1. March 2013 Training Session The content of this PowerPoint is contingent upon approval of the Alabama PLAN 2020 ESEA Flexibility Request by the USDOE.

2. Today’s Objective To familiarize LEA’s with concepts, definitions and calculations associated with the new transparent accountability system.

3. Setting the Stage......

4. Alabama State Board of Education PLAN 2020 Various task forces met including many stakeholders representing diverse populations across the state to provide input in the development of Plan 2020.

5. Our Vision Every Child a Graduate – Every Graduate Prepared for College/Work/Adulthood in the 21 st Century

6. Alabama’s PLAN 2020 The Vision Every Child A Graduate – Every Graduate Prepared For College/Work/Adulthood in the 21 st Century Priorities ALABAMA’S 2020 LEARNERS ALABAMA’S 2020 SUPPORT SYSTEMS ALABAMA’S 2020 PROFESSIONALS ALABAMA’S 2020 SCHOOLS/SYSTEMS

7. PLAN 2020 Learners- Objectives 1. All students perform at or above proficiency and show continuous improvement (achievement/growth). 2. All students succeed (gap closure). 3. Every student graduates from high school (grad rate). 4. Every student graduates high school prepared (college and career readiness).

8. PLAN 2020 Strategies for Learners Develop and adopt college- and career-ready aligned standards in all subject areas. Create and implement a balanced and meaningful assessment and accountability system. Align available programmatic and fiscal resources to support local school needs in the area of instruction. Develop and implement a unified PreK through college and career readiness plan.

9. ESEA Flexibility Request Submission On September 6, 2012, the Alabama Plan 2020 ESEA Flexibility Request was submitted to the United States Department of Education for approval. Included are the components of Plan 2020 as the roadmap.

10. Alabama Learners Achievement Growth Gap College and Career Readiness Weight 90-110 Alabama Support Systems Program Reviews Graduation Rate Attendance Participation Rates Weight 30-50 Alabama Professionals Effective teachers and leaders as measured by EDUCATE Alabama, LEADAlabama, and multiple measures of student performance Weight 50 Alabama Schools and Systems Local Indicator(s) from School/System Improvement Plan Weight 10

11. Phases of Implementation The four components of Alabama PLAN 2020 will be implemented over a four-year period.

12. Phase I Data Elements Graduation Rate Gap Attendance Achievement

13. Reading Proficiency (Subgroups Displayed) Mathematics Proficiency (Subgroups Displayed) Achievement is determined based upon the percentage of proficient students meeting the Annual Measureable Objective (AMO) in the areas of reading/language and mathematics utilizing assessments in tested grades.

14. Gap Reading Proficiency (Subgroups used to calculate Gap ) Mathematics Proficiency (Subgroups used to calculate Gap) Graduation Rate (Subgroups used to calculate Gap) Gap will be determined based upon student groups that traditionally perform below achievement level. The Gap group will consist of students identified in the following subgroups: Black, English Learners, Hispanic, Poverty, and Special Education. The percentage of proficient students from these subgroups will be combined to determine the Gap.

15. Graduation Rate The cohort graduation rates will be used. The graduation rate will be calculated using both four-year and five-year cohort rates. Graduation Rate 4-Year Cohort Graduation Rate (Subgroups Displayed) 5-Year Cohort Graduation Rate (Subgroups Displayed)

16. Attendance Attendance rate will be utilized for schools without grade 12. The goal is 95% or higher. Attendance Average Daily Attendance (Subgroups Displayed)

17. Baseline Data and Setting of Targets and AMOs Each school will have a set of targets for Phase I indicators to ensure that schools are accountable for the college- and career-readiness of all students. AMOs will be set in annual equal increments toward a goal of reducing by half the percentage of students in the “all student” group and in each subgroup who are not proficient within six years. The percentage of targets met across all indicators that have sufficient data will be reported. AMOs will be determined for each school and district. Fall 2014

