Delaware School Success

Framework (DSSF)

State Board of Education

November 19, 2015

Agenda

• Update on recommendations for the

Delaware School Success Framework

• Recommended rating performance

thresholds

• Recommended Annual Measurable

Objectives (AMOs)

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Context

• Approved for ESEA Flexibility through end of 2015-16 school year

• Renewal of ESEA Flexibility through end of 2017-18 school year, contingent upon:– Submission of amended request that incorporates the

final version of the DSSF

– Demonstration that DSSF will allow DE to name the requisite number of Priority, Focus and Reward schools in future

– Technical documentation of DSSF

• Requesting State Board assent on Secretary’s final DSSF recommendations and Annual Measurable Objectives (AMOs)

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DSSF: Whole System Overview

Part A Part B

Proficiency in ELA, Mathematics, Science

and Social Studies

Surveys – Student, Parent and Teacher

Growth in ELA and Math Postsecondary Outcomes

Attendance (ES/MS only) School-driven Narrative Report (i.e.,

programs, sports, civic engagement)

On Track in 9th grade (HS only) Social-emotional Learning

4-, 5- and 6-year Graduation Rate (HS only)

Growth to Proficiency in ELA and Math (ES/MS only)

College and Career Preparation (HS Only)

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Note: Part A metrics are those that were submitted to USDOE as part of our ESEA

submission. These will be used to determine performance of schools. Part B metrics are

Delaware-specific and Delaware-driven. They will be metrics transparently reported on

the school framework, but will not be used to determine a performance level.

Recommendations on Outstanding DSSF

Decisions

Participation Rate

• 2015-16 accountability year (2014-15 data): If a school has a participation rate below 95% in either ELA or Math require a plan from the school to address low participation, monitored by the Office of Assessment

• 2016-17 accountability year (2015-16 data) and beyond: For all schools, divide participation rate by 0.95 and multiply by proficiency in that content to generate an adjusted rate

• Report disaggregated participation rates as federally required

Performance Ratings

• Aggregate performance at each metric area (i.e., Academic Achievement) and present on a one to five star scale based on the total points available for that area

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PERFORMANCE THRESHOLDS

Metric Weights – ES/MS

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Area/Measures Weight Points

Academic Achievement 30% 150

Proficiency ELA 10% 50

Proficiency Math 10% 50

Proficiency Science 5% 25

Proficiency Social Studies 5% 25

Growth 40% 200

Growth in ELA 20% 100

Growth in Math 20% 100

On Track to Graduation 10% 50

Average Daily Attendance 10% 50

College and Career Readiness 20% 100

Growth to Proficiency in ELA 10% 50

Growth to Proficiency in Math 10% 50

Total 100% 500

Metric Weights – HS

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Area/Measures Weight Points

Academic Achievement 25% 125

Proficiency ELA 7.5% 37.5

Proficiency Math 7.5% 37.5

Proficiency Science 5% 25

Proficiency Social Studies 5% 25

Growth 45% 225

Growth in ELA 22.5% 112.5

Growth in Math 22.5% 112.5

On Track to Graduation 20% 100

On Track in 9th Grade 5% 25

4-year Cohort Graduation Rate 10% 50

5-year Cohort Graduation Rate 3% 15

6-year Cohort Graduation Rate 2% 10

College and Career Readiness 10% 50

College and Career Preparation 10% 50

Total 100% 500

Ratings Performance Thresholds

• Set equal performance thresholds based

on total points available for each metric

category

• Example:

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ES/MS 1 Star 2 Star 3 Star 4 Star 5 Star

Academic

Achievement

0 – 29 30 – 59 60 – 89 90 – 119 120 – 150

Growth 0 – 39 40 – 79 80 – 119 120 – 159 160 – 200

On Track 0 – 9 10 – 19 20 – 29 30 – 39 40 – 50

CCR 0 – 19 20 – 39 40 – 59 60 – 79 80 – 100

SETTING ASSESSMENT TARGETS

Context for Resetting Annual Measurable

Objectives (AMOs)

