1. MEGA 2015 ACCOUNTABILITY

2. MEGA Conference 2015 ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE The Metamorphosis of Accountability in Alabama

3. Alabama’s ESEA Flexibility Waiver Was Approved—June 2013 Implementation of Alabama’s ESEA Waiver and The New Accountability Model—June 2013 Alabama’s ESEA Waiver Was Due to Expire—June 2015 A Renewal Was Needed to Extend the Existing Waiver Feedback Was Solicited From Stakeholders—March-May 2015 ESEA Waiver Draft Renewal Was Submitted—April 2015 The Final Redlined Renewal Was Submitted—July 2015

4. June 30, 2015, Alabama’s Waiver Was Due To Expire; A Renewal Was Needed… The Alabama State Department of Education (ALSDE) reviewed feedback from stakeholders across the state. The ALSDE utilized methods found previously successful in soliciting feedback from stakeholders, improved some methods of feedback, and implemented new methods to solicit feedback from Alabama’s stakeholders. The ALSDE reviewed stakeholder feedback to assess and revise its approved ESEA Flexibility to reflect changes that best serve Alabama’s students in its ESEA Flexibility Renewal Request. Changes will have a positive impact towards Alabama’s PLAN 2020 goal to ensure every child graduates college- and career-ready. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

5. Changes From the ESEA Waiver to the ESEA Renewal ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

6. Changes From the ESEA Waiver to the ESEA Renewal ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

7. Alabama’s ESEA Accountability Model Alabama’s PLAN 2020 Accountability Model AMO ReportsA-F Report Cards

8. Overview of Alabama’s ESEA Accountability Model ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE Alabama 2020 Learners Achievement (Reading/Language Arts and Mathematics) Alabama 2020 Support Systems Graduation Rate (Schools With a Grade 12 and Districts) Attendance Rate (Schools Without a Grade 12 and Districts)

9. Overview of Alabama’s ESEA Accountability Model The two priorities of the Alabama ESEA Accountability Model, Alabama 2020 Learners and Alabama 2020 Support Systems, are anchored in college-and career-readiness for all students. This model will continue annual reporting of disaggregated student outcome measures for all ESEA subgroups in required content areas. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

10. Alabama’s ESEA Accountability Model Achievement Attendance Rate (Schools Without a Grade 12 and Districts) Graduation Rate (Schools With a Grade 12 and Districts) Beginning (2013-2014) ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

11. Indicators and Data Sources Alabama’s NEW ESEA Accountability Model Grade Range Achievement Attendance Graduation Rate Elementary ACT Aspire (reading and mathematics) Alabama Alternate Assessment (reading and mathematics) Attendance Rate Secondary ACT Plan (2013-2014 and 2014-2015) (English and mathematics) ACT Aspire 10 (beginning 2015-2016) (reading and mathematics) Alabama Alternate Assessment (reading and mathematics) 4-Year Cohort ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

12. Indicator Descriptors Achievement will be determined based on the percentage of proficient students in the areas of reading and mathematics. The attendance rate data source will be the ninth month attendance report for the entire school year for schools without a grade 12 and districts. The graduation rate data source will be the 4-year graduation rate cohort for schools with a grade 12 and districts. Graduation rate data is reported one year in arrears. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

13. Alabama’s ESEA Accountability Model Indicator Baseline and Reporting Years IndicatorBaselineSchool Year DataReporting Year Achievement2013-20142014-20152015-2016 Graduation Rate2011-20122013-20142015-2016 Attendance Rate2013-20142014-20152015-2016 ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

14. Achievement Annual Measurable Objectives ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE Annual Measurable Objectives (AMOs) are annual targets set in equal increments towards the goal of reducing by half the difference between the baseline year and the Performance Proficiency Goal (PPG). o Performance Proficiency Goal (PPG) represents the 90 th percentile proficiency score plus the average growth of the all students subgroup.

15. Determination of Annual Measurable Objectives 2013-2014 School Year Baselines are established and each school and district is measured against the state average. 2014-2015 School Year Ninetieth (90 th ) percentile Performance Proficiency Goal (PPG) was used to calculate targets for the state and each school and district. Beginning 2015-2016 School Year School and district performance will be measured against AMO targets. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

16. Achievement Annual Measurable Objective 2013-2014 Achievement AMOs will be established requiring each school and district to meet or exceed the state average in order to meet its AMO for each subgroup in reading/language arts and mathematics. Data sources for achievement will include the ACT Aspire, ACT Plan (through 2014-2015), ACT Aspire 10 (beginning 2015-2016), and Alabama Alternate Assessment. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

