B-6 SIG metrics and data groups

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Paperwork Reduction Act Submission Supporting Statement

Annual Mandatory Collection of Elementary and Secondary 
Education Data through EDFacts

August 2010

Attachment B-6




EDFacts Data Set
School Improvement Grants

Introduction
This attachment explains how the data will be collected for the 18 metrics in the final requirements for the School Improvement Grants (SIG) program authorized under section 1003(g) of Title I of the ESEA for Tier I and Tier II schools that implemented one of the four required school intervention models and were served with SIG funds during the school year for which the SEA is reporting. 1   (The final requirements for the SIG program define Tier I and Tier II schools and the four school intervention models.)  Some of the data used in the metrics will come from the data collected through ESS (data groups in Attachment B-3).  Some of the data will come from reporting under the State Fiscal Stabilization Fund (SFSF) program.

Appendix A, at the end of this document, lists changes to this document after the 30 day public comment period.
Reporting Metrics
The final requirements for the SIG program include 18 metrics, which are listed in the table below.


List of Metrics for the School Improvement Grants

School Data
1
Intervention used (i.e., turnaround, restart, closure, or transformation) 
2
AYP status
3
Which AYP targets the school met and missed
4
School improvement status
5
Number of minutes 

Student Outcome/Academic Progress Data

6
Percentage of students at or above each proficiency level on state assessments in reading/language arts and mathematics (e.g., Basic, Proficient, Advanced), by grade and by student subgroup
7
Student participation rate on state assessments in reading/language arts and in mathematics, by student subgroup
8
Average scale scores on state assessments in reading/language arts and in mathematics, by grade, for the “all students” group, for each achievement quartile, and for each subgroup
9
Percentage of limited English proficient students who attain English language proficiency 
10
Graduation rate
11
Dropout rate
12
Student attendance rate
13
Number and percentage of students completing advanced coursework (e.g., AP/IB) and/or dual enrollment classes
14
College enrollment rates

Student Connection and School Climate

15
Discipline incidents
16
Truants

Talent
17
Distribution of teachers by performance level on LEA’s teacher evaluation system
18
Teacher attendance rate


New Data Groups
The table below lists the new data groups that will be collected for Tier I and Tier II schools that implemented one of the four required school intervention models and were served with SIG funds during the school year for which the SEA is reporting.  (For a school implementing the closure model, an SEA must only complete the metric “Intervention used.”)  These data groups will be collected using an EDFacts collection tool.
Data Group Name
DG ID
Used for metric
Level
Intervention used
728
Metric 1
Tier I and II schools only
School year minutes
729
Metric 5
Tier I and II schools only
Increased learning time
745
Metric 5
Tier I and II schools only
Average scale score table2
730
Metric 8
State and Tier I and II schools 
Achievement percentile table
751
Metric 8
State and Tier I and II schools
Student attendance rate
731
Metric 12
Tier I and II schools only
Advanced coursework 
732
Metric 13
Tier I and II schools only
Dual enrollment classes 
733
Metric 13
Tier I and II schools only
Advanced coursework/dual enrollment classes 
734
Metric 13
Tier I and II schools only
Teacher attendance rate
735
Metric 18
Tier I and II schools only

Also, for the purposes of the FY2009 SIG funds, baseline data (i.e., school year (SY) 2009-10 data) for the above data groups will be collected for Tier I and Tier II schools that implemented the restart, transformation, or turnaround model in SY 2010-11 and were served with SIG funds, to the extent that these data are available to the SEA.   See Question K-4 in the ED’s SIG guidance that addresses what ED means when it refers to the availability of data to an SEA.3  

By October 31, 2010, each SEA that received FY 2009 SIG funds will submit a plan indicating the data groups listed above for which the SEA will have school year (SY) 2009-10 data available.  The deadline for submitting the baseline data into EDFacts will be January 31, 2011.  In addition, for Tier I and Tier II schools that will begin implementing the restart, transformation, or turnaround model in SY 2011-12, ED expects that all SEAs will be able to enter baseline data from SY 2010-11 for these schools into EDFacts by January 31, 2012.       

