Understanding Empire High School's New Accountability System

 
Empire High School
and the New
Accountability System
 
What Identification as a Comprehensive
Support and Improvement (CSI) School
Means to our Students and Staff
 
Today’s
Presentation
 
2
 
Why a New
Accountability
System?
 
The Every Student Succeeds Act or ESSA is the federal law for
K-12 education in the United States.
States receive funding from the United States Department of
Education to help districts and schools improve student
outcomes, particularly for groups of students who have
historically underperformed compared to state averages.
NY receives about $1.6 billion annually in ESSA funding.
At Empire High School, ESSA funding supports programs and
services that include: academic support for students who are
struggling; before and after-school tutoring; counseling;
mentoring; supplemental supplies for homeless students; and
parent and family engagement workshops.
In exchange for funding, states must have an accountability
system for measuring school performance and determining
which schools need extra support.
o
States have flexibility in developing these accountability
systems
States can incorporate measures of school success
that go beyond test scores
 
3
 
 
Educational equity means that all students succeed and thrive in
school no matter who they are, where they live, or where they go to
school.
Accountability is everyone’s responsibility: we should celebrate what
we do well and recognize what we need to improve, and identify the
implications of the choices we make.
Being identified as a Comprehensive Support & Improvement School
means we will get extra help to assist us in our improvement efforts.
 
Accountability        Educational Equity
 
4
 
N
e
w
 
Y
o
r
k
s
 
N
e
w
A
c
c
o
u
n
t
a
b
i
l
i
t
y
S
y
s
t
e
m
 
5
 
Multiple Measures of
Performance
 
NYSED is using several indicators to determine the
performance of high schools:
o
Student academic achievement in language arts,
math, science, and social studies
o
Academic progress in language arts and math
o
English language proficiency
o
Chronic absenteeism
o
Graduation rates
o
College, career and civic readiness
For every school, these measures are applied to 
all
students
 
and specific 
student subgroups
, such as
members of racial and ethnic groups, students with
disabilities, and English language learners
 
6
 
How Schools Are Measured On Each Indicator
 
7
 
 
The Individual Indicators
What Each Indicator Measures and How our School Performed
 
 
 
 
 
8
Measuring
Student
Academic
Achievement
(Composite
Performance
Index)
 
This indicator measures achievement on state assessments in English language arts (ELA), math,
science, and social studies.
Levels are assigned based on where a school ranks compared to all other schools in the state
.
Schools receive credit based on a student’s best results on high school assessments within 4 years of a
student entering grade 9. This year we were held accountable for students who entered grade 9 in the
2014-15 school year.
Schools receive no credit for students who score at accountability Level 1, partial credit for students
who score at accountability Level 2, full credit for students who score at accountability Level 3, and
extra credit for students who score at accountability Level 4.
The next slide shows how scores from 0 – 100 on Regents exams are converted to Levels.
A school can receive an index that ranges from 0 to 250.
Empire High School had a Performance Index of 101 out of a possible 250.
Empire High School received a Level 1 on this indicator, meaning our school performed among the
lowest 10 percent among all high schools in the state.
 
9
 
Levels are assigned based on where a school ranks compared to all other
schools in the state:
High School
Performance
Level
Assessments
 
10
 
Measuring
Graduation
Rates
 
This indicator measures the rate of graduation for 
the
individual cohort of students who first entered grade 9—4, 5,
and 6 years ago, compared to our school’s measures of interim
progress (MIP) and long-term goals.
For the 4 year cohort, Empire High School had a school MIP of
78, the State MIP is 82.3, and the State long-term goal is 84.4.
Our performance was 79, resulting in Level 2.
For the 5 year cohort Empire High School had a school MIP of
80, the State MIP is 84.5, and the State long-term goal is 86.3.
Our performance was 80, resulting in Level 2.
For the 5 year cohort Empire High School had a school MIP of
81, the State MIP is 84.6, and the State long-term goal is 86.7.
Our performance was 80, resulting in Level 1.
Because Empire High School received Levels 2, 2, and 1 its
overall Level for Graduation Rate was 2, as this indicator 
uses
regular rounding rules.
 