18. Phase I AMOs Attendance Average Daily Attendance (Subgroups Displayed) Graduation Rate Reading Proficiency (Subgroups Displayed) Annual Measurable Objectives Reading Proficiency (Subgroups used to calculate Gap ) Mathematics Proficiency (Subgroups used to calculate Gap) Graduation Rate (Subgroups used to calculate Gap) 5-Year Cohort Graduation Rate (Subgroups Displayed) 4-Year Cohort Graduation Rate (Subgroups Displayed) Gap Achievement

19. Phase II Data Elements Learning Gains Program Reviews Effective Teachers and Leaders Local Indicators College and Career Readiness

20. Learning Gains Learning gains will be formulated based upon the percentage in each subgroup demonstrating learning gains in mathematics and reading over the previous year(s). Learning Gains Reading Proficiency (Subgroups TBD) Mathematics Proficiency (Subgroups TBD) Annual Measurable Objectives

21. College and Career Readiness College and Career Readiness will be determined based upon the percentage of high school graduates who successfully met an indicator of readiness for college or career. Possible consideration for College and/or Career Readiness may consist of one of the following: Benchmark scores on the reading and math section of the ACT test, qualifying score on an AP or IB exam, approved transcript college or postsecondary credit while in high school, benchmark level on the ACT Workkeys or approved industry credentials.

22. Program Reviews Program reviews will cover areas that are typically not covered by standardized tests and could include program areas such as art, parental involvement, JROTC, etc. A measure for evaluation will be developed. AMOs will be determined for each school and district.

23. Effective Teachers and Leaders Development and implementation of a professional growth evaluation system for teachers and leaders that include multiple measures of student growth and achievement. Measures for evaluation will be determined.

24. Local Indicators Local districts will have the opportunity to declare one local indicator with an AMO that is unique to that district/school and is part of its Continuous Improvement Plan. The Alabama State Department of Education will review and approve local indicators. A measure for evaluation will be determined. AMOs will be established for each school and district.

25. Phase I and Phase II Data Elements Participation Rate 1. Participation rate will continue to be reported by applicable subgroups. 2. Rates will be included in the Continuous Improvement Plan as a data point. 3. Schools with participation rates below 95% must include action steps for improvement. 4. Schools that do not improve the participation rate to 95% by the second year will be identified and must provide reasons by individual student for non- participation. 5. Schools with less than 95% participation in mathematics or reading/English language arts will fail to qualify as a Reward School. 6.One of the exit criteria for Priority and Focus Schools is 95% participation in administered assessments.

26. School Performance Index The School Performance Index is the combined total number of points earned from each category of the accountability model: Alabama Learners Alabama Support Systems Alabama Professionals Alabama Schools and Systems

27. Proposed Accountability Data Elements

28. School Performance Index The School Performance Index will be implemented in two phases utilizing the Accountability Data Elements.

29. Proposed School Performance Index Phase I will be implemented in 2013-2014. This phase will include the following components: Achievement Gap Attendance (K-8 schools) Graduation Rate (Schools with grade 12) The performance index for Phase I will equal 90 possible points.

30. Proposed School Performance Index Weights Phase I Grade SpanAchievement Proficiency GapAttendance Grade K-840 Points Possible 20 Points for Math 20 Points for Reading 30 Points Possible 15 Points for Math 15 Points for Reading 20 Points Possible Grade SpanAchievement Proficiency GapGraduation Rate Grades 9-1225 Points Possible 12.5 Points for Math 12.5 Points for English 25 Points Possible 4 Year Cohort Graduation Rate by Subgroups 40 Points Possible 30 Points for 4 Year Cohort Graduation Rate 10 Points for 5 Year Graduation Rate Grade SpanAchievement Proficiency GapGraduation Rate Grades K-12 Unit School or District 25 Points Possible 12.5 Points for Math 12.5 Points for English 25 Points Possible 5 Points Math 5 Points Reading 15 Points 4 Year Cohort Graduation Rate 40 Points Possible 30 Points Four Year Cohort Graduation Rate 10 Points Five Year Graduation Rate

