March 2013
Training Session
The content of this PowerPoint is contingent upon approval of the Alabama PLAN 2020 ESEA Flexibility Request by the
USDOE.
Today’s Objective
To familiarize LEA’s with concepts,
definitions and calculations associated
with the new transparent accountability
system.
Setting the Stage. . . . . .
Alabama State Board of Education
PLAN 2020
Various task forces met including many
stakeholders representing diverse
populations across the state to provide
input in the development of Plan 2020.
Our Vision
Every Child a Graduate – Every Graduate Prepared
for
College/Work/Adulthood in the 21st Century
Alabama’s PLAN 2020
The Vision
Every Child A Graduate – Every Graduate Prepared
For
College/Work/Adulthood in the 21st Century
Priorities
ALABAMA’S
2020
LEARNERS
ALABAMA’S
2020
SUPPORT SYSTEMS
ALABAMA’S
2020
PROFESSIONALS
ALABAMA’S
2020
SCHOOLS/SYSTEMS
PLAN 2020 Learners- Objectives
1. All students perform at or above
proficiency and show
continuous improvement
(achievement/growth).
2. All students succeed (gap
closure).
3. Every student graduates from
high school (grad rate).
4. Every student graduates high
school prepared (college and
career readiness).
PLAN 2020 Strategies for Learners
Develop and implement a unified PreK through college
and career readiness plan.
Develop and adopt college- and career-ready aligned
standards in all subject areas.
Create and implement a balanced and meaningful
assessment and accountability system.
Align available programmatic and fiscal resources to
support local school needs in the area of instruction.
ESEA Flexibility Request Submission
 On September 6, 2012, the Alabama Plan 2020 ESEA
Flexibility Request was submitted to the United States
Department of Education for approval. Included are
the components of Plan 2020 as the roadmap.
• Weight 30-50
• Effective
teachers and
leaders as
measured by
EDUCATE
Alabama,
LEADAlabama,
and multiple
measures of
student
performance
• Weight 50
Alabama Schools and Systems
• Program
Reviews
• Graduation
Rate
• Attendance
• Participation
Rates
Alabama Professionals
• Weight 90-110
Alabama Support Systems
Alabama Learners
• Achievement
• Growth
• Gap
• College and
Career
Readiness
• Local
Indicator(s)
from
School/System
Improvement
Plan
• Weight 10
Phases of Implementation
The four components of Alabama PLAN 2020 will be
implemented over a four-year period.
Phase I
Data Elements
Achievement
Gap
Graduation Rate
Attendance
Achievement
Reading Proficiency
(Subgroups Displayed)
Mathematics
Proficiency
(Subgroups Displayed)
Achievement is determined based upon the percentage of proficient
students meeting the Annual Measureable Objective (AMO) in the areas of
reading/language and mathematics utilizing assessments in tested grades.
Gap
Reading Proficiency
(Subgroups used to
calculate Gap)
Mathematics Proficiency
(Subgroups used to calculate
Gap)
Graduation Rate
(Subgroups used
to calculate Gap)
Gap will be determined based upon student groups that traditionally
perform below achievement level. The Gap group will consist of
students identified in the following subgroups: Black, English
Learners, Hispanic, Poverty, and Special Education. The percentage of
proficient students from these subgroups will be combined to
determine the Gap.
Graduation Rate
Graduation
Rate
4-Year Cohort
Graduation Rate
(Subgroups Displayed)
5-Year Cohort
Graduation Rate
(Subgroups Displayed)
The cohort graduation rates will be used. The
graduation rate will be calculated using both four-year
and five-year cohort rates.
Attendance
Attendance
Average Daily
Attendance
(Subgroups Displayed)
Attendance rate will be utilized for schools without
grade 12. The goal is 95% or higher.
Baseline Data and Setting of Targets and AMOs
Fall 2014
 Each school will have a set of targets for Phase I
indicators to ensure that schools are accountable for
the college- and career-readiness of all students.
 AMOs will be set in annual equal increments toward a
goal of reducing by half the percentage of students in
the “all student” group and in each subgroup who are
not proficient within six years.
 The percentage of targets met across all indicators that
have sufficient data will be reported.
 AMOs will be determined for each school and district.
