ESEA FLEXIBILITY WAIVER

ESEA FLEXIBILITY WAIVERPrinciple 2 – Accountability SystemAlaska’s ProposalSeptember 6, 2012

Alaska Department of Education & Early Development

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Principle 2 - Accountability & SupportRequirements for waiver:• Accountability system for all schools

• Provide a state developed differentiated accountability system for all schools to improve student achievement and school performance, close achievement gaps, and increase the quality of instruction for all students

• AMO targets • Set ambitious but achievable AMO targets for the percent of

students proficient in English/Language Arts and Math; report for all students and all NCLB subgroups annually

• Incentives and supports for all Title I schools • Build state, district, and school capacity to improve

student learning in all schools

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Alaska School Performance Index• ASPI is rating system for overall performance for all

schools• Includes college and career ready indicators, with each

indicator weighted in the overall score• Based on 100 point scale• Indicators for grades K-8 and grades 9-12• Schools with students that cross both grade spans

(including K-12) have indicators for each grade span, weighted by % of students in school in each grade span

• School receives rating from 1-star to 5-stars (highest)

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Academic Achievement Indicator• Based on all students group• Average of % proficient on three tests

• Reading• Writing• Math

• Weighted 35% for grades K-8, 20% for grades 9-12• All students tested are included, not just “full academic

year” students

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Progress Indicator• Growth and proficiency index (capped at 100 points

earned)• All students group and 4 primary subgroups:

• AK Native/Am Indian• Economically disadvantaged• Students with disabilities• English learners (LEP students)

• Subgroups included if 5 or more students test in that subgroup

• Each subgroup included weighted 10% of progress score; all students group receiving remaining % of weighting

• Progress indicator weighted at 35% for all grades

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Primary Subgroups• Subgroups included based on lowest performing

statewide and greatest percent of students included2011-2012 Statewide Data % Prof/Adv

Group% of Student Population Reading Writing Math

All students 100.0% 80.1 74.2 68.6African American 3.7% 74.1 67.4 54.4Alaska Native /American Indian 22.8% 59.0 51.3 48.6Asian/Pacific Islander 8.8% 76.3 73.2 67.9Caucasian 50.9% 90.1 84.7 78.7Hispanic 6.4% 80.3 75.0 66.3Multi-Ethnic 7.5% 82.4 76.6 70.2Low Income 46.9% 68.9 62.0 56.4Students with Disabilities 13.1% 44.0 38.2 32.2LEP students 10.2% 31.4 27.2 26.7

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Progress Indicator ExampleSchool with 3 subgroups

Group G&P Index Score

Weighting Component of Progress Score

All students 86.11 70% 60.28

Econ Disadvantaged 83.66 10% 8.37

SWDs 73.17 10% 7.32

LEP 87.62 10% 8.76

School Progress Score -- 100% 84.73

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Attendance Rate• Weighted at 25% for grades K-8, 10% for grades 9-12

• Incentive for attendance >= 90

Attendance rate Points

96% - 100% 100

93% - 95% 95

90% - 92% 80

85% - 89% 50

70% - 85% 25

Below 70% 0

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Graduation Rate• Use higher of 4-year or 5-year cohort rate (required

graduation rate formula)4 year rate 5 year rate Points

98-100 98-100 100

90-97 93-97 95

85-89 89-92 90

80-84 85-88 70

70-79 80-84 50

60-69 70-79 25

50-59 60-69 10

Below 50 Below 60 0

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Graduation Rate for Small Schools• For schools that have 25 or fewer students in the cohort (the

denominator of the fraction used to compute the graduation rate), the school will receive points on the graduation indicator based on aggregated graduation rate data for up to three consecutive years, including the current year, so that the aggregated cohort (denominator of the fraction) is larger than 25. For schools that have insufficient data to make a graduation rate determination with a cohort of at least 25 students over three consecutive years, and the cohort for the current year is two or fewer, the school will receive 50 points on the graduation rate indicator if the graduation rate for four consecutive years, including the current year, demonstrates progress of at least 3%.

