mega 2015 accountability. mega conference 2015 accountability model information subject to change...
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MEGA 2015ACCOUNTABILITY
MEGA Conference 2015
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
The Metamorphosis of Accountability in Alabama
• Alabama’s ESEA Flexibility Waiver Was Approved—June 2013
• Implementation of Alabama’s ESEA Waiver and The New Accountability Model—June 2013
• Alabama’s ESEA Waiver Was Due to Expire—June 2015
• A Renewal Was Needed to Extend the Existing Waiver
• Feedback Was Solicited From Stakeholders—March-May 2015
• ESEA Waiver Draft Renewal Was Submitted—April 2015
• The Final Redlined Renewal Was Submitted—July 2015
June 30, 2015, Alabama’s Waiver Was Due To Expire;A Renewal Was Needed…
• The Alabama State Department of Education (ALSDE) reviewed feedback from stakeholders across the state.
• The ALSDE utilized methods found previously successful in soliciting feedback from stakeholders, improved some methods of feedback, and implemented new methods to solicit feedback from Alabama’s stakeholders.
• The ALSDE reviewed stakeholder feedback to assess and revise its approved ESEA Flexibility to reflect changes that best serve Alabama’s students in its ESEA Flexibility Renewal Request.
• Changes will have a positive impact towards Alabama’s PLAN 2020 goal to ensure every child graduates college- and career-ready.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Changes From the ESEA Waiver to the ESEA Renewal
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Removed College- and Career-Readiness as an AMO Indicator
Removed School Performance Index
Modified Focus Support Exit Criteria
Modified Priority Support Exit Criteria
Modified Reward School Criteria
Modified Annual Measurable Objective Calculations
Modified Accountability Model to Put Emphasis on Alabama 2020 Learners and Alabama 2020 Support Systems
Changes From the ESEA Waiver to the ESEA Renewal
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Removed A-F Law from Waiver
Removed Designation of Priority Districts
Removed Five-Year Cohort from Graduation Rate Measurement
Removed Program Reviews and Local Indicators as AMO Indicators
Removed Gap as an AMO Indicator
Removed Educator Effectiveness as an AMO Indicator
Removed Learning Gains as an AMO Indicator
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Alabama’s ESEA Accountability Model
Alabama’s PLAN 2020
Accountability Model
AMO Reports A-F Report Cards
Overview of Alabama’s ESEA Accountability Model
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Alabama 2020 Learners• Achievement (Reading/Language Arts and Mathematics)
Alabama 2020 Support Systems• Graduation Rate (Schools With a Grade 12 and Districts)
• Attendance Rate (Schools Without a Grade 12 and Districts)
Overview of Alabama’s ESEA Accountability Model
• The two priorities of the Alabama ESEA Accountability Model, Alabama 2020 Learners and Alabama 2020 Support Systems, are anchored in college-and career-readiness for all students.• This model will continue annual reporting of disaggregated student outcome measures for all ESEA subgroups in required content areas.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Alabama’s ESEA Accountability Model
• Achievement• Attendance Rate
(Schools Without a Grade 12 and Districts)
• Graduation Rate (Schools With a Grade 12 and Districts)
Beginning
(2013-2014)
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Indicators and Data Sources Alabama’s NEW ESEA Accountability Model
Grade Range
Achievement
Attendance
Graduation Rate
Elementary • ACT Aspire (reading and mathematics)
• Alabama Alternate Assessment (reading and mathematics)
Attendance Rate
Secondary • ACT Plan (2013-2014 and 2014-2015) (English and mathematics)
• ACT Aspire 10 (beginning 2015-2016) (reading and mathematics)
• Alabama Alternate Assessment (reading and mathematics)
4-Year Cohort
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Indicator Descriptors•Achievement will be determined based on the percentage of proficient students in the areas of reading and mathematics.•The attendance rate data source will be the ninth month attendance report for the entire school year for schools without a grade 12 and districts.•The graduation rate data source will be the 4-year graduation rate cohort for schools with a grade 12 and districts. Graduation rate data is reported one year in arrears.
