Top-to-Bottom (TTB) Ranking

Top-to-Bottom (TTB) Ranking 2013-2014
Understanding How the Ranking is Calculated

Presentation Focus Top-to-Bottom (TTB) Description
How to interpret results Brief overview of z-scores Overview of TTB metric calculations Summary of TTB modifications from to last year ( )

Diagnostic use of the TTB
Move from previous metrics as designation only (i.e. a “stick”) to leveraging the metric as a diagnostic tool for schools Resist urge for “more data” until we understand the metrics available; avoids “dying in data”

Overall Results Statewide ranking of most schools
Bottom 5% overall are Priority schools Also used for Focus and Reward: Focus schools uses achievement gap component only Reward schools uses top 5% overall and improvement component

Components of TTB Each component applies to each subject for a school:
Achievement Improvement in achievement over time Achievement gap measure between top scoring 30% of students versus the bottom scoring 30% of students Individual components tell schools something about their overall performance and can be used for diagnostic purposes

Graduation Rate Applies only to schools with a graduation rate (i.e. 9-12, 7-12, k-12) Included in two ways: Graduation rate Improvement in graduation rate over time Uses the best of a buildings 4, 5 or 6 year cohort rate No Gap measure

Which schools receive a ranking?
Schools with 30 or more full academic year (FAY) students in the two most recent years in at least two state-tested content areas Some schools do not receive a ranking if they: Have too few FAY students Only have one year of data Have a grade span that does not include two tested areas Full academic year: defined as being in the building for three consecutive count days. Fall testing (elementary/middle schools): end-of-year for previous year, spring previous year, fall previous year. Example: Fall 2012 testing  FAY is defined as being in the same school for end of year 2012, spring 2012 and fall 2011. Spring testing (high schools): spring, fall, end of year, previous spring. Example: Spring 2013 testing  FAY is defined as being in the same school for the spring 2013, fall 2012, end of year 2012 and spring counts. FAY: refutes the claim that schools are held accountable for students whom they have not had the opportunity to influence their learning. One caveat: attendance between those count dates is not taken into account; a student may have been present on the count days but have poor attendance. Those students remain in the building’s accountability.

Tests and Feeder Schools
Tested Grades and Subjects Reading: Grades 3-8 and 11 Mathematics: Grades 3-8 and 11 Writing: Grades 4, 7 and 11 Science: Grades 5, 8 and 11 Social Studies: Grades 6, 9 and 11 Feeder Building - Since Michigan tests in grades 3-8 in the fall - these tests reflect learning from the previous school year Remember: Because we test elementary/middle schools in the fall, with those scores representative of their learning from the previous year, we have “feeder” schools. Example: A student tests in science in the fall of 5th grade, in a 5-6 building. Those scores “point back” at their K-4 building, because that 5th grade science test measures what the student learned in 4th grade. Remember also: not all buildings will have all content areas because of what is tested Michigan tests in the fall. These fall tests reflect the learning of students in the previous school year.

Grade Span Difference For Mathematics and Reading in grades , testing every year allows us to calculate improvement in achievement based upon individual student performance level change All other subjects and grades use a slope calculation based upon cohorts of students

What About Reconfigured Schools?
A school must change by four or more grades in order to get a new code Example: A K-2 building becoming a K-6 building New codes are NOT granted when a school is reopened as a charter If not, the school retains the old code and continues to have data “point” to it from all students for whom that code is their feeder school There is no “phase reset” like there was in AYP If school population changed by 51%, could request a phase reset—still got AYP calculations, but sanctions delayed Under Priority/Focus interventions, would simply have a customized intervention.