31. Proposed School Performance Index Phase II will be implemented in 2015-2016. The components within this Phase will be added to the Phase I components to create the new performance index. Phase II components will equal 200 points. Achievement Gap Attendance (K-8 Schools) Graduation Rate (Schools with a Grade 12) Learning Gains (Growth) College- and Career- Readiness Program Reviews Effective Teachers and Leaders Local Indicators

32. Proposed School Performance Index Weights Phase II Grade SpanAchievement Proficiency GapAttendanceLearning Gains Program Reviews Effective Teachers and Leaders Local School Indicator Grades K-840 Points Possible 20 Points for Math 20 Points for Reading 30 Points Possible 15 Points for Math 15 Points for Reading 20 Points Possible 40 Points Possible 20 Points Math Proficiency 20 Points Reading Proficiency 10 Points Possible 50 Points Possible 10 Points Possible Grade Span Achievement Proficiency GapCollege- and Career Readiness Learning GainsProgram Reviews Effective Teachers and Leaders Local School Indicator Graduation Rate Grades 9 - 12 15 Points Possible 7.5 Points Math 7.5 Points English/LA 15 Points Possible 4 Year Cohort Graduation 20 Points Possible (Listed Below) 40 Points Possible 20 Points Math Proficiency 20 Points Reading Proficiency 10 Points Possible 50 Points Possible 10 Points Possible 40 Points Possible 30 Points 4 Year Cohort 10 Points 5 Year Cohort Possible consideration for College and/or Career Readiness may consist of one of the following: Benchmark scores on the reading and math sections of the ACT test. Qualifying score on an AP or IB exam. Approved transcripted college or postsecondary credit while in high school. Benchmark level on the ACT WorkKeys. Approved industry credential.

33. Phase 2- 200 Possible Points 2015-2016 Grades K-12 Unit School or District Achievement Proficiency Gap College and Career Readiness Learning Gains Program Reviews Effective Teachers and Leaders Local Indicator Graduation Rate 25 Points Possible 12.5 points Math 12.5points Reading 25 Points Possible 5 points Math 5 points Reading 15 points Four Year Cohort Graduation (Subgroups) 20 Points Possible ACT Benchmarks in Reading and Math or other College and Career Ready Measure* 40 Points Possible 20 points Math Proficiency 20 points Reading Proficiency 10 Points Possible 5 Points K-8 5 Points 9-12 50 Points Possible 10 Points Possible 5 Points K-8 5 Points 9-12 40 Points Possible 30 points- Four Year Cohort Graduation 10 Points-Five Year Cohort Graduation Rate (“ All Students”) Proposed School Performance Index Weights Phase II

34. Public Reporting 1. The ALSDE is currently partnering with Alabama Supercomputer Authority to develop a new state accountability reporting data system. This system will build upon the statewide student management system and the ALSDE Accountability Reporting system. 2. The goal of ALSDE is to report all data in a way that makes the information transparent, understandable, accessible, and useful. 3. District personnel will have access to the data based upon the level of permissions assigned. 4. Access to student-level data will be available through a series of reports. 5. The Alabama State Department of Education (ALSDE) will publish each school’s annual measurable objectives (AMOs) and whether they were met on an annual basis. 6. Data that is currently available on www.alsde.edu will be enhanced to includewww.alsde.edu all areas of the new accountability system. 7. All components of the indicators will be viewable in the new data system.

35. Proposed Timeline and Plan for Accountability

37. Proposed Priority and Focus School Definitions Definition of priority is: Priority Schools will be those schools that are the lowest performing schools in the state. The following will be used to identify Priority Schools: All SIG Tier 1 and 2 schools All schools with a Graduation Rate of less than 60% The lowest ranking achievement scores until 5% of Title I schools are named. Definition of focus is: Focus Schools are schools with large gaps between subgroups. The following will be used to identify Focus Schools: A gap index score that falls within the lowest 10% of the Title I schools Any school with a within-school achievement gap that is among the largest gap between the highest and lowest performing subgroup index scores within a subject. Schools are selected from this list until at least 10% of Title I schools in the state have been identified.

