february 27, 2012 division of elementary and secondary education

D i s t r i c t o f C o l u m b i a F i n a l E S E A F l e x i b i l i t y Wa i v e r R e q u e s t

February 27, 2012Division of Elementary and Secondary Education

Agenda

• Overview• Community and Stakeholder Engagement• Principle 1: College and Career Readiness• Principle 2: Differentiated Recognition, Accountability

and Support• Principle 3: Teacher and Leader Effectiveness• Other Changes to Waiver Application• Next Steps

OverviewWe believe that:

• Students come first• What matters most is what happens in the

classroom• The best qualified professionals to impact

student learning are teachers and school leaders

3

We Respect The Original Intent Of The Federal Law

The No Child Left Behind Act of 2001 (NCLB) is the amended Elementary and Secondary Education Act of 1965 (ESEA) and required states to:

1. Develop standard assessments for students 2. Enforce a system of accountability for schools 3. Measure performance based on subgroups of students4. Identify underperforming schools 5. Implement prescribed interventions in underperforming

schools

Proficiency Targets 2011

ES Reading

74%

ES Math 70%

Secondary Reading

72%

Secondary Math

70%

Current Status: Accountability

In the District of Columbia, 187 schools were assessed under DC CAS

• Only 45% students in reading and 47% in math met proficiency

• Expected cohort graduation rate is 51%

• 25 schools made AYP in both subjects

• 162 schools did not make AYP

OSSE Theory of Action

If we remove barriers and provide necessary support to maximize student learning,

Then school leaders and teachers that are best qualified to provide solutions can improve outcomes.

6

Benefits of ESEA Flexibility WaiverThe intent of this waiver request is to revitalize our accountability system:

– Sets higher standards– Diversifies measures– Targets interventions based on academic needs– Provides flexibility of $17 million in Title I funds

DC Community/Stakeholder Engagement

• OSSE has continued its outreach efforts- moving to a community-based approach that centered on: – 1) transparent public forums in local settings and – 2) focus groups for targeted engagement and input from

critical stakeholders across the District

• Stakeholders consisted of:– Students, parents, teachers, principals, administrators,

community members, education advocacy groups, faith based organizations, private schools, LEAs, PCSB, and SBOE


Other outreach efforts and engagement consisted of:

– SBOE Televised meetings (3)– OSSE website– E-newsletter– Dedicated email account– Print media, Social Media– Public Service Announcement Video


Participation Update:– 55+ group meetings (focus groups, public forums)

totaling 600 participants– Walk-in appointments (parents, CBOs, students)– 30+ written public comments– Multiple on-going conversations


College and Career Ready

•Well rounded education (more than ELA and math)•Equitable access to mentorship and Internship

opportunities in all wards•Transition plans for special education students leaving

public school•Start college preparation in early elementary•Address truancy in elementary schools•Greater emphasis on early identification and intervention•Gifted programs in all wards


•Include growth measures•Look at the distribution of special education students•Consider the resources available to a teacher (i.e.

teacher/student ratios; special/general education ratio)•Include other critical measures such as truancy•Include assistant principals and lead teachers in

administrator evaluations, invest in leadership•Need valid measures for some special education students•Current system removes incentive to work with special

needs students or high risk populations•Look at teacher retention rates

Teacher and School Leader Effectiveness


•Valid measures for special education students

•More information for parents and community members

•User friendly data that allows parents to compare schools

•Transparency regarding funding and resources by school

•Accountability for PCS and DCPS

•Engage parents and community members

School Recognition, Accountability, and Support


•Leverage existing data for inclusion in the new reporting index

•Use SLED to reduce the administrative burden on LEAs

Reduced Administrative Burden

Principle 1: College and Career Ready Standards

• Part of Race to the Top (RTTT)

• Common Core State Standards

• Standards- aligned DC CAS (Reading 2012; Math 2013)

• PARCC member (next generation assessments)


• Adoption Process– DC adopted Common Core standards in 2010

• Timeline for Implementation– Instruction aligned to Common Core

• Outreach and Dissemination– Partnerships with stakeholders and national organizations

• Special Populations– Students with special needs and English language learners

• Preparing for Next Generation Assessments– English/Language Arts aligned to Common Core in 2012, Math aligned

in 2013


• Other Assessments– Since 2008 both science and composition assessments given– Composition added to accountability in SY 2012/13 and Science in 2013/14– OSSE will establish working group to better align science assessment to

standards and provide support by way of guidance, professional development, and provision of exemplars of best practice

• Supporting Teachers– Professional development in core contents, pedagogy, and assessments

• Increased Rigor– Collaboration with SBOE to revise graduation requirements

Principle 2: Differentiated Recognition, Accountability and Support

• Supplement DCPS School Scorecard and PCSB PMF

• One system to compare schools

• Consider student growth and more subjects

• School-specific annual targets; school-specific interventions

Student ProficiencyAre students meeting or exceeding expectations in Reading, Math,

Composition, and Science?