17. Achievement Annual Measurable Objective 2013-2014 Reading/Language Arts Example ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE State Average (2013-2014) Reading/Language Arts School ABC Percent Proficient Reading/Language Arts 55%49% School ABC did NOT meet its 2013-2014 Reading/Language Arts AMO because it did not meet or exceed the state average. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

18. State Achievement AMO Establishment 1.Establish the 90 th percentile of performance by schools for the “all students” group. Add the average increase for the subject area (add six for reading and twelve for math). This will establish the performance proficiency goal. 2.Establish subgroups with n-count greater than or equal to 20. 3.Establish actual percent proficiency of the identified subgroups. 4.Subtract actual percent proficiency from the goal established in step #1. 5.Divide the answer from step #4 by two. 6.Divide the answer from step #5 by six. 7.The answer from step #6 is the annual proficiency improvement target. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

19. ELA and Mathematics Performance Proficiency Goals 3-8 Mathematics 70% 3-8 English Language Arts 62% High School Mathematics 35% High School English Language Arts 80% PPG ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

20. Submitted 3-8 Mathematics AMOs ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE Subgroup Performance Proficiency Goal Baseline 2013-2014 2014-20152015-20162016-20172017-20182018-20192019-2020 All Students70.0041.0243.4445.8548.2750.6853.1055.51 American Indian70.0047.9849.8251.6553.4955.3257.1658.99 Asian/Pacific Islander70.0071.4172.8174.2175.6177.0178.4179.81 Black70.0023.6927.5531.4135.2739.1342.9946.85 Hispanic70.0032.4835.6138.7341.8644.9948.1151.24 LEP70.0024.2928.1031.9135.7239.5343.3447.15 Multi-Race70.0042.9445.2047.4549.7151.9654.2256.47 Poverty70.0029.5732.9436.3139.6843.0546.4249.79 Special Education70.0018.7823.0527.3231.5935.8540.1244.39 White70.0050.6852.2953.9055.5157.1258.7360.34

21. Submitted 3-8 Reading AMOs ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE Subgroup Performance Proficiency Goal Baseline 2013-2014 2014-20152015-20162016-20172017-20182018-20192019-2020 All Students62.0039.7841.6343.4845.3447.1949.0450.89 American Indian62.0047.2848.5149.7350.9652.1953.4154.64 Asian/Pacific Islander62.0061.8261.8461.8561.8761.8861.9061.91 Black62.0023.9827.1530.3233.4936.6539.8242.99 Hispanic62.0025.8728.8831.8934.9037.9140.9243.94 LEP62.0010.2514.5618.8823.1927.5031.8136.13 Multi-Race62.0039.7541.6043.4645.3147.1749.0250.88 Poverty62.0028.0030.8333.6736.5039.3342.1745.00 Special Education62.0015.6619.5223.3827.2531.1134.9738.83 White62.0049.3650.4151.4752.5253.5754.6355.68

22. Submitted High School Mathematics AMOs ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE Subgroup Performance Proficiency Goal Baseline 2013-2014 2014-20152015-20162016-20172017-20182018-20192019-2020 All Students35.0022.0723.15 AMO targets to be reset using data from new assessments in 2015-2016. American Indian35.0023.4924.45 Asian/Pacific Islander35.0054.0055.00 Black35.007.529.81 Hispanic35.0013.2515.06 LEP35.005.357.82 Multi-Race35.0029.5930.04 Poverty35.0010.6612.69 Special Education35.0011.3813.35 White35.0029.4729.93

23. Submitted High School English Language Arts (ELA) AMOs ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE Subgroup Performance Proficiency Goal Baseline 2013-2014 2014-20152015-20162016-20172017-20182018-20192019-2020 All Students80.0064.2165.53 AMO targets to be reset using data from new assessments in 2015-2016. American Indian80.0071.7272.41 Asian/Pacific Islander80.0079.2679.32 Black80.0044.1147.10 Hispanic80.0050.2052.68 LEP80.0015.1820.58 Multi-Race80.0063.7965.14 Poverty80.0049.9552.45 Special Education80.0016.3221.63 White80.0075.2175.61

24. Calculating Achievement AMOs for Schools/Districts 1.Determine number of proficient students. 2.Divide number of proficient students by number of students assessed. 3.Convert answer from #2 to a percent. 4.Subtract answer from #3 from the PPG. 5.Divide the answer from #4 by 2. 6.Divide the answer from #5 by 6. 7.The answer from #6 is your annual improvement target. 8.Add the annual improvement target to the baseline to establish year one AMO. 9.Add the annual improvement target to year one AMO to establish year two AMO. 10.Continue to add annual improvement target to each AMO until six years of AMOs have been established. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