38. Priority Schools Support: When a Priority School is identified, the RPT (Regional Planning Team) will meet with the LEA to make a plan for gathering the data and information needed to make an informed decision about the appropriate improvement model to be selected. This collaborative effort will include a multi-day, on-site assessment/instructional audit related to the eight turnaround principles, a review of the feeder schools’ data to determine whether a feeder pattern intervention is needed as opposed to a single school intervention, and a more in- depth review of the school’s data. The RPT will review models of school improvement that reflect the eight turnaround principles with district leadership and feeder pattern leadership. These models will not be one size fits all and will be customized to meet the specific needs and priorities of the schools. The Continuous Improvement Plan (CIP) is the means for collecting, reviewing, and prioritizing data and needs.

39. Focus Schools Support: When a Focus School is identified, the RPT will meet with the LEA to gather the data and information needed to make a plan that includes precise and strategic actions and support. These are schools that do not require a schoolwide change but rather needs to focus services to specific subgroups. Intervention strategies are student-focused and aligned to the needs of the individual students represented in the subgroup. This collaborative effort will include a multi-day, on-site assessment/instructional audit related to the eight turnaround principles, a review of the feeder schools’ data to determine whether a feeder pattern intervention is needed as opposed to a single school intervention, and a more in depth review of the school’s data. The Continuous Improvement Plan (CIP) is the means for collecting, reviewing, and prioritizing data and needs.

40. Priority Schools Proposed Priority School Exit Criteria To exit Priority School status, a school must: 1.Implement intervention services for a minimum of three consecutive years; 2.Rank higher than the lowest 5 percent of Title I schools for two or more consecutive years (as measured by rank order on total school performance index score). 3.High schools that had a graduation rate of less than 60% must show improvement by increasing the graduation rate to 70% or above for two consecutive years. 4.Maintain a participation rate of 95% or more on administered assessments. 5.Receive a favorable school performance audit two years in a row. 6.Meet or exceed the AMO goals for the “all students” subgroup for two consecutive years.

41. Focus Schools Proposed Focus School Exit Criteria To exit Focus School status, a school must: 1.Meet or exceed the AMO goals for the applicable gap subgroup(s) performance for two consecutive years. 2.Rank higher than the lowest 10% of the Title I schools in the state. 3.Maintain a participation rate of 95% or more on administered assessments. 4.Receive a favorable school performance audit for two years in a row.

42. Component Weights Alabama Learners Achievement Growth Gap College and Career Readiness Weight 90-110 Alabama Support Systems Program Reviews Graduation Rate Attendance Participation Rates Weight 30-50 Alabama Professionals Effective teachers and leaders as measured by EDUCATE Alabama, LEADAlabama, and multiple measures of student performance Weight 50 Alabama Schools and Systems Local Indicator(s) from School/System Improvement Plan Weight 10

43. ACT 2012-402 ACT 2012-402 requires the State Superintendent of Education to develop a school grading system reflective of school and district performance and to create the Legislative School Performance Recognition Program. This system will utilize a traditional A-F grading system. An A-F Task Force has been assigned to develop the new A-F Grading System and make recommendations to the State Superintendent.

