Focus SchoolsSeptember 25, 2015

Support Team• Ms. Annette Barnes, Assistant Commissioner for Public School

Accountability• Mr. Elbert Harvey, Coordinator of Public School Accountability• Dr. Richard Wilde, Director of School Improvement• Ms. Tiah Friazier, School Improvement Specialist• Dr. Robert Toney, School Improvement Specialist• Ms. Janie Hickman, School Improvement Specialist• Dr. Denise Airola, Office of Innovation for Education

ESEA Flexibility Requirements

• Focus Schools—USDE Definition• http://www2.ed.gov/policy/elsec/guid/esea-flexi

bility/resources/eseaflexdefs04162012.pdf (page 4)

• Pages 110-112 http://www.arkansased.gov/public/userfiles/Flexibility/AR_Approved_ESEA_Flexibility_Request.pdf

Focus Schools CalculationsDenise AirolaOffice of Innovation for EducationSeptember 25, 2015

USDE Definition of Focus Schools• A Title I school that has the largest-within school gaps

between the highest achieving subgroup or subgroups and the lowest-achieving subgroup or subgroups or, at the high school level, has the largest within-school gaps in graduation rates (“within-school gaps” focus school); or

• A Title I school that has a subgroup or subgroups with low achievement or, at the high school level, low graduation rates (“low-achieving subgroup” focus school).

• SEA must identify as a focus school a Title I high school with a graduation rate less than 60 percent over a number of years that is not identified as priority.

• Achievement and lack of progress of the subgroup or subgroups.

Targeted Achievement Gap Group• Student is counted once in the TAGG if he/she is in one

or more of these groups: • Economically disadvantaged• English Learner (EL)• Students with Disabilities (SWD)

• Less than a third of schools were accountable for SWD subgroups and less than one fifth of schools were accountable for EL subgroups in 2011.

• Poverty, EL, SWD students = educationally at risk students• Students from different race/ethnicity not in these risk

groups significantly outperformed students of the same race/ethnicity in these risk groups.

• 98% of schools in AR have 25 or more TAGG students.

Method• Post appeals assessment scores for non-mobile

students were used.• Three year (2012, 2013, & 2014) percent proficient

or above (P/A) for math and literacy for TAGG and Non-TAGG are calculated.

• For schools with 25+ TAGG and 25+ Non-TAGG subtract the percent P/A TAGG from percent P/A Non-TAGG = 3 year TAGG/Non-TAGG gap.

• For schools with 25+ TAGG and < 25 Non-TAGG subtract the percent P/A TAGG from state median percent P/A (91.77%) Non-TAGG = 3 year TAGG/Non-TAGG gap.

Method continued

• Schools with gap sizes greater than 31.15 were identified as new Focus Schools.

• Feeder schools take on status of paired school.

ExampleTAGG N = 25+ and Non-TAGG N = 25+

Non-TAGG % P/A (93.48) – TAGG % P/A (60.25) = 3 year Gap = 33.23

TAGG N = 25+ and Non-TAGG N < 25

State Median Non-TAGG % P/A (91.77%) – TAGG % P/A (57.20) = 34.57

Final List

• Previous Focus Schools that had not exited Focus status

• Newly identified Schools with largest gaps to include at least 10% of Title I schools.

Stats on New Focus Schools

Focus Schools New Focus DesignationN=28*

Three Year Lit + Math Gap Mean (SD)Maximum Gap SizeMinimum Gap Size

34.68 (2.75)

41.5831.15

ESEA Flexibility Approved RequestAugust 6, 2015

Focus Schools

• ADE Website http://www.arkansased.gov/

• Topics A-Z Select E

• Select ESEA Flexibility

• To view the approved request http://www.arkansased.gov/public/userfiles/Flexibility/AR_Approved_ESEA_Flexibility_Request.pdf

USDOE ESEA Flexibility All States

• A – Z Topics• Select S• Select School Improvement• Select Related Laws• Select U.S Department of Education – ESEA

Flexibility Site http://www2.ed.gov/policy/elsec/guid/esea-flexibility/index.html

ESEA Flexibility Highlights

• Priority Schools Pages 98-110

• Focus Schools Pages 110-123

Please read the entire document for clarity on how teacher effectiveness, RTI, assessment, planning and support from ADE and District are all to integrate.

Focus Schools Year 1

First Semester (Pg. 115)• Commissioner meets with principals and their

superintendents• Regional monthly meetings with locally hired SIS

(School Improvement Specialist)/Principal and ADE School Improvement Team

• District assigns locally hired site based SIS to provide support in development of a diagnostic analysis and targeted improvement plan• External provider is an option to locally hired SIS

Focus Schools Year 1 (Semester 1 continued)

• The locally hired SIS submits weekly school and district progress report

• ADE assigns SIS to provide oversight• School and district leadership teams

required• Diagnostic Analysis

• School and District in conjunction with School Improvement Unit complete a diagnostic analysis and needs assessment to establish Interim Measurable Objectives and three year improvement plan (Pg. 116)

Focus Schools Year 1 (Semester 1 continued)

• ADE, district and school collaborate to develop a 3 year targeted improvement plan

• Preference status for participation in State Personnel Development Grant and/or the EL Academy

• TIP, as appropriate, inclusive of teacher development related to EL and SWD students

• TIP/ACSIP will be inclusive of Interim Measurable Objectives• MOU between school leadership and district leadership to define

levels of autonomy, accountability and sanctions related to lack of progress

• ADE SIS will provide State Board of Education with quarterly reports

Focus Schools Year 2 Semester 2

• Implement TIP• Quarterly Reports