Accountability for Alternative
Education Campuses
and
AEC SPF Changes for
2013-14 SY
CASE Summer Conference 2013
Learning Objectives
 Learn the definition of what an Alternative Education Campus
(AEC) is.
 Understand the basic components Colorado’s accountability
system for AECs, specifically the School Performance Framework
reports.
 Understand the timelines and implications of the accountability
system for AECs.
 Review an existing AEC School Performance Framework to
discuss best practices with colleagues.
 Determine what you need more information on and where/how
to get it.
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Together We Can
Vision
All students in Colorado will become educated
and productive citizens capable of succeeding
in a globally competitive workforce.
Mission
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The mission of CDE is to shape, support, and
safeguard a statewide education system that
prepares students for success in a globally
competitive world.
Successful students
Students
Educators
Schools/
Districts
State
Goals
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Prepare students to thrive in their education and in a globally competitive workforce.
 Ensure every student is on track to graduate postsecondary and workforce ready.
 Increase achievement for all students and close achievement gaps.
 Ensure students graduate ready for success in postsecondary education and the workforce.
 Increase national and international competitiveness for all students.
Great teachers and leaders
Ensure effective educators for every student and effective leaders for every school and
district.
 Increase and support the effectiveness of all educators.
 Optimize the preparation, retention, and effectiveness of new educators.
 Eliminate the educator equity gap.
Outstanding schools and districts
Build the capacity of schools and districts to meet the needs of Colorado students
and their families.
 Increase school and district performance.
 Foster innovation and expand access to a rich array of high quality school choices for students.
Best education system in the nation
Build the best education system in the nation.
 Lead the nation in policy, innovation, and positive outcomes for students.
 Operate with excellence, efficiency, and effectiveness to become the best SEA in the nation.
 Attract and retain outstanding talent to CDE.
Think About…
 What is the purpose of Colorado’s accountability system?
 What is the purpose of having a specialized accountability
system for AECs?
 How can the Selection of Measures for the AEC SPF best
represent the work my school is doing?
 How can my school best use the AEC SPF for improvement
planning?
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What is an Alternative
Education Campus?
Who are AECs?
 “The mission of SOAR High School is to: 1) reach out to the Sheridan community and
surrounding communities to encourage and welcome students back to a safe, positive, and
productive learning environment. 2) provide students with an opportunity to obtain their high
school diploma and to ensure they have the skills necessary to transition to college or a career
of their choice.”
 “The mission of ACE Community Challenge School (ACE/CCS) shall be to continue to re-engage
high-risk youth and families who have not experienced success in mainstream educational
systems into a pro-social, positive peer culture educational milieu. ACE/CCS shall continue to
bolster academic achievement through challenging, non-traditional teaching methods, and to
support the student and the family with human services to enable them to develop a level of
learning and a sense of responsibility as a community member.”
 “The mission of Fletcher Miller School is to provide interactive and interdisciplinary
approaches to academics while meeting individual needs in the areas of medical, physical,
social/emotional and communication supports in order to successfully transition each student
in special education to his/her least restrictive environment.”
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What are the Criteria to be
Designated as an AEC?
 3.01 (A) Having a specialized mission and serving a special needs or at-risk population;
 3.01 (B) Being an autonomous Public School, meaning that the school provides a complete
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instructional program that allows students to proceed to the next grade level or to graduate;
3.01 (C) Having an administrator who is not under the supervision of an administrator at
another public school;
3.01 (D) Having a budget separate from any other Public School;
3.01 (E) Having nontraditional methods of instruction delivery; and
3.01 (F) One of the following:
 3.01 (F) (i) Serving students who have severe limitations that preclude appropriate administration of the
assessments administered pursuant to §22-7-409, C.R.S.;
 3.01 (F) (ii) Serving a student population in which more than 95% of the students have either an individual
education program (IEP) pursuant to §22-20-108, C.R.S. or meet the definition of a High-Risk Student; or
 3.01 (F) (iii) Serving students who attend on a part-time basis and who come from other Public Schools
where the part-time students are counted in the enrollment of the other Public School; except that the
results of the assessments administered pursuant to §22-7-409, C.R.S., of all part-time students and HighRisk Students shall be used in determining the levels of attainment on the performance indicators for the
Public School for which the student is counted for enrollment purposes.;
From: (2207602-R-3.00)
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What is a “High-Risk Student”?
