Accountability Scorecards Okemos Board of Education September 2013

Background Information “Michigan Accountability Scorecards” replace Michigan’s AYP report cards that were required under the No Child Left Behind Act of 2001 Michigan received a waiver from the U. S. Department of Education to develop a new accountability system for school performance

Overview Two “levels” of Accountability Scorecards: District Scorecards & School Scorecards Scorecards will use a color coding system to indicate school performance Green (85% or greater of possible points) Lime (70% to 85% of possible points) Yellow (60% to 70% of possible points) Orange (50% to 60% of possible points) Red (less than 50% of possible points) Combines traditional accountability metrics with Top-to- Bottom labels and other state/federal requirements.

Color-Coded Scorecards Colors are given to schools and districts for each “scorecard component” and an overall color. Overall status color is determined using a point-based system from the number of target areas the school/district has met and the school ranking. Decreasing # points received and increasing # targets not met…

What Changed? Additional subgroup: Bottom 30% Attendance target of 90% - (only for school, no subgroups) Differentiated proficiency targets Based on a school’s past performance Goal of 85% proficient at end of Targets increase in 10 equal increments Safe Harbor based on 80 th percentile of statewide proficiency Use school/district improvement slope to determine met/not met Inclusion of Educator Effectiveness label reporting and TSDL completion in Scorecards Inclusion of Compliance Factors (SIP & SPR)

What Stayed the Same? Participation requirement = 95% for school/district overall and all valid subgroups Graduation requirement = 80% for school/district overall and all valid subgroups Use of provisional and growth scores for accountable proficiency rates

School and District Scorecard Subgroups All Students Bottom 30% (for proficiency calculations only) NEW! American Indian or Alaska Native Black or African American Asian NEW! Native Hawaiian or Pacific Islander NEW! White Two or more races Hispanic of any races Economically Disadvantaged English Language Learners Students with Disabilities Previously ONE group!

Participation Target Two options for school/district color status for this target area. 95% Assessed Met 95% Assessed Not Met These colors are given ONLY on the participation target portion of the scorecard. This does not change your entire school/district status, however, it can impact your overall color.

Proficiency Targets Targets are based on proficiency rates: (85 – current percent proficient) / 10 = annual increment Increments do not reset Proficiency targets are set using PLs 1 & 2 only (not Provisional or Growth Proficient) Provisional and/or Growth Proficient will help you meet targets

Proficiency Targets Example Example school starts from 65% proficient in subject Example school ends at (at least) 85% proficient in subject Example School has +2% Annual Target

Proficiency “Cell” Basics All valid subgroups (30 students or more) will have a proficiency cell with possible points Schools and districts will always have an “All Students” group All assessed content areas will have cells (Reading, Mathematics, Writing, Science, and Social Studies)

Proficiency Cell Colors and Points Green cells are worth two points and are earned by meeting the school’s or district’s proficiency target Yellow cells are worth one point and are earned by meeting the Safe Harbor target (multi-year averaging of proficiency target) Red cells are worth zero points and are earned by not meeting proficiency or Safe Harbor targets The Bottom 30% subgroup will earn a green cell and two points by meeting the Safe Harbor target

Students considered proficient are… vs. “Accountable Proficient” versus Proficient For ‘True Proficiency’ purposes: Performance Level 1 or 2 For ‘Accountable Proficiency’ purposes: Students must attain a performance level of 1 or 2 –OR– Students must attain a scale score that is within 2 standard errors of the proficient cut score (provisionally proficient). –OR– Students must demonstrate growth at a rate that will allow them to reach proficiency in three years (growth proficient).

Full Academic Year (FAY) Students that were present in the building for the last: 2 count days + student in end-of-year collection (Elem./M.S.) 3 count days + student in end-of-year collection (H.S.) Only FAY students can count toward a school or district’s proficiency rates for accountability purposes. Limits the impact of student transiency on accountability. Ensures that only students that have been educated by the school/district count for proficiency.

Graduation Rates 3 Possible colors to receive for this target area: If a school/subgroup has a graduation rate of at least 80%, it will receive a green cell (2 points). If it makes the graduation rate improvement target, it will receive a yellow cell (1 point). If it misses both the rate and the improvement target, they will receive a red cell (0 points).

Attendance Rates 3 Possible colors to receive for this target area: If a school meets the attendance target, it will receive a green cell (2 points) for attendance rate. If a school meets the attendance improvement target, it will receive a yellow cell (1 point). If it misses the attendance target, they will receive a red cell (0 points).

Okemos School’s Data Color (total proficiency points) School DesignationOverall School Percentile Rank (top-to- bottom list) BWYellow (86.8%) 93 COYellow (86.8%) 93 HIYellow (78.9%) 85 OPMYellow (91.7%) Reward99 KinYellow (80%) Reward96 CMSYellow (66.7%) Reward96 OHSYellow (64.5%) Focus94

Okemos District Data Student GroupReading ProficiencyMathematics Proficiency All Students94.29%86.39% Bottom 30%83.27%56.58% Black/African American81.56%62.14% Economically Disadvantaged85.34%66.57% English Language Learners70.00%56.67% Students with Disabilities73.40%52.22%

Where to Find the Data MI School Data (open to the public) /AccountabilityScorecard/AccountabilityScorecard.aspx /AccountabilityScorecard/AccountabilityScorecard.aspx Button on Okemos Schools website- home page BAA Secure Site (need login and password) dStatus.aspx dStatus.aspx

District-Wide Improvement Strategies Analyze district and building data to determine needs (top-to- bottom student data file, universal screeners, and common assessments) Focus on “high expectations for all students” Increase awareness for creating “culturally responsive environments” in our schools Strategic Plan- Diversity goals Study special education service delivery through “Special Education Program Review Committee”

District-Wide Improvement Strategies Continue building a Multi-Tiered System of Support (MTSS) instructional coaches (expanded to OHS, CMS) improved core and supplemental instruction data analysis/ data meetings professional development PLCs Attend ISD sessions with building administrators and teacher leaders to increase skills in delivering MTSS

Questions?