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College & Career Ready Indicator• Points earned for each certificate/score level as shown – ACT & SAT

scores levels align with APS scholarship levels• # students tested (current 12th graders tested in either 11th and/or 12th

grades) in any WorkKeys, ACT, or SAT assessment• % calculated based on total number of points earned divided by

number of students tested

WorkKeys Certificate ACT Score SAT Score Points

Gold or Platinum 25 1680 100

Silver 23 1560 95

Bronze 21 1450 80

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Participation Rate• SBAs weighted at 5% for all grades• WorkKeys weighted at 2% for 11th graders who take test

Participation Rate Points

95-100 100

90-94 50

0-89 0

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Indicators for Elementary/Middle Grades K-8

Category Weighting in Overall Score

Academic Achievement - % of all students proficient or above (average of % proficient on reading, writing and math SBAs)

35%

School Progress – growth and proficiency index score for all students group and for each primary subgroup (AN/AI, economically disadvantaged, SWDs, and LEPs)

35%

Attendance Rate (all students 25%

Participation Rate in SBAs (all students) 5%

Total 100%

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Indicators for High School Grades 9-12

Category Weighting in Overall Score

Academic Achievement - % of all students proficient or above (average of % proficient on reading, writing and math SBAs)

20%

School Progress – growth and proficiency index score for all students group and for each primary subgroup (AN/AI, economically disadvantaged, SWDs, and LEPs)

35%

Attendance Rate (all students 10%Participation Rate in SBAs (all students) 5%Graduation rate (cohort of all students) 20%WorkKeys certificate rate (11th graders) 8%WorkKeys participation rate (11th graders) 2%Total 100%

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Sample ASPI Chart K-8 SchoolAnytown Elementary School # %

Students in grades K-8 502 100% Students in grades 9-12 0 0%

Grades K-8

CategoryPoints Earned Weight

Weighted points

Academic Achievement - % of all students proficient or above (average of % proficient on reading, writing and math SBAs) 63.5 35% 22.23

School Progress – growth and proficiency index score for all students group and for each primary subgroup (AN/AI, economically disadvantaged, SWDs, and ELs) 93.98 35% 32.89Attendance Rate (all students 85 25% 21.25Participation Rate in SBAs (all students) 100 5% 5.00Total 100% 81.37

ASPI Overall Score 81.37Star Rating ***

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Sample ASPI Chart High SchoolAnytown High School # %


Grades 9-12

CategoryPoints earned Weight

Weighted points

Academic Achievement - % of all students proficient or above (average of % proficient on reading, writing and math SBAs) 65.82 20% 13.16School Progress – growth and proficiency index score for all students group and for each primary subgroup (AN/AI, economically disadvantaged, SWDs, & ELs) 86.38 35% 30.23Attendance Rate (all students 50.00 10% 5.00Participation Rate in SBAs (all students) 100.00 5% 5.00Graduation rate (cohort of all students) 50.00 20% 10.00College & Career Readiness Indicator (12th graders scores on SAT, ACT, or WorkKeys) 73.53 8% 5.88WorkKeys participation rate (11th graders) 50.00 2% 1.00Total 100% 70.28

ASPI Overall Score 70.28Star Rating ***

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Sample ASPI Chart K-12 gradesAnytown K-12 School # %


Grades K-8

Category Points Earned Weight Weighted points

Academic Achievement - % of all students proficient or above on SBAs 28.06 35% 9.82School Progress – growth and proficiency index score for all students group and for each primary subgroup (AN/AI, ECD, SWD, & EL) 80.19 35% 28.07Attendance Rate (all students) 100 25% 25.00Participation Rate in SBAs (all students) 100 5% 5.00Total 100% 67.89 Grades 9-12

Category Points earned Weight Weighted points

Academic Achievement - % of all students proficient or above on SBAs 10.42 20% 2.08School Progress – growth and proficiency index score for all students group and for each primary subgroup (AN/AI, ECD, SWD, & EL) 76.59 35% 26.81Attendance Rate (all students) 0.00 10% 0.00Participation Rate in SBAs (all students) 100.00 5% 5.00Graduation rate (cohort of all students) 70.00 20% 14.00College & Career Readiness Indicator (12th graders scores on SAT, ACT, or WorkKeys) 24.00 8% 1.92WorkKeys participation rate (11th graders) 100.00 2% 2.00Total 100% 51.81