Quick Reference for z-scores
What is a z-score? Quick Reference for z-scores

Why Do We Use z-scores? z-scores are a standardized measure that help compare individual student (or school) data to the state average data (average scores across populations) z-scores “level the playing field” across grade levels and subjects

Why Do We Use z-scores? Each z-score corresponds to a value in a normal distribution. A z-Score will describe how much a value deviates from the mean z-scores are used throughout the ranking to compare a school’s value on a certain component to the average value across all schools

z-score “Tip Sheet” Student z-score = (Student Scale Score) – (Statewide average of scale scores) Standard Deviation of Scale Score School z-score = (School Value) – (Statewide average of that value) Standard deviation of that value

z-Score “Tip Sheet” z-scores are centered around zero
Positive numbers mean the student or school is above the state average Negative numbers mean the student or school is below the state average State Average …Worse than state average Better than state average…. Note: The distances between numbers are not equal. There is a “bell curve” overlaid on this schematic. Between -1 and 1, there are 64% of the schools. Between -2 and 2, 95% of schools, and between -3 and 3, 99% of schools. So that means, if you are at zero, you are doing better than 50% of schools. By the time you move to +1, you are doing better than 84% of schools (50+34). Most of the schools fall between -1 and 1. This is why scores in here are relatively near the average, although the closer you get to -1 or +1, the further away from that average you get. -3 -2 -1 1 2 3

z-score Examples If a school has a z-score of 1.5 then the school is above the state average z-score of 1.5 State Average …Worse than state average Better than state average…. -3 -2 -1 1 2 3

z-score Examples If a school has a z-score of .2 then the school is above the state average, but only by a small margin. z-score of 0.2 z-score of 1.5 State Average …Worse than state average Better than state average…. -3 -2 -1 1 2 3

z-score Examples If a school has a z-score of -2.0 then the school is far below state average Z-score of -2.0 Z-score of 0.2 Z-score of 1.5 State Average …Worse than state average Better than state average…. -3 -2 -1 1 2 3

How Is the Top to Bottom Ranking Calculated?
For grades 3-8 Reading and Mathematics Two-Year Average Standardized Student Scale (z) score School Achievement z-score 1/2 Two-Year Average Performance Level Change Index School Performance Level Change z-score School Content Area Index Content Index z-score 1/4 The diagram shows how the index is created for reading and mathematics in grades 3-8. As shown at the top left, a standardized scale score is created for each student taking a test. A standardized scale score comes from calculating the student z-score of each student against all students statewide who take the same test in the same grade level in the same year. This assures that each student is compared only to students taking the same type of test in the same year and grade level. The average standardized scale score for each school is then calculated across the two most recent years. Following the arrow to the right, a school achievement z-score is calculated by comparing the school’s two-year average standardized scale score to all other schools in the state on that content area. That quantity is then multiplied by ½ to contribute to the overall school index in the content area. As shown in the middle box on the left side of the diagram, a two-year average performance level change index is calculated using scores displayed in the chart on the next slide. For each the school, the performance level change scores are summed across students and an average is taken to create the two-year average performance level change index. The index for each school is then compared to the rest of the schools in the state to create a school-level performance level change z-score. That z-score is then multiplied by ¼ to contribute to the overall school index in the content area. Finally, as shown on the bottom left of the diagram, a two-year average bottom 30% minus top 30% z-score gap is created by obtaining the average z-scores of the bottom 30% of z-scores in the school and subtracting from that the average of the top 30% of z-scores in the school. This gives a negative number which, when compared to all schools in the state, assures that schools with the highest achievement gap receive the lowest z-scores as intended. The school z-score for achievement gap is then multiplied by 1/4 to contribute to the overall school index in the content area. Combining these elements creates a school content area index. This is then translated into a final z-score, in order to compare that school’s content area index to other elementary/middle schools or other high schools. Two-Year Average Bottom 30% - Top 30% z-score Gap School Achievement Gap z-score 1/4

Standardized Scale Scores for Each Student
Create a student-level z-score for each student in each content area by comparing: MEAP to MEAP MEAP-Access to MEAP-Access MME to MME MI-Access Participation to Participation Supported Independence to Supported Independence Functional Independence to Functional Independence Why do we do this? Puts all student test scores on a metric that can be combined, regardless of which test they took Allows us to compare similar students to each other before we begin to summarize into schools and compare schools to schools Means that we do not rank schools on the “percent of students proficient” but instead on their average standardized achievement

Standardized Scale Scores for Each Student
Step 1: Take each student’s score on the test they took and compare that score to the statewide average for students who took that same test in the same grade and year. Step 2: Once each student has a z-score for each content area (based on the test they took), we take all of the students in a school and rank order the students within the school.

