§ 299.17 - Accountability, support, and improvement for schools.

§ 299.17 Accountability, support, and improvement for schools.

(a) Long-term goals. In its consolidated State plan, each SEA must provide its baseline, measurements of interim progress, and long-term goals and describe how it established its ambitious long-term goals and measurements of interim progress, for academic achievement, graduation rates, and English language proficiency, and its State-determined timeline for attaining such goals, consistent with the requirements in section 1111(c)(4)(A) of the Act and § 200.13.

(b) Accountability system. In its consolidated State plan, each SEA must describe its statewide accountability system consistent with the requirements of section 1111(c) of the Act and § 200.12, including -

(1) The measures included in each of the indicators under § 200.14(b) and how those measures meet the requirements described in section 1111(c)(4)(B) of the Act and § 200.14;

(2) The subgroups of students from each major racial and ethnic group, consistent with § 200.16(a)(2), and any additional subgroups of students used in the accountability system;

(3) If applicable, the statewide uniform procedures for:

(i) Former children with disabilities in the children with disabilities subgroup consistent with § 200.16(b);

(ii) Former English learners in the English learner subgroup consistent with § 200.16(c)(1); and

(iii) Recently arrived English learners in the State to determine if an exception applies to an English learner consistent with section 1111(b)(3) of the Act and § 200.16(c)(3) and (4);

(4) The minimum number of students that the State determines are necessary to be included in each of the subgroups of students consistent with § 200.17(a)(2) and (3);

(5) The State's system for meaningfully differentiating all public schools in the State, including public charter schools, consistent with the requirements of section 1111(c)(4)(C) of the Act and § 200.18, including -

(i) The distinct and discrete levels of school performance, and how they are calculated, under § 200.18(a)(2) on each indicator in the statewide accountability system;

(ii) The weighting of each indicator, including how certain indicators receive substantial weight individually and much greater weight in the aggregate, consistent with § 200.18(b) and (c)(1) and (2);

(iii) The summative determinations, including how they are calculated, that are provided to schools under § 200.18(a)(4); and

(iv) How the system for meaningful differentiation and the methodology for identifying schools under § 200.19 will ensure that schools with low performance on substantially weighted indicators are more likely to be identified for comprehensive support and improvement or targeted support and improvement, consistent with § 200.18(c)(3) and (d)(1)(ii);

(6) How the State is factoring the requirement for 95 percent student participation in assessments into its system of annual meaningful differentiation of schools consistent with the requirements of § 200.15;

(7) The State's uniform procedure for averaging data, including combining data across school years, combining data across grades, or both, as defined in § 200.20(a), if applicable;

(8) If applicable, how the State includes all public schools in the State in its accountability system if it is different from the methodology described in paragraph (b)(5), consistent with § 200.18(d)(1)(iii).

(c) Identification of schools. In its consolidated State plan, each SEA must describe -

(1) The methodologies, including the timeline, by which the State identifies schools for comprehensive support and improvement under section 1111(c)(4)(D)(i) of the Act and § 200.19(a), including:

(i) Lowest-performing schools;

(ii) Schools with low high school graduation rates; and

(iii) Schools with chronically low-performing subgroups;

(2) The uniform statewide exit criteria for schools identified for comprehensive support and improvement established by the State, including the number of years over which schools are expected to meet such criteria, under section 1111(d)(3)(A)(i) of the Act and consistent with the requirements in § 200.21(f)(1);

(3) The State's methodology for identifying any school with a “consistently underperforming” subgroup of students, including the definition and time period used by the State to determine consistent underperformance, under § 200.19(b)(1) and (c);

(4) The State's methodology, including the timeline, for identifying schools with low-performing subgroups of students under § 200.19(b)(2) and (d) that must receive additional targeted support in accordance with section 1111(d)(2)(C) of the Act; and

(5) The uniform exit criteria, established by the SEA, for schools participating under title I, part A with low-performing subgroups of students established by the State, including the number of years over which schools are expected to meet such criteria, consistent with the requirements in § 200.22(f).

(d) State support and improvement for low-performing schools. In its consolidated State plan, each SEA must describe -

(1) How the SEA will meet its responsibilities, consistent with the requirements described in § 200.24(d) under section 1003 of the Act, including the process to award school improvement funds to LEAs and monitoring and evaluating the use of funds by LEAs;

(2) The technical assistance it will provide to each LEA in the State serving a significant number or percentage of schools identified for comprehensive or targeted support and improvement, including how it will provide technical assistance to LEAs to ensure the effective implementation of evidence-based interventions, consistent with § 200.23(b), and, if applicable, the list of State-approved, evidence-based interventions for use in schools implementing comprehensive or targeted support and improvement plans consistent with § 200.23(c)(2) and (3);

(3) The more rigorous interventions required for schools identified for comprehensive support and improvement that fail to meet the State's exit criteria within a State-determined number of years consistent with section 1111(d)(3)(A)(i) of the Act and § 200.21(f)(3)(iii); and

(4) How the SEA will periodically review, identify, and, to the extent practicable, address any identified inequities in resources to ensure sufficient support for school improvement in each LEA in the State serving a significant number or percentage of schools identified for comprehensive or targeted support and improvement consistent with the requirements in section 1111(d)(3)(A)(ii) of the Act and § 200.23(a).

(Approved by the Office of Management and Budget under control number 1810-0576)

(Authority: 20 U.S.C. 1221e-3, 3747, 7842)