Data Collection By Metric
In the sections below there is an explanation of how the data will be obtained for each metric and, where applicable, how calculations will be made for the metrics.


School Data
There are five school data metrics.

Metric #1
Which intervention the school used (i.e., turnaround, restart, closure, or transformation)

This metric requires the collection of a new data group from Tier I and Tier II schools implementing one of the four required school intervention models and were served with SIG funds.

Group Name: Intervention used
ID: 728
Section 
School
Definition
The type of intervention used by the school under the School Improvement Grant (SIG)
Permitted Values
    • Turnaround
    • Restart
    • Closure
    • Transformation
Reporting Period 
Regular School Year 
Reporting Levels
School  
LEA  
State  
Comment
Collected only for Tier I and Tier II schools that implemented one of the four models and were served with SIG funds.
STEWARD: OESE


Metric #2
AYP Status

This metric will be obtained from the following data group listed in Attachment B-3.

Data group name
DG ID
File
Listed under topic
AYP status
32
X/N103
Accountability and Reporting Provisions of ESEA

This data group is already collected at the school level.

Metric #3
Which AYP targets the school met and missed

This metric will be obtained from the following data groups listed in Attachment B-3.

Data group name
DG ID
File
Listed under topic
AMO mathematics status table
554
X/N109
Accountability and Reporting Provisions of ESEA
AMO reading/language arts status table
552
X/N111
Accountability and Reporting Provisions of ESEA
Elementary/middle additional indicator status table
556
X/N106
Accountability and Reporting Provisions of ESEA
High school graduation rate indicator status table
557
X/N107
Accountability and Reporting Provisions of ESEA
Mathematics participation status table
555
X/N108
Accountability and Reporting Provisions of ESEA
Reading/language arts participation status table
553
X/N110
Accountability and Reporting Provisions of ESEA

Metric #4
School improvement status

This metric will be obtained from the following data group listed in Attachment B-3.

Data group name
DG ID
File
Listed under topic
Improvement status - school
34
X/N130
Accountability and Reporting Provisions of ESEA

This data group is already collected at the school level.

Metric #5a
Number of minutes 

This metric requires the collection of a new data group from Tier I and Tier II schools.

Group Name: School year minutes
ID: 729
Section 
School
Definition
The number of minutes that all students were required to be at school and any additional learning time (e.g., before or after school, weekend school, summer school) for which all students had the opportunity to participate.
Permitted Values
    • Integer between 54,000 and 200,000
Reporting Period 
Regular school year (if part of implementing the restart, transformation, or turnaround model, then regular school year plus summer session)
Reporting Levels
School  
LEA  
State  
Comment
Collected only for Tier I and Tier II schools that implemented the restart, transformation, or turnaround model and were served with SIG funds 
Example
    • The regular school year for a school included 176 full school days and four half school days that all students were required to attend.
    • The school is in an LEA where a full day is 390 minutes and a half day is 195 minutes.
    • The school also provided 80 days of additional learning time for which all students had the opportunity to participate.
    • The additional learning time lasted 90 minutes per day.  
    • The total minutes would be 76,620, calculated as follows: 
        ◦ 176 days multiplied by 390 minutes = 68,640 minutes;
        ◦ 4 days multiplied by 195 minutes = 780 minutes;
        ◦ 80 days multiplied by 90 minutes = 7,200 minutes;
        ◦ Add the results: 68,640 minutes + 780 minutes + 7,200 = 76,620 minutes
STEWARD: OESE

Metric #5b
Types of increased learning time offered

This metric requires the collection of a new data group from Tier I and Tier II schools.