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Alabama’s ESEA Accountability Model Indicator Baseline and Reporting Years
Indicator Baseline School Year Data Reporting Year
Achievement 2013-2014 2014-2015 2015-2016
Graduation Rate 2011-2012 2013-2014 2015-2016
Attendance Rate 2013-2014 2014-2015 2015-2016
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Achievement Annual Measurable Objectives
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
• Annual Measurable Objectives (AMOs) are annual targets set in equal increments towards the goal of reducing by half the difference between the baseline year and the Performance Proficiency Goal (PPG).o Performance Proficiency Goal
(PPG) represents the 90th percentile proficiency score plus the average growth of the all students subgroup.
Determination of Annual Measurable Objectives
2013-2014 School Year
• Baselines are established and each school and district is measured against the state average.
2014-2015 School Year
• Ninetieth (90th) percentile Performance Proficiency Goal (PPG) was used to calculate targets for the state and each school and district.
Beginning 2015-2016 School Year
• School and district performance will be measured against AMO targets.
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Achievement Annual Measurable Objective 2013-2014
• Achievement AMOs will be established requiring each school and district to meet or exceed the state average in order to meet its AMO for each subgroup in reading/language arts and mathematics.
• Data sources for achievement will include the ACT Aspire, ACT Plan (through 2014-2015), ACT Aspire 10 (beginning 2015-2016), and Alabama Alternate Assessment.
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Achievement Annual Measurable Objective 2013-2014 Reading/Language Arts Example
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State Average (2013-2014) Reading/Language Arts
School ABC Percent Proficient Reading/Language Arts
55% 49%
School ABC did NOT meet its 2013-2014 Reading/Language Arts AMO because it did not meet or exceed the state average.
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State Achievement AMO Establishment1. Establish the 90th percentile of performance by schools for the “all
students” group. Add the average increase for the subject area (add six for reading and twelve for math). This will establish the performance proficiency goal.
2. Establish subgroups with n-count greater than or equal to 20.
3. Establish actual percent proficiency of the identified subgroups.
4. Subtract actual percent proficiency from the goal established in step #1.
5. Divide the answer from step #4 by two.
6. Divide the answer from step #5 by six.
7. The answer from step #6 is the annual proficiency improvement target.
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ELA and Mathematics Performance Proficiency Goals
3-8 Mathematics
70%
3-8 English Language Arts
62%
High School Mathematics
35%
High School English Language Arts
80%
PPG
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Submitted 3-8 Mathematics AMOs
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Subgroup
Performance
Proficiency Goal
Baseline 2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
2018-2019
2019-2020
All Students 70.00 41.02 43.44 45.85 48.27 50.68 53.10 55.51
American Indian 70.00 47.98 49.82 51.65 53.49 55.32 57.16 58.99
Asian/Pacific Islander 70.00 71.41 72.81 74.21 75.61 77.01 78.41 79.81
Black 70.00 23.69 27.55 31.41 35.27 39.13 42.99 46.85
Hispanic 70.00 32.48 35.61 38.73 41.86 44.99 48.11 51.24
LEP 70.00 24.29 28.10 31.91 35.72 39.53 43.34 47.15
Multi-Race 70.00 42.94 45.20 47.45 49.71 51.96 54.22 56.47
Poverty 70.00 29.57 32.94 36.31 39.68 43.05 46.42 49.79
Special Education 70.00 18.78 23.05 27.32 31.59 35.85 40.12 44.39
White 70.00 50.68 52.29 53.90 55.51 57.12 58.73 60.34
Submitted 3-8 Reading AMOs
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Subgroup
Performance
Proficiency Goal
Baseline 2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
2018-2019
2019-2020
All Students 62.00 39.78 41.63 43.48 45.34 47.19 49.04 50.89
American Indian 62.00 47.28 48.51 49.73 50.96 52.19 53.41 54.64
Asian/Pacific Islander 62.00 61.82 61.84 61.85 61.87 61.88 61.90 61.91
Black 62.00 23.98 27.15 30.32 33.49 36.65 39.82 42.99
Hispanic 62.00 25.87 28.88 31.89 34.90 37.91 40.92 43.94
LEP 62.00 10.25 14.56 18.88 23.19 27.50 31.81 36.13
Multi-Race 62.00 39.75 41.60 43.46 45.31 47.17 49.02 50.88
Poverty 62.00 28.00 30.83 33.67 36.50 39.33 42.17 45.00
Special Education 62.00 15.66 19.52 23.38 27.25 31.11 34.97 38.83
White 62.00 49.36 50.41 51.47 52.52 53.57 54.63 55.68
Submitted High School Mathematics AMOs
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Subgroup
Performance
Proficiency Goal
Baseline 2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
2018-2019
2019-2020
All Students 35.00 22.07 23.15
AMO targets to be reset using data from new assessments in
2015-2016.
