Transcript Slide 1

The Basics of
Federal Accountability
Adequate Yearly Progress
AYP
Opening a Mindset
• Changing behavior/actions/performance is not easy
(after all, if it were, it would have already occurred)
• Sometimes the solutions are evident and can be
implemented quickly and effectively
• Sometimes, however, the answers do not seem as easily
accessible
• The real challenge is to be able to remove our blinders
and see beyond the problem to the solution . . .
IDEA, NCLB and the TEC have led to the
development of 4 accountability systems
Performance
Based
Monitoring
• State system
• 4 program areas
(BE/ESL, CTE,
NCLB, IDEA)
• Districts
• 88 indicators
Academic
Excellence
Indicator System
• State system
• Student
Performance
• Campuses and
districts
• 35 indicators
Adequate Yearly
Progress
State Performance
Plan
• Federal system
(IDEA 2004)
• Special education
performance only
• Districts
• 29 indicators
• Federal system
(NCLB)
• Student
performance
• Campuses and
districts
• 3 indicators
State/Federal Assessments 2007-08
• TAKS
– At panel recommendation – all grades/subjects
– Bundled accommodations for students with dyslexia
• For students identified with dyslexia AND who receive services
under:
– IDEA
– Section 504, or
– Campus dyslexia program
• Accommodations are ALL 3:
– Orally reading all proper nouns
– Orally reading all question and answer choices
– Extending the testing over a 2-day period
– Other accommodations
• Oral administration (Math, Science, Social Studies)
State/Federal Assessments 2007-08
• TAKS-Accommodated
– ONLY for students receiving special education services
– ONLY at EGL (Enrolled Grade Level)
– Same test items that appear in corresponding TAKS tests –
reformatted to Verdana font, larger, more white space
– Fewer test items – does not include embedded field test items
– Allowable accommodations (in addition to the formatting
accommodations) described in Accommodations Manual
State/Federal Assessments 2007-08
• TAKS-Accommodated
– Accountability implications
– Group 1
•
•
•
•
•
Included in AEIS; Not Included in AYP
Social Studies all grades (8, 10 and Exit)
Science all grades (5, 8, 10 and Exit)
ELA Exit level only
Math Exit level only
– Group 2
• Not included in AEIS; Included in AYP in Reading/ELA and Math in Grades
3-8 and 10
• Reading (Grades 3-9)
• ELA (Grade 10)
• Math (Grades 3-10)
• Writing (Grades 4, 7)
State/Federal Assessments 2007-08
• TAKS-Modified
– Only for students receiving special education services (who meet participation
requirements)
– Alternate assessment based on modified academic achievement
standards
– For students whose disability prevents them from achieving full EGL proficiency
– Operational TAKS-M in Spring 2008 (NCLB subjects/grades)
•
•
•
•
Reading (Grades 3-8); ELA (Grade 10)
Math (Grades 3-8 and 10)
Science (Grades 5, 8 and 10)
Passing standard to be developed in August 2008
– Field Test TAKS-M in all other grades/subjects
• Passing standard to be developed in Summer 2009
State/Federal Assessments 2007-08
• TAKS-M
– Based on USDE regulations, TAKS-M is intended for students:
• Whose disability has prevented them from achieving grade-level
proficiency; and
• Whose progress to date in response to appropriate instruction
(including special education and related services) is such that,
even if significant growth occurs, the students’ IEP teams are
reasonably certain will not achieve grade-level proficiency within
the year covered by their IEPs
– IEPs for students assessed based on TAKS-M must be based
on enrolled grade-level (EGL) academic content standards
State/Federal Assessments 2007-08
• TAKS-Alternate
– Only for students receiving special education services (who
meet participation requirements)
– Alternate assessment based on alternate academic
achievement standards
– For students with the most significant cognitive disabilities
(MSCD)
• Aligned with enrolled grade level (EGL) TEKS
• Based on access activities that are designed to measure
student’s mastery of prerequisite skills aligned to the essence
of EGL TEKS
– Passing standard = 24 out of 42 possible points
State/Federal Assessment:
On the Horizon
• TAKS-Alternate for 2008-09
– Anticipated changes for TAKS-Alt in 2008-09
• Standardized Essence Statements
– All State-selected/State-mandated
– Reduce in number from 6 to 4
• Standardized Instructional Activities
– Select one of the three standardized instructional activities provided for each
essence statement (low, medium, high)
– Pre-determined standardized scoring criteria for the activities
• TAKS–Alt Training Modules
– TAKS–Alt training modules will be mandatory for all district personnel who are
involved in the administration of TAKS–Alt
– Series of knowledge-check questions for each module that must be successfully
completed
State/Federal Assessment:
On the Horizon
• TAKS-Alternate for 2008-09
– Anticipated changes for TAKS-Alt in 2008-09 (cont.)