Group Name: Increased learning time
ID: 745
Section 
School
Definition
The types of increased learning time provided
Permitted Values
    • Longer school year
    • Longer school day
    • Before or after school 
    • Summer school 
    • Weekend school
    • Other 
Reporting Period 
 Regular School Year (if part of implementing the restart, transformation, or turnaround model, then regular school year plus summer session)
Reporting Levels
School  
LEA  
State  
Comment
Collected only for Tier I and Tier II schools that implemented the restart, transformation, or turnaround model and were served with SIG funds 
STEWARD: OESE


Student Outcome/Academic Progress Data
There are nine student outcome/academic progress data metrics.

Metric #6
Percentage of students at or above each proficiency level on state assessments in reading/language arts and mathematics (e.g. basic, proficient, advanced), by grade and by student group

This metric will be obtained from the following data groups listed in Attachment B-3.

Data group name
DG ID
File
Listed under topic
Academic achievement in mathematics table
583
X/N075
Accountability and Reporting Provisions of ESEA
Academic achievement in reading/language arts table
584
X/N078
Accountability and Reporting Provisions of ESEA

These data groups are already collected at the school level.
Metric #7
Student participation rate on state assessments in reading/language arts and in mathematics, by student subgroup

This metric will be obtained from the following data groups listed in Attachment B-3.

Data group name
DG ID
File
Listed under topic
Assessment participation in mathematics table
588
X/N081
Accountability and Reporting Provisions of ESEA
Assessment participation in reading/language arts table
589
X/N081
Accountability and Reporting Provisions of ESEA

These data groups are already collected at the school level.


Metric #8
 (1) Average scale scores on state assessments in reading/language arts and in mathematics, by grade, for the “all students” group, and for each subgroup; and (2) Scale scores at three specific achievement percentiles.

This metric requires the collection of two new data groups at the state level from Tier I and Tier II schools that implemented the restart, transformation, or turnaround model and were served with SIG funds.

The data group below collects the average scale scores on state assessments.


Group Name:  Average scale score table
ID:730
Section 
Student
Definition
The average scale scores on the state assessments in mathematics and reading/language arts for students for whom a scale score was determined 
Permitted Values
    • Integer
Reporting Period 
Testing window
Reporting Levels
School  
LEA  
State  
Grand Total (Education Unit Total)

Comment
Collected only for Tier I and Tier II schools that implemented the restart, transformation, or turnaround model and were served with SIG funds. 
CATEGORY SET
DESCRIPTION
Category Set A
    • Academic Subject (Assessment)
    • Assessment Administered
    • Grade Level (Assessment)
    • Major Racial and Ethnic Groups
Category Set B
    • Academic Subject (Assessment)
    • Assessment Administered
    • Grade Level (Assessment)
    • Sex (Membership)
Category Set C
    • Academic Subject (Assessment)
    • Assessment Administered
    • Grade Level (Assessment)
    • Disability Status (Only) 
Category Set D
    • Academic Subject (Assessment)
    • Assessment Administered
    • Grade Level (Assessment)
    • LEP Status (Only) 
Category Set E
    • Academic Subject (Assessment)
    • Assessment Administered
    • Grade Level (Assessment)
    • Economically Disadvantaged Status 
Category Set F
    • Academic Subject (Assessment)
    • Assessment Administered
    • Grade Level (Assessment)
    • Migrant Status 
SUBTOTALS
DESCRIPTION
Subtotals 1
    • Academic Subject (Assessment)
    • Assessment Administered
    • Grade Level (Assessment)
STEWARD: OESE
The data group below collects the achievement percentiles.

Group Name:  Achievement percentile table
ID: 751
Section 
Student
Definition
The scale score at the cut point for a specific achievement percentile on the state assessments in mathematics and reading/language arts. 
Permitted Values
    • Integer
Reporting Period 
Testing window
Reporting Levels
School  
LEA  
State  
Grand Total (Education Unit Total)

Comment
Collected only for Tier I and Tier II schools that implemented the restart, transformation, or turnaround model and were served with SIG funds. 
CATEGORY SET
DESCRIPTION
Category Set A
    • Academic Subject (Assessment)
    • Assessment Administered
    • Grade Level (Assessment)
    • Achievement Percentile
STEWARD: OESE


Please note that the data group above includes a new category—Achievement Percentile.  Since this category did not exist in previous collections, the addition of the following category is required.

