The Alliance of Education Agency Heads

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The Alliance of Education Agency Heads and
Georgias Single Statewide Accountability
System
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Alliance of Education Agency Heads State of
Georgia Sonny Perdue, Governor
12/5/06
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Charting the Course for Georgias System of
Public Education
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What is the Alliance of Education Agency Heads?

• Guided by Governor Perdues expectations to forge
  a stronger collaboration among the state agencies
  that serve education in Georgia, the heads of the
  seven education agencies meet on a regular basis
  to strengthen the seamlessness and overall
  quality of education opportunities in our state.
• The Governor appointed State Superintendent of
  Schools Kathy Cox, in her capacity as a state
  constitutional officer, to chair the Alliance of
  Education Agency Heads.

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Alliance of Education Agency Heads (AEAH)

1. Kathy Cox, State Superintendent of Schools
   Chair of AEAH
2. Tim Connell, President of the Georgia Student
   Finance Commission
3. Erroll Davis, Chancellor, Board of Regents of the
   University System of Georgia
4. Marsha Moore, Commissioner of the Department of
   Early Care and Learning
5. Martha Reichrath, Executive Director, Governors
   Office of Student Achievement
6. F.D. Toth, Executive Secretary of Georgia
   Professional Standards Commission
7. Mike Vollmer, Commissioner of Department of
   Technical and Adult Education

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The Alliance of Education Agency Heads (AEAH)

• One of the Alliances first efforts is the
  development of a strategic map that focuses on
  barriers, provides a comprehensive policy
  framework, and creates a blueprint for
  cross-agency collaboration. This blueprint is
  being shared with all Alliance boards and various
  stakeholders across the state.
• The Alliance will direct the integration and
  expansion of
• Pre-k through post-secondary activities as well
  as inform workforce development recommendations
  involving other state agencies.

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Alliance of Education Agency Heads
Key Partners Agency Governing Boards
Recognizing the key relationship of the Alliance
to the respective Governing boards of the member
agencies, the Alliance is committed to a close
partnership with the Joint Education Boards
Liaison Committee (JEBLC).
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ALLIANCE GOALS

• Increase high school graduation rate, decrease
  high school
• drop-out rate, and increase post-secondary
  enrollment rate .
• 2. Strengthen teacher quality, recruitment, and
  retention.
• 3. Improve workforce readiness skills.
• 4. Develop strong education leaders, particularly
  
• at the building level.
• 5. Improve the SAT/ACT scores of Georgia
  students.

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AEAH First Priority of Emphasis
To increase Georgias high school graduation
rate, to decrease Georgias high school drop-out
rate, and increase Georgias post-secondary
enrollment rate.
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• Rationale for the First Priority of Emphasis
• (HS drop-out rate, HS graduation rate, and
  post-secondary enrollment rate)

• To assure that the State and all of Georgias
  students will have the
• ability to succeed in an increasingly
  competitive and highly technical
• world marketplace
• To place special emphasis on Georgia's most
  vulnerable students
• To focus on an initial goal to allow the
  AEAH-Implementation Team to
• refine working processes, better understand
  multi-agency resource
• management, and identify additional
  stakeholders for inclusion in
• decision-making.
• To allow for the timely implementation of
  remaining goals

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The AEAH Implementation Team

• A state structure that recognizes the Alliance as
  Georgias P-16 governance council
• An AEAH Implementation Team (AEAH-IT) consisting
  of
• Two representatives from each Alliance agency
  plus two representatives from both the Governors
  Office of Planning and Budget, Governors Office
  of Workforce Development, and the business
  community

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AEAH Implementation Team (IT)

