PENNSYLVANIA ACCOUNTABILITY SYSTEM PRACTITIONERS MEETING MAY 13, 2003

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No Child Left Behind
a higher standard a brighter future
Instructional Support Services
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PENNSYLVANIA ACCOUNTABILITY SYSTEM
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• To create a system
• that is demanding,
• fair and resilient.

To create a system that is demanding, fair and
resilient...
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• To create a system
• that is demanding,
• fair and resilient.

And is aligned with the requirements of NO CHILD
LEFT BEHIND.
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Q
UESTIONS ADDRESSED

• WHY HAVE ACCOUNTABILITY?
• WHAT MAKES A GOOD ACCOUNTABILITY SYSTEM?
• WHAT ARE THE INDICATORS?
• WHAT ARE THE TARGETS?
• HOW ARE CALCULATIONS MADE?
• WHAT HAPPENS TO SCHOOLS THAT MEET THE
  TARGETS AND THOSE THAT DO NOT?

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W
HY HAVE ACCOUNTABILITY?
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F
ACT

• States with strong accountability systems have
  made the greatest and most consistent gains in
  student achievement, and have had greater success
  in closing the achievement gap.

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HAT MAKES A GOOD ACCOUNTABILITY SYSTEM?
W

• Performance Indicators
• For each school and district
• Incentives
• For schools/districts that meet
  or exceed performance targets

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HAT MAKES A GOOD ACCOUNTABILITY SYSTEM?
W

• k

• Assistance
• For struggling schools and districts
• Consequences
• For persistently unacceptable performance
• Public Reporting of Results

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EQUIREMENTS OFNO CHILD LEFT BEHIND
R

• 100 of students proficient by 2014
• Adequate yearly progress (AYP) goals
• Disaggregating data
• Rewards, supports, sanctions

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HAT ARE THE INDICATORS?
W

• Student Achievement
• Participation Rate In
• Assessments
• Attendance K-8
• 4-year Graduation Rate Secondary

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SSESSMENTS
A

• All students tested, with accommodations as
  appropriate.
• One statewide test at each subject and grade
  level.

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SSESSMENTS
A

• GRADES, SUBJECTS
• SY 2002-03 - Grades 5, 8 and 11 Reading and
  Math
• SY 2003-04 - Add Grade 3
• Reading and Math
• SY 2005-06 - Add Grades 4, 6, 7 Reading
  and Math
• SY 2007-08 - Add Grades 4, 7 10 Science

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W
HAT ARE THE PERFORMANCE TARGETS?
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DEQUATE
P
A
Y
ROGRESS
EARLY
READING Proficient by Year

• -

45 54 63 72 81 91 100
2004 2003 2002
2007 2006 2005
2010 2009 2008
2014
2011
2012
2013
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DEQUATE
P
A
Y
ROGRESS
EARLY
MATH Proficient by Year

• -

35 45 56 67 78 89 100
2004 2003 2002
2007 2006 2005
2010 2009 2008
2014
2011
2012
2013
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O
THER AYP MEASURES

• 95 participation rate Now
• Attendance, K-8
• Target is improvement, up to 95
• 4-year graduation rate, secondary
• Target is improvement, up to 95

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EET AYP BY
M

• PROFICIENCY TARGETS
• School
• Subgroup
• 95 PARTICIPATION
• GROWTH IN ATTENDANCE and GRADUATION

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ALCULATION RULES AYP
C

• All students must be tested.
• AYP calculated by averaging grade spans for 2
  years, or by using current year data, and
  determined by whichever is higher. This method
  increases reliability and validity.

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ALCULATION RULES AYP
C

• Accountable for
• students enrolled Oct 1 through last day of
  testing
• Up to 1 may take PASA
• Proficiency test required for ELL
• students Test data counts after 1year

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ALCULATION RULES AYP
C

• Every school accountable
• annually regardless of
• school size
• N of 40 for subgroup accountability
• For very small schools,
• will combine data for
• 2-3 years
• N of 10 for reporting

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AFE HARBOR
S

• If a school or subgroup does not
• meet proficiency criteria, but DOES
• reduce the proportion of below-
• proficient students by 10 or more,
• it will be considered to have
• met AYP.

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AFE HARBOR
S
EXAMPLE

• Below proficient 2002 90
• Safe Harbor Target 2003
• 90 x 1/10th 9
• 90 - 9 81

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Pennsylvanias Accountability System Will Also
Honor Significant Growth.
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ROWTH TARGETS (PPI)
PA PERFORMANCE
INDEX
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• Measures growth across all levels
• not just from Basic to Proficient
• Starts each school and subgroup at
  its own 2002 baseline.
• Aims for 100 proficient in 2014

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SES OF PA PERFORMANCE INDEX
U

• Will use to determine eligibility for
• rewards and recognition
• Negotiating with USDOE to use as an
• alternative AYP measure

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ALCULATING A PPI SCORE
C
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AMPLE SCHOOL A
S
Math
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NNUAL PPI TARGETS
A

• Goal of 100 by
• the year 2014
• Annual Growth
• Target
• 2014 goal (100)
• minus baseline,
• divided by 12

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NNUAL PPI TARGETS
A
EXAMPLES

• 2014 2002 Annual
• Goal Baseline PPI Target
• (100 - 52) ? 12 4.0
• (100 - 60) ? 12 3.3

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W
HAT HAPPENS WHEN SCHOOLS MEET TARGETS?