Category Name:    Achievement Percentile 
Steward: OESE
Definition
Scale scores at three specific achievement percentiles.
Permitted Values


    • Scale score at the 25th percentile
    • Scale score at the 50th percentile (median) 
    • Scale score at the 75th percentile

In order to properly interpret the scale score data, metadata of the name of the assessments will be collected through a survey.


Metric #9
Percentage of limited English proficient (LEP) students who attain English language proficiency

This metric will be obtained from the following data group listed in Attachment B-3.

Data group name
DG ID
File
Listed under topic
LEP English language proficiency results table
676
N/X139
Limited English Proficient Students and Title III of ESEA

In previous school years, this data group was collected only at the state and LEA level.  The requirement is being expanded to collect it at the school level for Tier I and Tier II schools that implemented the restart, transformation, or turnaround model and were served with SIG funds.

The metric would be calculated as follows:

Numerator
# of LEP students who attain English language proficiency on the annual state English language proficiency assessment.
DG676
Category set A (Proficiency status) where proficiency status = proficient
Denominator
# of LEP students who took the annual state English language proficiency assessment
DG676
Category set A (Proficiency status)


Metric #10
Graduation rate

This metric will be obtained from the following data groups listed in Attachment B-3.

Data group name
DG ID
File
Listed under topic
Graduation rate table
563
X/N041
Accountability and Reporting Provisions of ESEA
Regulatory extended time adjusted-cohort gradation rate table
697
X/N150
Accountability and Reporting Provisions of ESEA
Regulatory extended four-year cohort gradation rate table
695
X/N150
Accountability and Reporting Provisions of ESEA

These data groups are already collected at the school level.

DG563 will be used unless a state has an approved four-year adjusted cohort rate, as defined in 34 C.F.R. § 200.19(b)(1)(i)(A) (and, if the state is using an extended-year adjusted cohort rate, 34 C.F.R. § 200.19(b)(1)(v)(A)).  Once a state has an approved adjusted cohort rate consistent with 34 C.F.R. § 200.19(b)(1)(i)(A) (and, if the state chooses, 34 C.F.R. § 200.19(b)(1)(v)(A)), DGs 697 and 695 will be used.

Metric 11
Dropout rate

This metric will be obtained from the following data groups listed in Attachment B-3.

Data group name
DG ID
File
Listed under topic
Dropouts table
326
X/N032
Non-Fiscal Common Core of Data
Membership table
39
X/N052
Non-Fiscal Common Core of Data

These data groups are already collected at the school level.

The metric would be calculated as follows:

Numerator
# of students who dropped out in grades 7 through 12
DG 326
Subtotal 1 where grade level = grade 7, 8, 9, 10, 11 or 12
Denominator
# of students in membership on October 1 in grades 7 through 12
DG39
Subtotal 4 where grade level = grade 7, 8, 9, 10, 11 or 12

Metric 12
Student attendance rate

 This metric requires the collection of a new data group from Tier I and Tier II schools that implemented the restart, transformation, or turnaround model and were served with SIG funds.

Group Name:  Student attendance rate  
ID:731
Section 
Student
Definition
The number of school days during the regular school year (plus summer, if applicable, if part of implementing the restart, transformation, or turnaround model) students attended school divided by the maximum number of days students could have attended school during the regular school year.
Permitted Values
    • Percentage
Reporting Period 
Regular School Year (if part of implementing the restart, transformation, or turnaround model, then regular school year plus summer session)
Reporting Levels
School  
LEA  
State  
Comment
Collected only for Tier I and Tier II schools that implemented the restart, transformation, or turnaround model and were served with SIG funds. 
STEWARD: OESE


Metric 13
Number and percentage of students completing advanced coursework (e.g., AP/IB) and/or dual enrollment classes

This metric requires the collection of three new data groups from Tier I and Tier II schools, Advanced coursework (DG732), Dual enrollment classes (DG733) and Advanced coursework/dual enrollment classes (DG734).


