New Jersey’s Every Student Succeeds Act (ESSA) State Planinet.paterson.k12.nj.us/news/17-18/_ESSA...

New Jersey

DEPARTMENT OF EDUCATION

| www.state.nj.us/education/ESSA/1

New Jersey’s Every Student Succeeds Act (ESSA) State Plan:

Refresher on the Methodology for the Identification of Comprehensive and

Targeted Schools

New Jersey



New Jersey’s ESSA State Plan

• On August 9, 2017, the U.S. Department of Education approved New Jersey's ESSA State Plan, which was developed in collaboration with stakeholders from across New Jersey.

• The plan emphasizes New Jersey’s collective expectation that all students have equal access to high-quality educational experiences so they may all reach their greatest potential.

• To fulfill this promise to our students, the NJDOE is obligated by federal law and New Jersey’s ESSA State Plan to identify the schools that are in need of comprehensive and targeted support and improvement.

The following overview summarizes the new ESSA accountability system and what indicators were used to measure the performance of all schools for the purpose of identifying schools in need of support and improvement.

http://www.state.nj.us/education/ESSA/plan/plan.pdf

New Jersey



ESSA School Accountability: Overview

School Accountability in ESSA is just one of the New Jersey accountability systems meant to improve student access to high-quality education programs. Its role is to identify our schools most in need of support and improvement.

School Accountability

(ESSA)

School and District

Reporting

District Accountability

(QSAC)

School Accountability

(ESSA)

New Jersey



Academic Achievement

Academic Progress (Elementary/Middle Schools)

and Graduation Rate (HS)

Additional Measure of School Quality or Student

Success

Progress Towards English Language Proficiency

ESSA School Accountability: Summary of IndicatorsBelow is a summary of New Jersey’s indicators that meet the ESSA requirements for school accountability.

PARCC/DLM Proficiency

Student Growth Percentile/

Graduation Rate

Chronic Absenteeism

Progress to English Language Proficiency

(ELP)

Percent of students in the school who meet/exceed grade-level standards on each required annual statewide assessment

Student Growth Percentile (SGP): Metric that measures students’ growth on the annual statewide assessment compared to other students in their academic peer group

Percent of students who are not present 10% or more of their total enrolled school days

English learners must demonstrate growth of approximately one level on the ACCESS for ELLs test per year for up to five years depending on a student's starting point

Percent of students in the school who meet/exceed grade-level standards on English Language Arts 9 and 10, Algebra 1 and 2, and Geometry

Graduation Rate: Percent of students who graduate in 4 years and percent of students who graduate in 5 years

Percent of students who are not present 10% or more of their total enrolled school days

English learners must demonstrate growth of approximately one level on the ACCESS for ELLs test per year for a up to five years depending on a student's starting point

Elementary/Middle School High SchoolNJ PlanESSA Requirement

New Jersey






Additional Measure of School Quality or Student Success


Accountability Indicators: Weighting


Student Growth Percentile/Graduation Rate

Chronic Absenteeism

Progress to English Language Proficiency (ELP)*

NJ State Plan IndicatorESSA Requirement

*The Progress to English Language Proficiency Indicator will be integrated beginning with the 2017-18 accountability calculations.

Weighting*

+

+

=

+

100%

20%

10%

30%

40%

Each indicator is weighted to determine a summative score for the school.

New Jersey






Additional Measure of School Quality or Student Success


Accountability Indicators: Weighting (2016-17)


Student Growth Percentile/Graduation Rate

Chronic Absenteeism

Progress to English Language Proficiency (ELP)

NJ State Plan IndicatorESSA Requirement

*For the 2017-18 accountability calculations, this weighting will also be used for schools without EL populations.

Weighting*

+

+

=

+

100%

0%

15%

35%

50%

Each indicator is weighted to determine a summative score for the school.

New Jersey



Accountability Indicators: Subgroup Weighting

PARCC ProficiencyAll Students (50%)

SGP/Graduation Rate All Students (50%)

Chronic AbsenteeismAll Students (50%)

Progress to English Language Proficiency (ELP)

Summative Score

PARCC ProficiencySubgroups (50%)

SGP/Graduation RateSubgroups (50%)

Chronic AbsenteeismSubgroups (50%)

Within each indicator, student groups and total population are weighted equally to determine the school’s summative score

New Jersey



Accountability Indicators: Subgroup Weighting

White: 16.7%

Black or African American: 16.7%

Economically Disadvantaged: 16.7%

All Students: 50%

Example of School Subgroup Weighting: Math Proficiency

50%

The below example illustrates how the subgroup weighting works. All subgroups are counted equally. Note that students can be in more than one subgroup (e.g., White and Economically Disadvantaged).

