Capacity Development and School Reform Accountability The School District Of Palm Beach County Adequate Yearly Progress, Differentiated Accountability and the Statewide School Grading System

 No Child Left Behind (NCLB) requires All public schools, including Charter Schools and Alternative Schools to measure Adequate Yearly Progress (AYP).  ALL public schools receive AYP Designation

 Measures progress in PROFICIENCY of ALL accountable students in reading, math, and writing in 9 subgroups.  Requires schools to receive a Florida grade of “C” or better  If the school does not make AYP, consequences are applied to remediate the school.

9 Total Subgroups  White (W)  Black (B)  Hispanic (H)  Asian (A)  American Indian (I)  Economically Disadvantaged (ED)  English Language Learners (ELL)  Students with Disabilities (SWD)

Economically Disadvantaged (ED) Eligible for Free or Reduced-Price Lunch English Language Learners (ELL)  LY (currently active in program) AND  LF (up to 2 years monitoring after exit from program) Students With Disabilities (SWD) Students with exceptionalities other than gifted

 Greater than or equal to 30 students and represents more than 15% of total tested population or  At least 100 students in the subgroup count

School must receive grade of “C” or better AND 95% of each subgroup must be tested AND The Total subgroup must meet writing and graduation indicators AND Each subgroup must meet the proficiency targets in reading and math

 Participation (95% of students in attendance of survey 3 in February)  Writing At least 90% of students earn a score of 3.0 points or Greater OR 1% improvement from previous year  Graduation (High Schools Only) 85% or greater OR 1% improvement from previous year  Reading  Math Increase Each Year

Year ReadingMath % ProfIncrease% ProfIncrease was now

Reading and MathWriting FCAT Level 3 and above Score 3 and above FAA Achieved and Commended (Level 4 and above) 4 and above

% Prof % Tested Writing and Graduation Safe Harbor Growth Model Sub groups

AYP Rules at Bottom of Report

1. School Grade 2. Participation Rate 3. Graduation Rate 4. Proficiency in Writing 5. Proficiency in ▪ Reading ▪ Mathematics 6. Safe Harbor 7. Growth Model What are the components of the AYP Calculation?

Did the school receive a D or F? NO Go on to STEP 2 (Participation Rate)

Did the school test at least 95% of every group? YES Go on to STEP 3 (Writing and Graduation Criteria)

Did the Total subgroup meet the writing and graduation requirements? Writing 90% or 1% improvement of students met criteria. Graduation (High Schools Only) 85% or greater or 1% improvement for graduation. YES Go on to STEP 4 (Proficiency Targets)

NO Did each sub group meet the proficiency targets for reading and math? Year ReadingMath % Prof YES School Made AYP! Go on to Step 5 (Safe Harbor)

Writing: 90% proficient or 1% improvement from previous year Graduation: (high school only) 85% graduating or 1% improvement from previous year YES Go on to SAFE HARBOR

You try the next 3! 10% of 63=7 63-7= 56 Safe Harbor Calculation 10% of 66=7 10% of 56=656-6= = % of 62 = = 55 10% of 56 = = 50 10% of 81 = = 72

_sip_safe_harbor_reading.htmwww.palmbeach.k12.fl.us/SchoolImprovement/new_develop _sip_safe_harbor_reading.htm Go on to the Growth Model.

 If any subgroup does not meet the proficiency and safe harbor requirements……  The percentage of students in that subgroup who are on track to be proficient within three years meet criteria in reading and math.

Trajectory Set Count three years from FY2006 (Base Score) Subtract Proficiency Target from Base Score Determine the Proficiency Target Divide the difference by 3 FY 2007 Current Grade DSS from FY 2006 (previous year) Base score for trajectory 285/3 = 95 Year 1 DSS + 95 = 1620

 Review the sample report at your table  What do you notice?

 Although ALL schools receive an AYP status only Title I schools may be identified as “School in Need of Improvement” (SINI) schools.  After 2 consecutive years of not meeting AYP, the school is identified as a “SINI”  The school must make AYP for 2 consecutive years to be removed from the “SINI” school list.