American Indian 35.00 23.49 24.45
Asian/Pacific Islander 35.00 54.00 55.00
Black 35.00 7.52 9.81
Hispanic 35.00 13.25 15.06
LEP 35.00 5.35 7.82
Multi-Race 35.00 29.59 30.04
Poverty 35.00 10.66 12.69
Special Education 35.00 11.38 13.35
White 35.00 29.47 29.93
Submitted High School English Language Arts (ELA) AMOs
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Subgroup
Performance
Proficiency Goal
Baseline 2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
2018-2019
2019-2020
All Students 80.00 64.21 65.53
AMO targets to be reset using data from new assessments in
2015-2016.
American Indian 80.00 71.72 72.41
Asian/Pacific Islander 80.00 79.26 79.32
Black 80.00 44.11 47.10
Hispanic 80.00 50.20 52.68
LEP 80.00 15.18 20.58
Multi-Race 80.00 63.79 65.14
Poverty 80.00 49.95 52.45
Special Education 80.00 16.32 21.63
White 80.00 75.21 75.61
Calculating Achievement AMOs for Schools/Districts
1. Determine number of proficient students.
2. Divide number of proficient students by number of students assessed.
3. Convert answer from #2 to a percent.
4. Subtract answer from #3 from the PPG.
5. Divide the answer from #4 by 2.
6. Divide the answer from #5 by 6.
7. The answer from #6 is your annual improvement target.
8. Add the annual improvement target to the baseline to establish year one AMO.
9. Add the annual improvement target to year one AMO to establish year two AMO.
10. Continue to add annual improvement target to each AMO until six years of AMOs have been established.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Mathematics Achievement AMO Calculation Example School ABC has 250 students assessed on the mathematics assessment.
138 students were proficient (Levels 3 and 4)
138 ÷ 250 = .55
.55 X 100 = 55% Percent of Proficient Students for 2013-2014
The PPG for 3-8 mathematics is 70%
70 - 55 = 15
15 ÷ 2 = 7.5 Growth needed over six year period
7.5 ÷ 6 = 1.25 School ABC’s Annual Improvement Needed
55 + 1.25 = 56.25 Year One AMO
56.25 + 1.25 = 57.50 Year Two AMO
Continue to add until six years of AMOs are established
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Achievement Annual Measurable Objective 2014-2015
A school/district can earn a “met” status for its Achievement AMO in one of two manners.
Meet the established Achievement AMO.
Meet the improvement target.
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Achievement Annual Measurable Objective Example 2014-2015
Meet the established Achievement AMO.
SubgroupPerformance Proficiency
Goal
Baseline 2013-2014
2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020
All Students
62.00 39.78 41.63 43.48 45.34 47.19 49.04 50.89
For this example, this school had 41.02% of its students score proficient or higher on state administered exams in reading/language arts.
This school did NOT meet the established Achievement AMO goal for reading/language arts.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Achievement Annual Measurable Objective Example 2014-2015
Meet the improvement target.
2014-2015 Reading/Language Arts AMO Goal 41.63%
2014-2015 Reading/Language Arts Improvement Target 40%
2014-2015 Reading/Language Arts Actual Percent Proficient 41.02%
For this example, this school had 41.02% of its students score proficient or higher on state administered exams in reading/language arts.