What do we do with those standardized scores?
Step 3: Add up all z-scores and take the average. This is now the average standardized student scale score. Step 4: Define the top and bottom 30% subgroups, based on that rank ordering.

Student level example

Mi-Access, Participation 2.0 Sally MEAP Maura MI-Access, SI 1.9 Fred
Student Test Taken z-score Tommy Mi-Access, Participation 2.0 Sally MEAP Maura MI-Access, SI 1.9 Fred 1.5 Elias MEAP-Access 1.0 Freud 0.8 Maybelle MI-Access, FI 0.7 Destiny 0.5 Harold -0.2 Bickford -0.5 Silas -0.7 Francine -1.2 Joey -1.9 William -2.0

Average z-score (average standardized student scale score): 0.28
Test Taken z-score Tommy Mi-Access, Participation 2.0 Sally MEAP Maura MI-Access, SI 1.9 Fred 1.5 Elias MEAP-Access 1.0 Freud 0.8 Maybelle MI-Access, FI 0.7 Destiny 0.5 Harold -0.2 Bickford -0.5 Silas -0.7 Francine -1.2 Joey -1.9 William -2.0 Average z-score (average standardized student scale score): 0.28 (sum all z-scores, divide by 14) Notice – no z-scores are greater than 2 or less than -2; result of capping Two years of data are used

Student Test Taken z-score Tommy Mi-Access, Participation 2.0 Sally MEAP Maura MI-Access, SI 1.9 Fred 1.5 Elias MEAP-Access 1.0 Freud 0.8 Maybelle MI-Access, FI 0.7 Destiny 0.5 Harold -0.2 Bickford -0.5 Silas -0.7 Francine -1.2 Joey -1.9 William -2.0 Top 30% Bottom 30%

Student Test Taken z-score Tommy Mi-Access, Participation 2.0 Sally MEAP Maura MI-Access, SI 1.9 Fred 1.5 Elias MEAP-Access 1.0 Freud 0.8 Maybelle MI-Access, FI 0.7 Destiny 0.5 Harold -0.2 Bickford -0.5 Silas -0.7 Francine -1.2 Joey -1.9 William -2.0 Top 30% Average: 1.85 Bottom 30% Average: -1.45

Mi-Access, Participation 2.0 Sally MEAP Maura MI-Access, SI 1.9 Fred
Student Test Taken z-score Tommy Mi-Access, Participation 2.0 Sally MEAP Maura MI-Access, SI 1.9 Fred 1.5 Elias MEAP-Access 1.0 Freud 0.8 Maybelle MI-Access, FI 0.7 Destiny 0.5 Harold -0.2 Bickford -0.5 Silas -0.7 Francine -1.2 Joey -1.9 William -2.0 Top 30% Average: 1.85 Gap Index -1.45 – 1.85 = -3.3 Two years of data are used Bottom 30% Average: -1.45

For grades 3-8 Reading and Mathematics Two-Year Average Standardized Student Scale (z) score School Achievement z-score 1/2 Two-Year Average Performance Level Change Index School Performance Level Change z-score School Content Area Index Content Index z-score 1/4 The diagram shows how the index is created for reading and mathematics in grades 3-8. As shown at the top left, a standardized scale score is created for each student taking a test. A standardized scale score comes from calculating the student z-score of each student against all students statewide who take the same test in the same grade level in the same year. This assures that each student is compared only to students taking the same type of test in the same year and grade level. The average standardized scale score for each school is then calculated across the two most recent years. Following the arrow to the right, a school achievement z-score is calculated by comparing the school’s two-year average standardized scale score to all other schools in the state on that content area. That quantity is then multiplied by ½ to contribute to the overall school index in the content area. As shown in the middle box on the left side of the diagram, a two-year average performance level change index is calculated using scores displayed in the diagram on the next slide. For each school, the performance level change scores are summed across students and an average is taken to create the two-year average performance level change index. The index for each school is then compared to the rest of the schools in the state to create a school-level performance level change z-score. That z-score is then multiplied by ¼ to contribute to the overall school index in the content area. Finally, as shown on the bottom left of the diagram, a two-year average bottom 30% minus top 30% z-score gap is created by obtaining the average z-scores of the bottom 30% of z-scores in the school and subtracting from that the average of the top 30% of z-scores in the school. This gives a negative number which when compared to all schools in the state assures that schools with the highest achievement gap receive the lowest z-scores as intended. The school z-score for achievement gap is then multiplied by 1/4 to contribute to the overall school index in the content area. Combining these elements creates a school content area index. This is then translated into a final z-score, in order to compare that school’s content area index to other elementary/middle schools or other high schools. Two-Year Average Bottom 30% - Top 30% z-score Gap School Achievement Gap z-score 1/4

