Assessment/Accountability
School and District Accountability and Assistance

The Framework for District Accountability and Assistance

Description of the Framework for District Accountability and Assistance

The Framework for District Accountability and Assistance    defines the Department of Elementary and Secondary Education's approach to engaging with districts to improve student performance. District accountability and Department assistance must be closely linked in order to produce sustainable improvement. The Framework delineates the responsibilities of both parties in driving school improvement.

Three key principles have guided the development of the Framework and are reflected in the accompanying diagram:

1. The district is the entry point for the Department's accountability and assistance work; the focus of state assistance will be on building district capacity to support and guide improvement efforts in individual schools.
2. A strong accountability system will not, by itself, result in continued improvement. A parallel system of assistance and intervention is necessary to secure continued, strong improvement.
3. We must develop a system that ensures levels of accountability and assistance that match the severity and duration of identified problems.

The Framework defines the roles and expectations of the district and the Department based on the performance of the district's schools. Every district in the Commonwealth is represented in one of five "levels": districts requiring the least state intervention will be in Level 1 while districts requiring the most intervention will be in Level 5. At each level, the Framework distinguishes the Department's role with respect to "accountability" and "assistance and intervention" as well as districts' responsibilities.

The Department will provide a range of assistance to districts based on their Framework level. Resources will include the results of the Department-generated District Analysis and Review Tool (DART) that reports on more than forty quantitative indicators; online models and self-assessment tools for district and school improvement that are aligned with the Department's District Standards    and Essential Conditions for School Effectiveness; and access to targeted technical assistance.

Below is a brief description of each of the five levels:

Level 1 (districts with no schools in corrective action or restructuring for subgroups and/or in the aggregate): Districts in Level 1 require the least state support. They will be encouraged to engage in self-assessment measures and targeted improvement as needed.

Level 2 (districts with schools identified for Corrective Action or Restructuring for subgroups and/or in the aggregate): Districts in Level 2 will receive targeted assistance for identified student groups and access to Department-sponsored professional development opportunities. Districts in Level 2 are expected to use the District Analysis and Review Tool (DART) and other data to revise Improvement Plans.

Level 3 (districts with one or more schools among the lowest-performing 20% based on quantitative indicators): Districts in Level 3 will be required to complete a district self-assessment process aligned with the District Standards and Essential Conditions for School Effectiveness. Level 3 districts will be given high priority for Department assistance, including resources to assist their efforts to implement the Essential Conditions at each identified school.

  

2011-12 Methodology for Identifying Schools and Districts as Level 3 and Level 4

Level 4 (districts identified by quantitative and qualitative indicators through a district review; districts with one or more schools among the lowest-performing and least improving 2% based on quantitative indicators): Level 4 districts (identified through a district review) must develop an Intervention Plan addressing priority District Standards and Indicators. Level 4 districts (with one or more Level 4 school) must complete Turnaround Plans for its Level 4 schools. The Department will assign an Accountability Monitor to monitor district planning and improvement and an Assistance Liaison to coordinate interventions including grant funding.

Level 5 (districts or schools declared by the Board as requiring "Joint District-ESE Governance"): BESE will appoint a body to share responsibility for major budgetary, personnel, and policy decisions at the school and/or district level as needed.