• IT Facilitators Amy Mast, Martha Reichrath,
  Jennifer Rippner
• Georgia Department of Education Stuart Bennett
  and Jeanie Weathersby
• Governors Office of Student Achievement Joanne
  Leonard and Pam Smith
• Georgia Professional Standards Commission Cyndy
  Stephens and Fran Watkins
• Department of Early Care and Learning Mary
  Mazarky and Monica Warren
• Board of Regents of the University System of
  Georgia Sheila Jones and Jan Kettlewell
• Department of Technical and Adult Education
  Freida Hill and Ron Jackson
• Georgia Student Finance Commission Tryllis
  Hallford and Dana Russell
• Governors Office of Planning and Budget Teresa
  MacCartney and Christine Smith
• Governors Office of Workforce Development Debra
  Lyons
• Business GA Partnership for Excellence in
  Education Steve Dolinger and
• Metro Chamber of Commerce Joy Hawkins

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AEAH-IT Goal One 11 Strategies
1.1 Establish additional direct links with the
business sector to participate in stay in school
strategies. 1.2 Make accelerated learning
options (e.g. AP/IB/Dual Enrollment/ Early
College/Gateway to College/Online learning/credit
recovery) available to all secondary (6-12)
students. 1.3 Increase and communicate the
number of career exploration options available
to secondary (6-12) students. 1.4 Implement a
seamless pre-k through post secondary student
information system among educational
agencies. 1.5 Develop incentives that increase
high school graduation and post-secondary
transition.
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AEAH-IT Goal One 11 Strategies continued
1.6 Develop an improved comprehensive system
of student advisement focusing on postsecondary
options and careers. 1.7 Implement a
coordinated set of strategies/programs for
at-risk students. 1.8 Narrow the achievement
gap in grades pre-k through 3. 1.9 Narrow the
achievement gap in grades 4 through 12. 1.10
Build public awareness and support for the value
of high school graduation and post-secondary
education. 1.11 Implement rigorous standards for
high school graduation and align these
standards, curriculum, and assessments with
expectations for post-secondary and the workforce
.
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Goal 1 strategy leaders partners
DECAL DOE DTAE GOSA GOV GPEE GSFC METRO OPB PSC USG
1.1 ? ? ? ? lead lead N/A ?
1.2 ? ? ? ? N/A lead
1.3 ? lead ? N/A ? ?
1.4 ? lead ? ? ? N/A ? ?
1.5 ? ? lead ? N/A
1.6 lead ? ? N/A ? ?
1.7 ? lead ? ? N/A ?
1.8 lead ? ? ? N/A
1.9 lead ? ? N/A ?
1.10 ? ? ? ? lead ? ? ? N/A ? ?
1.11 ? ? ? ? ? N/A lead
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Alliance of Education Agency Heads

• Activities to Date
• Articulated 5 goals for creating a more educated
  Georgia
• Developed strategies for each of the 5 goals
• Developed strategy initiatives for Goal 1 of
  decreasing the high school dropout rate,
  increasing the high school graduation rate, and
  increasing the post-secondary enrollment rate
• Established an Alliance of Education Agency Heads
  - Implementation Team
• Compiled a catalog of current/new initiatives
• Developed a list of current/new initiatives for
  which Alliance-IT members will expand partnership
  activities
• Developed a list of current/new initiative quick
  wins

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The Alliance of Education Agency Heads - Teaming
for Georgias Children
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Georgias Single Statewide Accountability System
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• No Child Left Behind Act Each State shall
• Develop and implement a single statewide
  accountability system that will be effective in
  ensuring that all local educational agencies and
  public schools make adequate yearly progress.

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• Georgia Code 20-14-26
• To create with the approval of the SBOE, a
  performance-based accountability system
• To establish indicators of performance
• Rate schools and systems
• Develop annual report cards
• Develop a single statewide accountability system
  for schools and systems incorporating federal
  law, rules, and regulations

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• Single Statewide Accountability System (SSAS)
• Approved by the State Board of Education July 14,
  2005
• SBOE Rules Chapter 160-7-1
• SSAS 160-7-1-.01
• Definitions 160-7-1-.02
• Accountability Profile 160-7-1-.03
• Awards and Consequences 160-7-1-.04