 
11
 
Measuring
Student Test
Achievement
(Composite
Performance)
& Graduation
Rates
Combined
 
This measure combines the Student Achievement and
Graduation Rate indicators.
Creates a “Combined Composite Performance and
Graduation Rate” measure by:
o
Adding the Composite Performance Level and the
Graduation Rate Level, giving a number from 2-8. For
Empire High School that would be a Composite
Performance Level of 1 and a Graduation Rate Level
of 2, equaling 3.
o
Ranking schools with the same number (for Empire
High School a 3) based on their rank for Composite
Performance and for Graduation Rate.
o
Assigning a percentile rank to the result.
On this indicator, our school received a Level of 1 for 
all
students, placing the school among the lowest ten
percent in the state.
 
12
 
Measuring
Academic
Progress
 
This indicator measures overall student progress on
state assessments in English language arts and math,
compared to our school’s measures of interim progress
(MIP), the State MIP and long-term goals
o
In ELA, Empire High School had a school MIP of 80.3,
the State MIP was 100.7, and the State long-term
goal was 117.  Empire High School’s performance
was 72.6.  Since we did not meet either MIP, we
received Level 1 in ELA.
o
In math, Empire High School had a school MIP of 79,
the State MIP was 103.3 and the State long-term goal
was 119.4.  Since we met our school MIP, we
received Level 2 in math.
However, because Empire High School did not receive a
Level 2 for both ELA and math our overall Level for
Academic Progress was Level 1.
 
13
 
Measuring
English
Language
Proficiency
 
This indicator measures progress of English
language learners (ELL) in meeting their individual
targets on the New York State English as a Second
Language Achievement Test (NYSESLAT).
Each school receives a Success Ratio on this
measure based on the percent of students who
made progress compared to the probability that a
student will make progress.
A success ratio of 1.0 means students did exactly as
expected in terms of making progress towards
English proficiency; greater than 1.0 better than
expected; and less than 1.0 less than expected.
On this indicator, Empire High School had a success
ratio of .62 and received a Level 2.
 
14
 
Measuring
Chronic
Absenteeism
 
This indicator measures the percentage of
students who miss 10% or more of the days
they are supposed to attend, compared to our
school’s measures of interim progress (MIP)
and long-term goals.
Empire High School had a school MIP of 34.4%,
the State MIP was 15%, and the State long-
term goal is 13.3%.  Empire High School’s
performance was 26.2%, meaning 26.2% of
students at Empire High School were absent
for 10% or more days of instruction.
Since we met the school MIP, but not the State
MIP or long-term goal, Empire High School
received a Level 2.
 
 
15
 
Measuring
College,
Career, and
Civic
Readiness
 
This indicator measures the percentage of students who
achieve various type of diplomas and credentials and the
degree to which students enroll and succeed in advanced
courses or career and technical education programs.
We earn from 0 to 2 points for each student depending on
what credential they receive and the success of students in
advanced coursework.
For example, we receive the maximum 2 points  for
students who graduate in 4 years, with a Regents Diploma
with Advanced Designation or Regents Diploma and the
passing of an AP course with a score of at least 3.
Schools receive a score of between 0 and 200.
Empire High Schools had a school MIP of 125, the State MIP
is 128.2, and the State long-term goal is 136.
Empire High School had a CCCR Index of 120.  Since we did
not meet either MIP, we received a Level 1 on this indicator.
 
16
 
Identification for Comprehensive Support and
Improvement
A high school can be identified for Comprehensive Support and Improvement if its Levels of
Performance meets one of these five “scenarios”
E
m
p
i
r
e
 
H
i
g
h
 
S
c
h
o
o
l
s
 
P
e
r
f
o
r
m
a
n
c
e
 
w
a
s
:
E
m
p
i
r
e
 
H
i
g
h
 
S
c
h
o
o
l
 
h
a
s
 
b
e
e
n
 
i
d
e
n
t
i
f
i
e
d
 
f
o
r
 
C
o
m
p
r
e
h
e
n
s
i
v
e
 
S
u
p
p
o
r
t
 
a
n
d
 
I
m
p
r
o
v
e
m
e
n
t
 
b
e
c
a
u
s
e
 
w
e
 
m
e
t
 
S
c
e
n
a
r
i
o
 
4
.
 
