Accountability, Support and Recognition

Rewards and Interventions

Transition Planfor

Accountability, Support and Recognition

2012-2013

Thomas R. Bice

State Superintendent of Education

Alabama Department of Education

Table of Contents

Introduction………………………………………………………………………………………………………………...2

Description of Support……………………………………………………………………………………………………..3

General AYP Requirements/School & LEA Recognition…………………………………………………………………..3

Title I School Improvement Progression Status…………………………………………………………………………….4

Sample Title I School Improvement Progression…………………………………………………………………………....6

Non-Title School Improvement Progression Status………………………………………………………………….……..7

Sample Non-Title School Improvement Progression……………………………………………………………………….7

LEA Improvement Progression Status……………………………………………………………………………………...8

AMAO School Progression Status………………………………………………………………………………………...10

AMAO LEA Progression Status…………………………………………………………………………………………...11

Rewards and Interventions

Transition Plan

for

Accountability, Support, and Recognition

2012-2013

Introduction

The No Child Left Behind Act of 2001 (NCLB) was signed into law on January 8, 2002. Title I, Section 111(b)(2)(A), requires that the state’s accountability plan include rewards and interventions that the state will use to hold local education agencies (LEAs) and public schools accountable for student achievement and adequate Yearly Progress (AYP). Section 1117(b)(1) requires that the state establish a system under Title I, Part A, for making academic achievement awards to recognize schools that significantly close the achievement gap between subgroups of students; schools having scores that exceed overall adequate yearly progress consistent with Section 1111(b)(2) for two or more consecutive years; or schools meeting multiple criteria including poverty, high test scores and making AYP for two consecutive years. This plan describes accountability related rewards and interventions for Alabama’s public schools and local education agencies.

Alabama’s system of academic standards, assessments, and accountability applies to all LEA’s and all schools without regard to whether an LEA or school receives Title I funds. All LEA’s and schools are subject to the state’s definition of AYP for achievement of all students and the following subgroups, as applicable: (1) economically disadvantaged students, (2) students from major racial and ethnic groups, (3) special education students, and (4) limited-English proficient students. The fundamental purpose of the system of rewards and interventions is to support and encourage schools in order for all students to meet and/or exceed proficiency on the state’s academic content and student academic achievement standards.

Descriptions of Interventions and Support

The Alabama Department of Education (SDE) will identify, assign accountability status, and publicly release the performance status of schools and LEA’s for the 2012-2013 school year (based on data from the 2011-2012 academic year). These results will guide the SDE support activities that will focus on helping to build capacity at the district and school levels using differentiated support.

SDE Regional Partnership Teams will coordinate and plan with LEA’s based on Regional Inservice Center locations. The Regional Partnership Teams will be cross sectional and include members from each of the teaching and learning offices, regional inservice centers, institutions of higher learning and, the Office of School Readiness. This will provide the opportunity to serve and support districts and schools more efficiently and effectively resulting in greater student achievement. The SDE Partnership Teams, LEA’s and schools will jointly determine their needs based on data, current work, and initiatives. The outcomes of this collaboration will establish the differentiated support needed by the district and/or school. SDE teams and/or regional support teams will provide the support needed. Innovative thinking and flexibility will be encouraged in the use of financial and human resources.

SDE teams and regional support teams will meet with districts/schools individually and assist in planning for continuous improvement and foster A sustainable model for ongoing improvements. Once a focused plan (Continuous Improvement Plan - eCIP) is developed, resources will be determined and the team will provide the necessary support, professional learning, etc….needed. Accountability measures will be a part of the plan and its’ effectiveness will be monitored and measured using data points related to student learning.

General AYP Requirements and School/LEA Recognition
Making AYP
Schools and Districts must… / By… / Then…
Meet all the requirements for making AYP… /

Making 100% of all annual measurable objectives in reading and mathematics

/ Identified as “making AYP”

Making 95% or better in participation rates in reading and mathematics

Meeting goals in the additional academic indicator(s) appropriate to grade levels

MakingAMAOs
Meet all the requirements for meeting AMAOs for student with limited English proficiency (LEP) /

AMAO-A: Making annual increases in the number or percent of children making progress in learning English (APLA)
AMAO-B: Making annual increases in the number or percent of children attaining English proficiency (EP) each school year
AMAO-C: Making Adequate Yearly Progress (AYP) as defined by the State (1111(b)(2)(B))

/ Identified as “making AMAOs”
Recognition Criteria
Schools must have at least… / To receive… / Additionally, if funds are available…
Made AYP for two or more consecutive years and closed the achievement gap between subgroups of students. /

Recognition on a list of LEAs and schools to be released and published in accordance with the State Department of Education (SDE) methods and procedures for public notifications.

