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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
DC Community/Stakeholder Engagement
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
DC Community/Stakeholder Engagement
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
DC Community/Stakeholder Engagement
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
DC Community/Stakeholder Engagement
•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
DC Community/Stakeholder Engagement
•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
DC Community/Stakeholder Engagement
•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)
Principle 1: College and Career Ready Standards
• 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
Principle 1: College and Career Ready Standards
• 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
Principle 2: Statewide Network of Tiered Support
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).
Principle 2: Statewide Network of Tiered Support
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
Principle 2: Statewide Network of Tiered Support
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.
Principle 2: Statewide Network of Tiered Support
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