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Kansas ESEA Flexibility Waiver Overview

Kansas ESEA Flexibility Waiver Overview. July, 2012. Why Was ESEA Waiver Available?. Congress hasn’t reauthorized Elementary & Secondary Education Act (ESEA), currently known as No Child Left Behind (NCLB)

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Kansas ESEA Flexibility Waiver Overview

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  1. KansasESEA Flexibility WaiverOverview July, 2012

  2. Why Was ESEA Waiver Available? • Congress hasn’t reauthorized Elementary & Secondary Education Act (ESEA), currently known as No Child Left Behind (NCLB) • U.S. Department of Education (ED) offered states opportunity for relief from certain provisions of ESEA • In order to improve academic achievement and increase the quality of instruction for all students through state and local reforms

  3. Why Kansas Sought a Waiver? • To move away from the narrowly defined accountability system in NCLB • To have a new accountability system that uses multiple measures with goals that are unique to each school/district • To have results which are more meaningful measures of the success and progress of Kansas schools • KS is already doing many of the parts, i.e. common core standards

  4. It’s approved; what does it mean? • No more AYP beginning with 2013 assessments • No more 100% proficient by 2014 • No more Title I schools or districts on improvement • No more required Title I school choice or supplemental educational services (SES—after school tutoring) • No more Highly Qualified Teacher (HQT) Improvement Plans

  5. KS Agreed to Principles • College- and Career-Ready Expectations for All Students • State-Developed Differentiated Recognition, Accountability, and Support • Supporting Effective Instruction and Leadership

  6. Principle 1: College- and Career-Ready Expectations for All Students • Implement KS Common Core Standards (College & Career Ready) in reading/language arts and mathematics by 2013-2014 • Implement new high quality assessments aligned with CCS in 2014-2015 • Smarter Balanced Assessment Consortium • Assessments in grades 3-8 and HS • Regular & alternate assessments (no KAMM)

  7. Principle 1: College- and Career-Ready Expectations for All Students • Adopt English Language Proficiency (ELP) standards aligned to CCS by 2013-2014 • Administer new ELP assessments aligned to new ELP standards by 2014-2015 (revise or replace the KELPA)

  8. Principle 2: Differentiated Recognition, Accountability, and Support • Accountability • Four ways of looking at state reading and math assessment results • Improving achievement • Increasing growth • Decreasing gap • Reducing non-proficient • Participation rates on state assessments • Graduation rates

  9. Principle 2 Accountability—AMOs • Four ways to calculate state assessment results • Each has own annual measurable objective (AMO) • AMOs calculated for schools, districts and state • All students, traditional subgroups, and lowest 30% group (if 30 students in group) • If meet 1 of AMOs, considered to be making progress • If miss all 4 AMOs, not making progress—submit a plan to KSDE

  10. Accountability-AMO #1 • Improving Achievement • Assessment Performance Index—API • Similar to Standard of Excellence—acknowledge results at all performance levels • AMO—Amount of Improvement based on what quartile school is in

  11. Calculating API

  12. Accountability—AMO #2 • Increasing Growth • Student Growth Percentile Model • AMO—Be within top half of distribution of all school growth medians

  13. Growth AMO

  14. Accountability—AMO #3 • Decreasing Gap • Assessment Performance Index—compare lowest 30% of students within building to state benchmark (highest 30% in state) • AMO—Reduce the gap by half in annual increments spanning 6 years

  15. Gap Reduction

  16. Accountability –AMO #4 • Reducing the Non-Proficient • Performance Level Percentages • AMO—Reduce the percentage of non-proficient students by half in annual increments spanning 6 years