• Inter-Rater Reliability Study
– Requires a second rater for certain students selected as part of a study sample
– Sample of student participants included in the study will be larger than in 2008 to
provide additional reliability evidence required by USDE
• 2008–09 TAKS–Alt Training and Testing Schedule
– Due to the extensive changes that will be made to TAKS–Alt, training modules will
be available later in the school year (November)
– TAKS–Alt testing window will also open later in the school year (January–April)
Federal Accountability
What are the rules?
AYP
• Number of Accountability Measures (2008)
– Reading
• 14
– 7 Performance
– 7 Participation
3 Indicators
– Math
• 14
– 7 Performance
– 7 Participation
– Graduation/Attendance
• 1
(Up to
29 Total
Measures)
AYP: The Basics
• Indicators used to determine AYP
Indicator
1
2
Reading
– Gr. 3-8 and 10
Math
– Gr. 3-8 and 10
Measures
% of students who are Proficient
AND
% of students who Participate
% of students who are Proficient
AND
% of students who Participate
“Other”
– Graduation Rate
3
•
•
HS
LEAs w/ 12th grade
– Attendance Rate
•
•
ES and MS
LEAs w/o 12th grade
– % of students who Graduate
•
By Aug. 31st 4 years after enrollment in 9th
– % of students in Attendance
AYP: The Basics
• Standards
Indicator
1
2
3
Measure
2007
2008
2009
2010
Performance
60%
60%
67%
73%
Participation
95%
95%
95%
95%
Performance
50%
50%
58%
67%
Participation
95%
95%
95%
95%
Graduation
70%
70%
70%
70%
Attendance
90%
90%
90%
90%
Reading
Math
Other
Compare to AEIS:
Rdg and Math
AYP: The Basics
(Gr. 3-8 and 10),
ONLY TAKS
• Tests Results Evaluated: Reading/ELA and Math
2007
TAKS
SDAA-II
– Subject to 3% cap on number
of below EGL “Met Standard”
SDAA-II results that can be
considered Proficient
TAKS-Alt
– Non-Proficient
TAKS/SDAA-II LAT
2008
TAKS
TAKS Accommodated
TAKS-M
–
Subject to 2% cap on # of “Met Standard”
TAKS-M results that can be considered
Proficient
TAKS-Alt
–
Subject to 1% cap on # of “Met Standard”
TAKS-Alt results that can be considered
Proficient
TAKS LAT
What about the 1% & 2% cap?
Example:
• Achieve I.S.D.: 1000 students tested
– TAKS Alt
• 1% = 10 PROFICIENT student scores
– TAKS Modified
• 2% = 20 PROFICIENT student scores
What about the 1% & 2% cap?
Problem:
• The district is NOT limited to the 1% and
2% numbers of students tested
• Many districts did not have enough
PROFICIENT scores to “fill” the 1% and
2% AYP “buckets”
• Often, students were placed on incorrect
tests to try to avoid “artificial failures”
Don’t Forget…
• In 2009-2010 (next school year), ALL of
the TAKS Accommodated tests will count
for the STATE accountability system.