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• ACCOUNTABILITY PROFILE

1. Adequate Yearly Progress (AYP) (Districts Schools) 2. School Performance Index (Schools) 3. Performance Highlights (Districts Schools)
Met AYP or Did Not Meet AYP Greatest Gain or Highest Percentage Currently, Academic Indicators above 80
AYP is based on 1) 95 assessment participation 2) Assessment results in reading / English language arts math 3) Second indicator Based on Greatest Gain or Highest Percentage of students meeting and exceeding standards Full Academic Year Students CRCT results for grades 1-8 in 5 subjects Grade 11 GHSGT in English, math, Science, Social Studies AYP status Percent exceeding Showcases top school districts and schools academic indicators based on data collected from the State Report Card.
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• Award Structure Performance Index Criteria

Performance Levels AYP Status Greatest Gain in Percentage Meeting and Exceeding (M E) Standards Highest Percentage Meeting and Exceeding (M E) Standards
PLATINUM Yes (Last 3 years) Top 2 Percent of State (98th Percentile) Minimum of 35 Exceeding Minimum 98 (M E) Minimum 35 Exceeding
GOLD Yes (Last 2 years) Top 3 Percent of State (97th Percentile) Minimum of 30 Exceeding Minimum 97 (M E) Minimum 30 Exceeding
SILVER Yes (Last 2 years) Top 4 Percent of State (96th Percentile) Minimum of 25 Exceeding Minimum 96 (M E) Minimum 25 Exceeding
BRONZE Yes or No for current year (Not in Needs Improvement) Top 5 Percent of State (95th Percentile) Minimum of 20 Exceeding Minimum 95 (M E) Minimum 20 Exceeding
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Draft Expanded Profile
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• Expanded ACCOUNTABILITY PROFILE

Adequate Yearly Progress (AYP) (Districts Schools) Met AYP or Did Not Meet AYP AYP is based on 1) 95 assessment participation 2) Assessment results in reading / English language arts math 3) Second indicator
2. School Performance Index (Schools) Greatest Gain or Highest Percentage in Meeting and Exceeding Standards Based on Full Academic Year Students CRCT results for grades 1-8 in 5 subjects Grade 11 GHSGT in English, math, Science, Social Studies AYP status Percent exceeding EOCT proficient
3. Performance Highlights (Districts Schools) At least 80 proficient/ advanced on CRCT/GHSGT At/above State average for SAT/ACT At/below State average (4.7)dropout rate Showcases top school districts and schools academic related indicators based on data collected from the State Report Card.
Draft 4. Performance Challenges (Districts Schools) Academic related indicators below 70 proficient Identifies academic related indicators based on data collected from the State Report Card that do not meet standards.
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State of Georgia Governors Office of Student
Achievement 2007 PLATINUM AWARD Greatest
GainMeeting and Exceeding Standards
Sonny Perdue Martha Reichrath, Ph.D. Kathy Cox
Governor of Georgia Executive Director State
Superintendent of Schools Governors Office of
Student Achievement
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• Georgias AYP Determination Steps
• Participation at 95 in reading/English language
  arts and math based on students continuously
  enrolled during state testing window
• Academic performance in reading/English language
  arts and math based on Full Academic Year (FAY)
  students
• Annual Measurable Objectives (AMO) Absolute Bar
• Confidence Interval
• Multi-year Average
• Safe Harbor
• Federal Flexibility for schools and districts not
  making AYP based solely on SWD group scores
  (approved for 2006 AYP) To be determined for
  2007.
• Second Indicator
• Menu of Indicators for Elementary Middle
  Schools
• Graduation Rate for High Schools

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Enhanced GHSGT Performance Levels for AYP
Purposes

• Mathematics
• Basic Scale scores 400 to 515
• Proficient Scale scores 516 to 524
• Advanced Scale scores 525 to 600
• Language Arts
• Basic Scale scores 400 to 510
• Proficient Scale scores 511 to 537
• Advanced Scale scores 538 to 600