/ Receive financial rewards as a school for:
a) Closing the Gap - Schools having subgroups whose percent of students scoring proficient in reading and mathematics exceeds state counterparts.
b) Exceeding the Challenge - Schools having scores that exceed overall adequate yearly progress consistent with Section 1111(b)(2) for 2 or more consecutive years
c) Torchbearer School—Schools meeting multiple criteria including poverty, high test scores, and making AYP for two consecutive years.
Title I (TI) School Improvement Progression Status (Two Years to Get In, Two Years to Get Out)
After… / Then… / And… / Other Requirements:
1 Year of Not Making Adequate Yearly Progress (AYP) in Mathematics or Reading/Language Arts / School addresses challenge areas at the beginning of the school year / - No specific sanctions
- Addresses challenges in an updated Schoolwide or Targeted Assistance Continuous Improvement Plan (CIP or eCIP*) with LEA assistance
2 Years of Not Making Adequate Yearly Progress (AYP) in Same Component; Identified for School Improvement / School enters Year 1 of Title I School Improvement (TI-SI) at the beginning of the school year / - Implements School Choice
- Addresses challenges in an updated Schoolwide or Targeted Assistance (CIP or eCIP*)
- Receives differentiated support from the LEA/SDE

If approved for 2012-2013 SES FLIP Pilot, LEA would offer Supplemental Educational Services, School Choice (if available), or both at this stage.
* - electronic Continuous Improvement Plan / -Provideswritten notice of the school’s status to parents of each student enrolled in the school in a format and, to the extent practicable, in a language that the parents can understand[Section 1116(b)(6)] no later than 14 days before the beginning of the school year.Required school improvement letter templates are available in the Choice and SES toolkits on the eGAP Document Library under “Title I School Improvement”.
-Budgets and spendsthe equivalent of not less than 10% of its current year Title I allocation to provide high-quality professional development that addresses academic achievement problem(s).
At TI-SI Year 1, the LEA must implement at least one of the following at the school: implement high-quality professional development; institute and fully implement an intensive and focused instructional program or model; provide appropriate needs-based, content-specific professional development for all relevant staff. The program and professional development must be scientifically research-based and offer substantial promise of improving achievement of low-achieving students and enabling the school to make AYP.
3 Years of Not Making Adequate Yearly Progress (AYP) in Same Component; Identified for School Improvement / School enters Year 2 of Title I School Improvement at the beginning of the school year / - Implements School Choice
- Supplemental Educational Services
- Addresses challenges in an updated Schoolwide or Targeted Assistance (CIP or eCIP*)
- Receives differentiated support from the LEA/SDE / All of the above Year 1 requirements plus:
-Implements Supplemental Educational Services to benefit low income students
At TI-SI Year 2, the LEA must implement at least one of the following at the school: replace the school staff that are relevant to the failure to make AYP; decrease school-based decisions and operate the school from the Central Office; or significantly decrease the instructional management authority at the school.
4 Years of Not Making Adequate Yearly Progress (AYP) in Same Component; Identified for Corrective Action / School enters Year 3 of Title I School Improvement at the beginning of the school year / - School Choice
- Supplemental Educational Services
- Constructs a Corrective Action Plan in addition to updating the CIP or eCIP
- Receives differentiated support from the LEA/SDE / All of the above Year 1 and 2 requirements:
Note: Although the July 2006 LEA and School Improvement Non-Regulatory Guidance Section H-5, states that, "The statute does not require a school identified for corrective action or restructuring to spend not less than the equivalent of 10% of its Title I, Part A funds for professional development," the SDE encourages school systems to keep this requirement as part of the support for high-quality professional learning directly connected to the school’s corrective action and restructuring efforts.
At TI-SI Year 3, the LEA must disseminate to the public and school parents how it is implementing at least one or more of the following corrective actions at the school:
Replace school or LEA staff responsible for the continued failure to make AYP ; restructure the internal organization framework of the school; continue implementation of an intensive instructional program or model begun in Year 2; conduct needs-based, SRB content-specific professional development; extend the school year or school day; significantly decrease management authority at the school ; or appoint an outside expert to oversee the day-to-day management of the school decisions that impact AYP.
Title I (TI) School Improvement Progression Status(Two Years to Get In, Two Years to Get Out)continued:
After… / Then… / And… / Other Requirements:
5 Years of Not Making Adequate Yearly Progress (AYP) in Same Component; Identified for Planning for Restructuring / School enters Year 4 of Title I School Improvement at the beginning of the school year / - School Choice
- Approved vendor Supplemental Educational Services
- Constructs a Planning for Restructuring Plan in addition to updating the CIP or eCIP*
- Receives differentiated support from the LEA/SDE / All of the above Year 3 requirements:
Note: Although the July 2006 LEA and School Improvement Non-Regulatory Guidance, Section H-5, states that, "The statute does not require a school identified for corrective action or restructuring to spend not less than 10 percent of its Title I, Part A funds for professional development," the SDE encourages school systems to keep this requirement as part of the support for high-quality professional learning directly connected to the school’s corrective action and restructuring efforts.
At TI-SI Year 4, the LEA must implement a plan to restructure using at least one of the following: replace the school staff who are relevant to the failure to make AYP; contract with a “turnaround” specialist or management organization; identify any other major reform including searching regionally or nationally for a distinguished principal.
6 Years of Not Making Adequate Yearly Progress (AYP) in Same Component; Identified for Restructuring / School enters Year 5 of Title I School Improvement at the beginning of the schoolyear / - School Choice
- Approved vendor Supplemental Educational Services
- Implements theRestructuring Plan in addition to updating the CIP or eCIP
- Receives differentiated support from the LEA/SDE / All of the above Year 4 requirements:
Note: Although the July 2006 LEA and School Improvement Non-Regulatory Guidance, Section H-5, states that, "The statute does not require a school identified for corrective action or restructuring to spend not less than 10 percent of its Title I, Part A funds for professional development," the SDE encourages school systems to keep this requirement as part of the support for high-quality professional learning directly connected to the school’s corrective action and restructuring efforts.
At TI-SI Year 5, the LEA must implement Year 4 strategies and at least one additional intervention listed: replace the school staff relevant to the failure to make AYP; contract with a “turnaround” specialist or management organization; temporarily suspend school-based decisions of the principal.