ASPI Overall Score (67.89*77% + 51.81*23%) 64.22Star Rating **

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Summary of ASPI Scores & RatingsSummary counts

# all schools

% of all schools ASPI range Rating # EM % EM # HS % HS # K12 % K12

# Title I schools

% Title I in star rating

Highest range 58 11.5% 94 - 100 ***** 47 81.0% 0 0.0% 11 19.0% 15 25.9%Next Range 167 33.0% 85 - 93.99 **** 117 70.1% 13 7.8% 37 22.2% 76 45.5%Next range 179 35.4% 65 - 84.99 *** 53 29.6% 25 14.0% 101 56.4% 119 66.5%Next Lowest 10% 51 10.1% 55 - 64.99 ** 3 5.9% 2 3.9% 46 90.2% 43 84.3%Lowest 10% 51 10.1% less than 55 * 2 3.9% 15 29.4% 34 66.7% 33 64.7%Total all schools 506 100.0% 222 55 229 286 56.5%

Key Schools with only grades K-8 EM

Schools with only grades 9-12 HS

Schools with both EM & HS K12

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Comparison of Stars and AYP

# Schools in each category compared to AYP levels

AYP levels

Proposed ASPI Star Ratings 0 1 2 3 4 5

1 star 5 3 6 5 2 30

2 stars 2 7 3 5 5 29

3 stars 63 39 10 13 8 46

4 stars 81 30 18 17 4 17

5 stars 52 4 0 1 0 1

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AMO Targets• Reduce by ½ the percentage of students (all students and

each traditional NCLB subgroup) who are not proficient in equal increments within six years in: reading, writing, and mathematics

• Set for state as a whole and for each individual school – school meets AMO target if either state target or school target is reached

• Used for reporting progress on AMOs and for identification of schools not closing gaps for subgroups

• Must use 2011-2012 data as baseline year• If waiver is approved, will be used for 2012-2013 tests

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AMO Calculation Example

78.3 Baseline Year % Prof or Advanced

21.6 % Not proficient

10.8 Amount to reduce by 1/2 over 6 years1.8 Equal increment

80.1 1st year target

81.9 2nd year target

83.7 3rd year target

85.5 4th year target



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State AMO TargetsAMO Targets

GroupContent Area

% Prof/Adv 2011-2012

Annual Incre-ment

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

2017-2018

All students Reading 80.1 1.7 81.8 83.4 85.1 86.7 88.4 90.1All students Writing 74.2 2.2 76.4 78.5 80.7 82.8 85.0 87.1All students Math 68.6 2.6 71.2 73.8 76.5 79.1 81.7 84.3

Economically Disadvantaged Reading 68.9 2.6 71.5 74.1 76.7 79.3 81.9 84.5Economically Disadvantaged Writing 62.0 3.2 65.2 68.3 71.5 74.7 77.8 81.0Economically Disadvantaged Math 56.4 3.6 60.0 63.7 67.3 70.9 74.6 78.2

Students with Disabilities Reading 44.0 4.7 48.7 53.3 58.0 62.7 67.3 72.0Students with Disabilities Writing 38.2 5.2 43.4 48.5 53.7 58.8 64.0 69.1Students with Disabilities Math 32.2 5.7 37.9 43.5 49.2 54.8 60.5 66.1

English Learners (EL or LEP) Reading 31.4 5.7 37.1 42.8 48.6 54.3 60.0 65.7English Learners (EL or LEP) Writing 27.2 6.1 33.3 39.3 45.4 51.5 57.5 63.6English Learners (EL or LEP) Math 26.7 6.1 32.8 38.9 45.0 51.1 57.2 63.4

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State AMO TargetsAMO Targets

GroupContent Area

% Prof/Adv 2011-2012

Annual Incre-ment 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

African American Reading 74.1 2.2 76.3 78.4 80.6 82.7 84.9 87.1African American Writing 67.4 2.7 70.1 72.8 75.6 78.3 81.0 83.7African American Math 54.4 3.8 58.2 62.0 65.8 69.6 73.4 77.2