A “High-Risk Student” means a student enrolled in a public school who:
 2.04 (A) has been committed to the Department of
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Human Services following adjudication as a juvenile
delinquent or is in detention awaiting disposition of
charges that may result in commitment to the
Department of Human Services;
2.04 (B) has dropped out of school or has not been
continuously enrolled and regularly attending school
for at least one semester prior to enrolling in his or her
current school;
2.04 (C) has been expelled from school or engaged in
behavior that would justify expulsion;
2.04 (D) has a documented history of personal drug or
alcohol use or has a parent or guardian with a
documented dependence on drugs or alcohol;
2.04 (E) has a documented history of personal street
gang involvement or has an immediate family member
with a documented history of street gang involvement;
2.04 (F) has a documented history of child abuse or
neglect;
2.04 (G) has a parent or guardian in prison or on parole
or probation;
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2.04 (H) has a documented history of domestic
violence in the immediate family;
2.04 (I) has a documented history of repeated school
suspensions; or
2.04 (J) is a parent or pregnant woman under the age
of twenty years;
2.04 (K) is a migrant child, as defined in §22-23-103
(2), C.R.S.;
2.04 (L) is a homeless child, as defined in §22-1-102.5
(2), C.R.S.; or
2.04 (M) has a documented history of a serious
psychiatric or behavioral disorder, including but not
limited to an eating disorder, suicidal behaviors, or
deliberate, self-inflicted injury.
Is over traditional school age for his or her grade level
and lacks adequate credit hours for his or her grade
level. [Note: This last eligibility requirement was
approved through H.B. 11-1277.]
How does a School Become an
Alternative Education Campus?
AEC Application & Selection of
Measures Process
 All AECs, including those previously approved as AECs, must
annually submit an application for AEC designation by July 1.
 All existing AECs must annually submit a “Selection of Measures
Form” by July 1.
 Districts verify that the school meets AEC criteria.
 Districts verify the AEC has 95% “high-risk” students.
 CDE makes a recommendation to the State Board.
 State Board approves AEC designation.
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Process/Timeline
May
• CDE provides updated AEC
Application/Renewal form
and Selection of Measures
form.
October 5
July 1
• For schools seeking AEC
designation, districts/authorizer
submits (1) Application/Renewal
form and (2) Selection of
Measures form, with
supplemental measures,
metrics, cut-points and data, or
district proposed framework.
October 15
• CDE generates AEC
• District submits final
framework report with state
and submitted supplemental
data.
• CDE provides initial plan type
assignment based on the AEC
framework.
accreditation category for all
schools based on framework.
• District submits any requests
to reconsider plan type
assignments.
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Aug. 21/Sept. 4
• SBE approves schools for AEC
designation. (Aug. 14-15)
• CDE release preliminary traditional
SPF. (Aug. 21)
• CDE reviews proposed AEC
selected measures or district
proposed framework, and
approves supplemental measures ,
metrics, and cut-points or
framework. (Sept. 4)
December 5
• CDE makes final
recommendation to the State
Board re: school plan type
assignments. (Dec. 5)
• State Board finalizes school
plan type assignments. (Dec. 5)
• CDE publishes SPFs to
SchoolView.org. (Dec. 5)
AEC Application
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Selection of Measures Form
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What is included in the
AEC SPF?
Alternative Education Campus
(AEC) SPF
 All AECs receive data on the traditional SPF, but accountability
is based on a separate AEC SPF.
 Improvement planning expectations and consequences are the same as
for traditional schools.
 3 of the same performance indicators, 1 modified.
 different weights than those of traditional schools
 Within indicators, many of the same measures and metrics,
but different cut-points.
 Districts may opt to submit supplemental measures for CDE’s
review.
