Berlin ESSA Accountability Status BOE and Public Meeting February - - PowerPoint PPT Presentation

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Berlin ESSA Accountability Status BOE and Public Meeting February - - PowerPoint PPT Presentation

Apr 01, 2024 111 likes •382 views

Berlin ESSA Accountability Status BOE and Public Meeting February 7, 2019 1 ESSA Overview The Every Student Succeeds Act or ESSA is the federal law for K-12 education in the United States. NY receives about $1.6 billion annually in

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Berlin ESSA Accountability Status

BOE and Public Meeting February 7, 2019

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ESSA Overview

  • The Every Student Succeeds Act or ESSA is the federal law for K-12 education in the

United States.

  • NY receives about $1.6 billion annually in ESSA funding.
  • In exchange for funding, states must have an accountability system for measuring

school performance and determining which schools need extra support.

  • Under the ESSA accountability system, Berlin Central Schools has been identified as

having a Comprehensive Support & Improvement (CSI) School.

  • Due to having a CSI school, Berlin Central Schools has been identified as a targeted

district.

  • Based on the 2017-18 data, Berlin MSHS is the identified school; BES is in good

standing.

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Berlin Central School District ESSA Accountability:

District/School Name 17-18 Accountability Status 18-19 Accountability Status for District/School BERLIN CENTRAL SCHOOL DISTRICT Good Standing TD (Target District) BERLIN ELEMENTARY SCHOOL Good Standing GS (Good Standing) BERLIN HIGH SCHOOL Good Standing CSI (Comprehensive Support and Improvement)

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How Schools Are Measured on Each Indicator

  • For every indicator, a school is given a numeric score:
  • “1” is lowest
  • “4” is highest
  • For every indicator:
  • For 2017-2018 a score of “1” to “4” is given for all students

category at a school and

  • A score of “1” to “4” is given for each specific student subgroup at

a school for which the school is accountable

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Current Identification:

  • Student Growth & Combined Composite and Growth at the middle school
  • ELA & Math*** Progress in the high school
  • Chronic Absenteeism in middle school and high school

***Due to the transition to the Algebra I Common Core Regents Examination that affected the results for the 2014 accountability cohort, the Department assigned a Level 2 on the Math.

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CSI Scenario Composite Growth Combined Composite & Growth ELP ELA & Math Progress Chronic Absenteeism

1 Both Level 1 Level 1 Any Level (None, 1-4) Any Level (None, 1-4) 2 Either Level 1 Level 1 None Any One of the Two is Level 1 3 Either Level 1 Level 1 Level 1 Any Level 4 Either Level 1 Level 1 Level 2 Any One Level 1 5 Either Level 1 Level 1 Level 3 or Level 4 Both Level 1

CSI/TSI Scenario Table - Elementary/Middle School

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CSI Scenario Composite Growth Combined Composite & Growth ELP ELA & Math Progress Chronic Absenteeism BES 2 2 3 3 NONE 3 4 MS 2 2 1 1 NONE 2 1

BES / MS Overall ESSA Scores

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BES BES BES MS MS MS

2017-2018 Goal 2017-2018 Score 2018-2019 Goal 2017-2018 Goal 2017-2018 Score 2018-2019 Goal

Composite State Rank 10.1-50% 1728 TBD 10.1-50% 659 TBD Growth >45.1% 51.1% TBD >45.1% 43.2% TBD Combined Composite & Growth N/A 1859 (50.1-75%) TBD TBD 207 (0-10%) TBD

Measures of Interim Progress (MIP)

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BES 2017-2018 MIP Goal BES 2017-2018 MIP BES 2018-2019 MIP Goal MS 2017-2018 MIP Goal MS 2017-2018 MIP MS 2018-2019 MIP Goal

ELA Progress 78.7 108.3 83.8 74.3 100 79.5 Math Progress 91.5 132.5 96 70.4 73.4 75.8 Chronic Absent 15.6 12 15.2 21 21.4 20.3

Measures of Interim Progress (MIP)

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CSI/TSI Scenario Table - High School

CSI Scenario Composite Graduation Rate Combined Composite & Graduation Rate ELP ELA & Math Progress Chronic Absenteeism CCCR

1 Both Level 1 Level 1 Any Level (None, 1-4) Any Level (None 1-4) 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 Level 1 5 Either Level 1 Level 1 Level 3 or Level 4 Any Two Level 1

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Berlin MS/HS Overall ESSA Scores

CSI Scenario Composite Graduation Rate Combined Composite & Graduation Rate ELP ELA & Math Progress Chronic Absenteeism CCCR

#2 2 3 2

NONE

1 1 2

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Measures of Interim Progress (MIP)

HS 2017-2018 MIP Goal HS 2017-2018 MIP HS 2018-2019 MIP Goal Composite State Rank

  • 362 (10.1-50%)
  • Graduation Rate

(4 year) 84.2% 84.2% 84.7% AVG 4,5,6 Year Graduation Rate

  • 88%
  • Combined

Composite & Graduation Rate

  • 388 (10.1-50%)
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Measures of Interim Progress (MIP)

HS 2017-2018 MIP Goal HS 2017-2018 MIP *** NYS "2" HS 2018-2019 MIP Goal ELA Progress 166.4 150 168.4 MATH Progress*** 129.8 108.7 132.7 Chronic Absenteeism 22.7 28.7 21.3 CCCR 117.3 125 119.7

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ESSA Accountability Designations

GS Good Standing CSI Comprehensive Support and Improvement TSI Targeted Support and Improvement TD Target District CSI-S District has a school identified as CSI GS:PTD Good Standing: Potential Target District in 2019-20. GS:PTSI Good Standing: Potential TSI School in 2019-20.

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On our Radar - 2018-2019 and 2019-2020

Elementary-Middle Subgroup Accountability Status 18-19 Accountability Status for District/School All Students Students with Disabilities White Econ. Disadvantaged BCSD TD CSI - S GS:PTD GS:PTD GS:PTD BES GS GS GS GS GS MS/HS CSI CSI GS:PTSI GS:PTSI GS:PTSI

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On our Radar - 2018-2019 and 2019-2020

High School Subgroup Accountability Status 18-19 Accountability Status for District/School All Students Students with Disabilities White Econ. Disadvantaged BCSD TD GS GS:PTD GS GS MS/HS CSI GS GS GS GS

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Required CSI School Interventions

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Target District Requirements

All Target Districts are required to develop an annual District Comprehensive Improvement Plan (DCIP). This plan will be based on the results of a district-level needs assessment and any school-level needs assessments and data that has been collected and analyzed by the district. The plan must :

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identify initiatives that will be implemented to positively affect student learning and to address the accountability measures for which the district has been identified

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identify resource inequities, and explicitly delineate the plan for annually increasing student performance with a focus on the accountability subgroup(s) and measures for which the district and its schools have been identified

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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: Berlin MSHS can exit CSI status for the 2018-19 and 2019-20 school years:

  • Composite Performance Level and Student Growth Level are both Level 2
  • r higher, or
  • Both the Composite Performance Index and Student Growth Index are

higher than at the time of identification; AND Combined Composite Performance and Growth is Level 2 or higher; AND none of the following is Level 1: Academic Progress; English Language Proficiency; Chronic Absenteeism

  • Berlin MSHS 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.

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