Reference: NCLB Section 1116

* - eCIP - Electronic Continuous Improvement Plan

Title I School Improvement Status
After… / Then… / And…
1 Year of Not Making Adequate Yearly Progress (AYP) in Mathematics or Reading/Language Arts in the spring of the 2009-2010 school year / School addresses challenge areas at the beginning of the 2010-2011 school year / - No specific sanctions
- Addresses challenges in an updated Schoolwide or Targeted Assistance Continuous Improvement Plan (CIP or eCIP) with LEA assistance
2 Years of Not Making Adequate Yearly Progress (AYP) in Same Component in Spring 2011 assessments / School enters Year 1 of Title I School Improvement at the beginning of the 2011-2012 school year / Implements requirements for Year 1 Listed Above
3 Years of Not Making Adequate Yearly Progress (AYP) in Same Component in Spring 2012 assessments / School enters Year 2 of Title I School Improvement at the beginning of the 2012-2013 school year / Implements requirement for Year 1 and 2 Listed Above

Sample Title I School ImprovementProgression with Dates:

Non-Title School Improvement Progression Status (Two Years to Get In, Two Years to Get Out)
After… / Then… / And…
1 Year of Not Making Adequate Yearly Progress (AYP) in Mathematics or Reading/Language Arts / School addresses challenge areas at the beginning of the school year / - No specific sanctions
- Addresses challenges in an updated Non-Title School Continuous Improvement Plan (CIP or eCIP*) with LEA/SDE differentiated support
2 Years of Not Making Adequate Yearly Progress (AYP) in Same Component; Identified for School Improvement / School enters Year 1 of School Improvement (TI-SI) at the beginning of the school year / - Addresses challenges in an updated Non-Title School Continuous Improvement Plan (CIP or eCIP)
- Receives differentiated support from the LEA/SDE
3 Years of Not Making Adequate Yearly Progress (AYP) in Same Component; Identified for School Improvement / School enters Year 2 of School Improvement at the beginning of the schoolyear / - Addresses challenges in an updated Non-Title School Continuous Improvement Plan (CIP or eCIP)
- Receives differentiated support from the LEA/SDE
4 Years of Not Making Adequate Yearly Progress (AYP) in Same Component; Identified for Corrective Action / School enters Year 3 of School Improvement at the beginning of the schoolyear / - Addresses challenges in an updated Non-Title School Continuous Improvement Plan (CIP or eCIP)
-Completes Corrective Action Plan
-Receives differentiated support from the LEA/SDE
5 Years of Not Making Adequate Yearly Progress (AYP) in Same Component; Identified for PlanningforRestructuring / School enters Year 4 of School Improvement at the beginning of the schoolyear / - Addresses challenges in an updated Non-Title School Continuous Improvement Plan (CIP or eCIP)
-Completes a Restructuring Plan
-Receives differentiated support from the LEA/SDE
6 Years of Not Making Adequate Yearly Progress (AYP) in Same Component; Identified for Restructuring / School enters Year 5 of School Improvement at the beginning of the schoolyear / - Addresses challenges in an updated Non-Title School Continuous Improvement Plan (CIP or eCIP)
- Implementing Restructuring Plan
-Receives differentiated support from the LEA/SDE

