data & research updated esea waiver renewal attendance conferenceattendance conference april 23,...

Data & Research Updated ESEA Waiver Renewal Attendance ConferenceAttendance Conference April 23, 2015April 23, 2015

Agenda ESEA Flexibility Waiver Guiding Design Principles System Overview Discussion 2

Tennessee has spent the last 3 years under a flexibility waiver that allows a state-driven accountability system 3 2011-12 Tennessee earned approval for its first ESEA flexibility waiver from the federal department of education, developing its own state accountability system and Avoided having more than 75% of its schools classified as failing under No Child Left Behind 2014-15 Tennessee achievement scores continue to improve and the state prepares for the new TNReady assessment The states ESEA flexibility waiver expires at the end of summer 2015

Reward schools: Top ten percent of schools based on absolute performance and value-added growth Focus schools: Ten percent of schools with the largest achievement gaps Priority schools: Bottom five percent of schools, based on absolute performance School, District, and State level reporting via online report card Full transparency of: -District and school progress -Reward, Focus, Priority status -Achievement data by assessment, by subgroup performance -Participation rates -Graduation rates Districts receive annual determination based on student growth in multiple areas including: Achievement Tests in grades 3-8 End-of-Course Exams in high school courses High School Graduation District DeterminationsPublic ReportingSchool Lists Our current accountability model includes both district and school-level elements 4

Guiding Design Principles The accountability system should identify districts struggling to meet their students needs, such that those districts may receive customized support and additional resources for improvement. Absolute achievement alone is not sufficient. We are focused on growth for all students and faster growth for the lowest achieving students. When a student progresses from below basic to basic, this is a meaningful move in achievement and should be acknowledged. All growth should be recognized. Binary achievement targets that districts can only meet or miss hide meaningful improvement. 5

Guiding Design Principles (continued) Growth is a minimum expectation. Ideally, the rate of growth needs to be sufficient enough to place students on a life trajectory that will result in postsecondary and/or career readiness. All means all. Meeting the needs of all students is a priority. If a district is failing to make any progress with its lowest achieving students, it is in need of improvement. The accountability framework should have a stable design, such that districts are not expected to understand and adapt to a new system every year. 6

Given these principles, we propose a system that recognizes the hard work districts do to make incremental gains by rewarding partial credit for improving but not meeting targets. recognizes districts that greatly exceed their targets or expected growth/performance. will work for all years moving forward, with certain elements phased in as data become available. includes many pathways to Exemplary. Proposed District determinations: Exemplary, Achieving, Progressing, and In Need of Improvement. 7

Key Similarities to Current Accountability Framework Achievement We are still focused on growth in achievement for all students. Absolute achievement alone is not sufficient. Gap Closure All means all. We expect faster growth for the lowest achieving students. Content focus on Reading, Math, and Graduation Rate Including all HS EOCs: English I/II/III; Algebra I/II & Geometry OR Integrated Math I/II/III 3-5/6-8 RLA and Math; and Graduation Rate 8

Key Differences from Current Accountability Framework Recognition of Incremental Progress Measures improvement based on a scale rather than binary met/miss targets. Provides LEAs detailed information in a performance heat map to highlight areas of strength and opportunities for improvement. Inclusion of Postsecondary Readiness Metrics Incorporates ACT composite results as a content area, in addition to using ACT subject test scores to demonstrate proficiency for students taking advanced coursework (e.g. AP, IB, or dual credit) in their junior year. Focus on Lowest Achieving Students Acknowledges student progress from below basic to basic. Multiple Pathways to Success Includes three pathways to demonstrate performance for both Achievement and Gap Closure components, instead of single target and potential safe harbors. District Designations Eliminates In Need of Subgroup Improvement and Intermediate designations. Four proposed designations include In Need of Improvement, Progressing, Achieving, and Exemplary. 9

Accountability System Overview Step 1: Minimum performance gate Step 2: Achievement status determination Step 3: Gap closure status determination Step 4: Final district determination 10 District Determination: In Need of Improvement Achievement StatusGap Closure Status District Determination: Exemplary, Achieving or Progressing

Accountability System Overview Step 1: Minimum performance gate 11 District Determination: In Need of Improvement Achievement StatusGap Closure Status District Determination: Exemplary, Achieving or Progressing

The minimum performance gate is designed to identify districts that are not meeting the lowest acceptable threshold for improvement. A district that does not advance beyond this gate is one whose students are regressing in the vast majority subject/grade categories. 3-5 RLA, 6-8 RLA, 3-5 Math, 6-8 Math HS Math (Algebra I, Geometry, & Algebra II OR Integrated Math I,II, & III) HS English (English I, II, & III) ACT (composite) Graduation Rate Beyond the gate, every district will be recognized for the academic progress their students are making. Step 1: Minimum Performance Gate 12