Alaska Native /Am Indian Reading 59.0 3.4 62.4 65.8 69.3 72.7 76.1 79.5Alaska Native /Am Indian Writing 51.3 4.1 55.4 59.4 63.5 67.5 71.6 75.7Alaska Native /Am Indian Math 48.6 4.3 52.9 57.2 61.5 65.7 70.0 74.3

Asian/Pacific Islander Reading 76.3 2.0 78.3 80.3 82.2 84.2 86.2 88.2Asian/Pacific Islander Writing 73.2 2.2 75.4 77.7 79.9 82.1 84.4 86.6Asian/Pacific Islander Math 67.9 2.7 70.6 73.3 75.9 78.6 81.3 84.0

Caucasian Reading 90.1 0.8 90.9 91.8 92.6 93.4 94.2 95.1Caucasian Writing 84.7 1.3 86.0 87.3 88.5 89.8 91.1 92.4Caucasian Math 78.7 1.8 80.5 82.3 84.0 85.8 87.6 89.4

Hispanic Reading 80.3 1.6 81.9 83.6 85.2 86.9 88.5 90.2Hispanic Writing 75.0 2.1 77.1 79.2 81.3 83.3 85.4 87.5Hispanic Math 66.3 2.8 69.1 71.9 74.7 77.5 80.3 83.2

Multi-Ethnic Reading 82.4 1.5 83.9 85.3 86.8 88.3 89.7 91.2Multi-Ethnic Writing 76.6 2.0 78.6 80.5 82.5 84.4 86.4 88.3Multi-Ethnic Math 70.2 2.5 72.7 75.2 77.7 80.1 82.6 85.1

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Incentives & Supports - All Schools• All schools and districts have support at universal level

from State System of Support (SSOS)• State reviews schools in all star ratings• Schools with 3 to 5 stars with subgroup achievement gaps

required to create plan to address specific areas – district responsibility to oversee school plans

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Highest Performing Reward Schools• Reward schools - 2 categories• Highest-performing – in each category: EM, HS, and K-12

• Rank schools in order of ASPI score from greatest to least• Find up to the top 10% based on the ASPI score that meet the

following criteria:• Made AYP based on 2011 and 2012 tests. (Beginning in 2013, will need

to meet AMO targets instead of AYP)• Graduation rate must be at least 85% average over the two most recent

consecutive years for schools with 12th grade• Must be a 4-star or 5-star school

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High Progress Reward Schools• High progress – in each category: EM, HS, and K-12

• Rank schools in order of overall school growth & proficiency index• Find the top 10% based on the G&P index that meet the following

criteria:• Growth & proficiency index for all students average over 3 consecutive

years must be >= 95.0• Growth & proficiency index for each of the 4 primary subgroups (AN/AI,

ECD, SWD, and EL) must be >=90.0 in the current year.• Graduation rate must be at least 85% average over the two most recent

consecutive years for schools with 12th grade.

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Recognition for Reward Schools• All reward schools

• Announcement on EED website, through Information Exchange, and press releases

• Letters/certificates from commissioner and/or governor• Possibly legislative proclamations, special logo to use, recognition

at local events• Encouraged to serve as models or mentors for other schools

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Title I Reward Schools• Title I schools with >= 35% poverty may apply for Title I

Distinguished Schools program• Winning school in each category receives recognition at

National Title I Conference as well as any appropriate state conferences or meetings• Supported financially to attend national conference (as resources

allow to allow)

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Lowest Performing Schools• State performs desk audit (review of data) of schools with

1- and 2-star ratings• ASPI score• Growth & proficiency index for subgroups• AMO targets• Graduation rate

• State reviews performance of district through levels of schools in district

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Consult with districts• EED SSOS team leadership consults with district

superintendent and key staff• Review levels of implementation of six domains of

Alaska’s Effective Schools Framework• Consideration of previous school progress, improvement

initiatives, intervention, etc.• Based on consultation, EED determines level of support &

interventions needed in 1- and 2-star schools and districts with 1- and 2-star schools

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Title I Priority Schools• Lowest performing 5% of Title I schools • 14 Title I schools selected from 1-star schools – based on lowest

ASPI scores & factors including:• SBA proficiency rates in all-students group & 4 primary subgroups over 3 years• Growth & proficiency index scores averaged over 3 years• Graduation rates of 60% over three consecutive years• SIG status• Size & characteristics• SSOS desk audit and conversations with district• Number of other 1- and 2-star schools in the same district