44. Questions

45. Calculations

46. Proposed School Performance Index Weights Phase I Grade SpanAchievement Proficiency GapAttendance Grade K-840 Points Possible 20 Points for Math 20 Points for Reading 30 Points Possible 15 Points for Math 15 Points for Reading 20 Points Possible Grade SpanAchievement Proficiency GapGraduation Rate Grades 9-1225 Points Possible 12.5 Points for Math 12.5 Points for English 25 Points Possible 4 Year Cohort Graduation Rate by Subgroups 40 Points Possible 30 Points for 4 Year Cohort Graduation Rate 10 Points for 5 Year Graduation Rate Grade SpanAchievement Proficiency GapGraduation Rate Grades K-12 Unit School or District 25 Points Possible 12.5 Points for Math 12.5 Points for English 25 Points Possible 5 Points Math 5 Points Reading 15 Points 4 Year Cohort Graduation Rate 40 Points Possible 30 Points Four Year Cohort Graduation Rate 10 Points Five Year Graduation Rate

47. Component Weights Alabama Learners Achievement Growth Gap College and Career Readiness Weight 90-110 Alabama Support Systems Program Reviews Graduation Rate Attendance Participation Rates Weight 30-50 Alabama Professionals Effective teachers and leaders as measured by EDUCATE Alabama, LEADAlabama, and multiple measures of student performance Weight 50 Alabama Schools and Systems Local Indicator(s) from School/System Improvement Plan Weight 10

48. Achievement

49. Calculations of AMOs Set AMOs in annual equal increments toward a goal of reducing by half the percentage of students in the “all students” group and in each subgroup who are not proficient within six years.

50. AMO Sample

51. Calculation of Achievement Achievement incorporates student performance on state-required assessments in two content areas―reading/English and mathematics. The performance percent for each school and content area is the combined result of all assessment types (where applicable). This combination will be used to calculate achievement results for all subgroups. Schools and districts earn full credit for students scoring proficient or above. The lower student performance levels do not receive credit in the accountability model. Achievement will be calculated based upon the percent of proficient (or above) students meeting the Annual Measurable Objectives for reading and mathematics multiplied by the assigned weight in the School/District Performance Index. Disaggregated subgroups will be reported individually.

52. School = 200 Students Level IV = 36 Level III = 80 Level II = 54 Level I = 30 Proficient Students (Levels III & IV) = 116 Non-Proficient Students (Levels I & II) = 84 Proficient Students 116/200 = 58% Non-Proficient Students 84/200 = 42% Achievement Calculations Example

53. Achievement Calculations Example (Continued) White Students = 100 Level IV = 9 Level III = 30 Level II = 41 Level I = 20 Proficient White Subgroup Students = 39 Non-Proficient White Subgroup Students = 61 Proficient Students = 39/100 = 39% Non-Proficient Students = 61/100 = 61%

54. Achievement Calculations Example All Students Example Students Proficient (level 3 and 4) 58% Students Not Proficient (levels 1 and 2) 42% Divide 42 by 2 =(21) The goal is 100 – 21 = 79% 21 divided by 6 = 3.5% each year White Students Example Students Proficient (level 3 and 4) 39% Students Not Proficient (levels 1 and 2) 61% Divide 61 by 2= (30.5%) The goal is 100 – 30.5 = 69.5% 30.5% divided by 6 = 5.08% each year Sub GroupsCurrent Proficient Students 2012- 2013 2013- 2014 2014- 2015 2015- 2016 2016- 2017 2017- 2018 All Students58%61.5%65%68.5%72%75.5%79% White39%44.08%49.16%54.24%59.32%64.4% 69.48%

55. Gap

56. Calculation of Gap Gap―The Gap category of Alabama 2020 Learners focuses specifically on student groups that perform traditionally below the achievement goal. Gap uses the same student test results as those included under achievement for K-8 schools and graduation rate for 9-12 schools. Gap uses achievement results and graduation rate for combination and unit schools.