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• Menu of Second Indicators for Elementary/Middle
  Schools
• Meet or exceed standard or show progress from the
  preceding year
• Selection in effect for 2004-2005, 2005-2006, and
  2006-2007
• Attendance
• 15 or less of students absent more than 15 days
  or show progress
• Percent Meeting/Exceeding
• CRCT Science 80 or show progress
• CRCT Social Studies 80 or show progress
• Percent Exceeding
• CRCT Reading 35 or show progress
• CRCT English Language Arts 15 or show progress
  
• CRCT Mathematics 15 or show progress
• CRCT Science 15 or show progress
• CRCT Social Studies 15 or show progress
• (Standards subject to revision as a result of
  data analysis from assessments aligned with GPS.)

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For Elementary and Middle Schools Selecting
Attendance as a Second Indicator

• Attendance Rate Criteria
• Schools or systems with 15 or less of students
  absent more than 15 days or show progress over
  the previous year will meet the Second Indicator.
  To show progress for attendance a school or LEA
  must reduce the percentage of students absent
  more than 15 days from the previous year.
• Attendance Rate Explanation
• Students in AYP grade levels who miss more than
  15 days while enrolled
• at any time in school A will be included in
  school A's Attendance Rate formula.
• The days a student misses in another school is
  not added to school As rate.
• Attendance Rate Calculation
• Attendance rate is calculated by dividing the
  number of students in AYP grade levels who were
  absent more than 15 days by the total number of
  students in AYP grade levels.
• Note Second Indicator selections will be made
  again beginning 2007-2008 school year.

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Georgias Graduation Rate

• Georgias Graduation Rate Standard Schools and
  districts must be at or above a
• 60 Graduation Rate or show progress from the
  preceding year.
• Current Graduation Rate Calculation (worksheet
  available on www.gaosa.org)
• Numerator of students who graduate with
  regular diplomas
• Denominator of dropouts in 9th, 10th, 11th,
  12th from appropriate years graduates
  other completers
• Georgias Graduation Rate 2002 61.8
  2005 69.4
• 2003 63.3 2006 70.8
• 2004 65.4

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School Year High School AYP Second Indicator DRAFT Graduation Rate Standard DRAFT
2006-2007 70 or greater or Second Looks 1) apply multi-year average to achieve 70 or 2) increase by 10 from the preceding year from a minimum threshold of 50
2007-2008 70 or greater or Second Looks 1) apply multi-year average to achieve 70 or 2) increase by 10 from the preceding year from a minimum threshold of 50
2008-2009 75 or greater or Second Looks 1) apply multi-year average to achieve 75 or 2) increase by 10 from the preceding year from a minimum threshold of 55
2009-1010 80 or greater or Second Looks 1) apply multi-year average to achieve 80 or 2) increase by 10 from the preceding year from a minimum threshold of 60
2010-2011 80 or greater or Second Looks 1) apply multi-year average to achieve 80 or 2) increase by 10 from the preceding year from a minimum threshold of 60
2011-2012 90 or greater or Second Looks 1) apply multi-year average to achieve 90 or 2) increase by 10 from the preceding year from a minimum threshold of 70
2012-2013 90 or greater or Second Looks 1) apply multi-year average to achieve 90 or 2) increase by 10 from the preceding year from a minimum threshold of 70
2013-2014 100 or Second Looks 1) apply multi-year average to achieve 100 or 2) increase by 10 from the preceding year from a minimum threshold of 80
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• 2005-2006 Amendment Approved
• Federal Flexibility for SWD Group
• A mathematical adjustment to the Students with
  Disabilities (SWD) proficiency/advanced rates
  applied only for schools and LEAs that did not
  make AYP based solely on the SWD group scores.
• (See the next slide for the federal formula used
  to calculate the mathematical adjustment or proxy
  percent.)