This school earned a “MET” status for Achievement in reading/language arts because it met the improvement target.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
State Graduation Rate AMO Establishment1. Use the 2011- 2012 graduation rate as the baseline.
2. Subtract graduation rate from 100.
3. Divide the answer from step #2 by two.
4. Divide the answer from step #3 by six.
5. The answer from step #4 is the annual graduation rate improvement needed.
6. Add the annual improvement needed to the baseline to establish year one graduation rate AMO.
7. Add annual improvement needed to the year one AMO to establish year two graduation rate AMO.
8. Continue to add annual improvement needed to each AMO until six years of AMOs have been established.
*This will be applicable only for subgroups with an n-count of 20 or more students.
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State Graduation Rate AMOs
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
SubgroupBaseline 2011-
20122012-2013 2013-2014 2014-
2015 2015-2016 2016-2017 2017-2018
All Students 74.9 77.00 79.1 81.2 83.3 85.4 87.5
American Indian 84.3 85.60 86.9 88.2 89.5 90
Asian/Pacific Islander 85.2 86.40 87.6 88.8 90
Black 66.4 69.20 72 74.8 77.6 80.4 83.2
Hispanic 68.5 71.10 73.7 76.3 78.9 81.5 84.1
LEP 35.9 41.20 46.5 51.8 57.1 62.4 67.7
Multi-Race 87.1 88.10 89.1 90
Poverty 66.3 69.10 71.9 74.7 77.5 80.3 83.1
Special Education 53.7 57.60 61.5 65.4 69.3 73.2 77.1
White 80.7 82.30 83.9 85.5 87.1 88.7 90
• In 2013-2014 Graduation Rate AMOs will be established requiring each school and district to meet or exceed their target in order to meet its AMO goal for each subgroup.• Graduation rate from 2012-2013 is the data used.
Graduation Rate AMOs2013-2014
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Graduation Rate Annual Measurable Objective 2013-2014 Example
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2013-2014 Graduation Rate Target
School ABC Graduation Rate
79.1% 80%
School ABC MET its 2013-2014 Graduation Rate AMO because it met or exceeded the Graduation Rate Target.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
1. Retrieve the 2011-2012 graduation rate from the Cohort Application Portal.
2. Subtract 2011-2012 graduation rate from 100.
3. Divide the answer from #2 by 2.
4. Divide the answer from #3 by 6.
5. The answer from #4 is your annual improvement target.
6. Add the annual improvement target to the baseline to establish year one AMO.
7. Add the annual improvement target to year one AMO to establish year two AMO.
8. Continue to add annual improvement target to each AMO until six years of AMOs have been established.
Calculating Graduation Rate AMOs for Schools and Districts
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Graduation Rate Annual Measurable Objective 2014-2015
A school/district can earn a “met” status for its Graduation Rate AMO in one of two manners.
Meet the established Graduation Rate AMO.
Meet the improvement target.
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Meet the established Graduation Rate AMO.
SubgroupBaseline
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
All Students 74.9 77.00 79.1 81.2 83.3 85.4 87.5
English Learners 35.9 41.20 46.5 51.8 57.1 62.4 67.7
For this example, this school had 80% of the “all students” group graduate within four years of becoming a first time ninth grader. This school MET the Graduation Rate AMO goal for
the “all students” group.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Graduation Rate Annual Measurable Objective 2014-2015
For this example, this school had 45.5% of the “English Learners” group graduate
within four years of becoming a first time ninth grader. This school did NOT meet the Graduation Rate AMO goal for the
“English Learners” group.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Graduation Rate Measurable Objective Example 2014-2015
Meet the improvement target.
2013-2014 Graduation Rate for English Learners AMO Goal 46.5%
2013-2014 Graduation Rate for English Learners Improvement Target 44.1%
2013-2014 Graduation Rate for English Learners 45.5%
For this example, this school had 45.5% of its “English Learners” students graduate within four years of becoming a first time ninth
grader.This school earned a “MET” status for “English Learners”
graduation rate because it met the improvement target.