17
 
 
 
Comprehensive Support & Improvement
What it Means to Our School
 
 
18
 
Required CSI School Interventions
C
S
I
 
S
c
h
o
o
l
Empire High School will
:
 
Participate in an on-site needs assessment conducted by the
New York State Education Department.
Review additional data to identify needs to be addressed in
the school’s annual improvement plan.
Conduct annual surveys of parents, staff, and students.
Develop, in consultation with parents, school staff, and
students, an annual School Comprehensive Education Plan
(SCEP) and submit to NYSED for approval.
Identify a school-wide evidence-based intervention to be
included within the annual improvement plan.
Take steps to increase parent and student participation in
decision-making.
Receive Federal School Improvement funds to support our
efforts.
 
19
 
How Schools Can Exit CSI Status
 
To exit CSI status, the school must for two consecutive years be above the levels that would
cause it to be identified for CSI status:
o
Empire High School can exit CSI status if for the 2018-19 and 2019-20 school years:
Composite Performance Level and Graduation Rate are both Level 2 or higher, or
Both the Composite Performance Index and Graduation Rate are higher than at
the time of identification; AND Combined Composite Performance and Graduation
Rate is Level 2 or higher; AND none of the following is Level 1: Graduation Rate;
English Language Proficiency; Chronic Absenteeism
o
Empire High School can also exit CSI status if the school is not on the next list of CSI
schools created based on 
2020-21 
school year results.
 
20
 
Next Steps
 
As a result of the Empire High School becoming a
Comprehensive Support and Improvement
School, we will take the following next steps:
 
21
 
 
 
Questions?
 
22
 
[INSERT CONTACT INFORMATION FOR APPROPRIATE SCHOOL PERSONNEL]
 
23
Slide Note
Embed
Share

Explore Empire High School's journey with the Comprehensive Support and Improvement (CSI) School identification under the new accountability system. Delve into reasons for the system, New York's indicators for school performance, the Every Student Succeeds Act (ESSA) impact, educational equity, and NYSED's new performance indicators for schools.


Uploaded on May 10, 2024 | 1 Views


Download Presentation

Please find below an Image/Link to download the presentation.

The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.

E N D

Presentation Transcript


  1. Empire High School and the New Accountability System What Identification as a Comprehensive Support and Improvement (CSI) School Means to our Students and Staff

  2. Discuss Discuss reasons for a new accountability system Review New York s new accountability system Review Including the new indicators of school performance Today s Presentation Present Present how our school performed on each of the indicators Discuss Comprehensive Support and Improvement School Discuss How we will build on our current school-improvement efforts 2

  3. The Every Student Succeeds Act or ESSA is the federal law for K-12 education in the United States. States receive funding from the United States Department of Education to help districts and schools improve student outcomes, particularly for groups of students who have historically underperformed compared to state averages. NY receives about $1.6 billion annually in ESSA funding. Why a New Accountability System? At Empire High School, ESSA funding supports programs and services that include: academic support for students who are struggling; before and after-school tutoring; counseling; mentoring; supplemental supplies for homeless students; and parent and family engagement workshops. In exchange for funding, states must have an accountability system for measuring school performance and determining which schools need extra support. o States have flexibility in developing these accountability systems States can incorporate measures of school success that go beyond test scores 3

  4. Accountability Educational Equity Educational equity means that all students succeed and thrive in school no matter who they are, where they live, or where they go to school. Accountability is everyone s responsibility: we should celebrate what we do well and recognize what we need to improve, and identify the implications of the choices we make. Being identified as a Comprehensive Support & Improvement School means we will get extra help to assist us in our improvement efforts. 4

  5. The New York State Education Department (NYSED) has established a new set of indicators to measure school performance. New York s New New York s New Accountability Accountability System System More than a thousand people parents, educators as well as national experts offered input. Broader than in the past - Much stronger focus on student growth and progress - More comprehensive look at school performance 5

