November 09, 2012 Suzanne M. Wright Joe Prather

1. November 09, 2012 Suzanne M. Wright Joe Prather

3. Next Generation LearnersElementary schools 53.2 • Achievement (30%) • For each content area, 1 point awarded for each percent of students scoring proficient or distinguished, ½ point awarded for each percent of students scoring apprentice, no points for novice students, ½ bonus point for distinguished that doesn’t overcompensate for novice • Growth (40%) • For each content area, 1 point awarded for each percent of students showing typical or high growth • Gap (30%) • For each content area, 1 point awarded for each percent of students scoring proficient or distinguished • Gap Group – unduplicated aggregate count of students in the following groups: African-American, Hispanic, Native American, Special Education, Free/Reduced Lunch, Limited English Proficient

4. Achievement CalculationAll Content Areas • For each content area, 1 point awarded for each percent of students scoring proficient or distinguished • ½ point awarded for each percent of students scoring apprentice • No points for novice students • Distinguished Bonus – of ½ if there are more distinguished than novice

5. Previous Gap Calculations Limited English Proficient African American Free/Reduced Lunch Free/Reduced Lunch Julian Stephen Special Education Current Gap Calculations Gap Student Gap Student Julian Stephen

6. Gap CalculationAll Content Areas • Gap Group – aggregate count of students in the following groups: African-American, Hispanic, Native American, Special Education, Free/Reduced Lunch, Limited English Proficient who score Proficient or higher Student 1: Donatello – African American, Free/Reduced Lunch (P) Student 2: Ricky – White, Free/Reduced Lunch, Special Education Student 3: Enrique – Limited English Proficient, Free/Reduced Lunch Student 4: Michelle – Free/Reduced Lunch(P) Student 5: Marco – Limited English Proficient, Free/Reduced Lunch, Special Education 2/5=40% 3/10=30%

7. Growth score • Growth point totals come from the average of reading percent and mathematics percent of students making typical annual growth (at or above the 40th Student Growth Percentile) • Focuses on the relative standing of a student from year to year compared to the student’s academic peers. • The academic peers are students who perform very similarly on the test to the student. The student is only compared to students who start at the same place. • In year two, the question is: Did the student outpace his peer group?

8. Classifications • Distinguished: schools/districts scoring at the 90th percentile or higher • Proficient: schools/districts scoring at the 70th percentile or higher • Needs Improvement: schools/districts falling below the 70th percentile not making their AMO goals • Progressing: all schools/districts making their AMO goals, the 95% student participation goals and the individual graduation goals.

9. Rewards categories • Schools of Distinction: the highest performing elementary, middle and high schools or district with overall scores at the 95th percentile or higher. • High-Performing Schools: elementary, middle, and high schools or districts with overall scores at the 90th percentile or higher. • High-Progress Schools: are Title I and non Title I schools showing the highest progress, as compared to their peers, and districts showing the highest progress, as compared to their peers (NOT USED UNTIL 2013)

10. Assistance categories • Priority Schools: schools currently identified as Persistently Low-Achieving (PLA) schools • Focus Schools: • Super Gap Score: Non-duplicated gap is in the lowest 10 percent of the student group gap scores by level. • All schools with individual gap groups underperforming in the third standard deviation below the state mean (ANY sub group/ANY content area) • Any high school having a graduation rate below 60 percent for two years in a row.

11. Annual Growth Targets If a school is a “focus” school, then determine if the ECE population is one of the determining factors. If so, it would help schools if you can offer very specific strategies to assist ECE students. This will be a mandatory part of the CSIP.

12. Annual Growth Targets CSIPs for Focus Schools must contain: • curriculum alignment to ensure the instructional program is rigorous, research-based, based on student needs and aligned with the Common Core Standards • provision of time for collaboration on the use of data to inform assessment strategies, monitor and modify instruction, and support proficient student work • specific strategies to address the within-school gaps in achievement and/or graduation rates between the highest-achieving subgroup and the lowest-achieving subgroup • professional development on the goals of the plan • parent and community engagement • attendance improvement/dropout prevention strategies

13. Annual Growth Targets CSIPs for Focus Schools must contain (continued): • activities to target the underperforming areas in achievement, gap, growth, • college/career readiness and gap • activities to target weaknesses in Program Reviews • activities to target areas of need identified through teacher and leader evaluation • school safety, discipline and non-academic factors such as student social, emotional and health needs • design of the school day to maximize learning time • technical assistance that will be accessed