57. Calculation of Gap Step 1—Identify the students for accountability purposes. Step 2—Calculate the percent proficient/graduation rate for each subgroup where applicable. For the subgroups below the state “All Students” subgroup (currently these subgroups are Black, EL, Hispanic, Poverty, SPED, referred to as the Performance Gap subgroups). For each of these subgroups with N≥20. Step 3—Compare Performance Gap subgroups to school “All Students” subgroup (e.g., SPED subgroup minus School “All Students” subgroup). If the difference is greater than or equal to 0, then the Objective equals 1.0. If the difference is less than 0, then calculate the difference between the gap for the current year and the gap for the previous year. If the difference is less than or equal to 0, the Objective equals 0.0. If the difference is greater than 0, then the Objective equals.1,.2,.3,... to.5. Step 4—Add the Objective Scores. Divide by total possible Objectives and convert to a percent Objectives Score. Step 5—For each Measure, multiply percent Objectives Score times Weight. Step 6—Calculate the Total Score: Add the weighted scores from each measure for a Total Score.

58. Gap Worksheet

59. Gap Example for K-8 Subgroup English/LA Gap Math Gap Black 11 Hispanic 11 Free/Reduced Meals 01 Limited English Proficiency 11 Special Education.5.2 Total # of Points 3.54.2 Total # of Objectives 55 Percent of Above 70%84% Weight 15.00 Weighted Points Subtotal 10.5012.60 Points Toward SPI for Gap 23.10 Sample K-8 School Gap Calculations

60. Gap Example for High School Subgroup Graduation Rate Gap Black1 Hispanic1 Free/Reduced Meals1 Limited English Proficiency.5 Special Education.2 Total # of Points3.7 Total # of Objectives5 Percent of Above74% Weight25.00 Weighted Points Subtotal18.50 Points Toward SPI for Gap 18.50

61. Graduation Rate

62. Calculation of Graduation Rate The graduation rate for each school and district will be reported annually as a category of Alabama support systems. The graduation rate will be calculated using both four-year and five-year cohort graduation rates. Graduation rates will be disaggregated by subgroups. Graduation rate goals will increase in annual equal increments toward a goal of reducing by half the percentage of students in the “all students” group and in each subgroup who are non-graduates within six years.

63. Sample Targets for Graduation Rate

64. Graduation Rate Example All Students Graduates = 76% Graduation Rate Non Graduates = 24% Reduce Non Graduates by ½ which is 12% over the next 6 years. The goal is 100 – 12 = 88% Your identified increase for each year would be 2% 12% divided by 6 = 2% each year English Learners Graduates = 43% Graduation Rate Non Graduates = 57% The goal is 100- 71.5 = 28.5% Reduce Non Graduates by ½ which is 28.5% over the next 6 years. Your identified increase for each year would be 4.75%

65. Attendance

66. Calculation of Attendance Attendance rates for each school and district will be reported annually for students in Grades K-8 as a category of Alabama support systems. The goal is to reach an attendance rate of 95% or more by 2018, reduce the percentage of absentees by 50% (one-half) in relation to the 95% goal based on the base year.

67. Attendance Rate Formula Pupil Days minus Absentee Days divided by Pupil Days equals the attendance rate. Example 90,000(pupil days) minus 20,500(absentee days) = 69,500 69,500 divided by 90,000 = 77% Attendance Rate

68. Attendance Example 2012201320142015201620172018 All Students77%78.92%80.84%82.76%84.68%86.6%88.52% 77% Attendance Rate for 2012 100 minus 77 = 23% 23% divided by 2 = 11.5% 11.5% divided by 6 = 1.92% Annually

69. College- and Career- Readiness

70. Calculation of College- and Career-Readiness The College or Career Indicator is a percentage calculated by dividing the number of high school graduates who have successfully met an indicator of readiness for college or career with the total number of graduates. The College or Career Indicator measures the preparedness of students for college or careers upon exiting Alabama’s K-12 school system. Possible consideration for College and/or Career Readiness may consist of one of the following: Benchmark scores on the reading and math sections of the ACT test. Qualifying score on an AP or IB exam. Approved transcripted college or postsecondary credit while in high school. Benchmark level on the ACT WorkKeys. Approved industry credential.

