ESEA Flexibility: An Overview of the NCLB Waiver Approved for Virginia August 2012

2. ESEA Flexibility: • An Overview of the NCLB Waiver Approved for Virginia • August 2012

3. No Child Left Behind (NCLB) Waiver • Revised accountability system that applies only to the NCLB federal Annual Measureable Objectives (AMOs) benchmarks. • The AMOs do not apply to Virginia's accreditation standards.

4. Purpose of Flexibility

5. Flexibility is offered in the following areas... • Determining annual measurable objectives (AMOs) • Improvement status and sanctions for divisions and schools that fail to meet AMOs (i.e. Public School Choice, SES, etc.) • Improvement planning process for divisions not meeting Highly Qualified Teacher (HQT) requirements • Certain restrictions on use of specific federal program funds (i.e. 20% set a side, school improvement grants, etc)

6. In exchange for the waivers, states must submit plans to implement three educational reform principles outlined by the U.S. Department of Education- 1. College and career-ready standards and assessments 2. *Differentiated accountability systems 3. Teacher and principal evaluation systems *Focus of PowerPoint

7. Principle 2:Differentiated Supports and Interventions for Underperforming Schools

8. System of Differentiated Recognition, Accountability, and Support 2012-2013 School Year Implement revised federal accountability requirements

9. System of Differentiated Recognition, Accountability, and Support Schools – Divisions – State • Revised Annual Measurable Objectives for: • All students • Three proficiency gap groups • Other individual subgroups

10. System of Differentiated Recognition, Accountability, and Support Gap Group 1 (unduplicated) Students with Disabilities English Language Learners Economically Disadvantaged Black students, not of Hispanic origin* Gap Group 2 Gap Group 3 Hispanic students, of one or more races* *to include students with disabilities, English language learners, and economically disadvantaged students

11. System of Differentiated Recognition, Accountability, and Support • Other individual subgroups: • All students • Students with disabilities • English language learners • Economically disadvantaged students • White students • Asian students

12. School Report Cards Annual Accreditation Results based on SOA expectations **Proficiency Gap Group performance in meeting AMOs or reducing proficiency gaps **Individual subgroup performance will continue to be reported: All students, white, Asian, students with disabilities, economically disadvantaged students, English language learners

13. Annual Measurable Objectivesfor Elementary and Middle Schools • All students, proficiency gap groups, and individual subgroups must: • 1) Meet a test participation rate of 95 percent for reading and mathematics; and • 2) Meet AMO targets in reading and mathematics, or reduce failure rate by 10 percent.

14. Annual Measurable Objectivesfor High Schools • All students, proficiency gap groups, and individual subgroups must: • 1) Meet a test participation rate of 95 percent for reading and mathematics; • 2) Meet AMO targets in reading and mathematics, or reduce failure rate by 10 percent; and • 3) Meet the federal graduation indicator.

15. State and Division Accountability • Share the same participation and performance expectations as schools • Also expected to meet Title III Annual Measurable Achievement Objectives (AMAOs) for English learners (ELs): • AMAO 1 – Progress • AMAO 2 – Proficiency • AMAO 3 – Reading and Mathematics

16. Newly Established AMOs AMOs are established based on available data from the following: Mathematics 2011-2012 Revised assessments Reading 2010-11 Assessments (will be adjusted after administration of revised 2012-13 assessments) New group size will move from 50 students to 30 students *The new Math AMOs will be readdressed at this month’s state Board of Education meeting (Sept 27) and revisions are expected to be made

17. Reward, Priority, and Focus Schools • Recognition will be provided to reward schools • Supports and interventions will be provided to priority andfocusschools • Monitor and support schools that do not meet AMOs

18. Reward Schools • High performing, High Progress • Virginia Index of Performance • National and State Title I Distinguished Schools • Blue Ribbon Schools • Priority Schools • 5% of state’s Title I schools (36 total) • Low reading and math performance of “all students” • Federal graduation rates • Failure to meet 95% participation rate in reading • and/or math for 3 consecutive years • Focus Schools • 10% of state’s Title I schools (72 total) • 10% of other non-priority schools having highest • Proficiency gap points or • Not meeting 95% participation rate

19. In Summary… PRIORITY STATUS: Based on reading and mathematics performance and graduation rates for All Students FOCUS STATUS: Based on reading and mathematics performance of Proficiency Gap Groups IMPROVEMENT PLAN: Any school not identified as priority or focus with a subgroup missing one or more AMO(s) (All students, proficiency gap groups, or other individual subgroups)