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		DEPARTMENT OF EDUCATION AMERICAN RECOVERY & REINVESTMENT ACT (ARRA) OF 2009: VERMONT ARRA LINKS & RESOURCES: STATE FISCAL STABILIZATION FUND (SFSF) - APPLICATION FOR FUNDING FOR PHASE II OF THE EDUCATION FUND PART 3: DATA COLLECTION, PUBLIC REPORTING & PLANNING (Updated 4/12/10)     APPLICATION FOR FUNDING FOR PHASE II OF THE EDUCATION FUND (Updated 4/12/10)       Section 14005(d) of Division A of ARRA requires a State receiving funds under the Stabilization program to provide assurances in four key areas of education reform. The SFSF Application addresses these assurances: Assurance (a): Achieving Equity in Teacher Distribution Assurance (b): Improving Collection and Use of Data Assurance (c): Standards and Assessment Assurance (d): Supporting Struggling Schools (Updated 4/12/10)     PART 3A: ASSURANCE INDICATORS & DESCRIPTORS       Part 3A, Indicators and Descriptors under the Assurances, is designed to collect short answers about the State’s current status with respect to each indicator and descriptor. An indicator requests a discrete response (e.g., a yes/no answer or short answer) about whether a State is collecting or publicly reporting certain information, as well as where the information can be found.   A descriptor asks about information which could be provided in a narrative response (e.g., about the development of a type of assessment or teacher evaluation system) about the progress or development of system elements.       I.   Assurance (a): Achieving Equity in Teacher Distribution A State must collect and publicly report data and other information on: (1) the extent that students in high- and low-poverty schools in the State have access to highly qualified teachers; (2) the extent that current strategies and efforts to address inequities in the distribution of inexperienced, unqualified, or out-of-field teachers; (3) how teacher and principal performance is evaluated and how performance ratings are used; and (4) the distribution of performance evaluation ratings or levels among teachers and principals.               Indicator (a)(1) Confirm, for the State, the number and percentage (including numerator and denominator) of core academic courses taught, in the highest-poverty and lowest-poverty schools, by teachers who are highly qualified consistent with section 9101(23) of the Elementary and Secondary Education Act of 1965, as amended (ESEA). YES, data are correct: http://www.ed.gov/programs/statestabilization/indicator-a1.xls YES, the State makes the data publicly available and updates the data annually on a Web site: http://education.vermont.gov/new/html/licensing/hqt.html#data           Indicator (a)(2) Confirm whether the State’s Teacher Equity Plan (as part of the State’s Highly Qualified Teacher Plan) fully reflects the steps the State is currently taking to ensure that students from low-income families and minority students are not taught at higher rates than other students by inexperienced, unqualified, or out-of-field teachers (as required in section 1111(b)(8)(C) of the ESEA). YES, the information is correct: http://www.ed.gov/programs/teacherqual/hqtplans/index.html YES, the State makes the information publicly available and updates the information annually on a Web site: http://education.vermont.gov/new/html/licensing/hqt.html#data           Descriptor (a)(1) Describe, for each local educational agency (LEA) in the State, the systems used to evaluate the performance of teachers and the use of results from those systems in decisions regarding teacher development, compensation, promotion, retention, and removal. NO, the State DOES NOT currently collect this data. Please view the Vermont State Stabilization Data Reporting Plan for details on how we will report this in the future.           Indicator (a)(3) Indicate, for each LEA in the State, whether the systems used to evaluate the performance of teachers include student achievement outcomes or student growth data as an evaluation criterion. NO, the State DOES NOT currently collect this data. Please view the Vermont State Stabilization Data Reporting Plan for details on how we will report this in the future.           Indicator (a)(4) Provide, for each LEA in the State whose teachers receive performance ratings or levels through an evaluation system, the number and percentage (including numerator and denominator) of teachers rated at each performance rating or level. NO, the State DOES NOT currently collect this data. Please view the Vermont State Stabilization Data Reporting Plan for details on how we will report this in the future.           Indicator (a)(5) Indicate, for each LEA in the State whose teachers receive performance ratings or levels through an evaluation system, whether the number and percentage (including numerator and denominator) of teachers rated at each performance rating or level are publicly reported for each school in the LEA.  