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CONNECTICUT STATE DEPARTMENT OF EDUCATION. NCLB Waiver, State legislation and Connecticut’s New Accountability System: Metrics and School Classification Michelle Rosado and Gil Andrada. No Child Left Behind Waiver (Approved by USDE on May 29 th ). The waiver enables the CSDE and districts to:

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

NCLB Waiver, State legislation and Connecticut’s New Accountability System: Metrics and School Classification

Michelle Rosado and Gil Andrada


No Child Left Behind Waiver(Approved by USDE on May 29th)

The waiver enables the CSDE and districts to:

  • Use Title I funding more flexibly

  • Replace annual yearly progress (AYP) under NCLB with CT-designed annual performance targets

  • Replace NCLB sanctions for schools and districts with more effective interventions


Common Core Standards

  • Voluntarily adopted Common Core State Standards (CCSS) in 2010 (along with 45 states)

  • Governing member of SMARTER Balanced - will adopt new assessments in 2014-2015

  • Transition to CCSS:

    • Instructional materials

    • Professional development

    • Transition state assessments


Teacher and Principal Evaluation

  • Districts can develop their own evaluation systems or adopt the state model. All district-developed systems must be reviewed and approved by the SDE.

  • Components:

    • 45% Student learning (22.5% state standardized tests)

    • 40% Teacher observation and professional practice 10% Feedback from peers and parents

    • 5% indicators of school-wide student learning or student feedback

  • Pilot in 2012-13; statewide implementation in 2013-2014.


PA 12-116

Early Childhood

  • 1000 school readiness slots

  • K-3 literary pilot in 5 schools

    Health and Well Being

  • 10 Family Resource Centers

  • 20 School Based Health Clinic


  • PA 12-116

    Talent

    • Distinguished Educator Designation

    • Embedded Professional Development (change from CEUs) begins in 2013-14

    • Teacher evaluation and support- 10 districts pilot evaluation (2013-14 full implementation)

      Academic

    • Alliance districts (30 lowest performing)

    • Commissioner’s Network

      Red Tape Task Force


    NCLB Sanctions no longer in effect:

    • Schools will not be identified as “in need of improvement” based on this year’s data

    • Schools that have already been “in need of improvement” will not be required to implement certain NCLB sanctions:

      • Supplemental Education Services

      • Public School Choice

      • Corrective Action measures

      • Restructuring measures


    NCLB Requirements Waived:

    • No longer required to offer SES/NCLB Public School Choice(eliminated 20 percent reservation)

    • District and school improvement 10% reservations for professional development no longer required

    • For more detailed description of provisions waived, please see “Summary of NCLB Waiver Flexibilities” document found at http://www.csde.state.ct.us/public/cedar/nclb/index.htm


    Timeline


    NCLB Waiver: First Step in Improving School Accountability


    Elements of school performance to capture in future years:

    • Cohort Growth

    • College and Career Readiness

    • Civics

    • Arts

    • Fitness/Wellness

    • School Climate

      If interested in partnering with the CSDE to develop metrics in any of these areas, please contact:

      Renee Savoie, renee.savoie@ct.gov.


    Elements of Accountability System

    • Measurement

    • Classification

    • Intervention

    • Recognition


    Why Connecticut needs a new system of accountability:

    • We should value improvement at all levels.

    • We should use metrics that give us a fuller picture of performance.

    • We should set meaningful goals for schools.

    • We should set the bar higher: the goal is ‘Goal’.


    Major shifts:


    NCLB

    Connecticut’s New Indicators


    Performance Index

    • Index between 0 and 100

    • Counts performance in all tested grade levels

    • Captures performance across performance bands

    • Includes all tested subjects: reading, writing, math, and science

    • Incorporates all tested students, including students who take the MAS and the Skills Checklist

    • Provides subject-specific indices and overall index

    • Calculated for “all students” group and subgroups: ELL, SWD, Black, Hispanic, F/R lunch


    What’s the difference between the results released in July and the performance metrics?


    Performance Index Students who take CMT/CAPT


    Performance IndexStudents who take MAS or Skills Checklist

    *3% cap remains in place at the district-level. Standard raised from Proficient to Goal.


    Calculating District/School/Subgroup Performance Index

    • Step 1: Calculate an Individual Performance Index (IPI) for each student.

    • Example: 5th grader

      • Reading – G:1.0

      • Writing – P:.67

      • Science – B:.33

      • Math–P:.67

    • Average these values (x100) to get Individual Performance Index: 67

    • Example: 4th grader

    • Reading – B:.33 Writing – P:.67 Math–BB:0.0

    • Average these values (x100) to get Individual Performance Index: 33

    • Step 2: Calculate the District/School/Subgroup Performance Index.

    • Example:

      • 5th grader IPI = 67

      • 4th grader IPI = 33

    • Average all students IPIs (in the relevant group) to get the Performance Index = 50


    Calculating Subject Performance Index

    • 97 students take CMT

      • 17 score A: 17 students x 1.00 = 17 SPI points

      • 20 score G: 20 students x 1.00 = 20 SPI points

      • 30 score P: 30 students x 0.67 = 20 SPI points

      • 15 score B: 15 students x 0.33 = 5 SPI points

      • 15 score BB: 15 students x 0.00 = 0 SPI points

    • 2 students take MAS

      • 1 scores G: 1 student x 1.00 = 1 SPI point

      • 1 scores B: 1 student x 0.00 = 0 SPI points

    • 1 student takes Skills Checklist

      • 1 scores I: 1 student x 1.00 = 1 SPI point

    Subject Performance Index = 64

    % at or above Proficient = 69%


    How can a school increase its SPI?