Group Name:  Advanced coursework  
ID:732
Section 
Student
Definition
The number of students who complete advanced coursework (such as Advanced Placement, International Baccalaureate classes, or advanced mathematics). 
Permitted Values
    • Integer
Reporting Period 
Regular School Year (if course completed during summer, then regular school year plus summer session)
Reporting Levels
School  
LEA  
State  
Comment
Collected only for Tier I and Tier II high schools that implemented the restart, transformation, or turnaround model and were served with SIG funds.  “Completing advanced coursework” means that a student finished an advanced coursework class for which he or she received credit in accordance with state or local requirements. 
Advanced Placement-
Advanced Placement (AP) is a program sponsored by the College Board through which high school students can earn college credit and advanced college placement.  The list of courses identified by the College Board as preparation for AP tests is available at:  http://www.collegeboard.com/student/testing/ap/about.html.
International Baccalaureate classes-
The IB Diploma Programme, sponsored by the International Baccalaureate Organization, is designed as an academically challenging and balanced program of education with final examinations that prepares students, normally aged 16 to 19, for success at university and life beyond.  The program is normally taught over two years.  IB Diploma Programme students study six courses at higher level or standard level.  Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics.  The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5.  Additionally, IB Diploma students must meet three core requirements:  the extended essay, the theory of knowledge course, and a creativity/action/service experience.
Advanced Mathematics-
Advanced mathematics includes the following:  trigonometry, trigonometry/algebra, trigonometry/analytic geometry, trigonometry/math analysis, analytic geometry, math analysis, math analysis/analytic geometry, probability and statistics, and pre-calculus.
    • Trigonometry courses prepare students for eventual work in calculus, and typically include the following topics: trigonometric and circular functions; their inverses and graphs; relations among the parts of a triangle; trigonometric identities and equations; solutions of right and oblique triangles; and complex numbers. 
    • Analytic geometry courses include the study of the nature and intersection of lines and planes in space.
    • Math analysis courses include the study of polynomial, logarithmic, exponential, and rational functions and their graphs; vectors; set theory; Boolean algebra and symbolic logic; mathematical induction; matrix algebra; sequences and series; and limits and continuity. 
    • Probability and statistics courses introduce the study of likely events and the analysis, interpretation, and presentation of quantitative data. 
    • Pre-calculus courses combine the study of trigonometry, elementary functions, analytic geometry, and math analysis topics as preparation for calculus.
STEWARD: OESE




Group Name:  Dual enrollment classes  
ID:733
Section 
Student
Definition
The number of high school students who complete at least one class in a postsecondary institution. 
Permitted Values
    • Integer
Reporting Period 
Regular School Year (if course completed during summer, then regular school year plus summer session)
Reporting Levels
School  
LEA  
State  
Comment
Collected only for Tier I and Tier II schools that implemented the restart, transformation, or turnaround model and were served with SIG funds 
STEWARD: OESE


Group Name:  Advanced coursework/dual enrollment classes  
ID:734
Section 
Student
Definition
The number of students who complete advance coursework AND complete at least one class in a postsecondary institution. 
Permitted Values
    • Integer
Reporting Period 
Regular School Year (if course completed during summer, then regular school year plus summer session)
Reporting Levels
School  
LEA  
State  
Comment
Collected only for Tier I and Tier II schools that implemented the restart, transformation, or turnaround model and were served with SIG funds. 
STEWARD: OESE

The metric would be calculated to determine three percentages, as follows:
    • Percentage completing advanced coursework
    • Percentage completing dual enrollment classes
    • Percentage completing both advanced coursework and dual enrollment classes

For the percentage completing advanced coursework

Numerator
# of students who completed advanced coursework
DG732
Denominator
# of students in membership on October 1 in high school grades
DG39
Subtotal 4 where grade level = grade 9, 10, 11 or 12