NO, the State DOES NOT currently collect this data. Please view the Vermont State Stabilization Data Reporting Plan for details on how we will report this in the future.           Descriptor (a)(2) Describe, for each LEA in the State, the systems used to evaluate the performance of principals and the use of results from those systems in decisions regarding principal development, compensation, promotion, retention, and removal. NO, the State DOES NOT currently collect this data. Please view the Vermont State Stabilization Data Reporting Plan for details on how we will report this in the future.           Indicator (a)(6) Indicate, for each LEA in the State, whether the systems used to evaluate the performance of principals include student achievement outcomes or student growth data as an evaluation criterion. NO, the State DOES NOT currently collect this data. Please view the Vermont State Stabilization Data Reporting Plan for details on how we will report this in the future.           Indicator (a)(7) Provide, for each LEA in the State whose principals receive performance ratings or levels through an evaluation system, the number and percentage (including numerator and denominator) of principals rated at each performance rating or level. NO, the State DOES NOT currently collect this data. Please view the Vermont State Stabilization Data Reporting Plan for details on how we will report this in the future.       II. Assurance (b): Improving Collection and Use of Data A State must collect and publicly report information on the elements of its statewide longitudinal data system, on whether teachers receive data on student growth in a manner that is timely and informs instructional programs, and on whether the State provides teachers with reports of individual teacher impact on student achievement.           Indicator (b)(1) Indicate which of the 12 elements described in section 6401(e)(2)(D) of the America COMPETES Act are included in the State’s statewide longitudinal data system: YES, for pre-K through postsecondary education, the State’s statewide longitudinal data system includes a unique statewide student identifier that does not permit a student to be individually identified by users of the system the capacity to communicate with higher education data systems an audit system assessing data quality, validity, and reliability NO, for pre-K through postsecondary education, the State DOES NOT currently collect the following data. Please view the Vermont State Stabilization Data Reporting Plan for details on how we will report this in the future: Student-level enrollment, demographic, and program participation information Student-level information about the points at which students exit, transfer in, transfer out, drop out, or complete pre-K through postsecondary education programs YES, for pre-K through grade 12 education, the State’s statewide longitudinal data system includes the Yearly State assessment records of individual students information on students not tested, by grade and subject student-level college readiness test scores NO, for pre-K through grade 12 education, the State DOES NOT currently collect the following data. Please view the Vermont State Stabilization Data Reporting Plan for details on how we will report this in the future: A teacher identifier system with the ability to match teachers to students Student-level transcript information, including on courses completed and grades earned NO, for postsecondary education, the State DOES NOT currently collect the following data. Please view the Vermont State Stabilization Data Reporting Plan for details on how we will report this in the future: Information regarding the extent to which students transition successfully from secondary school to postsecondary education, including whether students enroll in remedial coursework Other information determined necessary to address alignment and adequate preparation for success in postsecondary education           Indicator (b)(2) Indicate whether the State provides student growth data on their current students and the students they taught in the previous year to, at a minimum, teachers of reading/language arts and mathematics in grades in which the State administers assessments in those subjects in a manner that is timely and informs instructional programs. YES           Indicator (b)(3) Indicate whether the State provides teachers of reading/language arts and mathematics in grades in which the State administers assessments in those subjects with reports of individual teacher impact on student achievement on those assessments.  YES       III. Assurance (c): Standards and Assessments A State must collect and publicly report data and other information on whether students are provided high-quality State assessments; whether students with disabilities and limited English proficient students are included in State assessment systems; whether the State makes information available regarding student academic performance in the State compared to the academic performance of students in other States; and on the extent to which students graduate from high school in four years with a regular high school diploma and continue on to pursue a college education.           