Welcome!!!

1. Welcome!!! Please place your post-its on each knowledge continuum: • Managing for Performance Portals • Thinkgate Then, please sign-in and get a copy of the presentation.

2. New ESEAFlexibility Waiver RaChelle Perkins Villa Heights Federal and State Compliance 2012

3. “ Data analysis supports a culture of improvement by building the habit of inquiry which you constantly ask questions and find answers not in your preconceived judgments of children, but in the observable data. Therefore it is critical to invest the time and effort needed to identify a meaningful problem that becomes the focus of the improvement process.” K.P. Boudett 2007

4. What Flexibility Is Offered?

5. What Flexibility Is Offered?

6. What Flexibility Is Offered?

7. 4 Principles of ESEA Flexibility College-and-Career-Ready Expectations for All Students () State-Developed Differentiated Recognition, Accountability, and Support (synthesizing feedback) Supporting Effective Instruction and Leadership () Reducing Duplication and Unnecessary Burden ()

8. Principle 2Recognition, Accountability and Support System • Development of State Recognition, Accountability and Support System for All Schools • Resetting Annual Measurable Objectives and ensuring those are a meaningful component of state system • Identifying and Supporting/Intervening in Priority Schools (the lowest achieving and lowest progress Title I schools) • Identifying and Supporting/Intervening in Focus Schools(those Title I schools contributing to the achievement gap) • Identifying and Recognizing Reward Schools(highest achievement and highest progress Title I) • Support of all

9. Priority, Focus, & RewardUSED Definitions Focus Reward Priority • From USED Flexibility Guidance: • From USED Flexibility Guidance: • From USED Flexibility Guidance: • A “focus school” is a Title I school in the State that, based on the most recent data available, is contributing to the achievement gap in the State. • A “reward school” is a Title I school that, based on the most recent data available, is a highest-performing school or a high-progress school. • (Must make AYP for all subgroups and cannot have persistent achievement gaps) • A “priority school” is a Title I or Title I-eligible school that, based on the most recent data available, has been identified as among the lowest-performing schools in the State.

10. Priority, Focus, & RewardMethodology Employed by NCDPI Priority Focus Reward • Determined by • Schools with the largest in-school gaps for 2010-11 school year and one of the two previous years (2008-09 or 2009-10) • Above 3-year state average of 38.7% • Title I schools with a subgroup with proficiency score below 50% for 2010-11 school year and one of the two previous years • Determined by • Poverty rate at or above 50% and gap between highest and lowest performing subgroups below 3-year state average and • Schools made AYP and all subgroups have performance composite above state performance composite and graduation rate, if any, above state graduation rate • or • Schools in the highest 10% performance composite progress and graduation rate progress, if any, for “all students” over a 2-year period. • Determined by • Reading + Math Performance Composite < 50 % in 2010-11 school year and one of the two previous years (2008-09 or 2009-10) • Graduation rate • < 60 %

11. Principle 2Recognition, Accountability and Support System Annual Measurable Objectives

12. Understanding New AMOs 100 - 57.6 means 42.4% are not proficient. Decrease by half in equal increments over 6-years means 42.4/2 = 21.2. 21.2point improvement over 6 years 21.2/6 ≈ 3.5 point increase every year

13. 3 Year DataHistory

14. Understanding New AMOs Two important results of this method are Acknowledges that subgroups have different starting points Differentiated targets are ambitious and achievable

15. UnderstandingNewAMO’s Subgroup Categories • Total (ALL students) • Native American • Asian • African American • Hispanic • 2 or More Races • White • Economically Disadvantage • Limited English Proficient (LEP) • Students with Disabilities (SWD) AYP Difference • A subgroup will count if 30 students are enrolled instead of 40 • Safe Harbor and Confidence Interval are still being used to help school meet their AMO target • Each subgroup has a target set by the state

16. ESEA Flexibility AMO Targets

17. Math AMO Target

18. Understanding Your AMO Targets • # of subgroups (n=40 students) X 2 grade spans (3-8 and HS) X 2 tests (read and math) X 2 participation rate + other academic indicator = total number of AMO Targets • A student can count in multiple subgroups!

19. Let’s Do Your AMO ClassCalculations 1. Look at your class roster and identify each subgroup that the student belongs to. 2. Then calculate the total membership #’s for each student. 3. Highlight students with 3 or more subgroups. These are your HEAVY Hitters, they will have a greater impact on AMO tested reporting

20. Sample AMO State Report

21. Hawthorne High School AMO Report from DPI

24. Using the DataWise Process Ask these questions: 1. What do I see? 2.What do you make of it? 3. What trends do you see? What are your next steps? Data Collection- always gather multiple data sources

25. Placemat Activity Each group has been given a set of data, in your groups: • Examine the data. • When I say go, you are going to write down all of the things that you feel addresses each question. • Keep rotating until all questions have been addressed. • As a group, decide on 3 statements that best addresses the data and the learning centered problem • Be ready to share your statements

26. Questions?