Phase I AMOs
Achievement
Gap
Graduation
Rate
Attendance
Reading Proficiency
Annual Measurable
Objectives
(Subgroups Displayed)
Reading Proficiency
(Subgroups used to
calculate Gap)
Mathematics Proficiency
(Subgroups used to
calculate Gap)
4-Year Cohort
Graduation Rate
(Subgroups Displayed)
Average Daily Attendance
(Subgroups Displayed)
Graduation Rate
(Subgroups used
to calculate Gap)
5-Year Cohort
Graduation Rate
(Subgroups Displayed)
Annual Measurable
Objectives
Annual
Measurable
Objectives
Annual Measurable
Objectives
Phase II
Data Elements
Learning Gains
College and Career
Readiness
Program Reviews
Effective Teachers and
Leaders
Local Indicators
Learning Gains
Learning Gains
Reading Proficiency
Mathematics Proficiency
(Subgroups TBD)
(Subgroups TBD)
Annual Measurable
Objectives
Learning gains will be formulated based upon the
percentage in each subgroup demonstrating
learning gains in mathematics and reading over the
previous year(s).
College and Career Readiness
College and Career Readiness will be determined based upon the
percentage of high school graduates who successfully met an indicator of
readiness for college or career. Possible consideration for College and/or
Career Readiness may consist of one of the following: Benchmark scores
on the reading and math section of the ACT test, qualifying score on an
AP or IB exam, approved transcript college or postsecondary credit
while in high school, benchmark level on the ACT Workkeys or
approved industry credentials.
Program Reviews
Program reviews will cover areas that are typically not covered by
standardized tests and could include program areas such as art, parental
involvement, JROTC, etc. A measure for evaluation will be developed. AMOs
will be determined for each school and district.
Effective Teachers and Leaders
Development and implementation of a
professional growth evaluation system for teachers
and leaders that include multiple measures of
student growth and achievement. Measures for
evaluation will be determined.
Local Indicators
Local districts will have the opportunity to declare one local indicator
with an AMO that is unique to that district/school and is part of its
Continuous Improvement Plan. The Alabama State Department of
Education will review and approve local indicators. A measure for
evaluation will be determined. AMOs will be established for each
school and district.
Phase I and Phase II
Data Elements
1.
Participation Rate
Participation rate will continue to be reported by applicable subgroups.
2.
Rates will be included in the Continuous Improvement Plan as a data point.
3.
Schools with participation rates below 95% must include action steps for
improvement.
4.
Schools that do not improve the participation rate to 95% by the second year
will be identified and must provide reasons by individual student for nonparticipation.
5.
Schools with less than 95% participation in mathematics or reading/English
language arts will fail to qualify as a Reward School.
6.
One of the exit criteria for Priority and Focus Schools is 95% participation in
administered assessments.
School Performance Index
The School Performance Index is the combined total number of points earned from each category
of the accountability model:
•
Alabama Learners
•
Alabama Support Systems
•
Alabama Professionals
•
Alabama Schools and Systems
Proposed
Accountability Data Elements
School Performance Index
The School Performance Index will be implemented in
two phases utilizing the Accountability Data Elements.
Proposed
School Performance Index
 Phase I will be implemented in 2013-2014. This phase
will include the following components:
Achievement
Gap
Attendance
(K-8
schools)
Graduation
Rate
(Schools
with grade
12)
The performance index for Phase I will equal 90 possible points.
Proposed School Performance Index Weights
Phase I
Grade Span
Grade K-8
Grade Span
Grades 9-12
Grade Span
Grades K-12 Unit School or
District
Achievement
Proficiency
Gap
40 Points Possible
30 Points Possible
20 Points for Math
20 Points for Reading
15 Points for Math
15 Points for Reading
Achievement
Proficiency
Gap
Attendance
20 Points Possible
Graduation Rate
25 Points Possible
25 Points Possible
40 Points Possible
12.5 Points for Math
12.5 Points for English
4 Year Cohort Graduation
Rate by Subgroups
30 Points for 4 Year Cohort
Graduation Rate
10 Points for 5 Year
Graduation Rate
Achievement
Proficiency
25 Points Possible
12.5 Points for Math
12.5 Points for English
Gap
25 Points Possible
5 Points Math
5 Points Reading
15 Points 4 Year Cohort
Graduation Rate
Graduation Rate
40 Points Possible
30 Points Four Year Cohort
Graduation Rate
10 Points Five Year
Graduation Rate
Proposed
School Performance Index
 Phase II will be implemented in 2015-2016. The
components within this Phase will be added to the Phase I
components to create the new performance index.