Indicator (c)(1) Confirm the approval status, as determined by the Department, of the State’s assessment system under section 1111(b)(3) of the ESEA with respect to reading/language arts, mathematics, and science assessments. YES, the status is correct: http://www.ed.gov/programs/statestabilization/indicator-c1.xls YES, the State makes the status information publicly available and keeps it up-to-date on a Web site: http://www.ed.gov/admins/lead/account/nclbfinalassess/vt3.html           Indicator (c)(2) Confirm whether the State has developed and implemented valid and reliable alternate assessments for students with disabilities that are approved by the Department. YES, the status is correct: http://www.ed.gov/programs/statestabilization/indicator-c1.xls YES, the State makes the status information publicly available and keeps it up-to-date on a Web site: http://education.vermont.gov/new/html/pgm_title1.html#compliance           Indicator (c)(3) Confirm whether the State’s alternate assessments for students with disabilities, if approved by the Department, are based on grade-level, modified, or alternate academic achievement standards. YES, the information is correct: http://www.ed.gov/programs/statestabilization/indicator-c1.xls YES, the State makes the information publicly available and keeps it up-to-date on a Web site: http://education.vermont.gov/new/html/pgm_title1.html#compliance           Indicator (c)(4) Indicate whether the State has completed, within the last two years, an analysis of the appropriateness and effectiveness of the accommodations it provides students with disabilities to ensure their meaningful participation in State assessments. YES, this has been completed within the last two years. YES, the State makes the information publicly available and keeps it up-to-date on a Web site: http://education.vermont.gov/new/html/pgm_assessment/necap.html           Indicator (c)(5) Confirm the number and percentage (including numerator and denominator) of students with disabilities who are included in State reading/language arts and mathematics assessments. YES, the data are correct: http://www.ed.gov/programs/statestabilization/indicator-c5r.xls YES, the State makes the data relative to the inclusion of students with disabilities on State assessments in reading/language are publicly available and keeps it up-to-date on a Web site: http://education.vermont.gov/new/html/pgm_sped/data_reports_pubs/ local_annual_performance_08.html  http://edw.vermont.gov/REPORTSERVER/Pages/ReportViewer.aspx? %2fPublic%2fAssessment+Report YES, the data are correct: http://www.ed.gov/programs/statestabilization/indicator-c5r.xls YES, the State makes the data relative to the inclusion of students with disabilities on State assessments in mathematics publicly available and keeps it up-to-date on a website : http://education.vermont.gov/new/html/pgm_sped/data_reports_pubs/ local_annual_performance_08.html  http://edw.vermont.gov/REPORTSERVER/Pages/ReportViewer.aspx? %2fPublic%2fAssessment+Report           Indicator (c)(6) Indicate whether the State has completed, within the last two years, an analysis of the appropriateness and effectiveness of the accommodations it provides limited English proficient students to ensure their meaningful participation in State assessments. YES, this was completed within the last two years. YES, the State makes the information publicly available and keeps it up-to-date on a Web site: http://education.vermont.gov/new/html/pgm_assessment/necap.html           Indicator (c)(7) Confirm whether the State provides native language versions of State assessments for limited English proficient students that are approved by the Department. YES, the information is correct. YES, the State makes the information publicly available and keeps it up-to-date on a Web site: http://education.vermont.gov/new/html/pgm_assessment/performance/ necap_public_schools_A_D.html           Indicator (c)(8) Confirm the number and percentage (including numerator and denominator) of limited English proficient students who are included in State reading/language arts and mathematics assessments. YES, the data are correct: http://www.ed.gov/programs/statestabilization/indicator-c8r.xls YES, the State makes the data relative to the inclusion of limited English proficient students on State assessments in reading/language arts publicly available and keeps it up-to-date on a Web site. http://edw.vermont.gov/REPORTSERVER/Pages/ReportViewer.aspx? %2fPublic%2fAssessment+Report YES, the data are correct: http://www.ed.gov/programs/statestabilization/indicator-c8m.xls YES, the State makes the data relative to the inclusion of limited English proficient students on State assessments in mathematics publicly available and keeps it up-to-date on a Web site. http://edw.vermont.gov/REPORTSERVER/Pages/ReportViewer.aspx? %2fPublic%2fAssessment+Report           Indicator (c)(9) Confirm that the State’s annual State Report Card (under section 1111(h)(1) of the ESEA) contains the most recent available State reading and mathematics National Assessment of Educational Progress (NAEP) results as required by 34 CFR 200.11(c). YES, the State Report Card includes this information. YES, the State Report Card is available to the public at http://edw.vermont.gov/REPORTSERVER/Pages/ReportViewer.aspx?