What is Important to show schools?
For grades 3-8 Reading and Mathematics Two-Year Average Standardized Student Scale (z) score School Achievement z-score 1/2 Step 1: Achievement How well did the school do in that subject? Positive number = better than average Near zero = average Negative number = worse than average Two-Year Average Performance Level Change Index School Performance Level Change Z-Score School Content Area Index Content Index Z-score 1/4 How to use this to help schools: Look at this metric for each available subject (math, reading, writing, science and/or social studies) See if the value in this box is positive (meaning their achievement is above state average for similar schools); near zero (meaning their achievement in that subject is near the state average); or negative (meaning their achievement is below state average in that subject) Help them evaluate in which subjects they have the greatest need The greater the distance from zero (positive or negative) is meaningful—so if achievement in math is 0.12 and achievement in reading is -0.88, you can interpret that as a school having “greater” challenges in terms of reading achievement than math achievement POSSIBLE SCRIPT: “In [insert subject], your school has [better than average, about average, below average] rates of achievement, when compared to other [elementary/middle schools OR high schools].” Two-Year Average Bottom 30% - Top 30% z-score Gap School Achievement Gap z-score 1/4

What is important to show schools?
Step 2: Improvement Is the school improving in that subject? Positive number = greater rate of improvement than average Near zero = average improvement Negative = slower rate of improvement than average; can also mean they are declining What is important to show schools? Two-Year Average Standardized Student Scale (Z) Score School Achievement Z-Score For grade 3-8 reading and mathematics 1/2 Two-Year Average Performance Level Change Index School Performance Level Change z-score School Content Area Index Content Index z-score 1/4 How to use this to help schools: Look at this metric for each available subject (math, reading, writing, science and/or social studies) See if the value in this box is positive (meaning their improvement rate is above state average for similar schools); near zero (meaning their improvement rate in that subject is near the state average); or negative (meaning their improvement rate is below state average in that subject). Help them evaluate in which subjects they have the greatest need. The greater the distance from zero (positive or negative) is meaningful—so if achievement in math is 0.12 and achievement in reading is -0.88, you can interpret that as a school having “greater” challenges in terms of reading achievement than math achievement. POSSIBLE SCRIPT: “In [insert subject], your school has [better than average, about average, below average] rates of improvement, when compared to other [elementary/middle schools OR high schools].” Two-Year Average Bottom 30% - Top 30% z-score Gap School Achievement Gap z-score 1/4

What is Important to Show Schools?
Step 3: Achievement Gap The gap in a subject between top 30% and bottom 30%? Positive number = smaller gap than average Negative number = larger gap than average Near zero= average gap For grade 3-8 reading and mathematics Two-Year Average Standardized Student Scale (Z) Score School Achievement Z-Score 1/2 Two-Year Average Performance Level Change Index School Performance Level Change Z-score School Content Area Index Content Index z-score 1/4 Schools also need to examine their achievement gap in each subject. To do this, Look at the achievement gap z-score for each subject. Remember—we subtract the average achievement for the top 30% from the bottom 30%, so the raw metric will always be negative. Don’t look at the raw metric. Look at the z-score. Figure out where you have the largest gaps. This will be indicated by a NEGATIVE number in the z-score slot. A negative number means your gap is LARGER than average for similar schools. POSSIBLE SCRIPT: “In [insert subject], your school has [better than average, about average, below average] achievement gaps, when compared to other [elementary/middle schools OR high schools].”  One way to improve all three components of the metric (achievement, improvement and gap) is to improve the achievement of the bottom 30% subgroup. You can figure out who these students are by using their Student Data File; BAA is developing a tool to assist with this that will be available by the time the list is released. Two-Year Average Bottom 30% - Top 30% z-score Gap School Achievement Gap z-score 1/4