Prevent IPrevent II Not Made AYP for 3 or less years A, B, C, or Ungraded schools Meet at least 80% of AYP criteria Not Made AYP for 3 or less years Meet less than 80% of AYP criteria All Title I D and F schools All non-Title I D schools. Correct ICorrect II Not Made AYP for 4 or more years Schools planning for or implementing Restructuring A, B, C, or Ungraded schools Meet at least 80% of AYP criteria. Not Made AYP for 4 or more years Schools planning for or implementing Restructuring That meet less than 80% of AYP criteria All Title I D and F schools; and All non-Title I Repeating F and F schools.

Intervene D or F Title I school OR Repeating F (two F grades in a four year period), regardless of Title I or SINI status in 2009 AND Has answered “Yes” to three out of four: 1. Has the percentage of non-proficient students in reading increased in 3 years? 2. Has the percentage of non-proficient students in math increased in 3 years? 3. Are 65 percent or more of the school’s students non-proficient in reading? 4. Are 65 percent or more of the school’s students non-proficient in math? Also included are chronic F schools (Title I and non-Title I) that are current repeating F schools and have earned four F grades in last six school years.

34 yes & NA cells /39 applicable cells=90%

State of Florida School Grading: THE A+ PLAN

 The State of Florida determines school grades by using 8 separate FCAT components (Elementary and Middle).  This makes up 50% of High School Grading Components.  Each component is worth up to 100 points.  The sum of those components determine a school’s grade. A = At least 525 points B = 495 – 524 C = 435 – 494 D = 395 – 434 F = less than 395

FCATReadingMathWritingScience Accountability Students Level 3 & above % Meeting Standards % Meeting Standards % Meeting Standards % Meeting Standards All Students Includes LEP & ESE % Making Learning Gains % Making Learning Gains All Students Includes LEP & ESE (Lowest 25%) % Making Learning Gains % Making Learning Gains % of retakes meeting the FCAT graduation requirement % Meeting Standards (50% min) DSS: 1926 % Meeting Standards (50% min) DSS: 1889 Proficiency Family Learning Gains Family High School Only FOR THE TOTAL POINTS: Add all 8 cell percentages. 100 points per cell= 800 total Retake bonus= 10 points. Standard Curriculum Accountability ONLY: LEP more than 2 years Speech and Hospital Homebound All accountability students: Who took the FCAT the previous year. Lowest 25% accountability students by Developmental Scale Score: Grade level scores lined up highest to lowest. Students here both FTEs for 2 years prior: 50% of reading AND 50% math retake students who meet the FCAT graduation requirements. 3 ways to make gains: 1.Improve an FCAT level. 2.Maintain a FCAT level 3,4, or 5 3.Improve more than 1 year within a level- without being retained the previous year. FLORIDA ALTERNATIVE ASSESSMENT 1. Remain a 4 or higher. 2. Improve a level

Goal Type Percent of Current Year Lowest 25% Learning Gains School Grade Related Action* Performance 50% + No Reduction Improvement 40% - 49% Reduced unless improvement of 1% pt. or more is made over the prior year Stretch 39% and Below Reduced unless improvement of 5% pt. or more is made over the prior year *Applies to schools with letter grades of A, B, or C.

I. Primary Benchmarks: District-led using Curriculum Frameworks (same for all schools) – Whole Group Instruction II. Secondary Benchmarks: Data Driven based by school, which is based on need (different for each school) – Whole Group Instruction III. Tailored Benchmarks: Teacher selected based on students’ need, which is determined by data; may be different for each group or each child – Small Group Instruction

PrimarySecondaryTailored Bell to Bell Component Whole Group Small Group Developed byDistrict School Grade Department Individual Teacher Data Base District Wide FCAT Results by Grade Level FCAT Results Embedded Assessments Diagnostics FCAT Diagnostics Embedded Assessments RRR SRI Teacher Observation Conference Notes Reported In Curriculum Frameworks School Instructional Focus Calendars Teacher Grouping Decisions/Skill Focused Data Chats

Diamond Reports Sorted by district, cluster, and previous year PANS reports By grade level By teacher By student Content Focus By grade level By subject By FCAT tested year Content Categories Charts Found in FCAT Test Design & Summary

 Jeffrey Hernandez – Chief Academic Officer  Vanessa DeLaPena – Reading Manager  Adam Miller – Reading/LA & Data Instructional Specialist –