Reference: NCLB Section 1116

eCIP* - Electronic Continuous Improvement Plan

Sample Non-Title School Improvement Progression with Dates

Non-Title I School Improvement Status
After… / Then… / And…
1 Year of Not Making Adequate Yearly Progress (AYP) in Mathematics or Reading/Language Arts in the spring of the 2009-2010 school year / School addresses challenge areas at the beginning of the 2010-2011 school year / - No specific sanctions
- Addresses challenges in an updated Non-Title Continuous Improvement Plan (CIP or eCIP)
-Receives differentiated support from LEA/SDE
2 Years of Not Making Adequate Yearly Progress (AYP) in Same Component in Spring 2011 assessments / School enters Year 1 of Title I School Improvement at the beginning of the 2011-2012 school year / Implements requirements for Year 1 Listed Above
3 Years of Not Making Adequate Yearly Progress (AYP) in Same Component in Spring 2012 assessments / School enters Year 2 of Title I School Improvement at the beginning of the 2012-2013 school year / Implements requirement for Year 1 and 2 Listed Above
*LEA Improvement Progression Status(Two Years to Get In, Two Years to Get Out)
* Applicable to LEAs receiving federal funds
After… / Then… / And … / Other Requirements:
1 Year of Not Making Adequate Yearly Progress (AYP) in Reading/Language Arts, Mathematics,and Additional Academic Indicators for grade clusters (3-5; 6-8; 9-12). LEA must make AYP in at least one cellineach row (Reading/Language Arts;Mathematics; and Additional Academic Indicators) on the System Status Summary Report and meet other Accountability requirements in order to make AYP as a district. / LEA addresses challenge areas at the beginning of the school year / -Incorporates no specific sanctions
-Disaggregates and analyzes data / - Addresses challenges as a district focusing on academic achievement in grade cluster(s); receives differentiated support from the SDE
2 Years of Not Making Adequate Yearly Progress (AYP); Identified for LEA Improvement / LEA enters Year 1 of Title I LEA Improvement at the beginning of the school year / -Allocates 10% Title I funds for professional development (even if no Title schools are identified for improvement). Funds set aside for HQT purposes are not counted toward the 10% requirement.
- Receives SDE differentiated support / Develops an LEA Improvement Plan (Template in the eGAP document Library) that addresses eight categories:
-Incorporates SBR strategies to strengthen all schools
-Identifies actions to advance student academic achievement
-Addresses the professional development needs of instructional staff
-Disaggregates data and create specific measurable achievement goals and targets related to AYP
-Offers extended learning opportunities before-or afterschool, during the summer, or extending the school year
-Request assistance from the SDE in fulfilling the LEA’s responsibilities under section 1120A (fiscal requirements)
-Includes strategies to promote effective parental involvement in the school
*LEA Improvement Progression Status, Two Years to Get In, Two Years to Get Out, continued:
After… / Then… / And… / Other Requirements:
3 Years of Not Making Adequate Yearly Progress (AYP) in Same Component; Identified for LEA Improvement / LEA enters Year 2 of LEA Improvement at the beginning of the school year / - Allocates 10% Title I funds for professional development (even if no Title schools are identified for improvement). Funds set aside for HQT purposes are not counted toward the 10% requirement.
- Receives differentiated support from the SDE / Revises LEA Improvement Plan as data changes
4 Years of Not Making Adequate Yearly Progress (AYP) in Same Component; Identified for Corrective Action / School enters Year 3 of Title I School Improvement at the beginning of the school year / - Allocates 10% Title I funds for professional development (even if no Title schools are identified for improvement). Funds set aside for HQT purposes are not counted toward the 10% requirement.
- Receives differentiated support from the SDE / Revises LEA Improvement Plan as data changes

Reference: NCLB Section 1116