What is important to show Schools?
Step 4: Raw values are also meaningful: Positive number: More students improving than declining Negative number: More students declining than improving Two-Year Average Standardized Student Scale (Z) Score School Achievement Z-Score For grade 3-8 reading and mathematics 1/2 Two-Year Average Performance Level Change Index School Performance Level Change z-score School Content Area Index Content Index z-score 1/4 The actual raw value (not the z-score) is also meaningful on this metric. For elementary/middle schools in reading and math, this is the value of the number of students who are improving minus the number that are declining in terms of their performance level change in reading and math. If the number is positive, it means that the school has more students who improved than declined; if negative, they had more students who declined than improved. SCRIPT (If school is an elementary/middle school AND the subject is reading or math): “This value right here shows you the ratio of students improving to students declining. You can see that your number is [positive/negative]. (If positive)—”Your school has more students improving than declining in [reading/math].” (If negative)—”Your school has more students declining than improving in [reading/math].” (All other cases—science/writing/social studies in elementary/middle schools and all subjects in the high school) “This value tells you what your four year improvement slope is, when looking at average achievement over time. You can see that your slope is [positive/negative].” (If positive)—”This means your school is improving over time.” (If negative)—”This means your school is declining over time.” (If very near zero)—”This means your school is relatively stagnant over time—not improving or declining.” For high schools and for science, social studies and writing, the number is the four year slope. If it is positive, it means that over time, the school’s achievement levels are rising. If it is near zero, it means the slope is flat; the school’s achievement levels are stagnant over time. If it is negative, the school’s achievement is actually declining. Two-Year Average Bottom 30% - Top 30% z-score Gap School Achievement Gap z-score 1/4

Diagnostic Discussion:
What’s the overall pattern? Low achievement? Declining achievement? Large gaps? Where are the actionable areas? Which subjects need the most attention? Is everyone doing poorly (small gap, low achievement) or are some students doing well and others falling behind (decent achievement, but large gap)? Use the Top to Bottom Diagnostic worksheet (“Top to Bottom Resource,” found at ww.mi.gov/ttb) to work through your own school’s data.

What is Important for schools?
For grades 3-8 Reading and Mathematics Two-Year Average Standardized Student Scale (z) score School Achievement z-score 1/2 Reward schools (for improvement) Two-Year Average Performance Level Change Index School Performance Level Change z-score School Content Area Index Content Index Z-score 1/4 These components will be used separately to generate the Focus list and the Reward list (not discussed in this presentation). Focus schools Two-Year Average Bottom 30% - Top 30% z-score Gap School Achievement Gap z-score 1/4

Weighted Performance Level Change
Previous Proficiency Significant Decline Decline Maintain Improvement Significant Improvement Not Previously Proficient -2 -1 1 2 Previously Proficient In grades 3-8 reading and mathematics improvement is calculated using a weighted composite of individual student performance level change Rewards large improvements more heavily and rewards maintenance of proficiency if a student was already proficient In reading and math in grades 3-8, where we have that performance level change available, we do weight that raw metric as described above. The weighted performance level change metric is designed to heavily reward significant improvements, reward improvements, reward maintenance of performance level for students who were already proficient and disincentivize all declines and significant declines. A ceiling clause is also implemented here such that any student who declines in performance level but remains in the top performance level can be considered to have maintained his or her performance level.

