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​The ESSA Plan for Illinois was approved by the U.S. Department of Education in August 2017.  Since that time, ISBE continues to receive feedback on the implementation of the plan.  In particular, there are four topics of particular interest to stakeholders:

  1. Weighting of Academic to Student Success Indicators
  2. Indicators for a well-rounded education
  3. Testing Policy for newly arrived English Learners
  4. Summative Designations

What follows is a survey on the four topics listed above.  Each topic is briefly described before presenting questions about that specific topic.  If you have any questions about this survey, please email ESSA@isbe.net.  Every attempt will be made to respond to questions with 24 hours of receipt.​​​

Stakeholders may provide feedback in the following ways:

​Feedback survey will close on July 31, 2019.​​​​

General Information

Please provide some general information about your role in education. Specific contact information is optional.

  
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Weighting of Academic to Student Success Indicators

Currently, the academic indicators receive 75% of the total weight for the purposes accountability and SSSQ indicators receive 25% of the total weight for the purposes of accountability. ESSA requires that academic indicators carry significantly more weight than the SSSQ indicators.

   The sum of the two indicator categories must equal 100.
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Within ESSA, there are two similar, but distinct accountability bands. One band is for grades K through 8 and the other is for grades 9 through 12. Within each band, there are two categories of indicators, academic indicators and student success or school quality indicators (SSSQ). Every indicator within each category receives a specific weight. Currently, the weights are:

Academic Indicators

Grade Levels 3-8 Grade Levels 9-12
Indicator Weight Indicator Weight
ELA Proficiency 7.5% ELA Proficiency 7.5%
Math Proficiency 7.5% Math Proficiency 7.5%
Science Proficiency 5% Science Proficiency 5%
English Learner Proficiency 5% English Learner Proficiency 5%
Growth 50% Graduation Rate 50%
Total 75% Total 75%

SSSQ Indicators

Grade Levels 3-8 Grade Levels 9-12
Indicator Weight Indicator Weight
Chronic Absenteeism 5% Chronic Absenteeism 2.5%
Climate Survey 5% Climate Survey 5%
Fine Arts Indicator 5% Fine Arts Indicator 5%
P-2 Indicator 5% Ninth Grade On-Track 6.25%
Elementary-Middle Grades Indicator 5% College and Career Readiness 6.25%
Total 25% Total 25%

When the original ESSA plan was developed, the only high school assessment was the SAT at grade 11. Calculating growth at the high school level was not an option. In 2019, Illinois gave the SAT, PSAT 10, and PSAT 8/9 statewide to all students in grades 9, 10 and 11. In 2020, with two data points for each student, ISBE can begin to calculate growth at the high school level, thus adding growth is now a possibility. If you believe growth should be included, please indicate how much weight should it receive. Note: Growth cannot replace graduation rate. Graduation rate must carry some weight.

Academic Indicators

Grade Levels 3-8 Grade Levels 9-12
Indicator Weight Indicator Weight
ELA Proficiency % ELA Proficiency %
Math Proficiency % Math Proficiency %
Science Proficiency % Science Proficiency %
English Learner Proficiency % English Learner Proficiency %
Growth % Growth (Give weight to include) %
Graduation Rate %
Total {{Request.ELAProficiency3 + Request.MathProficiency3 + Request.ScienceProficiency3 + Request.ELProficiency3 + Request.Growth3}}% Total {{Request.ELAProficiency9 + Request.MathProficiency9 + Request.ScienceProficiency9 + Request.ELProficiency9 + Request.GrowthHSWeight + Request.Graduation}}%

SSSQ Indicators

Grade Levels 3-8 Grade Levels 9-12
Indicator Weight Indicator Weight
Chronic Absenteeism % Chronic Absenteeism %
Climate Survey % Climate Survey %
Fine Arts Indicator % Fine Arts Indicator %
P-2 Indicator % Ninth Grade On-Track %
Elementary-Middle Grades Indicator % College and Career Readiness %
Total {{Request.ChronicAbsenteeism3 + Request.ClimateSurvey3 + Request.FAIndicator3 + Request.P2Indicator + Request.Indicator3}}% Total {{Request.ChronicAbsenteeism9 + Request.ClimateSurvey9 + Request.FAIndicator9 + Request.OnTrack9 + Request.CCR}}%

