ESEA Waiver

Changes to the ESEA WaiverPrepared for Network 609 Principals byErin E. GehantSr. School Improvement Liaison11Agenda:Overview of ESEA and Rationale for ChangesHighlighting Significant ChangesChanges to EAMO targetsChanges to Performance Index calculationsClassifying schools under the new waiverConducting Interventions and actions for Improvement Resources Available to Inform your Next StepsSummary and Next Steps for Planning

22About the Waiver:Allows New York State to be exempt from provisions within NCLB, such as the requirement of proficiency for all students by 2013-2014Approved May 29, 2012New policies are already in effectIt is anticipated that fewer schools will be identified as low performingResources will be concentrated in supporting schools that are identified as low performing3Themes: College and Career ReadinessFocus on the subgroups

3Significant ChangesThis includes adjusting EAMO targets, as well as how Performance Index will be calculatedFocus on reducing gaps between subgroups and the All Student group

44Rationale for Adjusted AMO Targets:New York State will set AMOs in annual equal increments toward the goal of reducing by half, within six years, the gap between the Performance Index for the all students group and each subgroup in 2010-11 and a Performance Index of 200, which would represent all students achieving Level 3, meeting proficiency standards, or better. Credit is awarded equally for students meeting or exceeding proficiency standards. 151. New York State Education Department, ESEA Flexibility Request, 2012,p. 735Significant ChangesPI of All Students group used in determination of Priority and Focus Schools and Focus DistrictsSubgroup participation AYP, ELA and Math Performance Indices will be used in determining which schools will be removed from these categoriesMeeting or Exceeding AYP will be determining factors in identifying Reward and Recognition Schools, as well as Local Assistance Plan schools

66New EAMO Tables

AMOs and EAMOs set for each subgroup7Review how to determine EAMO, based on student populationBaseline taken from 2010-2011 data

7New EAMO Tables

88New EAMO Tables

9New, compared to previous years. Before, all that was needed was Performance Index of 100 for all subgroups. Now, there are higher expectations, but no requirements for science proficiency to use Safe Harbor

This process is significantly more complex do not waste time and effort calculating the new PI for their students9Significant ChangesElementary and Middle schools will be evaluated on both proficiency and growth

10New Approach to Defining Performance IndexStudents who perform at Level 1 or Level 2 on a grade 4-8 ELA or mathematics assessment but are determined to be on track to proficiency within three years, or by grade 8, whichever is earlier, based on their student growth percentile will be weighted in the Performance Index in the same way as are students who meet or exceed proficiency standards. Student Growth Percentiles will be assigned based on how a student achieved compared to all students with similar test histories in New York State. As discussed in New York Technical Overview and Impact Report, the incorporation of growth changes on average the Performance Index for ELA by three index points and for mathematics by four index points. Thus, the percentage of students who meet or exceed proficiency standards will be the overwhelming factor in determining the Performance Index for the groups of students for which a school or district is accountable. 2112. New York State Education Department, ESEA Flexibility Request, 2012,p. 7311How including student growth helps your PI:

12from: http://www.p12.nysed.gov/accountability/documents/ESEAWebinarJuly92012.pdf, slide 16Credit for both types of students12How will the state measure growth?

13from: http://www.p12.nysed.gov/accountability/documents/ESEAWebinarJuly92012.pdf, slide 14Two types of Growth:

14from: http://www.p12.nysed.gov/accountability/documents/ESEAWebinarJuly92012.pdf, slide 15How are they determining growth?

Normative GrowthAbsolute Growth15from: http://www.p12.nysed.gov/accountability/documents/ESEAWebinarJuly92012.pdf, slide 17Pause for Reflection:With an increasing emphasis on accountability for all subgroups and adjusted expectations for performance, what systems and structures do you have in place to support lower achieving subgroups?Can you think of any changes that you will make in systems and structures to prepare for the adjustments ahead?How do the changes covered so far benefit your school? 16Significant ChangesContinuum of Improvement/Corrective Action/Restructuring ends at the end of 2011-2012Now, schools will be identified as Focused or Priority or Local Assistance Plan schools

17Focused Districts

Focused Districts are identified if

They have at least one priority school -Or- Subgroup performance is among the lowest 5% in the state

Districts then determine Focus Schools based on number or percent of non-proficient students or non-graduating students18Uniquely developed by NYSEDTwo step process ID districts, then schools within the districts18Focused vs. Priority Schools

The Priority School category is intended to capturethe lowest performing schools statewide based on the2010-11 performance of the All Students group. Thenumber of Priority Schools will be approximately 5%of the total number of schools statewide.*