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• Federal Calculation Steps for Determining the SWD
  Proxy Percent
• Determine the percent of SWD assessed within the
  State.
  (138,954 SWD
  divided by 1,106,615 12.5)
• Divide 2 by the percentage of SWD assessed.
• (2 divided by 12.5 15.9 rounded to 16)
• Add the proxy percent (16) to the original
  percent proficient/advanced for SWD for any
  subject reading/English language arts and/or math
  that falls below the state AMO.
• Determine if the proxy percent is equal to or
  greater than the State AMO.
• http//www.ed.gov/news/pressreleases/2005/04/04072
  005.html

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QCC-based Assessments to GPS-based Assessments

• In order for Georgia to preserve continuity by
  keeping the same methodology for computing AYP
  that has been used for each of the past three
  years, US ED required GA to equate the QCC-based
  assessments to the GPS based assessments.

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Equipercentile Amendment

• Equipercentile is a statistical application
  Georgia is using to compare QCC based assessment
  data to GPS based assessment data for use in the
  calculation of multi-year averaging, safe harbor,
  and progress on the second indicator for AYP
  purposes.
• Without the equipercentile, Georgia would not be
  able to use assessment data from previous years
  needed for determining if a school or system made
  AYP based on multi-year averaging, safe harbor,
  and/or progress on a second indicator.

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• Minimum Number Amendment Began with 2004-2005
  AYP Determinations
• On June 14, 2005, US ED approved Georgias
  request to adjust the minimum group size. The
  minimum number adjustment allows AYP groups to be
  more proportional to the overall student
  population in AYP grades.
• Group N size 40 or 10 of students enrolled in
  AYP grades, whichever is greater (with a 75
  student cap) for AMO and Second Indicator
  calculations only.
• Note The minimum number for Participation Rate
  remains at 40 or more students.

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• School-Level Consequences
• Needs Improvement (NI) status shall be determined
  by AYP
• Not making AYP for two consecutive years in
  the same subject
• Math 95 Participation or AMO
• Reading/ELA 95 Participation or AMO
• Second Indicator
• A school shall be removed from the list by making
  AYP for two consecutive years.

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School Needs Improvement (NI) Status School Consequences/Interventions
Did Not Make AYP - Year 1 No Consequences
NI 1 Choice Develop School Improvement Plan
NI 2 School Choice Supplemental Services Implement School Improvement Plan
NI 3 School Choice Supplemental Services Continue School Improvement Plan Develop/Implement School Corrective Action Plan
NI 4 School Choice Supplemental Services Implement School Corrective Action Plan Plan for Restructuring
NI 5 School Choice Supplemental Services Continue School Corrective Action Plan Implement Restructuring Plan

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School Needs Improvement (NI) Status School Consequences/Interventions
NI 6 School Choice Supplemental Services Implement Restructuring Plan GDOE School Performance Review Needs Assessment Develop Improvement Contract
NI 7 School Choice Supplemental Services Implement Improvement Contract Contract-Monitored School Year 1
NI 8 School Choice Supplemental Services Contract-Monitored School Year 2 Improvement Contract GDOE System Performance Review Needs Assessment Develop Management Contract
NI 9 School Choice Supplemental Services Implement Management Contract Contract-Managed School Year 1
NI 10 School Choice Supplemental Services Contract-Managed School Year 2 Update Management Contract

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• School District Consequences
• NI status shall be determined by AYP status
• Not making AYP for two consecutive years in
  the same subject at both Elem./Middle and High
  School levels
• Math 95 Participation or AMO
• Reading/ELA 95 Participation or AMO
• Second Indicator
• Districts are removed from the list by making AYP
  for two consecutive years.