Step 1: Hold all Districts to a Minimum Standard of Achievement and Growth for All Students ACH TVAAS GAP Minimum Performance Gate A district needs each key to unlock the gate and advance to higher designations. 13 Key #1: Is district making any gains in overall proficiency rates? Key #2: Is district demonstrating any growth through TVAAS? Key #3: Is district making any progress with low achieving students in subgroups? MISS In Need of (ACH/TVAAS/GAP) Improvement MET Calculate ACH & GAP status designations

Step 1: Specific Metrics for Each Key ACH TVAAS GAP Minimum Performance Gate A district needs each key to unlock the gate and advance to higher designations. 14 Key #1: Did district fail to make %PA progress in the vast majority of its content areas? Key #2: Did district fail to demonstrate growth (level 3 or above) through TVAAS in the vast majority of its content areas? Key #3: Did district fail to reduce its %BB for its super subgroup (BHN+ED+ELL+ SWD) in the vast majority of its content areas? MISS In Need of (ACH/TVAAS/GAP) Improvement MET Calculate ACH & GAP status designations

Example Gate Keys Map District A: In Need of Improvement Gap 15 Content AreaAchievement KeyTVAAS Key Gap Closure (Below Basic) Key 3-5 Math X 3-5 RLAXXX 6-8 MathX X 6-8 RLA X HS Math X HS RLAX Graduation Rate N/A ACTX N/A Key Status:MET ( ) MISS (X) Final Status: In Need of Improvement Gap Did the district fail to: make achievement gains for its all students group, make growth for its all students group, or reduce below basic for its super subgroup in the vast majority (more than 75%) of its content areas? X indicates failing and indicates passing.

Step 1: Initial Modeling Results Using 2014 Data Not Passing the Gate: In Need of Improvement Determination Total Districts 2014 Determinations under Current System INI Achievement3 1 district INI 2 districts INSI INI Achievement & Gap2 1 district INSI 1 district Intermediate INI Achievement, TVAAS, & Gap1 1 district INI INI Gap13 5 districts INI 7 districts INSI 1 district Intermediate INI TVAAS 3 2 districts INI 1 district INSI TOTAL2223 INI 78 INSI 16 INI In Need of Improvement INSI In of Subgroup Improvement

Accountability System Overview Step 1: Minimum performance gate Step 2: Achievement status determination 17 District Determination: In Need of Improvement Achievement StatusGap Closure Status District Determination: Exemplary, Achieving or Progressing

For each applicable content area, a district would earn a score from 0 to 4 for each pathway, where: 0 = moving backward or staying the same 1 = progressing, but not meeting targets/expected growth 2 = meeting targets/expected growth 3 = exceeding targets/expected growth 4 = greatly exceeding targets/expected growth Step 2: Three Pathways for Achievement Status 18 AMO TargetsRelative PerformanceTVAAS Content Areas Included: 3-5 Math6-8 MathHS MathACT Composite 3-5 RLA6-8 RLAHS EnglishGraduation Rate

Real Life Heat Map: Achievement Status District C (2014 Data) 19 Content AreaAMO Targets Relative Performance TVAASBest Score 3-5 Math1303 3-5 RLA0101 6-8 Math1122 6-8 RLA1122 HS Math2044 HS RLA3434 Graduation Rate00N/A0 ACT1144 District Achievement Status2.50 Overall, we see that District C is either meeting or exceeding expected performance, with an average of 2.50. This would make District C achieving for Achievement Status.

Status Determination Average Performance Range Status Determination Description of Districts Performance > 0.00 and < 2.00Progressing District is improving in many areas (but falling short of its targets) and meeting targets in some areas. > 2.00 and < 3.00Achieving District is meeting its targets in many areas and exceeding targets in some areas. > 3.00Exemplary District is exceeding targets in many areas and greatly exceeding targets in some areas. 20

Modeling the Proposed System (2014 Data): Achievement Determination Frequencies 21 District Achievement StatusNumber of Districts Progressing3 Achieving59 Exemplary52

Accountability System Overview Step 1: Minimum performance gate Step 2: Achievement status determination Step 3: Gap closure status determination 22 District Determination: In Need of Improvement Achievement StatusGap Closure Status District Determination: Exemplary, Achieving or Progressing