Indicators for a well-rounded education

When developing the original ESSA plan, the question "what does it mean for a child to receive a well-rounded education?" drove discussion about which indicators to include. Academic indicators are specified (required) in ESSA, and each state is required to identify one (or more) SSSQ indicators. SSSQ indicators must:

  • Meaningfully differentiate school performance
  • Be valid, reliable, comparable, and statewide
  • Be disaggregated by student group
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Testing Policy for newly arrived English Learners

ESSA provides two options to incorporate the participation of newly arrived English Learners for the purposes of accountability. ESSA provides several options:

  • Newly arrived English Learners take the Math and Science state accountability exams. Their scores must be reported on the Report Card, but their scores are not used for the purposes of determining a summative designation. Newly arrived students do not take the ELA exam the first year. This was ISBE's policy prior to ESSA.
  • Newly arrived English Learners take all state accountability exams (ELA, Math, Science) for baseline purposes, but scores are not used for the purposes of determining a summative designation in the first year. This is ISBE's current policy.
  • Newly arrived English Learners take all state accountability exams (ELA, Math, Science) for baseline purposes. The first year, scores are not used for purposes of determining a summative designation the first year. The second year, growth scores only are used from these students in determining a summative designation. The third year, proficiency and growth score are used in summative designation determinations. This is a new option available in ESSA.

Currently, Illinois uses the second approach, where newly arrived English Learners take all state accountability exams but their scores are not used for the purposes of determining a summative designation.

Summative Designations

ESSA requires that each state implements an accountability system that results in a summative designation for the purposes of meaningful annual differentiation. The summative designation(s) should be easily understandable by the public. Currently, the ESSA State Plan for Illinois provides for four (4) categories of summative designations. In order to meet the requirement of meaningful annual differentiation a state would need at least (2) categories. The categories and criteria for inclusion are as follows:

  • Exemplary School: A school that has no underperforming student demographic groups at or below the "all students" group in the lowest 5 percent of all schools, a graduation rate of greater than 67 percent, and whose performance is in the top 10 percent of schools statewide.
  • Commendable School: A school that has no underperforming student demographic groups at or below the "all students" lowest 5 percent of all schools, a graduation rate greater than 67 percent, and whose performance is not in the top 10 percent of schools statewide.
  • Underperforming School: A school in which one or more student demographic groups is performing at or below the level of the "all students" group in the lowest 5 percent of all schools.
  • Lowest Performing School: A school that is in the lowest-performing 5 percent of Title I eligible schools in Illinois and those high schools that have a graduation rate of 67 percent or less.

States are required to identify schools that meet the criteria for Lowest Performing and Underperforming, and their criteria for inclusion are specified in the law.

During early implementation of ESSA, many stakeholders brought forth concerns regarding the following aspects of summative designations:

  • The number of designation categories
  • The names of the designation categories
  • The criteria for exemplary

The following questions pertain to these issues.

Currently, the requirement for a school to receive a summative designation of "Exemplary" are:

  • A school that has no underperforming student demographic groups at or below the "all students" group in the lowest 5 percent of all schools,
  • a graduation rate of greater than 67 percent, and
  • whose performance is in the top 10 percent of schools statewide

Note: For purposes of school improvement, ISBE is required to identify the lowest performing 5% of schools, as well as those with one or more student groups performing at or below the level of the "all students" group in the lowest 5 percent of all schools all students average?

Thank you very much for taking the time to complete this survey and offer your input on Illinois' accountability system

How Will ISBE Use the Results of this Survey?

Over the next few months, ISBE will review all of the feedback it receives from this survey as well as the listening tours. ISBE will use the feedback to draft an amendment to the Illinois ESSA state plan. The draft amendment will be presented to the Board, and then posted to the ESSA page on ISBE's website for public comment. After public comment, ISBE will present the final amendment for approval by the Board, and submit the amendment to the U.S. Department of Education for approval.

Changes requiring an amendment would go into effect after approval from the U.S. Department of Education and would be implemented in conjunction with the 2020 Report Card.

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