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Table of Consequences/Interventions for School
Districts
Needs Improvement (NI) Status District Consequences/Interventions
Did Not Make AYP Year 1 No Consequences
NI 1 Develop District Improvement Plan
NI 2 Implement District Improvement Plan
NI 3 Develop and Implement District Corrective Action Plan
NI 4 (Guidance is under development for Districts Beyond NI 3.) Continue District Corrective Action Plan Additions To Be Determined

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Frequently Asked Questions

• Students with Disabilities (SWD) SWD who receive
  Special Education Services at any time during the
  school year are included in the SWD group for AYP
  purposes.
• Science and AYP NCLB requires that states
  develop academic content standards in science by
  2005-06 and aligned assessments based on those
  standards by 2007-08. The science assessments
  must be administered at least once in each of
  three grade spans 3-5, 6-9, and 10-12. We are
  required to have Science assessments for the
  07-08 school year but it is unclear how they will
  be incorporated into AYP determinations.
• (NCLB Act section 1111 (K)

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Georgia will lead the nation in improving
student achievement.-- Kathy Cox, State
Superintendent of Schools --
Georgia Department of Education
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AYP for School Districts
9/11/06 2006 2005 2004 2003
School Districts Making AYP 65 of 184 35.33 83 of 183 45.35 63 of 182 34.62 12 of 181 6.63
School Districts Not Making AYP 119 of 184 64.67 100 of 183 54.64 119 of 182 65.38 169 of 181 93.37

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AYP for Schools
9/ 11 /06 2006 2005 2004 2003
Total Schools Making AYP 1,642 of 2,071 79.30 1,670 of 2,040 81.86 1,614 of 2,030 79.51 1,274 of 1,999 63.73
Title I Schools Making AYP 949 of 1,196 79.35 968 of 1,151 84.10 910 of 1,128 80.67 762 of 1,115 68.34
Non-Title I Schools Making AYP 693 of 875 79.20 702 of 889 78.97 704 of 902 78.05 512 of 884 57.92
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AYP for Elementary Schools
9/11/06 2006 2005 2004 2003
Elem. Schools Making AYP 1,153 of 1,271 90.72 1,200 of 1,252 95.84 1,185 of 1,253 94.57 1,086 of 1,229 88.36
Elem. Schools Not Making AYP 118 of 1,271 9.28 52 of 1,252 4.15 68 of 1,253 5.43 143 of 1,229 11.64
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AYP for Middle Schools
9/11/06 2006 2005 2004 2003
Middle Schools Making AYP 297 of 435 68.28 244 of 425 57.41 203 of 410 49.51 81 of 407 19.90
Middle Schools Not Making AYP 138 of 435 31.72 181 of 425 42.58 207 of 410 50.49 326 of 407 80.10
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AYP for High Schools
9/11/06 2006 2005 2004 2003
High Schools Making AYP 192 of 365 52.60 223 of 354 62.99 226 of 367 61.58 107 of 363 29.48
High Schools Not Making AYP 173 of 365 47.40 131 of 354 37 141 of 367 38.42 256 of 363 70.52
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• Annual State Report Card
• Prepared and distributed by the Governors
  Office of Student Achievement in collaboration
  with the Georgia Department of Education.

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Annual State Report Card (K-12 Report)
Consists of 7 Major
Sections 1. Accountability
(SSAS) 2. Georgia Tests 3.
National Tests 4. School Performance
Indicators 5. Student and School
Demographics 6. Personnel and Fiscal
7. Comparability Section
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Annual State Report Card K-12 Report includes
7 Major Sections 1. Accountability
(SSAS) 2. Georgia Tests 3.
National Tests 4. School Performance
Indicators 5. Student and School
Demographics 6. Personnel and Fiscal
7. Comparability Section Prepared and
distributed by the Governors Office of Student
Achievement in collaboration with the Georgia
Department of Education.
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Annual State Report Card

• The State Report Card includes information
  regarding
• K-12 Public Schools (Seven major sections
  Accountability, GA Tests, National Tests, School
  Performance Indicators, Student and School
  Demographics, Personnel Fiscal, Comparability)
• Department of Early Care and Learning
• Department of Technical and Adult Education
• Georgia Professional Standards Commission
• University System of Georgia

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It is not of importance where we stand, but in
what direction we are moving.- Oliver Wendell
Holmes -