    For a school with 100 students….

    Increasing % Proficiency by 9% requires moving 9 students who were not Proficient to Proficient.

    Increasing the SPI by 3 points requires moving 9 students across any performance threshold (.33 for each student)

    0.33

    0.33

    1.0

    0.33


    Graduation Metrics for High Schools

    • Federally defined

    • The percentage of incoming 9th graders who graduate from 12th grade within 4 years with a standard diploma

    • Counts students who stay enrolled in high school for longer than 4 years

    • Counts students who receive certificate of completion

    • Does not count students who dropped out or transferred to another school district but never enrolled or have an unknown status

    4-year cohort

    graduation rate

    Extended

    graduation rate


    Connecticut State Targets: following 2018


    School Performance Index Performance Targets: Ambitious yet Achievable

    School Performance Index

    88


    Subgroup Performance Index Performance Targets: Ambitious yet Achievable

    Subgroup Performance Index

    88


    4-year Cohort Graduation Rate Performance Targets: Ambitious yet Achievable

    94%

    4-year graduation rate


    Extended Graduation Rate Performance Targets: Ambitious yet Achievable

    Extended graduation rate

    96%


    School Classification:

    • Excelling

    • Progressing

    • Transition

    • Review (inc. Focus)

    • Turnaround

    Met all state targets

    Meeting annual targets

    Not meeting annual targets

    Need the most support: eligible for Commissioner’s Network; otherwise, district-led interventions and redesign


    Sample Schools with

    Subject Performance Index = 88


    Sample Schools with

    Subject Performance Index = 64


    Excelling Schools

    Performance Targets

    Meet state targets:

    • SPI > 88

    • 4yr grad > 94%

    • Ext. grad > 96%

    • Maj. of subgp. gaps < 10

      and

    • > 25% Adv. In three of four subjects

    • Maintain SPI > 88

    • Maintain 4yr grad > 94%

    • Maintain Ext. grad > 96%

    • If subgp. SPI < 88, increase so that ½ way to 88 by 2018

    • Drive own improvement

    Interventions

    Description


    Progressing Schools

    Performance Targets

    • Increase SPI so ½ way to 88 by 2018

    • Increase subgroup SPIs so ½ way to 88 by 2018

    • Increase 4yr grad so ½ way to 94% by 2018

    • Increase Ext grad so ½ way to 96% by 2018

    • SPI >88

      and miss one of:

    • Maj. of subgp. gaps < 10

    • 4yr grad > 94%

    • Ext. grad > 96%

      OR

    • 64 < SPI < 88

      and meet all of:

    • Performance target for SPI

    • 4yr grad > 90%

    • Ext. grad > 93%

    • Maj. of subgp. gaps < 10

    • Self-review

    Interventions

    Description


    Transition Schools

    Performance Targets

    • Increase SPI so ½ way to 88 by 2018

    • Increase subgroup SPIs so ½ way to 88 by 2018

    • Increase 4yr grad so ½ way to 94% by 2018

    • Increase Ext grad so ½ way to 96% by 2018

    • 64 < SPI < 88

      and miss one of:

    • Performance target for SPI

    • 4yr grad > 90%

    • Ext. grad > 93%

    • Maj. of subgp. gaps < 10

    • District-led review

    Interventions

    Description


    Schools in need of the greatest support

    Performance Targets

    • Increase SPI so ½ way to 88 by 2018 or 3 pts.

    • Increase subgroup SPIs so ½ way to 88 by 2018

    • Increase 4yr grad so ½ way to 94% by 2018

    • Increase Ext grad so ½ way to 96% by 2018

    • SPI < 64

      OR

    • 4yr grad < 60

      OR

    • Part. rate < 95%

      OR

    • Subgroups among lowest performing in state (Focus Schools)

    • Eligible for Commissioner’s Network

    • Otherwise, district-led focused and/or comprehensive School Redesign Plans and interventions

    Interventions

    Description


    Schools in need of the greatest support

    Focus

    • Lowest performing subgroups: eligible for F/R lunch, SWD, ELL, Black, Hispanic

    • 4-yr grad rate < 60%

    • Interventions must occur in 2012-13; identified based on 2011 data

    • SIG Schools

    • Lowest 5% of Title I Schools

    • CSDE will be involved in interventions in these schools

    • School Performance Index lower than 64 for “all students”

    • Interventions occur in 2013-14 and 2014-15

    Review

    Turnaround


    Schools of Distinction


    Schools of DistinctionSustained high performance for subgroups or sustained progress for the “all students group”

    • Recognition

      Other ideas for consideration:

    • Option for teacher or administrator to take sabbatical to join Turnaround Team for one year

    • Monetary grants


    Please contact the SDE if you have further questions:

    New performance indicators:

    Gil Andrada: gilbert.andrada@ct.gov

    Incorporation of future performance metrics:

    Renee Savoie: renee.savoie@ct.gov

    Waiver flexibilities:

    Marlene Padernacht: marlene.padernacht@ct.gov


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