Achievement
College- and
CareerReadiness
Gap
Attendance
(K-8 Schools)
Program
Reviews
Graduation Rate
(Schools with a
Grade 12)
Effective
Teachers and
Leaders
 Phase II components will equal 200 points.
Learning Gains
(Growth)
Local
Indicators
Proposed School Performance Index Weights
Phase II
Grade Span
Grades K-8
Grade Span
Grades 9 - 12
Achievement
Proficiency
Gap
40 Points Possible
30 Points Possible
20 Points for Math
20 Points for Reading
15 Points for Math
15 Points for Reading
Achievement
Proficiency
Gap
15 Points Possible
15 Points Possible
7.5 Points Math
7.5 Points English/LA
4 Year Cohort
Graduation
Attendance
20 Points
Possible
Learning Gains
Program
Reviews
Effective
Teachers
and
Leaders
Local
School
Indicator
40 Points Possible
10 Points
Possible
50 Points
Possible
10 Points
Possible
Learning Gains
Program
Reviews
Effective
Teachers
and
Leaders
Local
School
Indicator
Graduation
Rate
40 Points Possible
10 Points
Possible
50 Points
Possible
10 Points
Possible
40 Points
Possible
20 Points Math
Proficiency
20 Points Reading
Proficiency
College- and
Career
Readiness
20 Points
Possible
(Listed
Below)
20 Points Math
Proficiency
20 Points Reading
Proficiency
Possible consideration for College and/or Career Readiness may consist of one of the following:
• Benchmark scores on the reading and math sections of the ACT test.
• Qualifying score on an AP or IB exam.
• Approved transcripted college or postsecondary credit while in high school.
• Benchmark level on the ACT WorkKeys.
• Approved industry credential.
30 Points 4
Year
Cohort
10 Points 5
Year
Cohort
Proposed School Performance Index Weights
Phase II
Phase 2- 200 Possible Points 2015-2016
Gap
College and
Career
Readiness
Learning
Gains
Program
Reviews
Effective
Teachers
and
Leaders
Local
Indicator
Graduation
Rate
25 Points Possible
25 Points Possible
20 Points
Possible
40 Points
Possible
10 Points
Possible
50 Points
Possible
10 Points
Possible
40 Points
Possible
12.5 points Math
12.5points Reading
5 points Math
5 points Reading
ACT Benchmarks
in Reading and
Math or other
College and Career
Ready Measure*
20 points Math
Proficiency
20 points Reading
Proficiency
5 Points K-8
5 Points 9-12
5 Points K-8
5 Points 9-12
30 points- Four
Year Cohort
Graduation
10 Points-Five
Year Cohort
Graduation Rate
(“ All Students”)
Achievement
Proficiency
Grades K-12 Unit
School
or
District
15 points Four Year
Cohort Graduation
(Subgroups)
Public Reporting
1. The ALSDE is currently partnering with Alabama Supercomputer Authority to
develop a new state accountability reporting data system. This system will build
upon the statewide student management system and the ALSDE Accountability
Reporting system.
2. The goal of ALSDE is to report all data in a way that makes the information
transparent, understandable, accessible, and useful.
3. District personnel will have access to the data based upon the level of
permissions assigned.
4. Access to student-level data will be available through a series of reports.
5. The Alabama State Department of Education (ALSDE) will
publish each school’s annual measurable objectives (AMOs) and
whether they were met on an annual basis.
6. Data that is currently available on www.alsde.edu will be enhanced to include
all areas of the new accountability system.
7. All components of the indicators will be viewable in the new data system.
Proposed
Timeline and Plan for Accountability
Proposed
Timeline and Plan for Accountability
Proposed
Priority and Focus School Definitions
Definition of priority is:
Priority Schools will be those schools that are the lowest performing schools in the state. The
following will be used to identify Priority Schools:
 All SIG Tier 1 and 2 schools
 All schools with a Graduation Rate of less than 60%
 The lowest ranking achievement scores until 5% of Title I schools are named.
