or between the school and the state• Initial designations based on 2012 data• Title I schools with a 1-star rating not designated as Priority will

be designated as Focus. • Designate as many Title I 2-star schools in rank order from least

to greatest ASPI score to determine minimum number of focus schools

• EED may identify more than the minimum number of schools as Focus schools.

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Consequences & Supports for Focus Schools• Use of AK STEPP for plan of improvement for focusing on

specific subgroups of concern and for specific indicators including curriculum, instruction, assessment, and professional development.

• EED liaison to assist in planning & implementation• Funding through School Improvement funds 1003(a), and 20%

Title I allocation in lieu of SES/Choice• Targeted level of support based on identified needs including

content area support and targeted support for subgroups such as ELL or SWD through additional resources and professional development through contracts with external partners for specific areas of need.

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Exiting Focus Status

• A focus school must implement interventions for a minimum of 2 years and until the school has met the exit criteria.

• Requirements to exit: • Improve at least 5 points on the growth and proficiency index

(based on the average of three consecutive years) in the all students group and in any specific subgroups in which the school was identified as a focus school.

• Graduation rate must improve to greater than 60%

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NCLB Provisions Waived• The following provisions of the current NCLB law are waived:• Adequate Yearly Progress (AYP) will not be reported. • Schools and districts will not be labeled as in improvement,

corrective action, or restructuring. • The consequences specified in the current law for schools in

improvement, corrective action or restructuring will not be applied.

• Districts are no longer required to offer public school choice or supplemental educational services (SES) in schools identified for improvement. Districts may offer these options to parents if desired.

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NCLB Provisions Waived con’t.• Districts will not be required to use 20% of their Title I allocation

to provide SES or transportation to schools of choice. These funds may instead be used, as needed, to provide support to schools identified as Title I priority or focus schools.

• Districts will no longer be required to use 10% of its Title I allocation for professional development for a district in corrective action. All professional development provided with Title I funds must be provided to teachers in Title I schools.

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More Information• The final approved ESEA Flexibility Waiver Proposal is posted

on the Alaska Department of Education & Early Development website at: http://education.alaska.gov/nclb/esea.html

• Alaska regulations under 4 AAC 06.800-.890 are being amended to reflect the new accountability system under the approved waiver

• Questions may be addressed to:• Susan McCauley, susan.mccauley@alaska.gov• Paul Prussing, paul.prussing@alaska.gov

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