1. 2012 Accountability Determinations
Old: AYP (Annual Yearly Progress)
New: PPI (Progress & Performance Index)
September 2012
Information Provided by:
Massachusetts Department of Elementary and Secondary Education

2. New Accountability Requirements
Beginning in , federal & state will unify accountability requirements:
One classification system for all schools, using same indicators and measures
Flexibility & opportunity to direct additional resources to schools with lowest achieving students
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

3. What are the major changes?
NCLB goal of 100 percent proficient replaced with new goal of reducing proficiency gaps by half by 2017
NCLB accountability status labels eliminated (identified for improvement, corrective action, restructuring); now using accountability & assistance levels (1-5)
AYP replaced with (PPI) new “Progress and Performance Index” that incorporates student growth & other indicators
Enhanced focus on subgroups, including new ‘high needs’ group (ELL, former ELL, low income, disabled)
Supplemental educational services (SES) & choice requirements replaced by supports & interventions
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

4. The revised goal: Reduce proficiency gap by half by 2016–17
Proficiency versus achievement gaps
Ambitious but achievable
Requires greater progress for students furthest behind
Focus on English language arts, mathematics, & science
Goal is same for all, but targets are differentiated
Applies to state, districts, schools, & groups
In this construct, the proficiency gap represents how far all students are from Proficiency. We use the Composite Performance Index (CPI) to measure progress of all students toward Proficiency. The CPI gives schools & districts credit for students who are far from proficiency but move at least one step toward proficiency, thus narrowing the proficiency gap.
Rob.
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

5. PPI report Progress & Performance Index (PPI)
Annual PPI: measure of district, school, & group progress
Four-year PPI: comprehensive measure of progress, updated annually
More recent years weighted the most (40%-30%-20%-10%)
Reported at state, district, school, & subgroup level
Accountability & assistance levels (1-5) for schools and districts
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

6. What does the PPI measure?
For elementary & middle schools
Participation on MCAS
Progress on CPI gap-closing in ELA, math, science
Growth in ELA and math
Improved performance at Advanced & Warning/Failing levels
For high schools
Above, plus graduation & annual dropout rates
These results feed into accountability designations for Levels 1 and 2.
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

7. How is the PPI calculated?
Points awarded for each PPI indicator
Full credit for meeting goal, extra credit for exceeding target, partial credit for progress
Exceed target
Meet target
Improve below target
No change
Decline
100 point index, full credit = 75 points.
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

8. High needs subgroup
Eliminates multiple counting of students who are in more than one subgroup
Holds over 300 additional schools accountable for low income, special education, & English language learner students
Most schools will be placed in levels based on the performance of all students & high needs group
Exception: schools with lowest performing subgroups statewide
Using high needs group with a minimum n of 30 holds over 300 more schools accountable for low income, special education, and ELL students than by using traditional groups alone.
In addition, approximately 82% of African-American/Black students and 88% of Hispanic students are included in the high needs group.
Due to n sizes at the school level, using the high needs group allows us to hold more schools accountable for African-American/Black and Hispanic students than using the traditional racial/ethnic subgroups alone.
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

9. Classifying schools Level 1 Level 2 Level 3 Level 4 Level 5
-Cumulative PPI for both the “all students” group and high needs students must be 75 or higher.
-minimum of 95% belonging to each group were assessed on ELA, math, and science MCAS
Level 2
-If either of the above criteria in level 1 are not met
Level 3
-Lowest 20% relative to other schools in grade span
-One or more subgroups are lowest 20%
-Persistently low graduation rates
-Low participation rate in MCAS
Level 4
- Lowest performing schools (subset of Level 3)
Level 5
-Chronically underperforming schools
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

10. Classifying schools & districts
Charter schools will be assigned levels
Districts will be classified based on their lowest-performing school
Exception for certain Level 4 and 5 districts designated based on Board action
Better alignment between levels & district accountability determinations for special education
Beginning in a district’s accountability and assistance level will determine its special education accountability designation in most cases. A Level 1 district will be considered to “meet requirements” for special education, a Level 2 district will be considered to be a district that “meets requirements – at risk”, a Level 3 district will be classified as “needs technical assistance” for special education, and a Level 4 or 5 district will be considered to “need intervention” or “need substantial intervention”.
Exceptions may occur for districts with compliance issues for special education, with the district being placed in a more serious designation for special education.
District special education designations will appear on district accountability reports.
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

11. ACCOUNTABILITY School Accountability: Dighton Elementary Level 1
Palmer River Level 1
Dighton Middle School Level 2
Dorothy L Beckwith Level 1
Dighton-Rehoboth Regional High School Under Review