  6. Multiple Measures of Performance NYSED is using several indicators to determine the performance of high schools: o Student academic achievement in language arts, math, science, and social studies o Academic progress in language arts and math o English language proficiency o Chronic absenteeism o Graduation rates o College, career and civic readiness For every school, these measures are applied to all studentsand specific student subgroups, such as members of racial and ethnic groups, students with disabilities, and English language learners 6

  7. How Schools Are Measured On Each Indicator For every indicator, a school is given a numeric score: 1 is lowest For every indicator: A score of 1 to 4 is given for all students at a school and 4 is highest A score of 1 to 4 is given for each specific student subgroup at a school for which the school is accountable 7

  8. The Individual Indicators What Each Indicator Measures and How our School Performed 8

  9. Levels are assigned based on where a school ranks compared to all other schools in the state: Rank Level 10% or Less 1 10.1 to 50% 2 Measuring Student Academic Achievement (Composite Performance Index) 50.1 to 75% 3 Greater than 75% 4 This indicator measures achievement on state assessments in English language arts (ELA), math, science, and social studies. Levels are assigned based on where a school ranks compared to all other schools in the state. Schools receive credit based on a student s best results on high school assessments within 4 years of a student entering grade 9. This year we were held accountable for students who entered grade 9 in the 2014-15 school year. Schools receive no credit for students who score at accountability Level 1, partial credit for students who score at accountability Level 2, full credit for students who score at accountability Level 3, and extra credit for students who score at accountability Level 4. The next slide shows how scores from 0 100 on Regents exams are converted to Levels. A school can receive an index that ranges from 0 to 250. Empire High School had a Performance Index of 101 out of a possible 250. Empire High School received a Level 1 on this indicator, meaning our school performed among the lowest 10 percent among all high schools in the state. 9

  10. High School Performance Level Assessments 10

  11. This indicator measures the rate of graduation for the individual cohort of students who first entered grade 9 4, 5, and 6 years ago, compared to our school s measures of interim progress (MIP) and long-term goals. For the 4 year cohort, Empire High School had a school MIP of 78, the State MIP is 82.3, and the State long-term goal is 84.4. Our performance was 79, resulting in Level 2. Measuring Graduation Rates For the 5 year cohort Empire High School had a school MIP of 80, the State MIP is 84.5, and the State long-term goal is 86.3. Our performance was 80, resulting in Level 2. For the 5 year cohort Empire High School had a school MIP of 81, the State MIP is 84.6, and the State long-term goal is 86.7. Our performance was 80, resulting in Level 1. Because Empire High School received Levels 2, 2, and 1 its overall Level for Graduation Rate was 2, as this indicator uses regular rounding rules.

  12. This measure combines the Student Achievement and Graduation Rate indicators. Measuring Student Test Achievement (Composite Performance) & Graduation Creates a Combined Composite Performance and Graduation Rate measure by: o Adding the Composite Performance Level and the Graduation Rate Level, giving a number from 2-8. For Empire High School that would be a Composite Performance Level of 1 and a Graduation Rate Level of 2, equaling 3. o Ranking schools with the same number (for Empire High School a 3) based on their rank for Composite Performance and for Graduation Rate. o Assigning a percentile rank to the result. On this indicator, our school received a Level of 1 for all students, placing the school among the lowest ten percent in the state. Rates Combined

  13. This indicator measures overall student progress on state assessments in English language arts and math, compared to our school s measures of interim progress (MIP), the State MIP and long-term goals o In ELA, Empire High School had a school MIP of 80.3, the State MIP was 100.7, and the State long-term goal was 117. Empire High School s performance was 72.6. Since we did not meet either MIP, we received Level 1 in ELA. o In math, Empire High School had a school MIP of 79, the State MIP was 103.3 and the State long-term goal was 119.4. Since we met our school MIP, we received Level 2 in math. Measuring Academic Progress However, because Empire High School did not receive a Level 2 for both ELA and math our overall Level for Academic Progress was Level 1.