25. Mathematics Achievement AMO Calculation Example School ABC has 250 students assessed on the mathematics assessment. 138 students were proficient (Levels 3 and 4) 138 ÷ 250 =.55.55 X 100 = 55% Percent of Proficient Students for 2013-2014 The PPG for 3-8 mathematics is 70% 70 - 55 = 15 15 ÷ 2 = 7.5 Growth needed over six year period 7.5 ÷ 6 = 1.25 School ABC’s Annual Improvement Needed 55 + 1.25 = 56.25 Year One AMO 56.25 + 1.25 = 57.50 Year Two AMO Continue to add until six years of AMOs are established ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

26. Achievement Annual Measurable Objective 2014-2015 A school/district can earn a “met” status for its Achievement AMO in one of two manners. Meet the established Achievement AMO. Meet the improvement target. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

27. Achievement Annual Measurable Objective Example 2014-2015 Meet the established Achievement AMO. Subgroup Performance Proficiency Goal Baseline 2013-2014 2014-20152015-20162016-20172017-20182018-20192019-2020 All Students 62.0039.7841.6343.4845.3447.1949.0450.89 For this example, this school had 41.02% of its students score proficient or higher on state administered exams in reading/language arts. This school did NOT meet the established Achievement AMO goal for reading/language arts. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

28. Achievement Annual Measurable Objective Example 2014-2015 Meet the improvement target. 2014-2015 Reading/Language Arts AMO Goal41.63% 2014-2015 Reading/Language Arts Improvement Target40% 2014-2015 Reading/Language Arts Actual Percent Proficient41.02% For this example, this school had 41.02% of its students score proficient or higher on state administered exams in reading/language arts. This school earned a “MET” status for Achievement in reading/language arts because it met the improvement target. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

29. State Graduation Rate AMO Establishment 1.Use the 2011- 2012 graduation rate as the baseline. 2.Subtract graduation rate from 100. 3.Divide the answer from step #2 by two. 4.Divide the answer from step #3 by six. 5.The answer from step #4 is the annual graduation rate improvement needed. 6.Add the annual improvement needed to the baseline to establish year one graduation rate AMO. 7.Add annual improvement needed to the year one AMO to establish year two graduation rate AMO. 8.Continue to add annual improvement needed to each AMO until six years of AMOs have been established. *This will be applicable only for subgroups with an n-count of 20 or more students. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

30. State Graduation Rate AMOs ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE Subgroup Baseline 2011-2012 2012-20132013-20142014-20152015-20162016-20172017-2018 All Students74.977.0079.181.283.385.487.5 American Indian84.385.6086.988.289.590 Asian/Pacific Islander85.286.4087.688.890 Black66.469.207274.877.680.483.2 Hispanic68.571.1073.776.378.981.584.1 LEP35.941.2046.551.857.162.467.7 Multi-Race87.188.1089.190 Poverty66.369.1071.974.777.580.383.1 Special Education53.757.6061.565.469.373.277.1 White80.782.3083.985.587.188.790

31. In 2013-2014 Graduation Rate AMOs will be established requiring each school and district to meet or exceed their target in order to meet its AMO goal for each subgroup. Graduation rate from 2012-2013 is the data used. Graduation Rate AMOs 2013-2014 ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

32. Graduation Rate Annual Measurable Objective 2013-2014 Example ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE 2013-2014 Graduation Rate Target School ABC Graduation Rate 79.1%80% School ABC MET its 2013-2014 Graduation Rate AMO because it met or exceeded the Graduation Rate Target. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

33. 1.Retrieve the 2011-2012 graduation rate from the Cohort Application Portal. 2.Subtract 2011-2012 graduation rate from 100. 3.Divide the answer from #2 by 2. 4.Divide the answer from #3 by 6. 5.The answer from #4 is your annual improvement target. 6.Add the annual improvement target to the baseline to establish year one AMO. 7.Add the annual improvement target to year one AMO to establish year two AMO. 8.Continue to add annual improvement target to each AMO until six years of AMOs have been established. Calculating Graduation Rate AMOs for Schools and Districts ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

34. Graduation Rate Annual Measurable Objective 2014-2015 A school/district can earn a “met” status for its Graduation Rate AMO in one of two manners. Meet the established Graduation Rate AMO. Meet the improvement target. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

