New DC OSSE ESEA Accountability

1. New DC OSSE ESEA Accountability

2. DC OSSE ESEA Accountability Classification Overview • DC OSSE Accountability System • Classification of Schools • Accountability Targets • Support • Next Steps

3. DC OSSE ESEA Accountability System • DC OSSE Accountability Model: • Takes both proficiency levels and growth into account • Classifies schools into one of five classifications to differentiate levels of support, resources and flexibility. • Shared Goal: 75% proficient in 5 years (reading, math and graduation) • Growth is expected for ALL students • Individualized targets tailored for each school and LEA (released August 17) • Flexibility in use of Title I funds • 32% of schools are identified for intensive support • 22 Focus Schools, 9 Focus LEAs • 32 Priority Schools, 6 Priority LEAs

4. DC OSSE ESEA Accountability - Introduction What are the changes in the Accountability Workbook? • Accountability Reporting Excludes: • Schools with fewer than 40 students • Schools with subgroups fewer than 25 students • Students in the country for less than 1 year • Students tested outside their regular grade level • Accountability Reporting Includes: • Full Academic Year (FAY) students • Students who exited ESL or Specialized Education programs in the past 2 years

5. DC OSSE ESEA Accountability – School Classification Process All Schools Criteria What it means • LEAs reserve 20% Title I Funds • Schools develop intervention plan • Quality monitoring • Professional development • LEAs reserve 20% Title I Funds • Schools develop intervention plan • Quality monitoring • Professional development • Public recognition • Invitations to special program participation • Eligibility for reward funding • Professional development • Ongoing guidance and technical assistance

6. DC OSSE ESEA Accountability – School Classification

7. DC OSSE ESEA Accountability – Index Values • To determine student proficiency level, find the applicable grade level, subject, and raw score for a student. • For example, Peter, a 5th grade student, has a math score of 557. Using the table below, we can determine that Peter’s proficiency level for math for 2012 is: Basic High.

8. DC OSSE ESEA Accountability – Index Values 2 • Let’s look at Peter again. • In 4th grade last year, Peter’s level was Basic Middle. • This year in math, Peter’s level is Basic High. • Using the Index Value table, we can find that Peter’s Index Value is 20. 1 3

9. DC OSSE ESEA Accountability – School Index Scores • The School Index Score is calculated based on the Index Values of all Full Academic Year (FAY) students. • FAY students will have an Index Value for each exam he or she took. • A student who took both the ELA DC CAS and the math DC CAS will have two Index Values. • All Index Scores are averages of Index Values, and are calculated using the same process. • Count the number of all the applicable Index Values (n) • Sum all of the applicable Index Values (sum) • Divide the sum of all the applicable Index Values by the number of all applicable Index Values. sum / n = Index Score • For the School Index Score: sum all FAY Index Values, and divide the sum by the total number all FAY Index Values.

10. DC OSSE ESEA Accountability – School Index Scores Example: • Peter attends School A. • He took both the ELA and math DC CAS. • Therefore, Peter has two Index Values. • School A has 50 FAY students. • All FAY students took both the ELA and math DC CAS. • Therefore, School A has 100 Index Values. The sum of all values (math & ELA) is 6,650 Divide the sum of all values by 100 6,650/100 = 66.5 66.5 is School A’s School Index Score.

11. DC OSSE ESEA Accountability – School Index Scores Students showing growth from previous year Students scoring advanced School Index Value Students scoring proficient and above

12. DC OSSE ESEA Accountability – Subgroup Index Scores Average all these scores for each subject to calculate the All Students Subject Score Average just these scores for each subject to calculate the African American Subject Scores

13. DC OSSE ESEA Accountability – Subgroup Index Scores • Peter at School A identifies as African American and Economically Disadvantaged. • Peter’s Index Values will be included in both the African American and Economically Disadvantaged Subgroup Subject Scores

14. DC OSSE ESEA Accountability – Subgroup Subject Index Scores State Average Index Score by Subgroup by Subject

15. DC OSSE ESEA Accountability –Focus School classification: based on subgroup performanceDisproportionate Subgroup Index Score(each bar= 1 school) Economically Disadvantaged Math Scores Schools with Disproportionate Subgroup Subject Index Scores  Focus Schools

16. DC OSSE ESEA Accountability – School Classification

17. DC OSSE ESEA Accountability – School Classification

18. DC OSSE ESEA Accountability – School Classification

19. DC OSSE ESEA Accountability – School Classification

20. DC ESEA Accountability – Summary • Schools receive differentiated levels of support, resources, flexibility and monitoring based on these categories. • Next steps: • Release of school level targets on Aug 17 • When Title I intervention plans due for priority & focus schools