Academic GrowthAre students learning over time?

Graduation (HS)Are students graduating within 4 years of entering high school?

Principle 2: Proposed Annual Measurable Objectives

School Year 2011/12

Evaluated by school. Each school will have individually set targets to reduce the percentage of students not meeting expectations by half over 6 years. Targets will be based on 2010-2011 performance for all students.

Principle 2: Differentiated Recognition, Accountability and Support

• Reduce by half students not meeting proficiency within 6 years– At a minimum, 72.5% of students in reading and

73.5% in math will be proficient by 2017• Increase graduation rates

– At a minimum, 70% of students will graduate within 4 years and 90% will graduate within 6 years by 2017

SCHOOL “A” 2010-2011 2016-2017 Expected Change

All Students 54% 77% 23%

African American 45% 72.5% 27.5%

White 65% 82.5% 17.5%

Economically Disadvantaged Students

40% 70% 30%

Students with IEPs 18% 59% 41%

Principle 2: Example of Proficiency AMOs

Principle 2: Accountability Overview

Student Is the student showing growth or proficiency in the subject?

Subgroup What share of the students demonstrated significant growth or proficiency in the subject

SubjectWhat share of the subgroups are showing significant growth or achievement in their students on this exam

OverallWhat share of the subjects are showing significant growth or achievement across subgroups

Principle 2: Calculation for Student Index ValueStudent-level Performance-Progress Score Matrix

Current Score

Prior Score Below Basic Basic Proficient Advanced

Group Min Low Middle High Low Middle High Low Middle High Low Middle High

Below BasicLow 0 0 25 60 80 90 100 100 100 110 110 110

Middle 0 0 10 40 60 80 100 100 100 110 110 110

High 0 0 0 20 40 60 100 100 100 110 110 110

BasicLow 0 0 0 0 20 40 100 100 100 110 110 110

Middle 0 0 0 0 0 20 100 100 100 110 110 110

High 0 0 0 0 0 0 100 100 100 110 110 110

ProficientLow 0 0 0 0 0 0 100 100 100 110 110 110

Middle 0 0 0 0 0 0 100 100 100 110 110 110

High 0 0 0 0 0 0 100 100 100 110 110 110

AdvancedLow 0 0 0 0 0 0 100 100 100 110 110 110

Middle 0 0 0 0 0 0 100 100 100 110 110 110

High 0 0 0 0 0 0 100 100 100 110 110 110

No Prior Score 0 0 0 0 0 0 100 100 100 110 110 110

Alternative Assessment 0 0 0 0 0 0 100 100 100 100 100 100

Principle 2: Calculation for Student Index ValueStudent Reading Index

Student Math Index

ELL Student Reading Index for ELL Students

Student Math Index for ELL Students

Student A 100 100 x 100 100

Student B 110 100

Student C 110 110 x 110 110

Student D 25 50

Student E 25 50 x 25 50

Student F 100 100

Student G 25 25

Student H 25 0

Student I 100 50 x 100 50

Student J 110 100 x 110 100

Student K 100 100

Total Index Score 830 785 445 410

Number of Students 11 11 5 5

Average Subgroup or All Students Index

830 / 11 = 75 785 / 11 = 71 445 / 5 = 89 410 / 5 = 82

Principle 2: Calculation for Subject Index Value

Subject All Students ELL

Reading 75 89

Math 71 82

Subject Index

(75 + 75+89) / 3 = 80

(71 + 71 + 82) / 3 = 75

Subject Index is 2x All Students Averaged With All Subgroups

Overall Index for example is 80+75/2 = 77

• Index Score on 100 point scale

• Count “all students” 2x and average with subgroups

• Incentivize performance based on proficiency, growth, and subgroups

Principle 2: Calculation for Student Index Value

Identification From To

Reward School* 80 100

Rising School 45 79

Developing School 35 44

Focus School 25 34

Priority School 0 24

* Reward schools must meet other ED requirements

Principle 2: Statewide Network of Tiered Support

OSSE, DCPS, PCSB/Charter LEAs will work in partnership to reward and support schools

The statewide network of tiered support will ensure services to LEAs and schools are well coordinated to: • maximize agency, LEA and school resources;

• minimize burden to agency departments, LEAs and schools; and

• has the greatest likelihood of improving academic achievement, graduation rates, and closing achievement gaps.