35. Meet the established Graduation Rate AMO. Subgroup Baseline 2011-2012 2012-20132013-20142014-20152015-20162016-20172017-2018 All Students74.977.0079.181.283.385.487.5 English Learners 35.941.2046.551.857.162.467.7 For this example, this school had 80% of the “all students” group graduate within four years of becoming a first time ninth grader. This school MET the Graduation Rate AMO goal for the “all students” group. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE Graduation Rate Annual Measurable Objective 2014-2015 For this example, this school had 45.5% of the “English Learners” group graduate within four years of becoming a first time ninth grader. This school did NOT meet the Graduation Rate AMO goal for the “English Learners” group. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

36. Graduation Rate Measurable Objective Example 2014-2015 Meet the improvement target. 2013-2014 Graduation Rate for English Learners AMO Goal46.5% 2013-2014 Graduation Rate for English Learners Improvement Target44.1% 2013-2014 Graduation Rate for English Learners45.5% For this example, this school had 45.5% of its “English Learners” students graduate within four years of becoming a first time ninth grader. This school earned a “MET” status for “English Learners” graduation rate because it met the improvement target. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

37. Attendance Rate The annual Attendance Rate goal is 90%. The Attendance Rate will come from the 9 th month attendance report for the entire school year. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

38. Attendance Rate AMOs 2013-2014 In 2013-2014, Attendance Rate AMOs will be established requiring each school and district to meet or exceed the state goal of 90% in order to meet its Attendance Rate AMO for each subgroup. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

39. Attendance Rate Annual Measurable Objective 2013-2014 Example ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE State Attendance RateSchool ABC Attendance Rate 90%94% School ABC MET its 2013-2014 Attendance Rate AMO because it exceeded the state Attendance Rate. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

40. Attendance Rate AMOs 2014-2015 Each school and district will be required to meet Attendance Rate AMO goals in one of three ways: Meet or exceed the state goal of 90%. Meet or exceed the state goal of 90% based on data from the two most recent years’ average for the school/district. Show improvement from the previous year. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

41. Attendance Rate Annual Measurable Objective 2014-2015 Example ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE State Attendance RateSchool ABC Attendance Rate 92%86% School ABC did NOT meet its 2014-2015 Attendance Rate AMO because it did not meet or exceed the state goal of 90%. Meet or exceed the state goal of 90%. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

42. Attendance Rate Annual Measurable Objective 2014-2015 Example ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE School ABC did NOT meet its 2014-2015 Attendance Rate AMO because it did not show improvement from the previous year. Show improvement from the previous year. School ABC 2013-2014 Attendance Rate94% School ABC 2014-2015 Attendance Rate86% Improvement-8% ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

43. Attendance Rate Annual Measurable Objective 2014-2015 Example ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE School ABC MET its 2014-2015 Attendance Rate AMO because it met or exceeded the state goal of 90% based on data from the two most recent years’ average for the school. School ABC 2013-2014 Attendance Rate9494% School ABC 2014-2015 Attendance Rate+8686% 180 School ABC 2-Year Attendance Rate Average180 ÷ 2 =90% Meet or exceed the state goal of 90% based on data from the two most recent years’ average for the school/district. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

44. Attendance Rate AMOs Beginning 2015-2016 Each school and district will be required to meet Attendance Rate AMO goals in one of three ways: Meet or exceed the state goal of 90%. Meet or exceed the state goal of 90% based on data from the three most recent years’ average for the school/district. Show improvement from the previous year. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

45. Alabama’s Proposed ESEA Accountability Model Indicators and Data Points Achievement Grades 3-8 (Act Aspire, Alabama Alternate Assessment) High School (ACT Plan—2013-2014 and 2014-2015, Alabama Alternate Assessment, ACT Aspire 10—Beginning 2015-2016) Graduation Rate (Four-Year Cohort) Schools With a Grade 12 and Districts Attendance Rate (9 th Month Attendance Report for the entire school year) Schools Without a Grade 12 and Districts ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

46. Reward School Modification Beginning in Fall 2015, Reward Schools Shall Be: High Performing Schools High Progress Schools ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

47. Priority Support Exit Criteria Modifications To exit Priority Support Status, a school must: 1.Implement intervention services for a minimum of three consecutive years; 2.Rank higher than the lowest 5% of Title I schools; 3.Maintain a participation rate of 95% or more on administered assessments; and 4.Meet or exceed the AMO goals for the “all students” subgroup for two consecutive years. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

48. Priority Support Exit Criteria Modifications (Continued ) To exit Priority Support status, high schools with a graduation rate less than 60% must: 1.Show improvement by increasing the graduation rate to 65% or above for two consecutive years; 2.Implement intervention services for a minimum of three consecutive years; and 3.Maintain a participation rate of 95% or more on the administered assessments. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