Definition of focus is:
Focus Schools are schools with large gaps between subgroups. The following will be used to identify
Focus Schools:
• A gap index score that falls within the lowest 10% of the Title I schools
• Any school with a within-school achievement gap that is among the largest gap between the
highest and lowest performing subgroup index scores within a subject.
• Schools are selected from this list until at least 10% of Title I schools in the state have been
identified.
Priority Schools
Support:
When a Priority School is identified, the RPT (Regional Planning Team) will meet
with the LEA to make a plan for gathering the data and information needed to
make an informed decision about the appropriate improvement model to be
selected. This collaborative effort will include a multi-day, on-site
assessment/instructional audit related to the eight turnaround principles, a
review of the feeder schools’ data to determine whether a feeder pattern
intervention is needed as opposed to a single school intervention, and a more indepth review of the school’s data. The RPT will review models of school
improvement that reflect the eight turnaround principles with district leadership
and feeder pattern leadership. These models will not be one size fits all and will
be customized to meet the specific needs and priorities of the schools. The
Continuous Improvement Plan (CIP) is the means for collecting, reviewing, and
prioritizing data and needs.
Focus Schools
Support:
When a Focus School is identified, the RPT will meet with the LEA to gather
the data and information needed to make a plan that includes precise and
strategic actions and support. These are schools that do not require a
schoolwide change but rather needs to focus services to specific subgroups.
Intervention strategies are student-focused and aligned to the needs of the
individual students represented in the subgroup. This collaborative effort will
include a multi-day, on-site assessment/instructional audit related to the eight
turnaround principles, a review of the feeder schools’ data to determine
whether a feeder pattern intervention is needed as opposed to a single school
intervention, and a more in depth review of the school’s data. The Continuous
Improvement Plan (CIP) is the means for collecting, reviewing, and prioritizing
data and needs.
Priority Schools
Proposed Priority School Exit Criteria
To exit Priority School status, a school must:
1. Implement intervention services for a minimum of three consecutive years;
2. Rank higher than the lowest 5 percent of Title I schools for two or more
consecutive years (as measured by rank order on total school performance
index score).
3. High schools that had a graduation rate of less than 60% must show
improvement by increasing the graduation rate to 70% or above for two
consecutive years.
4. Maintain a participation rate of 95% or more on administered assessments.
5. Receive a favorable school performance audit two years in a row.
6. Meet or exceed the AMO goals for the “all students” subgroup for two
consecutive years.
Focus Schools
Proposed Focus School Exit Criteria
To exit Focus School status, a school must:
1. Meet or exceed the AMO goals for the applicable gap subgroup(s)
performance for two consecutive years.
2. Rank higher than the lowest 10% of the Title I schools in the state.
3. Maintain a participation rate of 95% or more on administered assessments.
4. Receive a favorable school performance audit for two years in a row.
• Weight 30-50
• Effective
teachers and
leaders as
measured by
EDUCATE
Alabama,
LEADAlabama,
and multiple
measures of
student
performance
• Weight 50
Alabama Schools and Systems
• Weight 90-110
• Program
Reviews
• Graduation
Rate
• Attendance
• Participation
Rates
Alabama Professionals
• Achievement
• Growth
• Gap
• College and
Career
Readiness
Alabama Support Systems
Alabama Learners
Component Weights
• Local
Indicator(s)
from
School/System
Improvement
Plan
• Weight 10
ACT 2012-402
 ACT 2012-402 requires the State Superintendent of
Education to develop a school grading system
reflective of school and district performance and to
create the Legislative School Performance Recognition
Program.
 This system will utilize a traditional A-F grading
system.
 An A-F Task Force has been assigned to develop the
new A-F Grading System and make recommendations
to the State Superintendent.