• Request to reset targets approved in ESEA Flex

to support transition to Smarter

• Have to submit new AMOs on statewide ELA

and Math assessment for state and each

subgroup to USED for approval by 1/31/16

• Targets for public reporting accountability

Options for Setting AMOs

3 Options allowed by USED in initial waiver

process for AMOs:

1. 100% Proficiency by SY 2019 – 20

2. Annual equal increments (over 6 years) toward a

goal of reducing by half the percentage of

students in the “all students” group and in each

subgroup who are not proficient

3. Any other method proposed by state method

that is “educationally sound and results in

ambitious but achievable AMOs for all schools

and all subgroups”

Draft ELA Targets

2015 2016 2017 2018 2019 2020 2021

All 50.5 54.6 58.7 62.9 67.0 71.1 75.2

Hispanic/Latino 39.0 44.1 49.2 54.3 59.3 64.4 69.5

American Indian or Alaska

Native 57.4 60.9 64.5 68.0 71.6 75.1 78.7

Black or African American 35.8 41.1 46.5 51.8 57.2 62.5 67.9

White 61.5 64.7 67.9 71.1 74.4 77.6 80.8

Asian 77.1 79.0 80.9 82.8 84.7 86.6 88.5

Native Hawaiian or Other

Pacific Islander 51.4 55.4 59.5 63.5 67.6 71.6 75.7

Multiple 54.6 58.4 62.2 66.0 69.8 73.5 77.3

ELL 27.7 33.7 39.7 45.8 51.8 57.8 63.8

SWD 19.3 26.0 32.7 39.5 46.2 52.9 59.6

Low Income 34.2 39.6 45.1 50.6 56.1 61.6 67.1

Gap Group 38.2 43.3 48.5 53.6 58.8 63.9 69.1

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Annual Measurable Objectives - ELA

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0

10

20

30

40

50

60

70

80

90

2015 2016 2017 2018 2019 2020 2021

All Hispanic/Latino American Indian or Alaska Native

Black or African American White Asian

Native Hawaiian or Other Pacific Islander Multiple ELL

SWD Low Income Gap Group

Draft Math Targets

2015 2016 2017 2018 2019 2020 2021

All 38.1 43.3 48.5 53.6 58.8 63.9 69.1

Hispanic/Latino 28.6 34.6 40.5 46.5 52.4 58.4 64.3

American Indian or Alaska

Native 39.7 44.8 49.8 54.8 59.8 64.9 69.9

Black or African American 22.0 28.5 35.0 41.5 48.0 54.5 61.0

White 49.2 53.4 57.6 61.9 66.1 70.3 74.6

Asian 70.7 73.2 75.6 78.1 80.5 82.9 85.4

Native Hawaiian or Other

Pacific Islander 37.8 43.0 48.2 53.4 58.6 63.7 68.9

Multiple 41.7 46.5 51.4 56.3 61.1 66.0 70.8

ELL 25.3 31.5 37.8 44.0 50.2 56.4 62.7

SWD 15.0 22.1 29.2 36.3 43.3 50.4 57.5

Low Income 23.8 30.1 36.5 42.8 49.2 55.5 61.9

Gap Group 26.4 32.6 38.7 44.8 51.0 57.1 63.2

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Annual Measurable Objectives - Math

16

0

10

20

30

40

50

60

70

80

90

2015 2016 2017 2018 2019 2020 2021

All Hispanic/Latino American Indian or Alaska Native

Black or African American White Asian

Native Hawaiian or Other Pacific Islander Multiple ELL

SWD Low Income Gap Group

Next Steps

• Submit final documentation to USED by

end of November

• Update and resubmit Regulation 103 for

public comment

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DSSF and Supports/Consequences

• Recognition: Highest DSSF overall score (Title I) and achievement gap closure

• Reward: Highest DSSF overall score (all schools) and achievement gap closure

• All schools: Opportunities for support from Teaching & Learning and TLEU that may be differentiated based on star level in specific metric areas, and schools may opt in to School Support Network

• Focus: Title I schools with largest gaps in ELA/Math, based on the Student Gap Group (future)

• Watch List: Any school with one year of “significant” gaps in ELA/Math

• Action List: Any school with two years of “significant” gaps in ELA/Math

• Priority: Lowest DSSF overall score (Title I)

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