/ Public/NAEP%20Report           Indicator(c)(10) Provide, for the State, for each LEA in the State, for each high school in the State and, at each of these levels, by student subgroup (consistent with section 1111(b)(2)(C)(v)(II) of the ESEA), the number and percentage (including numerator and denominator) of students who graduate from high school using a four-year adjusted cohort graduation rate as required by 34 CFR 200.19(b)(1)(i). YES, the State collects these data. YES, the State makes the data publicly available and updates the data at least annually on a Web site: http://education.vermont.gov/new/html/data/dropout_completion.html           Indicator(c)(11) Provide, for the State, for each LEA in the State, for each high school in the State and, at each of these levels, by student subgroup (consistent with section 1111(b)(2)(C)(v)(II) of the ESEA), of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i), the number and percentage (including numerator and denominator) who enroll in an institution of higher education (IHE) (as defined in section 101(a) of the Higher Education Act of 1965, as amended (HEA)) within 16 months of receiving a regular high school diploma. NO, the State DOES NOT currently collect this data. Please view the Vermont State Stabilization Data Reporting Plan for details on how we will report this in the future.           Indicator(c)(12) Provide, for the State, for each LEA in the State, for each high school in the State and, at each of these levels, by student subgroup (consistent with section 1111(b)(2)(C)(v)(II) of the ESEA), of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i) who enroll in a public IHE (as defined in section 101(a) of the HEA) in the State within 16 months of receiving a regular high school diploma, the number and percentage (including numerator and denominator) who complete at least one year’s worth of college credit (applicable to a degree) within two years of enrollment in the IHE. NO, the State DOES NOT currently collect this data. Please view the Vermont State Stabilization Data Reporting Plan for details on how we will report this in the future.       IV   Assurance(d): Supporting Struggling Schools A State must collect and publicly report data and other information on the progress of certain groups of schools in the State on State assessments in reading/language arts and mathematics; on the extent to which reforms to improve student academic achievement are implemented in the persistently lowest-achieving schools in the State; and on the extent to which charter schools are operating in the State.           Indicator(d)(1) Provide, for the State, the average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(C)(v) of the ESEA) on the State assessments in reading/language arts and for the State and for each LEA in the State, the number and percentage (including numerator and denominator) of Title I schools in improvement, corrective action, or restructuring that have made progress (as defined in this notice) on State assessments in reading/language arts in the last year. YES, the State collects these data. YES, the State makes the data publicly available and updates the data at least annually on a Web site: http://education.vermont.gov/new/pdfdoc/dept/recovery_act/sfsf/ sfsf_vermont_submitted_application_phase_II.pdf#page=78 OR view Page 71 as a separate download.           Indicator(d)(2) Provide, for the State, the average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(C)(v) of the ESEA) on State assessments in mathematics and for the State and for each LEA in the State, the number and percentage (including numerator and denominator) of Title I schools in improvement, corrective action, or restructuring that have made progress on State assessments in mathematics in the last year. YES, the State collects these data. YES, the State makes the data publicly available and updates the data at least annually on a Web site: http://education.vermont.gov/new/pdfdoc/dept/recovery_act/sfsf/ sfsf_vermont_submitted_application_phase_II.pdf#page=78 OR view Page 71 as a separate download.           Descriptor (d)(1) Provide the definition of “persistently lowest-achieving schools” (consistent with the requirements for defining this term set forth in the Definitions section of the NFR) that the State uses to identify such schools. YES, the State has a definition of “persistently lowest achieving schools” for the purposes of this indicator.  