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School Grading and AYP 2009 School Data Analysis August 18, 2009 Put School Name Here
Principal Information for Preparing this PowerPoint • You will need the following two documents to enter your FCAT data into this PowerPoint: • Your school’s 0910 Opening of School Data Report • Each data slide of this PowerPoint shows the page number from your 0809 School Data Report where the information is located. • The Sample Coded 0910 Opening of School Data Report– Beacon of Hope Academy that came in your packet will help you even further to locate the data that needs to be input into the slides. • The “cells” of the data slides on this PowerPoint have been coded in red. These codes match the codes on the Sample Coded Report.
2009 School Grading System • Awarded one (1) point for each percentage of students meeting high standards • Reading, math, science ( a Level 3 or above) • Writing (3.5 or above) • Awarded one (1) point for each percentage of students making learning gains in reading and math • Awarded one (1) point for each percentage of the bottom quartile making learning gains in reading and math
What is a learning gain? Students can demonstrate learning gains in any one of three (3) ways: • Improve achievement levels: 12, 23, 34, 45 or • Maintain within the relatively high levels of 3, 4, or 5 or • Maintain an achievement level of 1 or 2 and demonstrate one year’s growth – which is to exceed the Developmental Scale Scores (DSS) cut score for their particular grade level. This does not include retained students.
Additional Grading Criteria • If at least 50% of the bottom quartile do not make learning gains in reading and math for two consecutive years the school will drop a letter grade. • Exceptions : • For schools that demonstrate a range of 40% - 49% of their bottom quartile making learning gains in reading and math, their school grade will NOT be lowered one letter grade if they show improvement from the prior year. • For schools with less than 40% of their bottom quartile making learning gains in reading and math, their school grade will NOT be lowered one letter grade if they show at least a 5% point improvement from the prior year.
Additional High School Grading Criteria • High schools will have the opportunity to earn ten bonus points toward the school grade when 50% of all 11th and 12th grade students who retake the grade ten FCAT meet the graduation requirement.
2008-2009 State Report Card Total Points = 5A A=525 B=495 C=435 D=395 F=394
2008-2009 State Report CardGains and Losses Reading Math Science Writing
Processing Pause • In your small groups, discuss your school’s strengths and areas needing attention. • Record your responses on chart paper. • Be prepared to share your answers with the larger group.
Shifting Gears From School Grade Data to School AYP Data
Adequate Yearly Progress • NCLB requires that every public school and every school district make AYP toward state proficiency goals • All public schools must be held to the same criteria and all students must be included in the determination of AYP • In addition to the total, AYP is based upon 8 subgroups:White American Indian Black Economically Disadvantaged Hispanic English Language Learners (ELL) Asian Students With Disabilities
Which students are included?How are students included? • Students who are present for Survey 2 (October) and Survey 3 (February). • Any subgroup with at least 30 students (and 15% of your total population) in the tested grades will be counted toward AYP. • Any subgroup with at least 100 students, regardless of the % of the population it represents. • In other words, if your subgroup has less than 100 students and it makes up less than 15% of your total population your subgroup population will NOT be calculated for AYP. • ELL – Classified as currently enrolled (LY) or in 2 year follow-up (LF). • Economically Disadvantaged – Free or reduced lunch. • SWD – Any student that has any exceptionality code that is not gifted.
How Do We Make AYP in Reading and Math? Reading and Math – • The percentage of students scoring at or above a Level 3 must meet or exceed the AYP Target in each identified subgroup.
How do we make AYP in Writing? Definition of Proficient 3.0 or above Minimum Requirement 90% or above = proficient OR If below 90%, increase 1 percentage point from the previous year
How do we meet the High School requirement for AYP? 1% Improvement in Graduation Rate OR Graduation Rate of 85% or Higher
To Make AYP… • Schools can not receive a “D” or “F” AND • 95% of each subgroup must take an assessment AND • Each subgroup must meet annual AYP target in reading and math (or meet Safe Harbor or Growth Model) AND • Schools must meet the criteria for writing 3.0 (high school includes graduation rate)
Safe Harbor If a subgroup does not meet the annual measurable objective, AYP may still be met if . . . % of students not proficient decreased by 10% from previous year if that subgroup made progress on other indicator(s) (writing and graduation rate)
Approximate Safe Harbor Example: • % Proficient 2008: 32% • % Non-proficient 2008: 100% - 32%=68% • 10% of Non-proficient: 10% * 68%= 6.8% ≈7% • % Safe Harbor Proficient for 2009: 32%+ 7%=39%
Growth Model If a subgroup did not meet annual objectives AND did not meet Safe Harbor, they get one more chance to make AYP via the Growth Model.
Growth Model • Each student included in AYP has own individual trajectory (path) toward being proficient within the next 3 years. • To meet AYP using the Growth Model, the same annual objectives apply (65% reading and 68% math for 2009).
Additional Information to Understand AYP Report If you do not have data for a subgroup, it means one of three things: • If the blank is followed by “NA” that subgroup represents less than 15% of your population so no score is calculated. • If the blank is followed by “N” the subgroup scored ≤ 5% proficient. • If the blank is followed by “Y” the subgroup scored ≥ 95% proficient. • An example is on page 16 for writing
Adequate Yearly Progress Did We Meet AYP for 2008-2009?
