esea flexibility designation overview
DESCRIPTION
ESEA Flexibility Designation Overview. Index Targets and Proficiency-based Annual Measureable Objectives (AMOs). Agenda. Introduction and Overview Designations Introduction Labels Handout and Notes WV’s Proposed System Schoolwide Index Subgroup Specific Annual Measurable Objectives - PowerPoint PPT PresentationTRANSCRIPT
ESEA Flexibility Designation Overview
Index Targetsand
Proficiency-based Annual Measureable Objectives (AMOs)
Agenda
• Introduction and Overview• Designations Introduction– Labels
• Handout and Notes• WV’s Proposed System– Schoolwide Index– Subgroup Specific Annual Measurable Objectives
• Walking Through Each Designation
Principle 2State-Developed Differentiated
Recognition, Accountability, and Support
2.A: Develop and implement a State-based system of differentiated recognition, accountability, and support
2.B: Set ambitious but achievable annual measurable objectives
2.C: Reward schools (highest-performing & highest-progress schools)
2.D: Priority schools (lowest-performing)
2.E: Focus schools (largest achievement/graduation rate gaps)
2.F: Provide incentives and supports for other Title I schools
2.G: Build SEA, LEA, and school capacity to improve student learning
WV’s Old Accountability System
• Adequate yearly progress (AYP)• 3 successive on/off switches– Participation Rates– Attendance/Graduation Rates– Annual Measurable Objectives (Proficiency)
• Sanctions based on on/off• Differentiation of support based on length of
time “not making AYP”
5
Old Adequate Yearly Progress
Participation Rates
Attendance/ Graduation Rates
Annual Measurable Objectives
(Proficiency Rates)
6
Old Trajectory
2005 2006 2007 2008 2009 2010 2011 2012 2013 20140.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
63.33 63.33
69.44 69.44 69.44
75.56
81.67
87.78
93.89
100.00
Original West Virginia TrajectoryAverage Annual Measurable Objectives for Math
Perc
ent P
rofic
ient
7
2010 2011 2012 2013 20140.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
34.33
50.75
67.17
83.58
100.00
Revised West Virginia TrajectoryAverage Annual Measurable Objectives
Perc
ent P
rofic
ient
Old Trajectory
Transitioning to a New System
• WV’s ESEA Flexibility Request– Multiple Measures – Schoolwide considerations (i.e., holistic) – Subgroup-specific considerations (i.e.,
individualized)– Differentiated recognition, services, and support
WV’s Key ESEA Flexibility Components
• Why 2 components? – Holistic Targets – Schoolwide Performance– Individualized AMOs – Subgroup-specific
performance– Both allow for • Targeted goal-setting• Targeted service-provision• Progress monitoring
WV’s Accountability System
• 5 Designations that differentiate recognition, services, and support:1. Priority2. Support3. Focus4. Transition*5. Success*
WV’s Accountability Designations
Priority Support Focus Transition Success
Reward criteria*
Reward Criteria*
*Reward criteria include High-progress and High-performance indicators
Pause for Thought
• Examine your handout– Each designation is named– Please take notes as we go through under each
Designation– Stop me for clarification at any point
5 Designations: How do they work?
• In any system, designations or classifications should be assigned meaningfully.– Priority– Support– Focus– Transition*– Success*
• Consider the old system…
Old vs. New
• How could you use the “Old AYP” process to assign schools into one of 5 designations?
• What problems could there be?• What advantages could there be?
Categorizing Schools into Designations
• WV’s New System: 1. Schoolwide progress on multiple measures2. Subgroup-specific proficiency rates
• Goals:1. Holistic school improvement2. Targeted, subgroup-specific improvement3. Give credit for progress on both
A Two-Part System1. Holistic Schoolwide Performance– The West Virginia Accountability Index– Multiple measures– Considers growth and relative performance
2. Subgroup-Specific Performance– Annual Measurable Objectives (AMOs)– Proficiency rate expectations for subgroups– Considers current absolute performance
How are these applied?
• School context considered throughout:– Every school gets its own starting point
• All schools have the same expectations– Every school has the same end point– Every school gets its own trajectory
• Requires successively higher rates of progress– Higher performing schools are expected to continue
increasing– Lower performing schools must improve at faster rates
What is the First Part?
The West Virginia Accountability Index (WVAI)• Multiple measures– Achievement– Achievement Gaps– Growth– Graduation Rates/Attendance Rates
What is the First Part?
The West Virginia Accountability Index (WVAI)• Achievement – Progressively more points for more students who
are proficient– Math and Reading
What is the First Part?
The West Virginia Accountability Index (WVAI)• Achievement Gaps– An average achievement gap across all subgroups
in a school– N size of 20 – Subgroup vs. Non-subgroup membership (low-SES
vs. non-low-SES)
What is the First Part?
The West Virginia Accountability Index (WVAI)• Growth– Are students demonstrating growth right now? – Are students on track to be proficient in three
years or sooner?
What is the First Part?