Questions
Calculations
Proposed School Performance Index Weights
Phase I
Grade Span
Grade K-8
Grade Span
Grades 9-12
Grade Span
Grades K-12 Unit School or
District
Achievement
Proficiency
Gap
40 Points Possible
30 Points Possible
20 Points for Math
20 Points for Reading
15 Points for Math
15 Points for Reading
Achievement
Proficiency
Gap
Attendance
20 Points Possible
Graduation Rate
25 Points Possible
25 Points Possible
40 Points Possible
12.5 Points for Math
12.5 Points for English
4 Year Cohort Graduation
Rate by Subgroups
30 Points for 4 Year Cohort
Graduation Rate
10 Points for 5 Year
Graduation Rate
Achievement
Proficiency
Gap
Graduation Rate
25 Points Possible
25 Points Possible
40 Points Possible
12.5 Points for Math
12.5 Points for English
5 Points Math
5 Points Reading
30 Points Four Year Cohort
Graduation Rate
10 Points Five Year
Graduation Rate
15 Points 4 Year Cohort
Graduation Rate
• Weight 30-50
• Effective
teachers and
leaders as
measured by
EDUCATE
Alabama,
LEADAlabama,
and multiple
measures of
student
performance
• Weight 50
Alabama Schools and Systems
• Weight 90-110
• Program
Reviews
• Graduation
Rate
• Attendance
• Participation
Rates
Alabama Professionals
• Achievement
• Growth
• Gap
• College and
Career
Readiness
Alabama Support Systems
Alabama Learners
Component Weights
• Local
Indicator(s)
from
School/System
Improvement
Plan
• Weight 10
Achievement
Calculations of AMOs
Set AMOs in annual equal increments toward a goal of
reducing by half the percentage of students in the “all
students” group and in each subgroup who are not
proficient within six years.
AMO Sample
Calculation of Achievement
 Achievement incorporates student performance on state-required
assessments in two content areas―reading/English and mathematics.
 The performance percent for each school and content area is the combined
result of all assessment types (where applicable). This combination will be
used to calculate achievement results for all subgroups. Schools and
districts earn full credit for students scoring proficient or above. The lower
student performance levels do not receive credit in the accountability
model. Achievement will be calculated based upon the percent of
proficient (or above) students meeting the Annual Measurable Objectives
for reading and mathematics multiplied by the assigned weight in the
School/District Performance Index. Disaggregated subgroups will be
reported individually.
Achievement Calculations Example
School = 200 Students
Level IV = 36
Level III = 80
Level II = 54
Level I = 30
Proficient Students (Levels III & IV) = 116
Non-Proficient Students (Levels I & II) = 84
Proficient Students 116/200
= 58%
Non-Proficient Students 84/200
= 42%
Achievement Calculations Example (Continued)
White Students = 100
Level IV = 9
Level III = 30
Level II = 41
Level I = 20
Proficient White Subgroup Students = 39
Non-Proficient White Subgroup Students = 61
Proficient Students = 39/100
= 39%
Non-Proficient Students = 61/100
= 61%
Achievement Calculations Example
All Students Example
 Students Proficient (level 3 and 4) 58%
 Students Not Proficient (levels 1 and 2) 42%
 Divide 42 by 2 =(21)
 The goal is 100 – 21 = 79%
 21 divided by 6 = 3.5% each year
White Students Example
 Students Proficient (level 3 and 4) 39%
 Students Not Proficient (levels 1 and 2) 61%
 Divide 61 by 2= (30.5%)
 The goal is 100 – 30.5 = 69.5%
 30.5% divided by 6 = 5.08% each year
Sub Groups
Current
Proficient
Students
20122013
All Students
58%
61.5%
White
39%
44.08%
20132014
65%
20142015
68.5%
20152016
72%
20162017
75.5%
20172018
79%
49.16% 54.24% 59.32% 64.4% 69.48%
Gap
Calculation of Gap
Gap―The Gap category of Alabama 2020 Learners
focuses specifically on student groups that perform
traditionally below the achievement goal. Gap uses the
same student test results as those included under
achievement for K-8 schools and graduation rate for 9-12
schools. Gap uses achievement results and graduation
rate for combination and unit schools.
Calculation of Gap
 Step 1—Identify the students for accountability purposes.
 Step 2—Calculate the percent proficient/graduation rate for each subgroup where










applicable.