Step 3: Three Pathways for Gap Closure Status 23 AMO Targets Reduction in Below Basic TVAAS Same Subject/Grade Spans as Achievement Status: 3-8 MathHS Math 3-8 RLAHS English For each of the four main accountability subgroups: BHNEDELLSWD Similar to achievement status, a district would earn a score from 0 to 4 for each pathway, for each subgroup where: 0 = moving backward or staying the same 1 = progressing, but not meeting targets/expected growth 2 = meeting targets/expected growth 3 = exceeding targets/expected growth 4 = greatly exceeding targets/expected growth 3-5 Math6-8 MathHS MathACT Composite 3-5 RLA6-8 RLAHS EnglishGraduation Rate

Real Life Heat Map: Gap Closure Status District Cs BHN Subgroup (2014 Data) 24 BHN Content Area AMO Target Reduce BB TVAASBest Score 3-5 Math2102 3-5 RLA0000 6-8 Math1122 6-8 RLA1222 HS Math1044 HS RLA2323 Grad Rate0TBDN/A0 ACTTBD

Real Life Heat Map: Gap Closure Status District Cs Subgroups 25 Best Score Content Area BHNEDELLSWD 3-5 Math2222 3-5 RLA0011 6-8 Math22.2 6-8 RLA22.2 HS Math44.2 HS RLA33.1 Grad Rate00.0 ACTTBD. SG Average1.857 1.5001.429 District Gap Closure Status1.66 Overall, we see that District C is making progress but not hitting all of its targets. This would make District C progressing for Gap Status.

Running the Current System: Gap Closure Determination Frequencies 26 District Gap Closure StatusNumber of Districts Progressing8 Achieving70 Exemplary36

Accountability System Overview Step 1: Minimum performance gate Step 2: Achievement status determination Step 3: Gap closure status determination Step 4: Final district determination 27 District Determination: In Need of Improvement Achievement StatusGap Closure Status District Determination: Exemplary, Achieving or Progressing

Step 4: Initial Modeling Decisions Arriving at the final determination: Calculate the average for the achievement and gap closure determinations, rather than using the a combination of the two categories. 28 Achievement & Gap Closure Average (Range) District Determination Description of Districts Overall Performance > 0.00 and < 2.00 Progressing On average, the district is making progress but not meeting expectations. > 2.00 and < 3.00 Achieving On average, the district is meeting but not exceeding expectations. > 3.00Exemplary On average, the district is exceeding expectations.

Real Life Heat Map District C: Final Determination (2014 Data) StatusAverageDeterminationAverage ScoreFinal Determination Achievement2.50ACHIEVING 2.08ACHIEVING Gap Closure1.66PROGRESSING 29 District C is generally meeting or exceeding its performance targets across content areas, but struggling in 3-5 reading and graduation rate. Regarding gap closure, District C is making progress with its subgroups in many content areas, but also struggling in 3-5 reading and graduation rate. This performance profile would result in a final district determination of Achieving for District C. District C was In Need of Subgroup Improvement in 2014.

Modeling the System: Overall District Determination Frequencies 30 District Determination (Based on 2014 Data) Number of Districts 2014 Determinations under Previous System Exemplary42 3 districts Exemplary; 1 district INI; 20 districts INSI; 18 districts Intermediate Achieving69 11 districts INI; 46 districts INSI; 12 districts Intermediate Progressing3 2 districts INI; 1 district INSI In Need of Improvement22 9 districts INI; 11 districts INSI; 2 districts Intermediate INI In Need of Improvement INSI In of Subgroup Improvement

Additional Considerations ELL Increasing residency provision based on Florida concession TN proposal will ask to delay participation in TNReady until year 3 of residency for those students who do not perform at level 3 or higher on WIDA assessment during the spring of their first year of residency. Special Education Graduation rate Potentially excluding medically fragile students from graduation cohort calculation (for accountability only) in waiver. Input Metrics In future updates, how might we include behaviors rather than just outcomes? High quality instruction (e.g., Equitable distribution of teachers - BB students with highly effective teachers) Discipline (disparate impacts on attendance/instructional time) Rigor (proportion of subgroups enrolled in advanced coursework) Others? 31

Additional Considerations School Accountability Focus School Exit Criteria Ability to exit status after one or two years Based on improvement of subgroup performance, either success rate (%Proficient or Advanced) or reduction in % Below Basic Annual status review and potential designation as Focus Improving Priority School Exit Criteria Ability to exit status after one or two years Proposed criteria to allow schools to exit if demonstrate dramatic improvement after one year or consistent improvement two years in a row Annual status review and potential designation as Priority Improving 32

Timeline Tuesday, March 31: Waiver application due to USED June - July 2015: Final review and decision from USED ????: ESEA Re-authorization 33

data & research updated esea waiver renewal attendance conferenceattendance conference april 23,...

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