Congratulations! We met ________ % of our AYP Goals! (There are 39 AYP Goals.)
Processing Pause • In your small groups, discuss the school’s strengths and areas needing attention. • Record your responses on chart paper. • Be prepared to share your answers with the larger group.
Legislature recently approved HB 991 and SB 1682. DA will now be the State’s Official Accountability System. • DA includes all schools that meet the criteria not just Title I schools. • FLDOE is continuously revising the technical assistance regarding implementation.
Why Differentiated Accountability? • Streamlines two accountability systems: School Grades and NCLB. • Lengthens and minimizes the Restructuring process for higher performing schools. • Challenges “one size fits all” approach under NCLB by organizing and differentiating federal and state interventions based on school performance.
Why Differentiated Accountability? (cont.) • Specifically identifies which interventions should be applied and who is responsible for implementation, support, and monitoring. • Provides targeted and high-quality assistance to the State’s lowest performing schools through the Region support system. FLDOE now an active participant in the school improvement process. • Requires districts to provide students from chronically low-performing schools with new learning environments if improvement is not made.
Which Schools Are Included? All schools in Florida that have missed AYP for ≥2 consecutive years OR earned a D or an F in the current year NOTE: If a school makes AYP for 2 consecutive years, the school is no longer in DA and the ‘AYP counter’ resets to 0.
Schools not in DA • “A”, “B”, “C”, and ungraded schools that have met 100% of AYP criteria for two or more consecutive years. • “A”, “B”, “C”, and ungraded schools that have not missed AYP for two consecutive years.
Prevent I • “A”, “B”, “C”, or ungraded schools that have missed AYP for two consecutive (or up to 2 additional years) or a subsequent third year and have met at least 80% of AYP criteria. ********************************* • Focused support and interventions for subgroups not making AYP • School implements interventions • District monitors progress and supports schools
Correct I • “A”, “B”, “C”, or ungraded schools that have missed AYP for five or more years and have met at least 80% of AYP criteria. ********************************** • District directs interventions • Focused support and interventions for subgroups not making AYP • School implements interventions • District monitors progress and supports schools
Prevent II • “D” schools that have missed AYP for fewer than two consecutive years. • “D” schools that have missed AYP for two consecutive years or a subsequent third year. • “A”, “B”,“C”, or ungraded schools that have missed AYP for two consecutive years or a subsequent third year and have met less than 80% of AYP criteria. ******************************** • District directs whole school interventions • School implements interventions • District monitors progress and supports schools • State monitors district’s support of schools
Correct II • All “F” schools regardless of AYP status. • “D” schools that have missed AYP for five or more years. • “A”, “B”, “C”, or ungraded schools that have missed AYP for five or more years and have met less than 80% of AYP criteria. ********************************** • District directs whole school interventions • School implements interventions • District and state monitor progress and support schools • Intensive onsite support is provided by district and state for “F” and “D former F” schools
Intervene • Current “F” schools that have earned at least four “F” grades in the last six school years. • “D” or “F” schools that meet three of the four following conditions: • The percentage of non-proficient students in reading has increased over the past five years. • The percentage of non-proficient students in math has increased over the past five years. • 65 % or more of the school’s students are not proficient in reading. • 65 % or more of the school’s students are not proficient in math. ********************************** • State directs district to choose one of four reconstitution options • School implements interventions • District and state monitor onsite • Intensive onsite support is provided by district and state
The DA Category of our school is… Prevent I Now, let’s take a look at the requirements of the DA Category…
DA Crosswalk for ComplianceRequirements • Seven Areas for Documentation: • School Improvement Planning • Leadership • Educator Quality • Professional Development • Curriculum Aligned and Paced • Florida’s Continuous Improvement Model • Monitoring Processes and Plans
Requirements for Prevent I and Correct I Categories • School Improvement Planning • In conjunction with District-based Leadership Teams, the School Advisory Council assists in the development of the School Improvement Plan, and the Leadership Team implements the School Improvement Plan. • Educator Quality • Teachers assigned to subgroups not making AYP are highly qualified and certified in-field. • All paraprofessionals are highly qualified. • 2 years given to meet this requirement
Requirements for Prevent I and Correct I Categories • Professional Development • School ensures IPDPs for teachers of targeted subgroups include PD targeting the needs of subgroups not making AYP. • School redesigns master schedule to provide common planning time for data-based decision making within the problem-solving process and job-embedded professional development and organizes into Professional Learning Communities (PLCs) with Lesson Study Groups. • Curriculum Aligned and Paced • School identifies and implements state-adopted materials. • School aligns curriculum to the Next Generation Sunshine State Standards by developing reading (which is aligned with the core program), mathematics, and science Instructional Focus Calendars.
Requirements for Prevent I and Correct I Categories • Curriculum Aligned and Paced • School ensures students are properly placed in rigorous coursework. • School implements district K-12 Reading Plan with fidelity. • Continuous Improvement Model • School implements Florida’s Response to Instruction/Intervention model as defined by the Statewide RtI Implementation Plan. • School implements Florida’s Continuous Improvement Model. • School administers screening and diagnostics and provides remediation, acceleration, and enrichment.