Principle 2: Process for Interventions

OSSE monitors

implementation

LEAs/PCSB determine

interventions

OSSE categorizes

schools


OSSE as the SEA: provide guidance, technical assistance, and opportunities to participate in state-level trainings to maximize coordination and academic achievement

• common core implementation; developing and implementing teacher and leader evaluation systems; understanding the state-level differentiated recognition, accountability, and support system; serving special populations; and how to leverage federal resources (Title I, SIG, Title II, Title III, and other federal).


SEA Engagement

LEA/School Autonomy over Activities

LEA/School Flexibility in Use of Federal Funds

Priority Schools Very High Lower Lower

Focus Schools High Moderate Moderate

Developing Schools Moderate High High

Rising Schools Low Very High Very High

Reward Schools Very Low Very High Very High


DCPS and PCSB/Charter LEAs

• Use own accountability framework (DCPS School Scorecard and PCSB Performance Management Framework) to inform rewards, interventions, and supports

• Provide guidance, technical assistance and professional development opportunities to ensure implementation occurs in the classroom

• Have the authority to turnaround, restart, or close a school.


SCHOOL CATEGORY: Reward School Rising School Developing School Focus

SchoolPriority School

Receives SEA Recognition Yes No No No No

Eligible to Receive SEA Financial Reward Yes No No No No

Flexibility in the Use of Funds Yes Yes Yes No No

Describe Continuous Improvement in Title I Grant Application Yes Yes Yes Yes Yes

Implement Self-Selected Interventions No No Yes Yes No

Receive Progress Monitoring to Inform Plan No No No Yes Yes

Implement Meaningful Interventions that meet ED Turnaround Principles No No No No Yes

Principle 2: Focus and Priority Schools

• Requires LEAs to submit improvement plans for all schools identified as Focus and Priority

• Plan must be developed and interventions chosen based on data analysis and meaningful consultation with school leadership, teachers, and with the involvement of parents

• A reasonable and necessary amount of Title I funds will be earmarked to carry out the school improvement plan and interventions.

Principle 3: Teacher and Leader Effectiveness

Race to the Top (RTTT) alignment with ESEA Flexibility Waiver

• 30 out of 54 LEAs serving 90% of students are implementing evaluation systems this year

• RTTT LEA-created systems that meet broad criteria; will need to adjust to be fully aligned to waiver

• Must consider student growth

Principle 3: Teacher and Leader Effectiveness

LEAs that have schools identified as Focus or Priority will be required to implement teacher and leader evaluation systems.

• OSSE will provide support in developing evaluation systems by way of guidance, technical support, professional development, and the provision of exemplars of best practice

Principle 3: Teacher and Leader EffectivenessFor the ESEA Flexibility Waiver all Title I LEAs with Focus and Priority schools will need to develop teacher and leader evaluation systems that include:

• All teachers in all grades and subjects• Student achievement and/or growth measures to

a significant extent• Multiple measures of teacher/leader practice• The evaluation of teachers and leaders on a

regular basis, along with timely and useful feedback

Principle 3: Teacher and Leader Effectiveness (continued)

For the ESEA Flexibility Waiver all Title I LEAs with Focus and Priority schools will need to develop teacher and leader evaluation systems that include:

• Teachers and leaders in the development, review and revision of the system

• Valid measures – ratings are aligned to student achievement outcomes

• Plans for training evaluators

Other ESEA Waiver Changes Based on Input

CLCC: Removed checkbox to waive out of 21st Century Community Learning Centers

–Funds awarded to CLCCs will remain for CLCC programs as written in grant

Next Steps

• Submit application to ED by Tuesday, February 28th

• Mid-March: ED provides status update and begins the iterative process

• Summer: ED informs OSSE of waiver approval status. – If approved, new differentiated, recognition,

accountability, and support system index will go into effect using 2012 DC CAS scores

Thank You

Elementary and Secondary Education

Office of the State Superintendent of Education (OSSE)Government of the District of Columbia

810 First Street, NE, 5th FloorWashington, DC 20002

Contact Email: [email protected] Phone: (202) 741-6412

mailto:[email protected]

february 27, 2012 division of elementary and secondary education

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