  17. Reducing the Non-Proficient Non-Proficient Non-Proficient Proficient Proficient Now 2017

  18. Example: Amount of Yearly Reduction of Non-Proficient for State-Level AMO

  19. Other AMOs • Participation Rates • State reading and math assessments • Follow same rules as did with AYP • AMO—95%

  20. Other AMOs • Graduation Rate • 4-year and 5-year adjusted cohort graduation rates • Follow same rules as did last two years • AMO—Goal 80% and Targets are • If rate is 80% or higher, target is 0 • If rate is between 50-79%, target is 3% improvement • If rate is less than 50%, target is 5% improvement • If goal or target is met for 4-year adjusted cohort rate, made AMO • If goal or target is not met, use five-year adjusted cohort rate

  21. Principle 2 Recognition & Support • Identify Title I REWARD Schools • Highest performing and highest progress using API • Based on “All Students” group • Approximately 10% or 66 Title schools • Provide recognition and when available, rewards

  22. Principle 2 Recognition & Support • Identify Title I PRIORITYSchools • Lowest achieving Title I schools using API • Based on “All Students” group • 4 years of reading & math data combined • 5% or 33 schools • Implement interventions aligned with turnaround principles • Provide supports and assistance, i.e. KLN,TASN

  23. Turnaround Principles • Provide strong leadership—replace current principal OR demonstrate principal has track record improving achievement & leading turnaround effort • Ensure teachers are effective—retain effective teachers, prevent ineffective teachers from transferring to school, provide job-embedded professional development • Redesign school day, week or year to increase time for student learning

  24. Turnaround Principles • Strengthen school’s instructional program • Use data to inform instruction and for continuous improvement • Establish environment that improves school safety and discipline and addresses non-academic factors that impact student achievement • Provide ongoing mechanisms for family and community engagement

  25. Principle 2 Recognition & Support • Identify Title I FOCUSSchools • Largest gap when comparing lowest 30% against state benchmarks • Based on “All Students” group • Based on 2 years of assessment data • 10% or 66 schools identified • Implement interventions • Provide supports and assistance, i.e. KLN, TASN

  26. Principle 2 Recognition & Support • Title I NOT MAKING PROGRESS SCHOOLS • Missed all assessment AMOs • Develop action plan to address identified needs including needs of specific subgroups

  27. Principle 3 Supporting Effective Instruction and Leadership Implement teacher & principal evaluation & support systems that: • Use for continual improvement of instruction • Use at least 3 performance levels • Use multiple measures including student growth as significant factor • Evaluate on a regular basis • Provide clear, timely, and useful feedback • Use to inform personnel decisions

  28. Which Evaluation System? • No specific system is required; however, all teacher and principal evaluation systems must meet the Kansas guidelines for educator evaluation • Kansas Educator Evaluation Protocol (KEEP) is a model which districts may use • If districts use own system, it will be reviewed by KSDE to ensure it meets guidelines

  29. Principle 3 Timeline • 2011-12— Kansas guidelines submitted for ED Peer Review • By end of 2012-2013 define student growth & how used as significant factor in educator evaluations • State assessments • Other measures to be determined • Teaching in Kansas Commission II • Makes recommendations on student growth as significant factor in educator evaluations • State Board makes final decision

  30. Timeline (cont’t) • 2012-13— • Districts determine whether use KEEP or own system; submit own system for review • Teaching in Kansas Commission II • Pilot KEEP • 2013-14—Pilot • 2014-15—Fully implement

  31. Next Steps • Inform the field • Notify priority & focus schools as soon as list is final • Schedule numerous webinars, ITV sessions, presentations throughout state • Work with various stakeholder groups to ensure understanding • Develop and post documents including fact sheets, power points, Q & A

  32. Next Steps • Develop web-based tools for new accountability system and reports • Convene Teaching in Kansas Commission II • Continue piloting KEEP

  33. Waiver Helps with Transition • Focus on common core standards • Develop and implement next generation of state assessments • Design a new accreditation system • Prepare for a future reauthorized ESEA

  34. Quality Performance Accreditation (QPA) • Affect of waiver on 2013 QPA still under development • 2012 was last “AYP” for QPA • 2013 possibly use new annual measurable objectives (AMOs) to measure student performance (“P” in QPA)

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