The West Virginia Accountability Index (WVAI)• Graduation/Attendance Rates– Attendance rate: • How close is your attendance rate to 100%? • Attendance rate no longer is a pass/fail
– Graduation rate:• How close is your graduation rate to 100%?• Graduation rate no longer is a pass/fail
How the IndexComponents Fit Together
• Each of the WVAI components (achievement, gaps, growth, graduation/attendance rates) add up to a WVAI Index Score
• Each school has a unique Index Score• Each school (within a programmatic level) has
the same target• Each school has its own trajectory
Sunnyside Middle School
2012 2013 2014 2015 2016 2017 2018 2019 20200
10
20
30
40
50
60
70
80
90
WVAI TargetIndex Score
Sunnyside Middle School
• Why are they making progress on the WVAI?– Moderately high achievement– Moderately low achievement gaps– High growth– Average attendance rates
Shadyside Middle School
2012 2013 2014 2015 2016 2017 2018 2019 20200
10
20
30
40
50
60
70
80
90
WVAI TargetIndex Score
Shadyside Middle School• Why might this school be missing the mark?– Consider the WVAI Index components– Note: this school is showing some improvement– How could we use areas of decline as way to target
support? How?
• WVAI Index Components– Different questions– Specific interventions or services based on the areas of
need
What is the Second Part?
• Subgroup-Specific Annual Measurable Objectives (AMOs) – A single measure of proficiency– A snapshot measure– A measure for each valid subgroup in a school
Subgroup AMOs
• Still negotiating details, but…• Common expectations for all (a single end
point)• Unique starting points for each school
(individualized starting points)• Unique trajectories for each school and each
subgroup
Consider our 2 Examples
• Sunnyside Middle School – Small middle school – Generally high performing – Has traditionally made AYP
• What might be some points of concern?– Small school size = reduced # of cells – May have made it on confidence intervals
Sunnyside Middle School
2012 2013 2014 2015 2016 2017 2018 2019 20200
10
20
30
40
50
60
70
80
90
WVAI TargetIndex Score
Consider our 2 Examples
• Shadyside Middle School – Large middle school – Generally low to moderately performing – Has traditionally not made AYP
• What might be some points of concern?– Large school = multiple cells– Others?
Shadyside Middle School
2012 2013 2014 2015 2016 2017 2018 2019 20200
10
20
30
40
50
60
70
80
90
WVAI TargetIndex Score
Concerns Revisited
• Under the new ESEA Flexibility– Small schools are no longer shielded by “cell size”
and “minimum n” – Large schools are no longer inequitably identified– 95% of schools have multiple subgroups to
examine achievement gaps• Others?
Two Trajectories
• Schools are expected to make progress toward a – WVAI trajectory; and – Subgroup-specific AMOs
• How do these fit together to define:– Priority Schools– Support Schools– Focus Schools– Transition Schools– Success Schools
WVAI Target Subgroup-specific AMO
Success
Transition
Support
3 Very Specific Cases• Priority
– Persistently lowest performing– Achievement only
• Focus– Largest achievement gaps– Achievement for elementary and middle schools– Graduation rates for high schools
• Reward Criteria– High progress – highest growing – High achieving – highest performing
Let’s Recap
Priority-
Support-
Focus-
Transition*-
Success*-
• Turn to table: Define each Designation
*High-progress and/or High-performance criteria
How the two parts fit together
• Juan sees a benefit to 2 “trajectories”1. WVAI targets2. Subgroup-specific AMOs
• What are some of your initial concerns? – Turn and talk with your table– Describe those concerns– Strategize how to address those concerns
Concerns and Resulting Strategies
How the two parts fit together
• Juan sees a benefit to 2 “trajectories”– WVAI targets– Subgroup-specific AMOs
• Why am I saying there is a benefit? – Turn and talk with your table – Identify the benefits to this system• Overall designation• Individual components
Benefits
Questions so far?
Delving into the Designations
• Priority & Focus• Support• Transition• Success• Reward Criteria
Priority• WVAI Components– Achievement– Gap– Growth– Graduation Rate
• Subgroup-Specific AMOs– Making inconsistent progress– Among lowest persistently
performing schools in state
??
What catches your attention?
Focus• WVAI Components– Achievement– Gap– Growth– Graduation Rate
• Subgroup-Specific AMOs– Making inconsistent progress– Schools with the largest
gaps in the state
??
What catches your attention?
Discussion
• Priority schools have very specific challenges to address. What are they?
• Focus schools have very unique challenges to address. What are they? (discuss and share)– How might focus schools differ in WVAI scores?– How might focus schools differ in subgroup
AMOs?
Reward Criteria
• Reward criteria are applied only to the top two designations
• Reward criteria include– Highest progressing schools (highest growth)– Highest performing schools (highest proficiency
rates)
Support Schools• WVAI Components
– Low Achievement– Large Gaps– Low Growth– Low Graduation Rates– School is not making WVAI Target
• Subgroup-Specific AMOs– Making inconsistent or no
progress– Students are not reaching
proficiency-based AMOs
Support Schools
• What are areas of needed support?– WVAI – Subgroup AMOs
• How could we define goals for this school?
• How do we structure communication about this school?
Transition Schools• WVAI Components
– Low Achievement– Small Gap– High Growth– Average Graduation Rate– School is making WVAI Target
• Subgroup-Specific AMOs– Making inconsistent or no
progress– Students are not reaching
proficiency-based AMOs
Transition Schools
• What are areas of needed support? – WVAI – Subgroup AMOs
• How could we define goals for this school?
• How do we structure communication about this school?
Success Schools• WVAI Components
– Achievement– Gap– Growth– Graduation Rate– School is making WVAI Target
• Subgroup-Specific AMOs– Making consistent or positive
progress– Students are making their
proficiency-based AMOs
Success Schools
• Consider these schools’ relative flexibility in – Strategic planning activities– Where to target services– How to target professional development needs
Questions so far?
Thank You!