Science, Social Studies, Writing and all Grade 11 tested subjects Two-Year Average Standardized Student Scale (z) score School Achievement z-score 1/2 Four-Year Achievement Trend Slope School Performance Achievement Trend z-score School Content Area Index Content Index z-score 1/4 This diagram shows how the index is created for science, social studies, writing in all grades and for reading and mathematics in grade 11. The only difference between this diagram and the previous one is that, rather than performance level change, a four-year achievement trend slope is calculated by regressing two-year average z-scores on school year. This improvement slope is then compared to the improvement slopes for all other schools to derive a school performance achievement trend z-score, which is then multiplied by ¼ to contribute to the overall school index in the content area. Combining these elements creates a school content area index. This is then translated into a final z-score in order to compare that school’s content area index to other elementary/middle schools or other high schools. Two-Year Average Bottom 30% - Top 30% z-score Gap School Achievement Gap z-score 1/4

Two-Year Average Graduation Rate School Graduation Rate z-score For graduation rate 2/3 Four-Year Graduation Rate Trend Slope School Graduation Rate Trend z-score School Graduation Rate Index Grad Index z-score 1/3 This diagram shows how the index for graduation rate is created for schools that have a graduation rate. Starting at the top left of the diagram, the two-year average graduation rate is calculated and compared to all other schools’ graduation rates to create a school graduation rate z-score. That z-score is multiplied by 2/3 to contribute to the school graduation rate index. Moving to the bottom left of the diagram, a four year graduation rate trend slope (or annual improvement rate) is calculated by regressing graduation rate on year. That slope is then transformed into a z-score by comparing the school’s slope to the slopes of all other schools. That graduation rate trend z-score is then multiplied by 1/3 to contribute to the school graduation rate index.

Plot the school’s graduation rate for the last four years Plot a linear regression line through the points Calculate the slope of the line (gives the school’s annual improvement rate) Calculating a four-year slope (e.g., graduation rate) The following three slides demonstrate how a four year slope is calculated. First, you plot the school’s values from each year. In this slide, graduation rate is highlighted.

Plot the school’s graduation rate for the last four years Plot a linear regression line through the points Calculate the slope of the line (gives the school’s annual improvement rate) Calculating a four-year slope (e.g., graduation rate) Next, plot a linear regression line through the points.

Calculating a four-year slope (e.g., graduation rate) Plot the school’s graduation rate for the last four years Plot a linear regression line through the points Calculate the slope of the line (gives the school’s annual improvement rate) Slope = 2.3% The final step is to calculate the slope of that line. This gives you the school’s annual improvement rate. In the example shown, the school has a slope of 2.3%, which means they have improved an average of 2.3% each year of the four previous years.

Calculating an overall ranking for a school with a graduation rate School Mathematics Std Index 18% School Reading Std Index 18% School Science Std Index Overall Standardized School Index Overall School Percentile Rank 18% School Social Studies Std Index All of the standardized school content area indices and the standardized graduation rate index, where applicable, are then combined to create an overall school index as shown in the diagram. To create an overall standardized school index, the school standardized graduation rate index is multiplied by 10% to contribute to the overall index. The remaining 90% is equally divided among the content areas for which the school has an index. In the case presented above, for example, the remaining 90% is divided five ways to account for the five content areas in which the school has an index. 18% School Writing Std Index 18% School Graduation Rate Std Index 10%

Calculating an overall ranking for a school without a graduation rate School Mathematics Std Index 20% Look at each subject index. Help schools understand which subjects are strong/weak for them. Positive number: better than average Negative number: below average Near zero: near average School Reading Std Index 20% School Science Std Index Overall School Standardized Index Overall School Percentile Rank 20% School Social Studies Std Index How to help schools: Look over all available content areas. Which ones are strong? Which ones are weak? Each of those indices is a z-score, meaning positive values of a subject index mean the school is doing better than average, a negative value means worse than average, and near zero is approximately average. For schools without a graduation rate, 100% of the overall school index is divided equally among the content areas for which the school has an index. For example, in the case of a school that has assessment results in five content areas, each would be weighted 20%. 20% School Writing Std Index 20%

Calculating an overall ranking for a school without a graduation rate and without a writing score School Mathematics Index 25% School Reading Index In the case of a school with results from four content areas, each would be weighted 25%. 25% Overall School Percentile Rank Overall School Standardized Index School Science Index 25% School Social Studies Index 25%

Which Years of Data Are in the Ranking?