For the subgroups below the state “All Students” subgroup (currently these
subgroups are Black, EL, Hispanic, Poverty, SPED, referred to as the Performance
Gap subgroups). For each of these subgroups with N≥20.
Step 3—Compare Performance Gap subgroups to school “All Students” subgroup
(e.g., SPED subgroup minus School “All Students” subgroup).
If the difference is greater than or equal to 0, then the Objective equals 1.0.
If the difference is less than 0, then calculate the difference between the gap for the
current year and the gap for the previous year.
If the difference is less than or equal to 0, the Objective equals 0.0.
If the difference is greater than 0, then the Objective equals .1, .2, .3, . . . to .5.
Step 4—Add the Objective Scores.
Divide by total possible Objectives and convert to a percent Objectives Score.
Step 5—For each Measure, multiply percent Objectives Score times Weight.
Step 6—Calculate the Total Score: Add the weighted scores from each measure for a
Total Score.
Gap Worksheet
Gap Example for K-8
Sample K-8 School Gap Calculations
Subgroup
English/LA Gap
Math Gap
Black
1
1
Hispanic
1
1
Free/Reduced Meals
0
1
Limited English Proficiency
1
1
Special Education
.5
.2
Total # of Points
3.5
4.2
5
5
Percent of Above
70%
84%
Weight
15.00
15.00
Weighted Points Subtotal
10.50
12.60
Total # of Objectives
Points Toward SPI for Gap
23.10
Gap Example for High School
Subgroup
Black
Graduation Rate Gap
1
Hispanic
1
Free/Reduced Meals
1
Limited English Proficiency
.5
Special Education
.2
Total # of Points
3.7
Total # of Objectives
5
Percent of Above
74%
Weight
25.00
Weighted Points Subtotal
18.50
Points Toward SPI for Gap
18.50
Graduation Rate
Calculation of Graduation Rate
The graduation rate for each school and district will be
reported annually as a category of Alabama support systems.
The graduation rate will be calculated using both four-year
and five-year cohort graduation rates. Graduation rates will
be disaggregated by subgroups. Graduation rate goals will
increase in annual equal increments toward a goal of
reducing by half the percentage of students in the “all
students” group and in each subgroup who are non-graduates
within six years.
Sample Targets for Graduation Rate
Graduation Rate Example
All Students
 Graduates = 76% Graduation Rate
 Non Graduates = 24%
 Reduce Non Graduates by ½ which is 12% over the next 6 years.
 The goal is 100 – 12 = 88%
 Your identified increase for each year would be 2%
 12% divided by 6 = 2% each year





English Learners
Graduates = 43% Graduation Rate
Non Graduates = 57%
The goal is 100- 71.5 = 28.5%
Reduce Non Graduates by ½ which is 28.5% over the next 6 years.
Your identified increase for each year would be 4.75%
Attendance
Calculation of Attendance
Attendance rates for each school and district will be
reported annually for students in Grades K-8 as a
category of Alabama support systems. The goal is to
reach an attendance rate of 95% or more by 2018, reduce
the percentage of absentees by 50% (one-half) in
relation to the 95% goal based on the base year.
Attendance Rate Formula
Pupil Days minus Absentee Days divided by Pupil Days
equals the attendance rate.
Example
 90,000(pupil days) minus 20,500(absentee days) =
69,500
 69,500 divided by 90,000 = 77% Attendance Rate
Attendance Example
77% Attendance Rate for 2012
100 minus 77 = 23%
23% divided by 2 = 11.5%
11.5% divided by 6 = 1.92% Annually
All
Students
2012
2013
2014
2015
2016
2017
2018
77%
78.92%
80.84%
82.76%
84.68%
86.6%
88.52%
College- and Career- Readiness
Calculation of College- and
Career-Readiness
The College or Career Indicator is a percentage calculated by dividing the number of high
school graduates who have successfully met an indicator of readiness for college or career
with the total number of graduates. The College or Career Indicator measures the
preparedness of students for college or careers upon exiting Alabama’s K-12 school system.
Possible consideration for College and/or Career Readiness may consist of one of the
following:
 Benchmark scores on the reading and math sections of the ACT test.
 Qualifying score on an AP or IB exam.
 Approved transcripted college or postsecondary credit while in high school.