• Schools receive
• rewards and
• recognition after two
• consecutive years of
• meeting targets

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W
HAT HAPPENS WHEN SCHOOLS MEET TARGETS?

• Schools receive
• freedom from some
• reporting requirements
• and mandates after 4
• years of meeting targets

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W
HAT HAPPENS WHEN SCHOOLS MEET TARGETS?

• Meeting either PA
• PPI targets or APY
• targets qualifies.

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W
HAT HAPPENS WHEN SCHOOLS DO NOT MEET TARGETS?
Schools begin to receive supports and
consequences after not meeting targets for two
consecutive years.
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S
CHOOL IMPROVEMENT

• 1st year (of not meeting targets) Warning
• 2nd Year School Improvement I
• 3rd Year School Improvement II

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S
CHOOL IMPROVEMENT

• School Improvement Year I
• - School Choice
• - School Assistance Team
• - School Improvement Plan
• School Improvement Year II
• - Same, Plus Supplemental
  Services
• - Additional Technical Assistance

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C
ORRECTIVE ACTION

• 4th Year of not meeting Targets
  Corrective Action I
• 5th Year Corrective Action II
• 6th Year Governance Changes

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C
ORRECTIVE ACTION I

• Same as school
• improvement plus
• major changes in
• leadership,curriculum,
• or other strategies.

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C
ORRECTIVE ACTION II

• Same, plus plan for significant
• governance changes
• reconstitution
• chartering
• privatization
• other major governance changes

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Y
EAR 6 OF NOT MAKING TARGETS
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E
XITING
A school exits from the cycle when it
meets targets for two consecutive years.
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School Report Cards

• Beginning June, 2003 district must report
• Aggregate data on student achievement at each
  proficiency level on the PSSA and disaggregated
  data from the subgroups.
• Comparisons regarding subgroups.
• Percentage of students not tested.
• Most recent 2 year trend in reading,
  math, and language arts -3,5,8,11

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School Report Cards

• Data on AYP
• Graduate rates
• Schools identified for school improvement
• Professional qualifications of teachers
• How students achieved on the PSSA comparted to
  students in the state as a whole

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Professional Qualifications For Teachers
Certification

• Full state certification required including
  certification obtained through alternative
  routes.
• Will not waive certification requirements for
  emergency, temporary, or provisional basis.

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Professional Qualifications For Teachers
New Teachers

• Elementary teachers must have a bachelors degree
  and pass a rigorous state test.
• Middle and secondary teachers must have a
  bachelors degree, demonstrate competence in
  subject area, and pass a rigorous state test.

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Professional Qualifications For Teachers
Experienced Teachers

• Teachers with elementary certification teaching
  core subjects in grades 7 and 8 in a middle
  school must pass a state test to obtain
  additional certification by 2005-2006.
• All teachers must be provided extensive
  professional development.

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Qualifications For Title I Paraprofessionals
Definitions

• No Child Left Behind does not define
  paraprofessional
• Federal regulations (Title 1) define
  paraprofessional as one who provides
  instructional support. Those who have only
  non-instructional duties are not included.

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Qualifications For Title I Paraprofessionals
Those hired after January 8, 2002

• Must have a high school diploma plus one of the
  following
• 2 years of study at an institution of higher
  learning
• Obtain an associate degree or higher
• Demonstrate subject area knowledge and ability to
  assist with instruction through a local
  assessment that has been reviewed by PDE

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Qualifications For Title I Paraprofessionals
Those hired before January 8, 2002

• Must meet the same requirements not later than
  January 8, 2006

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N
OTIFICATION APPEALS

• Preliminary notification of
• districts and schools
• Early August
• 30 day turn-around process for
• appeals guidelines will be
• provided by PDE

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D
ISTRICT AND STATE ACCOUNTABILITY

• Under NCLB, districts are
• accountable for the same goals as
• schools, with comparable rewards,
• supports, and sanctions
• States are also
• accountable for the
• same goals

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Increased Demand Increased Support
Increased Results!
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AYP and Students With Disabilities
No child, including one with a disability, will
be left behind.
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AYP and Students With Disabilities
All students, including students with
disabilities, are to be held accountable to the
same challenging content and achievement
standards. They must participate in state
assessments with appropriate accommodations.
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F
OR FURTHER GUIDANCE
Visit www.state.pa.us