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Traditional SPF Compared to AEC
SPF
 Both the traditional SPF and AEC SPF for high schools contain
four performance indicators, and three performance indicators
for elementary and middle schools
 However, the traditional SPF includes Academic Growth Gaps
whereas the AEC SPF replaces this performance indicator with
Student Engagement
 The AEC SPF allows for AEC schools to include supplemental
measures from interim assessments for academic achievement
and growth, as well as submit additional measures for student
engagement and postsecondary and workforce readiness.
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Sample AEC SPF
Sunnyside Alternative School
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Sunnyside School District
Considerations for Measures
 The three most recent years of data will be included.
 AECs will receive indicator ratings similar to the traditional
SPF:
 Does Not Meet, Approaching, Meets, or Exceeds AEC norms
 Each indicator/sub-indicator:
 Uses adjusted AEC cut-points relative to each other
 Typically uses either normative cuts of 40th/60th/90th
percentile or head counts of 40%/60%/90%
 Where there are common measures across districts, common
metrics and cut-points will be used.
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Adjusted AEC SPF Cut-Points
Impact on School Accountability
AEC:
Traditional SPF Performance
Rating
Plan
AEC SPF Rating
AEC:
AEC:
Priority Improvement Turnaround
Plan
Plan
AEC:
Improvement
Plan
School
Closed Total
Performance
0
0
0
0
0
0
Improvement
Priority
Improvement
7
1
0
0
0
8
11
7
2
1
0
21
7
14
11
9
3
44
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22
13
10
3
73
Turnaround
Total
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State-Required Measures and Metrics
Percentile Weights and Grade Levels for each Performance Indicator:
Performance
Indicator
Weight
State-Required Measures and Metrics
Grade Level
E/MS
HS
Academic
Achievement
20%
15%
1.
CSAP/TCAP % of students proficient in
Reading, Math, Writing, Science
1.
Grades 3-10
Academic
Growth
50%
35%
1.
CSAP/TCAP median growth percentiles
in Reading, Math, Writing, and ACCESS
(English language proficiency)
1.
Grades 4-10
Student
Engagement
30%
20%
1.
2.
Attendance rate
Truancy rate
1.
2.
Required all grades
Grades 7-12
Postsecondary &
Workforce
Readiness
N/A
30%
1.
2.
3.
Completion rate
1.
Dropout rate
2.
Average composite Colorado ACT score 3.
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Grade 12
Grades 7-12
Grade 11
Supplemental Measures
CDE encourages AECs to submit supplemental measures. The use of supplemental
measures strengthen the AEC SPF and provides critical information for schools
around how to direct instruction based on individual student performance.
Performance
Indicator
Examples of Supplemental Measures
Academic
Achievement
NWEA MAP, Scantron, Acuity, Galileo, Wide Range Achievement Test (WRAT), Test for Adult
Basic Education (TABE), Accuplacer
Academic Growth
NWEA MAP, Scantron, Acuity, Galileo, Wide Range Achievement Test (WRAT), Test for Adult
Basic Education (TABE), ACCESS
Student
Engagement
Student Re-engagement, Returning students, Socio-Emotional or Psychological Adjustment
Postsecondary &
Workforce
Readiness
Credit/course completion, Workforce Readiness, Post-Completion Success, Successful
transition (for non-degree granting schools only), Graduation rate
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Changes to the AEC SPF for
2013-14 SY
Why Change the Submission
Requirements for AEC SPFs?
Data Presented by AECs for the SPF:
School Has StateRequired Measures
and Metrics Plus
Submitted Optional
Measures and
Metrics
School Only Has
State-Required
Measures and
Metrics
Performance Indicator
Academic
Achievement
School Does Not
Have State-Required
Measures and
Metrics but
Submitted Optional
Measures and
Metrics
School DID NOT Have
State-Required
Measures and Metrics
OR Optional Measures
and Metrics Resulting
in NO DATA for
Indicator
17 of 78 (21.8%)
41 of 78 (52.6%)
6 of 78 (7.7%)
14 of 78 (17.9%)
Academic Growth
18 of 78 (23.1%)
28 of 78 (35.9%)
7 of 78 (9.0%)
25 of 78 (32.1%)
Student Engagement
16 of 78 (20.5%)
55 of 78 (70.5%)
2 of 78 (2.7%)
5 of 78 (6.4%)
Postsecondary &
Workforce Readiness
16 of 78 (20.5%)
55 of 78 (70.5%)
3 of 78 (3.8%)
4 of 78 (5.1%)
Although some AECs do submit optional assessments when needed, many do not, leaving CDE with an
incomplete measure of those schools’ performance in academic achievement or growth. Of the 78 AECs serving
high school students, 50 have ratings in all four indicators; however, 13 have ratings in three indicators, 11 in two
indicators, and 4 in one or no indicators.