The Focus Districts and Schools category is intended to capture the lowest performing schools statewide by 2010-11 subgroup performance. The number of Focus Schools is approximately 10% of the total number of schools statewide. Initial Focus identification will be at the district level. Focus Districts will then identify their Focus Schools based upon NYSED criteria. NYSED is treating each of New York Citys 32 community school districts as aseparate district for Focus identification. ** From: http://intranet.nycboe.net/NR/rdonlyres/85246328-7837-4086-87D1-4FB83C3B2E76/0/042012NCLBWaiver_OnePagerv1.pdf1919Local Assistance Plan SchoolsSchools not identified as Priority or Focus and have:Unacceptably large gaps in performance among subgroupsORFailed to make AYP for three consecutive years for a specific subgroup

20light touch school Interventions and consequences will not be as significant20Reward SchoolsAt the elementary and middle level, New York will use the following criteria to designate a school as highest performing:

the schools combined ELA and mathematics Performance Index places it among the top twenty percent of public schools in the State for each of the past two years;

the school has made AYP with all groups and all measures for which it is accountable for each of the past two years;

the schools student growth percentile for the past two years in ELA and mathematics exceeds fifty percent;

the schools student growth percentile for ELA and mathematics in the most recent year for its bottom quartile of students, as measured by their student growth percentile in the previous year, exceeds fifty percent in the current year; and,

the school does not have a gap in performance larger in 2010-11 than it did three years prior for all subgroups of students and students who are not members of the subgroup. footnote

21Reward SchoolsAt the elementary and middle levels, a school will be considered a high progress school, if all of the following conditions are met:

the schools combined ELA and mathematics Performance Index places it among the top ten percent of public schools in the State in terms of gains between the most recent assessment data and the data from the previous year;

the school has made AYP with all groups and all measures for which it is held accountable for each of the past two years ;

the schools student growth percentile for the past two years in ELA and mathematics exceeds 50 percent;

the schools student growth percentile for ELA and mathematics in the most recent year for its bottom quartile of students, as measured by their student growth percentile in the previous year, exceeds fifty percent in the current year; and,

the school does not have a gap in performance larger in 2010-11 than it did three years prior for all subgroups of students and students who are not members of the subgroup. footnote

22Which data will be used to make identifications of schools?2012-2013 Priority/Focus determinations will be based on 2010-11 data2012-2013 LAP and Reward/Recognition schools will incorporate 2011-2012 data

23Had to identify schools by name to USED within the waiver23Future Identifications:No new Priority School identifications after 2012-2013No new Focus District determinations after 2012-2013Designation of Focus Schools within Focus Districts will be determined annuallyLAP school designation and Reward/Recognition schools will be identified annuallyIn Good Standing will be identified annually24Significant ChangesSQRs, SCRAs and JITs will be different streamlined using a single diagnostic tool

25Intervention will be streamlined and improvement support will be align under the rubric/diagnostic tool25Unified Diagnostic ToolWill examine the following six areas:School Leadership Practices and DecisionsTeacher Practices and DecisionsImplementation of the Common Core StandardsStudents Social and Emotional Development and HealthParent and Community EngagementDistrict Capacity to Support Change26Determine next steps for improvementSynthesize the review protocolsUsed through the entire school and district improvement continuumFocused districts will use the results to develop a comprehensive improvement planFocused districts will develop comp improvement plan based on the findingsEach school will develop a comprehensive improvement plan26Next Steps in Supporting ImprovementFocused Districts must develop a District Comprehensive Improvement Plan (DCIP)Priority Schools must implement SIG model OrComprehensive Education Plan based on ESEA turnaround principlesUnidentified schools missing AYP or persistent achievement gaps must create a Local Assistance Plan (LAP)

27LAP will require network support most likely27Next Steps for School LeadersAwait identification NYSED stated Priority and Focused schools would be released in JulyReward/Recognition Schools and LAP schools will be released in the fallNYSED and NYCDOE will provide information as it becomes availableLook to SFE webinars for next steps28Next Steps for Planning:How do you plan for the changes?Subgroup identification and supportWhat systems and structures are currently in place?To analyze current dataMonitor student progressTarget students for early interventionAre there changes that you should consider making in instructional practices?29Resources Available:See Waiver Resources Handout with webinars and other important linksKeep an eye out for forthcoming information from Central and NYSED

30Presented by: Erin E. GehantSenior School Improvement Liaisonegehant2@schools.nyc.gov31