 Benchmark level on the ACT WorkKeys.
 Approved industry credential.
College- and Career- Readiness
Example
Total of Graduates = 115
Total of Graduates that met a College- and CareerReadiness Indicator = 82
82 divided by 115 = 71.3%
100 – 71.3 = 28.7
28.7 divided by 2 = 14.35
14.35 divided by 6 = 2.39 annual increase needed
2012
All Students 71.3%
2013
2014
73.69% 76.08%
2015
2016
2017
2018
78.47%
80.86%
83.25%
85.64%
Participation Rate
Calculating the Participation Rate
 Total Tested divided by Total Enrolled = Participation Rate
 Is 86% > 95%?
 If Yes, you have met the Participation Goal.
 If No, you have not met the Participation Goal.
Example
Total Tested (430) divided by Total Enrolled (500) = 86%
Is 86 > ? No
Participation Goal Not Met
Identifying
School Categories
Summer/Fall 2013
Name Priority Schools
Name Focus Schools
Proposed Torchbearer
Reward Schools
Fall 2013

Not a Priority School.

Not a Focus School.

Have at least 95% Participation Rate.

Have a Graduation Rate above the state average.

Be in existence at the time of the award.

Have at least 80% poverty rate (percent free/reduced meals).

Have above state average of students scoring Level IV on both the reading and the mathematics
sections of the ARMT+.

Have at least 95% of Grade 12 students pass all required subjects of the AHSGE.

Must be among the top 20% band of the state using proficiency of ARMT+, AHSGE, and Alabama
Alternate Assessment from 2012-13 for Level III and for Level IV using a school grouping (high
schools, middle schools, elementary schools, and combined) according to the number of schools in
each group or demonstrating the highest progress in the state using the previous criteria.
Fall 2016
Proposed Priority Schools
In Fall 2016, the proposed classification for Priority schools will be:
 1. Any school that is a Tier I or Tier II school improvement grant (SIG) school as of
September 30, 2012, if applicable.
 2. Any school with a graduation rate of less than 60% for two or more consecutive years.
OR
 3. The lowest ranking scores using the School/District Performance Index so that at least
5% of the Title I schools are classified as Priority based on achievement and lack of
progress.
Schools are selected from this list until at least 5% of the Title I schools are classified as
Priority.
Proposed Focus Schools
Proposed Determination of Focus Schools Fall 2016:
 Use Graduation Rate of 2015 and improvement from 2014
for high schools.
 Use proficiency of new assessments from 2015-16 and
improvement from 2014-15 assessments for elementary and
middle schools
 Rank using schools until 10% of Title I schools are named.
Proposed Reward Schools
Fall 2016
High Performing Schools—Schools that have demonstrated high performance
(using the School Performance Index) over a period of three years.
 Schools that are ranked “High Performing” must demonstrate high
performance in the “all students” subgroup and all of its subgroups.
 High schools must also maintain a graduation rate that is among the highest of
Title I schools.
 A school with an achievement gap that is not closing in a school may not be
classified as a “High Performing School.”
 A list of schools meeting the “High Performing Schools” definition will be
generated. Scores will be rank ordered from top to bottom.
 Schools will be selected until at least 5% of Title I schools in the state have
been identified. A school must meet AMOs for the “all students” group and the
subgroups with an n-count of 20 or more. A school may not be a Priority or
Focus School.
Proposed Reward Schools
Fall 2016
High Progress Schools—Schools that have demonstrated the most
progress in improving the performance of the “all students” subgroup
over a period of three years.
 A school with an achievement gap that is not closing, may not be
classified as a “High Progress School.”
 High schools must also make the most progress in increasing
graduation rates.
 A school must meet AMOs for the “all students” group and the
subgroups with an n-count of 20 or more. A school may not be a
Priority or Focus School. A list of schools meeting the “High Progress
Schools” definition will be generated. Scores will be rank ordered from
top to bottom based on improvement. Schools will be selected until at
least 10% of Title I schools in the state have been identified.
 All reward schools must maintain a participation rate of 95% or higher.
Upcoming Trainings
Mega Conference
 Two Sessions
 3- 90 minute Sessions
 3- 3 hour sessions
Questions
334.353.4285