TOTAL POPULATION 1000White Students 700Black/African American Students

300

Economically Disadvantaged Students(includes White Students and Black/African American Students above)

150

Reminder: New Jersey set a minimum n-size of 20 students for ESSA accountability.

New Jersey



Reminder: Participation Rate Requirement

Under 1111(c)(4)(E) of ESSA, all states are required annually to measure the achievement of at least 95% of all students in each student subgroup. When measuring, calculating and reporting proficiency rates, states are required to include either a denominator equal to 95% of all students (and of each student subgroup as the case may be) or the number of students participating in the assessments.

For schools that fail to achieve 95% participation, any student below the 95% threshold will therefore be counted as “not proficient” in the calculation of proficiency rates, even though they did not take the exam.

Example – School B* has: 1,000 students registered to take statewide assessments;800 valid scores students (80% participation rate); and 600 students who are proficient.

School B’s denominator is 950 (95% x 1000) and its proficiency rate is 63.2% (600/950) (Note, proficiency rate is not: 600/800= 75%)

Use of participation rates has changed considerably from NCLB to ESSA. The law requires states to factor participation into the measure of Academic Achievement.

* See this example and more in the NJDOE’s ESSA Accountability Profiles Companion Guide

http://www.nj.gov/education/title1/accountability/progress/17/ESSACompanionGuide.pdf

New Jersey



Accountability Indicators: School ProfilesThe Accountability Profiles, which were validated by each district throughout November 2017, reflect the school’s performance on each indicator as described in the prior slides. Access your

school and district profiles on the NJDOE’s ESSA Accountability webpage.

http://www.nj.gov/education/title1/accountability/progress/17/

New Jersey



The summative scores are used for annual meaningful differentiation of schools. Schools showing certain levels of performance are identified as needing support and improvement. These schools are designated as either:

1. Comprehensive Support and Improvement • The lowest 5% of all Title I schools; • High schools with graduation rates less than 67%; and • Title I schools identified as in need of targeted support and improvement for

three or more consecutive years.or

2. Targeted Support and Improvement • Schools with a subgroup performing at or below the bottom 5% of schools

(i.e., the “cut score” established for schools in need of comprehensive support and improvement).

• Schools with a subgroup that is consistently underperforming based on all indicators (beginning in 2018-19).

Identifying Schools in Need of Support and Improvement

New Jersey



PARCC Proficiency

SGP/Graduation Rate

ELL Progress

Chronic Absenteeism

Summative Score

Step 1: All schools receive a summative score

Step 2: Schools are ranked in order of their score. The bottom 5% of Title I schools are identified in need of comprehensive support.

Step 3: Additionally, schools with graduation rates less than 67% and schools who have been designated as in need of targeted support for more than 3 years are identified in need of comprehensive support.

Bottom 5%; <67% Graduation Rate; >3 Years in Targeted

Identifying Comprehensive Support and Improvement Schools

Bottom 5%

New Jersey



Identifying Targeted Support and Improvement Schools

Step 4: In addition to the schools identified by the “cutoff score”, those who are deemed “consistently underperforming” (as previously defined) are also designated as needing targeted support.

Step 1: Each subgroup of students (racial, ethnic and economic status) in each school is given a summative score.

Step 3: Any school with a subgroup score at or below the bottom 5% of all schools are designated as in need of targeted support and improvement.PARCC Proficiency

SGP/Graduation Rate

ELP Progress

Chronic Absenteeism

Summative Subgroup score

Step 2: Subgroup scores are compared to the “cutoff score” that puts a school into the bottom 5% of Title I schools (see previous slide).

Bottom 5% “cutoff score”

Bottom 5% “cutoff score” and “Consistently Underperforming” (beginning 2018-2019)

New Jersey



Additional Resources and Questions

Resources:

ESSA Accountability Profiles Companion Guide

NJDOE’s ESSA Accountability Website

District Guidance: NJDOE ESSA Resources and Webpages

State Plan Overview

Email questions to: [email protected]

http://www.nj.gov/education/title1/accountability/progress/17/ESSACompanionGuide.pdf

http://www.nj.gov/education/title1/accountability/progress/17/

http://www.state.nj.us/education/ESSA/guidance/njdoe/add.shtml

http://www.state.nj.us/education/ESSA/plan/Overview.shtml

mailto:[email protected]

New Jersey’s Every Student Succeeds Act (ESSA) State Planinet.paterson.k12.nj.us/news/17-18/_ESSA...

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