• Must implement, for at least 3 years, meaningful interventions aligned with turnaround principles

• Turnaround principles will be aligned with the 6 domains of Alaska’s Effective Schools Framework

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Turnaround Principles• Ensure strong leadership by replacing the principal or

demonstrate principal effectiveness; • ensure effective teachers by reviewing quality of staff and

retaining those determined to be effective and providing professional development;

• Redesign school day, week or year to provide additional time for student learning and teacher collaboration;

• ensure research-based and aligned instructional programs; • use student data to inform instruction; • establish positive school environment; and • provide mechanisms for family and community

engagement

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Consequences & Supports forPriority Schools• Use AK STEPP for comprehensive turnaround plan

aligned with 6 domains of AK Effective Schools Framework

• Intensive level of support/intervention from SSOS• On-site coach (1 week per month)• Participation in initiatives such as Leadership Academy,

Curriculum Alignment Institutes, Principal and Teacher Mentoring

• Funding through SIG 1003g funds, School Improvement 1003a, and 20% Title I allocation in lieu of SES/Choice

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Exiting Priority Status• Requirements to exit:

• Improve at least 6 points on ASPI index at the end of 3 years• Have G&P index of at least 90 for all students and each primary

subgroup• If not meet exit criteria after 3 years:

• Continue in priority status• Increased oversight & intervention by EED

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Title I Focus Schools• 10% of Title I schools with low performance or

achievement gaps within the school or between the school and the state 28 schools

• After the identification of the Title I priority schools, from the remaining list of Title I schools with a 1-star or 2-star rating, sort all schools from least to greatest ASPI score.

• Include the remaining 1-star schools not selected as priority schools, and include as many 2-star schools in rank order from least to greatest ASPI score to determine remaining focus schools

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Consequences & Supports• Focus Schools have targeted level of support from SSOS• Use of AK STEPP for plan of improvement for focusing on specific

subgroups of concern and for specific indicators including curriculum, instruction, assessment, and professional development.

• Make school improvement funds available from Title IA, 1003(a).• Require district to use up to 20% as a district set-aside from its

Title I allocation to serve focus schools (in lieu of the set-aside required for SES and school choice).

• Make content support available from SSOS content program managers.

• Provide support for ELL or SWD student subgroups through additional resources and professional development through contracts with external partners for specific areas of need.

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Exiting Focus Status• A focus school must implement interventions for a

minimum of 2 years and until the school has met the exit criteria.

• Requirements to exit: • Improve at least 5 points on the growth and proficiency index

(based on the average of three consecutive years) in the all students group and in any specific subgroups in which the school was identified as a focus school.

• Graduation rate must improve to greater than 60% (average of three consecutive most recent school years)

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NCLB Provisions Waived• If Alaska’s proposal is approved, the following provisions

of the current law will be waived:• Alaska will not report whether schools have made adequate yearly

progress (AYP). • Alaska will not identify schools under the current labels of

improvement, corrective action, or restructuring. • Alaska will not identify districts for improvement or corrective

action.• Alaska will no longer require the consequences in the current law

for schools in improvement, corrective action or restructuring.• Alaska will no longer require schools to offer public school choice

or supplemental educational services (SES) in schools identified for improvement. Districts may offer these options to parents if desired.

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NCLB Provisions Waived• Alaska will no longer require districts to set-aside 20% of

their Title I allocation to provide SES or transportation to schools of choice. These funds may instead be used, as needed, to provide support to schools identified as Title I priority or focus schools.

• Alaska will no longer require the district to use 10% of its Title I allocation for professional development for a district in corrective action.

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More Information• The complete ESEA Flexibility Waiver Proposal is posted

on the Alaska Department of Education & Early Development website at: http://education.alaska.gov/nclb/esea.html

• Questions on Principle 2 may be addressed to:• Margaret MacKinnon, [email protected]• Erik McCormick, [email protected] • Paul Prussing, [email protected]

http://education.alaska.gov/nclb/esea.html

http://education.alaska.gov/nclb/esea.html

mailto:[email protected]



Documents

ESEA FLEXIBILITY WAIVER