Priority, Focus, and Model Schools
21
Presented to the State Board of Education August 22, 2012 Jonathan Wiens, PhD Office of Assessment and Information Services Oregon Department of Education Priority, Focus, and Model Schools
description
Priority, Focus, and Model Schools. Presented to the State Board of Education August 22, 2012 Jonathan Wiens, PhD Office of Assessment and Information Services Oregon Department of Education. Elementary and Secondary Education Act (ESEA). - PowerPoint PPT Presentation
Transcript of Priority, Focus, and Model Schools
Presented to the State Board of EducationAugust 22, 2012
Jonathan Wiens, PhDOffice of Assessment and Information Services
Oregon Department of Education
Priority, Focus,and Model Schools
Current version is the 2001 No Child Left Behind ActTargets 100% proficiency by 2014.Requires Adequate Yearly Progress (AYP)
rating based on disaggregated data: Participation in reading and math Percent meeting standard in reading and math Attendance rates Graduation rates
Prescriptive Supports and Interventions for Title I schools not meeting AYP.
Elementary and Secondary Education Act (ESEA)
As the requirement for 100% proficiency nears:More and more schools are not making AYP.600 schools (out of 1286) did not make AYP in 2011.About 900 (out of 1253) schools would not have
made AYP in 2012.Title I schools in “School Improvement” would grow
rapidly: 84 (out of about 600) in 2011-12.About 250 in 2012-13.About 500 in 2013-14.
These numbers would outstrip available resources.
The Looming Cliff
Announced in September 2011.Removes requirement for Adequate
Yearly Progress (AYP) rating.States can propose their own system of
School AccountabilitySupports and Interventions
Targets interventions toward 15% of Title I schools.
ESEA Waiver
New designations for Title I schools.Priority Schools: 5% of Title I schools. Those with lowest
overall achievement or graduation. Also includes federal School Improvement Grant (SIG) schools.
Focus Schools: 10% of Title I schools. Those with large achievement gaps or graduation rate gaps.
Reward Schools: Title I schools that are high performing, high progress, or with high graduation rates.
States propose a specific method to identify these schools in their waivers.
States propose supports and interventions for Priority and Focus schools.
Priority, Focus, and Model Schools
Oct 2011 to Jan 2012: Workgroups convened to make recommendations for the waiver.
Jan 2012: Waiver submitted to US Dept. of Education.
March 2012: Peer review of submissions.July 2012: US Dept. of Ed approval of waiver.Aug 2012: Preliminary Priority, Focus, and
Model schools list released.Sept 2012: Final Priority, Focus, and Model
school list will be released.
Waiver Timeline
Include individual student growth.Several growth models were reviewed.Colorado Growth Model chosen for
implementation.Use an overall rating system (including
growth) to identify Priority, Focus, and Model Schools.Several possible methodologies were reviewed.Modified Colorado school rating system chosen
for implementation.
Workgroup Recommendations
Schools are rated based on 5 factors:Achievement: percent met in reading and mathGrowth: individual student growth in reading and mathSubgroup Growth: growth for historically
underserved subgroupsGraduation: cohort graduation ratesSubgroup Graduation: graduation rates for
historically underserved subgroups
Oregon’s School Identification Model
Schools are given “Levels” in reading and math, based on percent of students meeting standard:Level 5: Top 10% of schools in the state.Level 4: Above average schools.Level 3: Below average, but not in lowest 15%Level 2: Lowest 15%, but not in lowest 5%Level 1: Lowest 5% of schools in the state.
Reading and math performance are combined into an Achievement Rating.
Achievement
Schools are given “Levels” in reading and math growth:Level 5: Schools with high growthLevel 4: Average to above average growthLevel 3: Below average, but not low, growthLevel 2: Low growthLevel 1: Very low growth
Reading and math growth are combined into a Growth Rating.
Growth
Subgroups are given “Levels” in reading and math growth.
Subgroup Growth rating is a combination of reading and math growth for the following four subgroups:Economically DisadvantagedLimited English ProficientStudents with DisabilitiesHistorically Underserved Races/Ethnicities: a
combined subgroup consisting of American Indian/Alaska NativeBlackHispanicPacific Islander
Subgroup Growth
Schools/subgroups are given “Levels” for four-year and five-year cohort rates:Level 5: Top 10% of all high schools in the stateLevel 4: Above averageLevel 3: Below average, but still meeting
graduation rate targets (67% for four-year, 72% for five-year)
Level 2: Not meeting graduation rate targets.Level 1: Graduation rates below 60%.
The higher of the four- and five-year graduation levels is the school’s Graduation Rating.
Graduation
Subgroups are given the same “Levels” for four- and five-year graduation rates.
Subgroup Graduation rating is a combination of the graduation ratings for the following four subgroups:Economically DisadvantagedLimited English ProficientStudents with DisabilitiesHistorically Underserved Races/Ethnicities: a
combined subgroup consisting of American Indian/Alaska NativeBlackHispanicPacific Islander
Subgroup Graduation
Overall Ratings are a weighted average of scores/ratings in each category:AchievementGrowthSubgroup GrowthGraduationSubgroup Graduation
Schools rated as Level 5 (highest) to Level 1 (lowest).
Overall Rating
Categories are weighted according to the table below:
Weighting in Overall Rating
CategoryElementary and Middle
SchoolsHigh
Schools
Achievement 25% 20%
Growth 50% 20%
Subgroup Growth 25% 10%
Graduation -- 35%
Subgroup Graduation -- 15%
Cuts for the overall ratings levels are designed so that:5% of Title I schools are “Level 5”10% of Title I schools are “Level 2”5% of Title I schools are “Level 1”
Model Schools are Level 5 Title I schoolsFocus Schools are Level 2 Title I schools that
have achievement gaps.Priority Schools are Level 1 Title I schools
and all current SIG schools.
Overall Rating Levels
These schools can be broadly characterized as follows:Priority Schools: very low achievement,
growth and/or graduation.Focus Schools: low achievement and/or
growth and having achievement gaps.Model Schools: high achievement and
growth.
Priority, Focus and Model Schools
Uses the Colorado Growth Model.Includes all students having two consecutive years of
standard OAKS assessments, regardless of whether or not they are meeting standard.
A student’s growth is compared to the growth of other students in the state having the same prior test scores.
Student Growth is expressed as a percentile.Computes Growth Targets – growth percentiles that
put a student on track to be at standard in three years.
Oregon’s Growth Model
Growth model applies to students in grades 4 to 8, and 11.
Uses up to four years of test data for each student.A growth percentile of 60 would mean the student’s
growth was as high or higher than 60 percent of students with the same prior scores.
Growth of low performing students is compared to that of other low performing students in the state.
Growth of high performing students is compared to that of other high performing students in the state.
Growth Model Details
School accountability uses the median growth percentile.Median growth is the “middle” growth
percentile.This is the “typical” growth at the school.
Schools where the typical student is meeting his/her growth target may receive a boost to their growth rating.Requirements to reach Level 5, Level 4, etc.,
are lower for schools where typical students are making target growth.
Growth and School Accountability
Details on the waiver: http://www.ode.state.or.us/go/nextgen
Details on priority, focus, and model schools: http://www.ode.state.or.us/search/page/?id=3742
Jon WiensEmail: [email protected]
Contact Information and Links