49. Meet or exceed the AMO goals for the applicable gap subgroup(s) performance for two consecutive years. Rank higher than the lowest of 10% of the Title I schools in the state. Maintain a participation rate of 95% or more on administered assessments. Focus Support Exit Criteria In order to exit Focus School status, the school must: ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

50. Annual Measurable Objective Reports (AMO Reports) An Annual Measurable Objective (AMO) Report will be developed for each school, district, and the state. The results of the school or district AMO Report will be the trigger for recognition and support for schools and districts. The AMO report will indicate if a school, district, and the state met or not met the target or goal for each indicator. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

52. Alabama’s Plan 2020 Accountability Model Alabama currently has an A-F Law (ACT 2012-402). The ALSDE is currently working with the Accountability Taskforce on the development of the A-F grading system. A-F Law was removed from Alabama’s ESEA Waiver Renewal Request. Each school and school district will receive an A-F Report Card annually. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

53. Proposed Indicators Measured on A-F Report Card ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE Learning Gains Alabama PLAN 2020 Program Reviews Student Achievement Local Indicators Graduation Rate (4-Year Cohort and 5-Year Cohort) College- and Career-Readiness Achievement Gap

54. Indicator Descriptors Learning Gains Determined based on individual students who demonstrate improvement from one test administration to the next using multiple years of data for reading and mathematics. Student Achievement Determined based on the proficiency level of students in reading and mathematics. Alabama PLAN 2020 Program Reviews Determined based on a review of multiple data points used to measure district/school programs. Local Indicators Based on one indicator tied to student outcomes. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

55. Indicator Descriptors Graduation Rate Determined based on the percentage of high school students who graduate within four or five years of first entering the ninth grade. Achievement Gap Determined based on improvement of the bottom 25% of students in reading and math from one year to the next. College- and Career-Readiness Indicators Determined based on the percentage of graduating seniors who meet at least one of the college- and career-ready indicators as listed below: Benchmark on Any ACT Subtest (Math—22, English—18, Reading—22, Science—23) Qualifying on Score on AP or IB Exam Military Enlistment Approved Transcript College or Postsecondary Credit While in High School Silver Level or Higher on the ACT WorkKeys Approved Industry Credentials ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

56. Alabama’s PLAN 2020 Accountability Model Indicators (A-F Report Cards) Two Phases Phase I December 2016 Phase II December 2017 ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

57. P2A—Data Reporting Mechanism Beginning fall 2015, a web-based data system will be available for districts and schools. ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

58. Phase I A-F Report Cards Learning Gains Student Achievement Local Indicators Proposed Phase I Indicators of A-F Report Cards (K-8) December 2016 ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

59. Phase II A-F Report Cards (Total Points 600) Learning Gains (180 Points) Student Achievement (60 Points) Local Indicators (150 Points) Achievement Gap (60 Points) Alabama PLAN 2020 Program Reviews (150 Points) Proposed Phase II Indicators of A-F Report Cards (K-8) December 2017 ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

60. Phase I A-F Report Cards Graduation Rate Student Achievement Local Indicators Proposed Phase I Indicators of A-F Report Cards (9-12 and K-12) December 2016 ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

61. Phase II A-F Report Cards (Total Points 600) Graduation Rate (60 Points) Student Achievement (60 Points) Local Indicators (150 Points) Learning Gains (60 Points) College- & Career-Ready (120 Points) Alabama PLAN 2020 Program Reviews (150 Points) Proposed Phase II Indicators of A-F Report Cards (9-12 and K-12) December 2017 ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

62. Phase I A-F Report Cards Local Indicators Student Achievement Graduation Rate Learning Gains (Grades 4-8) Proposed Phase I Indicators of A-F Report Cards (District) December 2016 ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

63. Phase II A-F Report Cards (Total Points 600) Local Indicators (150 Points) Graduation Rate (60 Points) Student Achievement (30 Points) Learning Gains (60 Points) Achievement Gap (30 Points) College- & Career- Ready (120 Points) Alabama PLAN 2020 Program Reviews (150 Points) Proposed Phase II Indicators of A-F Report Cards (District) December 2017 ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE

65. Questions Contact the ALSDE Accountability Office 334-353-4285 Shanthia Washington swashington@alsde.edu Angela Martin amartin@alsde.edu Julie Turner jturner@alsde.edu Paul Bonner pbonner@alsde.edu ACCOUNTABILITY MODEL INFORMATION SUBJECT TO CHANGE