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Attendance Rate• The annual Attendance Rate goal is 90%.• The Attendance Rate will come from the 9th month attendance
report for the entire school year.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Attendance Rate AMOs2013-2014
In 2013-2014, Attendance Rate AMOs will be established requiring each school and district to meet or exceed the state goal of 90% in order to meet its Attendance Rate AMO for each subgroup.
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Attendance Rate Annual Measurable Objective 2013-2014 Example
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
State Attendance Rate School ABC Attendance Rate
90% 94%
School ABC MET its 2013-2014 Attendance Rate AMO because it exceeded the state Attendance Rate.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Attendance Rate AMOs 2014-2015
Each school and district will be required to meet Attendance Rate AMO goals in one of three ways:
Meet or exceed the state goal of 90%.
Meet or exceed the state goal of 90% based on data from the two most recent years’ average for the school/district.
Show improvement from the previous year.
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Attendance Rate Annual Measurable Objective 2014-2015 Example
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
State Attendance Rate School ABC Attendance Rate
92% 86%
School ABC did NOT meet its 2014-2015 Attendance Rate AMO because it did not meet
or exceed the state goal of 90%.
Meet or exceed the state goal of 90%.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Attendance Rate Annual Measurable Objective 2014-2015 Example
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
School ABC did NOT meet its 2014-2015 Attendance Rate AMO because it did not show
improvement from the previous year.
Show improvement from the previous year.
School ABC 2013-2014 Attendance Rate 94%
School ABC 2014-2015 Attendance Rate 86%
Improvement -8%
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Attendance Rate Annual Measurable Objective 2014-2015 Example
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
School ABC MET its 2014-2015 Attendance Rate AMO because it met or exceeded the state goal of 90% based on
data from the two most recent years’ average for the school.
School ABC 2013-2014 Attendance Rate 94 94%
School ABC 2014-2015 Attendance Rate +86 86%
180
School ABC 2-Year Attendance Rate Average 180 ÷ 2 = 90%
Meet or exceed the state goal of 90% based on data from the two most recent years’ average for the school/district.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Attendance Rate AMOs Beginning 2015-2016
Each school and district will be required to meet Attendance Rate AMO goals in one of three ways:
Meet or exceed the state goal of 90%.
Meet or exceed the state goal of 90% based on data from the three most recent years’ average for the school/district.
Show improvement from the previous year.
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Alabama’s Proposed ESEA Accountability Model Indicators and Data Points
Achievement Grades 3-8 (Act Aspire, Alabama Alternate Assessment)
High School (ACT Plan—2013-2014 and 2014-2015, Alabama Alternate Assessment, ACT Aspire 10—Beginning 2015-2016)
Graduation Rate (Four-Year Cohort)
Schools With a Grade 12 and Districts
Attendance Rate(9th Month Attendance Report for the entire school year)
Schools Without a Grade 12 and Districts
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Reward School Modification
Beginning in Fall 2015, Reward Schools Shall Be:
• High Performing Schools• High Progress Schools
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Priority Support Exit Criteria Modifications
To exit Priority Support Status, a school must:
1. Implement intervention services for a minimum of three consecutive years;
2. Rank higher than the lowest 5% of Title I schools;3. Maintain a participation rate of 95% or more on
administered assessments; and4. Meet or exceed the AMO goals for the “all
students” subgroup for two consecutive years.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Priority Support Exit Criteria Modifications (Continued)
To exit Priority Support status, high schools with a graduation rate less than 60% must:
1. Show improvement by increasing the graduation rate to 65% or above for two consecutive years;
2. Implement intervention services for a minimum of three consecutive years; and
3. Maintain a participation rate of 95% or more on the administered assessments.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Meet or exceed the AMO goals
for the applicable gap subgroup(s) performance for two consecutive
years.
Rank higher than the lowest of 10%
of the Title I schools in
the state.
Maintain a participation rate of 95% or more on administered
assessments.