For Elementary and Middle Schools
Michigan tested in the fall through 2013 These fall tests reflect the learning of students in the previous school year SY SY SY Fall 2010 Testing Fall 2011 Testing Fall 2012 Testing Fall 2013 Testing

For High Schools Michigan tests students in the spring
The spring test (MME and MI-Access) measures what students have learned from grades 9, 10 and grade 11 prior to the MME testing

What Does the 2013-2014 TTB Reflect?
For elementary/middle schools: Performance on the MEAP and MI-Access tests in fall 2012 and 2013 Represents learning from school year and before For high schools: Performance on the MME and MI-Access tests in spring 2013 and 2014 Represents learning from school year (prior to testing) and before For slope calculations: Elem/MS Fall MEAP/MI Access from 2012, 2011, 2010, 2009 HS spring MME and MI-Access: 2013, 2012, 2011, 2010

Modifications to the TTB starting in the 2012-2013 school year
Based upon feedback from the field Concern with outliers having an inordinate impact on the identification of focus schools Modified all student level scores Normalize all student z-score distributions Cap all student z-score distributions at -2 on the lower end and at +2 on the upper end BAA TAC Meeting and Recommendations At the BAA TAC meeting, the TAC members were briefed on the issues behind the proposed modifications and on the five options being investigated. The task for the BAA TAC was identified as providing recommendations to BAA on the proposed changes with the following guiding principles: •Modifications should address the concerns about outliers having an inordinate impact on the identification of focus schools. •Modifications should not result in a significant shift in the population of schools identified as priority schools (as the priority list is reasonably established and is not facing the type of criticism that is being leveled at the focus list). •Modifications should not result in a total shift in the population of schools identified as focus schools (as the issues with the focus list is an inordinate impact of outliers on identification of schools as focus schools). •Modifications should not result in a focus list that simply identifies the next lowest performing schools after priority schools (as the purpose of the focus metric is to identify the largest gaps rather than to identify low achieving schools). •Modifications should not result in over identifying specific types of schools other than those that have large achievement gaps (e.g., should not result in focus school designation becoming a proxy for economic diversity).

Focus School Status Started in 2012-2013
Prohibit from appearing on the focus list any schools as defined by both of the following: The school’s bottom 30% group proficiency rate is higher than the state average proficiency rate in at least two subject areas The school’s top to bottom percentile rank is at least 75 BAA TAC Meeting and Recommendations At the BAA TAC meeting, the TAC members were briefed on the issues behind the proposed modifications, and on the five options being investigated. The task for the BAA TAC was identified as providing recommendations to BAA on the proposed changes with the following guiding principles: •Modifications should address the concerns about outliers having an inordinate impact on the identification of focus schools. •Modifications should not result in a significant shift in the population of schools identified as priority schools (as the priority list is reasonably established and is not facing the type of criticism that is being leveled at the focus list). •Modifications should not result in a total shift in the population of schools identified as focus schools (as the issues with the focus list is an inordinate impact of outliers on identification of schools as focus schools). •Modifications should not result in a focus list that simply identifies the next lowest performing schools after priority schools (as the purpose of the focus metric is to identify the largest gaps rather than to identify low achieving schools). •Modifications should not result in over identifying specific types of schools other than those that have large achievement gaps (e.g., should not result in focus school designation becoming a proxy for economic diversity).

Good-Getting-Great Applied in 2012-2013 Accountability Cycle
Prohibit from appearing on the focus list any schools as defined by both of the following: The school’s bottom 30% group meets the safe-harbor requirement in all applicable subject areas as determined in the Accountability Scorecard The school’s top to bottom percentile rank is at least 75 Page 149 of ESEA Flex Waiver dated Dec 17, 2012

Resources to Understand My Ranking

Resources Available Complete TTB list of all schools and their ranking
At-A-Glance Document Individual school look-up to see your school’s results Business rules by which the rankings were calculated Complete data file and validation file Links to separate pages for each of Priority, Focus and Reward schools You can access these resources at

Resources Available Separate pages for each of Priority, Focus and Reward schools At-A-Glance Documents PowerPoints for understanding each status Overview presentations with voice over Documentation for supports Look-up Tools You can access these resources at

Additional Assistance
You can also request individual assistance by contacting the Office of Evaluation, Strategic Research and Accountability (OESRA) Call:

Top-to-Bottom (TTB) Ranking

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