71. College- and Career- Readiness Example Total of Graduates = 115 Total of Graduates that met a College- and Career- Readiness Indicator = 82 82 divided by 115 = 71.3% 100 – 71.3 = 28.7 28.7 divided by 2 = 14.35 14.35 divided by 6 = 2.39 annual increase needed 2012201320142015201620172018 All Students71.3%73.69%76.08%78.47%80.86%83.25%85.64%

72. Participation Rate

73. Calculating the Participation Rate Total Tested divided by Total Enrolled = Participation Rate Is 86% > 95%? If Yes, you have met the Participation Goal. If No, you have not met the Participation Goal. Example Total Tested (430) divided by Total Enrolled (500) = 86% Is 86 > ? No Participation Goal Not Met

74. Identifying School Categories

75. Summer/Fall 2013

76. Name Priority Schools

77. Name Focus Schools

78. Proposed Torchbearer Reward Schools Fall 2013 Not a Priority School. Not a Focus School. Have at least 95% Participation Rate. Have a Graduation Rate above the state average. Be in existence at the time of the award. Have at least 80% poverty rate (percent free/reduced meals). Have above state average of students scoring Level IV on both the reading and the mathematics sections of the ARMT+. Have at least 95% of Grade 12 students pass all required subjects of the AHSGE. Must be among the top 20% band of the state using proficiency of ARMT+, AHSGE, and Alabama Alternate Assessment from 2012-13 for Level III and for Level IV using a school grouping (high schools, middle schools, elementary schools, and combined) according to the number of schools in each group or demonstrating the highest progress in the state using the previous criteria.

79. Fall 2016

80. Proposed Priority Schools In Fall 2016, the proposed classification for Priority schools will be: 1. Any school that is a Tier I or Tier II school improvement grant (SIG) school as of September 30, 2012, if applicable. 2. Any school with a graduation rate of less than 60% for two or more consecutive years. OR 3. The lowest ranking scores using the School/District Performance Index so that at least 5% of the Title I schools are classified as Priority based on achievement and lack of progress. Schools are selected from this list until at least 5% of the Title I schools are classified as Priority.

81. Proposed Focus Schools Proposed Determination of Focus Schools Fall 2016: Use Graduation Rate of 2015 and improvement from 2014 for high schools. Use proficiency of new assessments from 2015-16 and improvement from 2014-15 assessments for elementary and middle schools Rank using schools until 10% of Title I schools are named.

82. Proposed Reward Schools Fall 2016 High Performing Schools—Schools that have demonstrated high performance (using the School Performance Index) over a period of three years. Schools that are ranked “High Performing” must demonstrate high performance in the “all students” subgroup and all of its subgroups. High schools must also maintain a graduation rate that is among the highest of Title I schools. A school with an achievement gap that is not closing in a school may not be classified as a “High Performing School.” A list of schools meeting the “High Performing Schools” definition will be generated. Scores will be rank ordered from top to bottom. Schools will be selected until at least 5% of Title I schools in the state have been identified. A school must meet AMOs for the “all students” group and the subgroups with an n-count of 20 or more. A school may not be a Priority or Focus School.

83. Proposed Reward Schools Fall 2016 High Progress Schools—Schools that have demonstrated the most progress in improving the performance of the “all students” subgroup over a period of three years. A school with an achievement gap that is not closing, may not be classified as a “High Progress School.” High schools must also make the most progress in increasing graduation rates. A school must meet AMOs for the “all students” group and the subgroups with an n-count of 20 or more. A school may not be a Priority or Focus School. A list of schools meeting the “High Progress Schools” definition will be generated. Scores will be rank ordered from top to bottom based on improvement. Schools will be selected until at least 10% of Title I schools in the state have been identified. All reward schools must maintain a participation rate of 95% or higher.

84. Upcoming Trainings Mega Conference Two Sessions 3- 90 minute Sessions 3- 3 hour sessions

85. Questions 334.353.4285