For the percentage completing dual enrollment classes

Numerator
# of students who completed dual enrollment classes
DG733
Denominator
# of students in membership on October 1 in high school grades
DG39
Subtotal 4 where grade level = grade 9, 10, 11 or 12


For the percentage completing both advanced coursework and dual enrollment classes

Numerator
# of students who completed both advanced coursework and dual enrollment classes
DG734
Denominator
# of students in membership on October 1 in high school grades
DG39
Subtotal 4 where grade level = grade 9, 10, 11 or 12


Metric 14
College enrollment rates

This metric will be collected through SFSF reporting.


Student Connection and School Climate
There are two student connection and school climate metrics.

Metric 15
Discipline incidents

This metric will be obtained from the following data groups listed in Attachment B-3.

Data group name
DG ID
File
Listed under topic
Discipline incidents table
523
X/N030
Safe, Drug-Free and Gun-Free Schools

This data group is already collected at the school level.

Metric 16
Truants

This metric will be obtained from the following data groups listed in Attachment B-3.

Data group name
DG ID
File
Listed under topic
Truants
664
X/N131
Safe, Drug-Free and Gun-Free Schools

In previous school years, this data group was collected only at the state and LEA level.  The requirement is being expanded to collect at the school level for schools that implemented the restart, transformation, or turnaround model and were served with SIG funds.

Talent
There are two talent metrics.

Metric 17
Distribution of teachers by performance level on LEA’s teacher evaluation system

This metric will be collected through SFSF reporting.

Metric 18
Teacher attendance rate

This metric requires the collection of a new data group from Tier I and Tier II schools that implemented the restart, transformation, or turnaround model and were served with SIG funds.

Group Name:   Teacher attendance rate 
ID:735
Section 
Staff
Definition
The number of FTE days teachers worked divided by the maximum number of FTE-teacher working days.
Permitted Values
    • Percentage (to 2 decimal places)
Reporting Period 
Regular School Year (if part of implementing the restart, transformation, or turnaround model, then regular school year plus summer session)
Reporting Levels
School  
LEA  
State  
Comment
Collected only for Tier I and Tier II schools that implemented the restart, transformation, or turnaround model and were served with SIG funds. Teachers are considered to be “absent” if the definition below is met.
Absent-
A teacher is absent if he or she is not in attendance on a day in the regular school year when the teacher would otherwise be expected to be teaching students in an assigned class. This includes both days taken for sick leave and days taken for personal leave. Personal leave includes voluntary absences for reasons other than sick leave.  Do not include administratively approved leave for professional development, field trips or other off-campus activities with students.
STEWARD:OESE


Appendix A – Changes to Version Used in 30-day Public Comment Period

The table below lists the changes to the version used in 30-day public comment period.

Section
Change
Explanation for Change
All
“New” and “Revised” notes are removed for items that were “new” or “revised” in the 30-day package.
Unless noted otherwise in the document, these changes have been incorporated into the final package. 
New data groups
Moved web address to a footnote
Formatting
New data groups and metric 8
Added the word “table” to the end of the data group name of DG730.
To conform to the naming convention for data groups.
Metric 8
Deleted “achievement percentile” from the category sets and subtotal of DG730 and added a new data group, Achievement percentile table (DG751). 
DG730 did not align with the description of metric 8.  Metric 8 is the average scale score for all students and each subgroup AND the scale score at the cut point for three specific achievement percentiles for all students by subject and grade level at the school.  DG730 originally was designed to collect the scale scores at three specific achievement percentiles for all students AND each subgroup.  Thus DG730 collected data in excess of that required by metric 8.  DG730 was redesigned to collect only the average scale scores for all students and each subgroup.  A new data group (DG751) was added to collect the scale scores at the cut point for certain achievement percentiles for all students (and not each subgroup) at the school.  With these changes the data groups now match the data needed according to the description of metric 8.  The data needed according to the description of metric 8 was less burden than the data as defined by the data group.