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Changes to the AEC SPF
for 2013-14 SY
 Academic Achievement and Growth Data are required:
 The AEC is required to submit achievement and growth data through supplemental measures if
CSAP/TCAP data are not available to provide a more complete picture of school performance.
 Supplemental measures must include reliable and valid interim assessments, meaning those interim
assessments are nationally- or state-normed and are capable of measuring progress on the standards
adopted by the local school board or Institute pursuant to § 22-7-1013, C.R.S. (CAP4K) (e.g.,
Northwest Evaluation Association’s Measures of Academic Progress (NWEA MAP), SCANTRON,
Galileo, TABE, Acuity, etc.).
 Student Engagement and Postsecondary and Workforce Readiness data are
required:
 The AEC is required to submit student engagement and postsecondary and workforce readiness data
through supplemental measures if attendance or truancy rate(s) are not available (for student
engagement) and/or completion or dropout rate(s) or CO ACT score is not available (for postsecondary
and workforce readiness) to provide a more complete picture of school performance.
 Supplemental measures could include:
 Student Engagement: Student Re-engagement, Returning students, or Socio-Emotional or Psychological
Adjustment
 Postsecondary and Workforce Readiness: Credit/course completion, Workforce Readiness, Post-Completion
Success, Successful transition (for non-degree granting schools only), or Graduation rate.
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Resources
AEC Resources
 http://www.cde.state.co.us/Accountability/StateAccountabilityA
ECs.asp
 Application/Renewal Form
 Selection of Measures Form
 Calculation Guidance
 Policy Guidance:
http://www.cde.state.co.us/Accountability/Downloads/AECPolicy
Guidance.pdf
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Data Resources
 SchoolView: http://www.schoolview.org/
 District and School Performance Framework reports are
available on the Performance page
 Dynamic and interactive data platforms
 Colorado Growth Model
 SchoolView Data Center
 SchoolView Data Lab
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Other Resources
 SPF Tutorial:
http://www.cde.state.co.us/media/training/SPF_Online_Tutorial
/player.html
 CDE Accountability Website:
http://www.cde.state.co.us/Accountability/index.asp
 Unified Improvement Planning Website:
http://www.cde.state.co.us/Accountability/UnifiedImprovementPl
anning.asp
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Future Trainings
 Upcoming trainings will be announced in the Scoop, the CDE
newsletter.
 Future webinars will include:
 Growth Model
 SchoolView
 Performance Frameworks
 Alternate Education Campus Frameworks
 UIP 101 and Changes from Last Year
 Call-in/walk-in appointments on Performance Frameworks will
begin August 21st.
 Additional In-Person trainings on UIP
 See handout for more information and links to trainings
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Accountability and Data Analysis
Contact Information
 Marie Huchton: Data and Statistics
 [email protected] , 303-866-6203
 Jessica Knevals: Accountability and Policy
 [email protected] , 303-866-6778
 Lisa Steffen: Application, Selection of Measures, and
Submission Forms
 [email protected] , 303-866-6676
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Team Exercise
Review the AEC SPF to answer…
 What is the school’s plan type? How does this compare to other plan
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types?
What are the key performance indicators? Which ones have the
greatest weight?
What ratings do schools get on the AEC SPF, and how many points are
they each worth? On which indicator(s), if any, did this school fall
below state expectations?
What measures contribute to the AEC SPF result? What assessment
and non-assessment data contribute? How?
What additional measures did the school use on their AEC SPF? How
did these additional measures enhance their AEC SPF?
What completion rate is required to get a “meets” on the completion
rate measure?
Questions, Comments, and
Concerns