Focus Support Exit CriteriaIn order to exit Focus School status, the school must:
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Annual Measurable Objective Reports (AMO Reports)
• An Annual Measurable Objective (AMO) Report will be developed for each school, district, and the state.• The results of the school or district AMO Report will be the trigger for recognition and support for schools and districts.• The AMO report will indicate if a school, district, and the state met or not met the target or goal for each indicator.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Alabama’s Plan 2020 Accountability Model
• Alabama currently has an A-F Law (ACT 2012-402).• The ALSDE is currently working with
the Accountability Taskforce on the development of the A-F grading system.• A-F Law was removed from Alabama’s
ESEA Waiver Renewal Request.• Each school and school district will
receive an A-F Report Card annually.
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Proposed Indicators Measured on A-F Report Card
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Learning Gains
Alabama PLAN 2020 Program Reviews
Student Achievement
Local Indicators
Graduation Rate (4-Year Cohort and 5-Year Cohort)
College- and Career-Readiness
Achievement Gap
Indicator Descriptors• Learning Gains• Determined based on individual students who demonstrate improvement
from one test administration to the next using multiple years of data for reading and mathematics.
• Student Achievement• Determined based on the proficiency level of students in reading and
mathematics.
• Alabama PLAN 2020 Program Reviews• Determined based on a review of multiple data points used to measure
district/school programs.
• Local Indicators• Based on one indicator tied to student outcomes.
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Indicator Descriptors• Graduation Rate • Determined based on the percentage of high school students who graduate within
four or five years of first entering the ninth grade.
• Achievement Gap• Determined based on improvement of the bottom 25% of students in reading and
math from one year to the next.
• College- and Career-Readiness Indicators• Determined based on the percentage of graduating seniors who meet at least one
of the college- and career-ready indicators as listed below:• Benchmark on Any ACT Subtest (Math—22, English—18, Reading—22, Science—23)• Qualifying on Score on AP or IB Exam• Military Enlistment• Approved Transcript College or Postsecondary Credit While in High School• Silver Level or Higher on the ACT WorkKeys • Approved Industry Credentials
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Alabama’s PLAN 2020 Accountability Model Indicators (A-F Report Cards)
Two Phases
Phase I December 2016
Phase IIDecember 2017
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P2A—Data Reporting MechanismBeginning fall 2015, a web-based data system will be available for districts and schools.
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Phase I A-F
Report Cards
Learning Gains
Student Achieveme
nt
Local Indicators
Proposed Phase I Indicators of A-F Report Cards (K-8)
December 2016
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Phase II A-F
Report Cards (Total Points 600)
Learning Gains
(180 Points)
Student Achievement (60 Points)
Local Indicators
(150 Points) Achievem
ent Gap (60 Points)
Alabama PLAN 2020
Program Reviews
(150 Points)
Proposed Phase II Indicators of A-F Report Cards (K-8)December 2017
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Phase I A-F
Report Cards
Graduation Rate
Student Achieveme
nt
Local Indicators
Proposed Phase I Indicators of A-F Report Cards (9-12 and K-12)
December 2016
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Phase II A-F
Report Cards(Total Points 600)
Graduation Rate
(60 Points)
Student Achieveme
nt (60 Points)
Local Indicators
(150 Points)
Learning Gains
(60 Points)
College- & Career-Ready (120
Points)
Alabama PLAN 2020
Program Reviews
(150 Points)
Proposed Phase II Indicators of A-F Report Cards (9-12 and K-12)
December 2017
ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE
Phase I A-F
Report Cards
Local Indicators
Student Achieveme
nt
Graduation Rate
Learning Gains
(Grades 4-8)
Proposed Phase I Indicators of A-F Report Cards (District)
December 2016
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Phase II A-F
Report Cards (Total Points 600)
Local Indicators (150 Points)
Graduation Rate
(60 Points)
Student Achievement (30 Points)
Learning Gains
(60 Points)
Achievement Gap (30 Points)
College- & Career-Ready
(120 Points)
Alabama PLAN 2020
Program Reviews
(150 Points)
Proposed Phase II Indicators of A-F Report Cards (District)
December 2017
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QuestionsContact the ALSDE Accountability Office
334-353-4285
Shanthia [email protected]
Angela [email protected]
Julie [email protected]
Paul [email protected]
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