YES, the State makes the data publicly available and updates the data at least annually on a Web site: http://education.vermont.gov/new/html/dept/recovery_act/sfsf/ sfsf_phase_II_descriptor_d1.pdf           Indicator(d)(3) Provide, for the State, the number and identity of the schools that are Title I schools in improvement, corrective action, or restructuring, that are identified as persistently lowest-achieving schools. YES, the State collects this information. YES, the State makes the information publicly available and updates the data at least annually on a Web site: http://education.vermont.gov/new/html/dept/ recovery_act/sfsf.html#determination           Indicator(d)(4) Provide, for the State, of the persistently lowest-achieving schools that are Title I schools in improvement, corrective action, or restructuring, the number and identity of those schools that have been turned around, restarted, closed, or transformed (as defined in the NFR) in the last year. YES, the State collects this information. YES, the State makes the information publicly available and updates the data at least annually on a Web site: http://education.vermont.gov/new/html/dept/ recovery_act/sfsf.html#determination           Indicator(d)(5) Provide, for the State, the number and identity of the schools that are secondary schools that are eligible for but do not receive, Title I funds, that are identified as persistently lowest-achieving schools. YES, the State collects this information. YES, the State makes the information publicly available and updates the data at least annually on a Web site: http://education.vermont.gov/new/html/dept/ recovery_act/sfsf.html#determination           Indicator(d)(6) Provide, for the State, of the persistently lowest-achieving schools that are secondary schools that are eligible for, but do not receive, Title I funds, the number and identity of those schools that have been turned around, restarted, closed, or transformed in the last year. YES, the State collects this information. YES, the State makes the information publicly available and updates the data at least annually on a Web site: http://education.vermont.gov/new/html/dept/ recovery_act/sfsf.html#determination           Indicator(d)(7) (Updated 4/12/10) Provide, for the State and, if applicable, for each LEA in the State, the number of charter schools that are currently permitted to operate under State law. YES, the State collects this information. At this time Vermont does not have charter school legislation and operates no charter schools. (Added 4/12/10)           Indicator(d)(8) (Updated 4/12/10) Confirm, for the State and for each LEA in the State that operates charter schools, the number of charter schools currently operating. YES, the data are correct. At this time Vermont does not have charter school legislation and operates no charter schools. (Added 4/12/10)           Indicator(d)(9) (Updated 4/12/10) Provide, for the State and for each LEA in the State that operates charter schools, the number and percentage of charter schools that have made progress on State assessments in reading/language arts in the last year. YES, the State collects this information. At this time Vermont does not have charter school legislation and operates no charter schools. (Added 4/12/10)           Indicator(d)(10) (Updated 4/12/10) Provide, for the State and for each LEA in the State that operates charter schools, the number and percentage of charter schools that have made progress on State assessments in mathematics in the last year. YES, the State collects this information. At this time Vermont does not have charter school legislation and operates no charter schools. (Added 4/12/10)           Indicator(d)(11) (Updated 4/12/10) Provide, for the State and for each LEA in the State that operates charter schools, the number and identity of charter schools that have closed (including schools that were not reauthorized to operate) within each of the last five years. YES, the State collects this information. At this time Vermont does not have charter school legislation and operates no charter schools. (Added 4/12/10)           Indicator(d)(12) (Updated 4/12/10) Indicate, for each charter school that has closed (including a school that was not reauthorized to operate) within each of the last five years, whether the closure of the school was for financial, enrollment, academic, or other reasons. YES, the State collects this information. At this time Vermont does not have charter school legislation and operates no charter schools. (Added 4/12/10)               Vermont Education ARRA Links & Resources: Vermont Education Communication Links & Resources National Links & Resources | Non-Education Links & Resources State Fiscal Stabilization Fund (SFSF) SFSF Phase II Assurances | SFSF LEA Progress Reports - - - - - Department of Education: Awards | Calendar of Events | Current Initiatives Organization of the Department Vermont Education in the News
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