  14. This indicator measures progress of English language learners (ELL) in meeting their individual targets on the New York State English as a Second Language Achievement Test (NYSESLAT). Each school receives a Success Ratio on this measure based on the percent of students who made progress compared to the probability that a student will make progress. A success ratio of 1.0 means students did exactly as expected in terms of making progress towards English proficiency; greater than 1.0 better than expected; and less than 1.0 less than expected. On this indicator, Empire High School had a success ratio of .62 and received a Level 2. Measuring English Language Proficiency

  15. This indicator measures the percentage of students who miss 10% or more of the days they are supposed to attend, compared to our school s measures of interim progress (MIP) and long-term goals. Empire High School had a school MIP of 34.4%, the State MIP was 15%, and the State long- term goal is 13.3%. Empire High School s performance was 26.2%, meaning 26.2% of students at Empire High School were absent for 10% or more days of instruction. Since we met the school MIP, but not the State MIP or long-term goal, Empire High School received a Level 2. Measuring Chronic Absenteeism

  16. This indicator measures the percentage of students who achieve various type of diplomas and credentials and the degree to which students enroll and succeed in advanced courses or career and technical education programs. Measuring College, Career, and We earn from 0 to 2 points for each student depending on what credential they receive and the success of students in advanced coursework. For example, we receive the maximum 2 points for students who graduate in 4 years, with a Regents Diploma with Advanced Designation or Regents Diploma and the passing of an AP course with a score of at least 3. Civic Schools receive a score of between 0 and 200. Readiness Empire High Schools had a school MIP of 125, the State MIP is 128.2, and the State long-term goal is 136. Empire High School had a CCCR Index of 120. Since we did not meet either MIP, we received a Level 1 on this indicator.

  17. Identification for Comprehensive Support and Improvement A high school can be identified for Comprehensive Support and Improvement if its Levels of Performance meets one of these five scenarios Composite Performance Grad Rate Combined Composite Performance & Grad Rate Chronic Absenteeism Scenario ELP Progress CCCR 1 Both Level 1 Level 1 Any Level Any Level 2 Either Level 1 Level 1 None Any One of the Three is Level 1 3 Either Level 1 Level 1 Level 1 Any Level 4 Either Level 1 Level 1 Level 2 Any One of the Three is Level 1 5 Either Level 1 Level 1 Level 3 or 4 Any Two Level 1 Empire High School s Performance was: Composite Performance Grad Rate Combined Composite Performance & Grad Rate Chronic Absenteeism ELP Progress CCCR 1 2 1 2 1 2 1 Empire High School has been identified for Comprehensive Support and Improvement because we met Scenario 4. 17

  18. Comprehensive Support & Improvement What it Means to Our School 18

  19. Required CSI School Interventions Empire High School will: Participate in an on-site needs assessment conducted by the New York State Education Department. Review additional data to identify needs to be addressed in the school s annual improvement plan. Conduct annual surveys of parents, staff, and students. Develop, in consultation with parents, school staff, and students, an annual School Comprehensive Education Plan (SCEP) and submit to NYSED for approval. Identify a school-wide evidence-based intervention to be included within the annual improvement plan. Take steps to increase parent and student participation in decision-making. Receive Federal School Improvement funds to support our efforts. CSI School 19

  20. How Schools Can Exit CSI Status To exit CSI status, the school must for two consecutive years be above the levels that would cause it to be identified for CSI status: o Empire High School can exit CSI status if for the 2018-19 and 2019-20 school years: Composite Performance Level and Graduation Rate are both Level 2 or higher, or Both the Composite Performance Index and Graduation Rate are higher than at the time of identification; AND Combined Composite Performance and Graduation Rate is Level 2 or higher; AND none of the following is Level 1: Graduation Rate; English Language Proficiency; Chronic Absenteeism o Empire High School can also exit CSI status if the school is not on the next list of CSI schools created based on 2020-21 school year results. 20

  21. As a result of the Empire High School becoming a Comprehensive Support and Improvement School, we will take the following next steps: Next Steps

  22. Questions? 22

  23. [INSERT CONTACT INFORMATION FOR APPROPRIATE SCHOOL PERSONNEL]

More Related Content

giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#