Every element of our education system, including our expectations for students, how we understand if students are meeting those expectations, and how we are working with and supporting teachers and leaders, work toward the goal of ensuring all students are prepared for success after high school. Accountability is one piece of that system.
Accountability systems are intended to help us focus on what matters most, give us a better understanding of what is working well, and determine where we need to make improvements so we can help all students succeed. Just as state standards and assessments set expectations for what students should know and be able to do, state accountability systems set expectations for school performance helping schools determine next steps in accessing available supports from the state.
Statewide accountability systems set goals for achievement and growth for all schools regardless of race, income and zip code, and provide an opportunity for all stakeholders to understand school and district profile, and performance information.
Maine’s accountability system is now known as Maine’s Model of School Support. Through the implementation of the model, Maine will identify schools eligible to receive additional supports in January 2019.
What is Maine’s Model of School Support?
Maine has moved towards a more purposeful approach to supporting Maine Schools. Maine’s Model of School Supports utilizes the following indicators:
|Elementary/Middle Schools||High Schools|
|Chronic Absenteeism||Chronic Absenteeism|
|Academic Progress||English Language Proficiency|
|English Language Proficiency||Academic Achievement|
|Academic Achievement||Graduation Rate|
As you can see, the indicators remain a constant across grade spans with the exception of academic progress and graduation rate. Graduation rate only applies to high schools and as such is a high school model indicator. Progress can only be calculated when there are multiple years of data and this is currently only possible between grades 3-8 or Elementary/Middle level, therefore, progress is utilized in Elementary/Middle schools.
Data related to these indicators will be utilized to determine performance levels for each student population. Student populations include: white, Asian, black, two or more races, Hispanic, Native American, Native Hawaiian or Other Pacific Islander, economically disadvantaged, English language learners, migrant, homeless, foster care and students with disabilities (data for bolded student groups is included in the model. Data for non-bolded student groups is used for reporting purposes only).
In order for a school to receive a performance level within the above indicators, there must be a minimum count of 10 students. If there are less than 10 students in a student group, the data is not utilized, is suppressed, and the indicator will not be applicable for that specific student group.
The method by which 2018/2019 determinations are made is a new process to Maine containing many new indicators (listed above). The Department in collaboration with stakeholders, believe the inclusion of a wide variety of indicators will provide a more comprehensive view of school success. Maine uses performance on these indicators to determine schools who would benefit from the provision of school supports. Schools determined eligible to receive supports will receive additional assistance from the state and their districts. Additional assistance and support through the Maine Department of Education will include professional development and learning, regional leadership coaching, and other supports as determined by the tier of support.
Comprehensive Supports and Interventions (CSI) or Tier III supports are determined as a result of all student populations within Title I schools experiencing challenges across all indicators within Maine’s Model of School Supports. This comprehensive support assists in accelerating improvement schoolwide. Schools will receive supports for a period of three (3) years. These are schools similar to those identified as priority schools in Maine’s previous accountability model.
Targeted Supports and Interventions (TSI) or Tier II Supports – are determined as a result of specific student populations experiencing challenges in a specific indicator consistently for three(3) years. These schools are similar to schools that were previously identified as Focus schools; however, under ESSA, Maine now must identify any school with a consistently underperforming subgroup of students. Maine will not be making determinations for schools eligible for Tier II supports until the 2019/20 school year and then annually thereafter as four (4) years of data is required in order to determine three (3) years of consistently underperforming.
Additional Targeted Supports and Interventions (ATSI) or Tier I Supports – are determined as a result of a single student population(s) experiencing challenges across all indicators. These determinations will be made on an annual basis. Support is provided to schools due to a need based on the performance of at least one student group.
Upcoming articles in the DOE Newsroom will focus specifically on each of the five (5) indicators.