• Presently, the TAKS M and TAKS Alt will
be a report only for the state system…but
this may change
• TAKS M and TAKS Alt results will be
reported on AEIS, but will not affect
accountability
AYP: The Basics
• Student Groups Evaluated: Reading/ELA and Math
Measure
Performance
Groups/Min. Size
All Students – NO Min. Size
Af. Am
White
Hispanic
50/10%/200
Eco Dis
Rule
SpEd
LEP
Who Included
Students in
“accountability
subset”
–
Enrolled in
LEA/campus on
Fall snapshot
AND on date of
testing
– % Proficient incl. M1 + M2
Participation
All Students (if ≥ 40 students)
Other student groups: 50/10%/200 Rule
All students enrolled
in LEA/campus on
date of testing
Federal Performance Standards (AYP)
Year
2007
2008
2009
2010
2011
2012
2013
2014
TAKS,
SDAA-II,
SDAA-LAT
TAKS-Alt
TAKS-LAT
TAKS,
TAKS-A,
TAKS-M,
TAKS-Alt
TAKS-LAT
TAKS,
TAKS-A,
TAKS-M,
TAKS-Alt
TAKS-LAT
TAKS,
TAKS-A,
TAKS-M,
TAKS-Alt
TAKS-LAT
TAKS,
TAKS-A,
TAKS-M,
TAKS-Alt
TAKS-LAT
TAKS,
TAKS-A,
TAKS-M,
TAKS-Alt
TAKS-LAT
TAKS,
TAKS-A,
TAKS-M,
TAKS-Alt
TAKS-LAT
TAKS,
TAKS-A,
TAKS-M,
TAKS-Alt
TAKS-LAT
Rdg/ELA
60%
60%
67%
73%
80%
87%
93%
100%
Math
50%
50%
58%
67%
75%
83%
92%
100%
Included
Tests
• Participation Standards
– 95% = Rdg/ELA
– 95% = Math
• Other Indicators
– Attendance (Elementary and Middle Schools): 90.0%
– Graduation Rate: 70.0%
Required Improvement
State vs. Federal
• State Required Improvement
– Gain in percent Met Standard required to reach current
accountability standard for Academically Acceptable or
Recognized in 2 years
RI =
2008 Standard – 2007 Performance
2
• Federal Required Improvement
– 10% reduction in previous year’s failure rate
RI = (100 – 2007 Performance) x .10
Required Improvement
State vs. Federal
Subject: Mathematics
State Accountability – Required Improvement
2008 Standard: 50%
Actual Change from 2007 to 2008
Group
2008
# Met Std
42
# Taking
91
% Met Std
46 – 42 = 4
4
(50 – 42) ÷ 2 = 4
4
Required Improvement
2008 Standard - 2007 Performance
2
Is Actual Change ≥ Required Improvement?
YES
46%
Federal Accountability – Required Improvement/Safe Harbor
2007
# Met Std
35
# Taking
83
% Met Std
42%
46 – 42 = 4
4
(100 – 42) x .10 = 5.8
6
Actual Change from 2007 to 2008
Required Improvement
(100 – 2007 Performance) x .10
Is Actual Change ≥ Required Improvement?
NO
2008 Standards
AEIS
AYP
State Assessment Indicators
Tests
TAKS
TAKS-Accommodated (Group 1)
Subjects (Grade Levels)
Reading/ELA (3-11)
Math (3-11)
Writing (4 and 7)
Social Studies (8, 10 and 11)
Science (5, 8, 10 and 11)
TAKS
TAKS-Accommodated
TAKS-M
TAKS-Alt
TAKS LAT
Reading/ELA (3-8 and 10)
Math (3-8 and 10)
Acad
Accept
Recog
Exemp
Make AYP
Reading/ELA
70%
75%
90%
Performance = 60%
Participation = 95%
Math
50%
75%
90%
Performance = 50%
Participation = 95%
Writing
65%
75%
90%
Science
45%
75%
90%
Performance Standards
2008 Standards
AEIS
AYP
Other Indicators
Acad
Accept
Annual Dropout Rate
(Gr. 7-8)
Completion Rate (4-year
cohort)

Students who graduate in 4
years or are enrolled in fall
after 4th year
Graduation Rate (4-year
cohort)

Recog
Exemp
2.0%
75.0%
85.0%
95.0%
70.0% or any improvement
Students who graduate in 4
years
Attendance Rate
90.0% or any improvement
2009 Standards
AEIS
AYP
State Assessment Indicators
Tests
TAKS
TAKS-Accommodated (Group 1)
Subjects (Grade Levels)
Reading/ELA (3-11)
Math (3-11)
Writing (4 and 7)
Social Studies (8, 10 and 11)
Science (5, 8, 10 and 11)
TAKS
TAKS-Accommodated
TAKS-M
TAKS-Alt
TAKS LAT
Reading/ELA (3-8 and 10)
Math (3-8 and 10)
Acad
Accept
Recog
Exemp
Make AYP
Reading/ELA
70%
75%
90%
Performance = 67%
Participation = 95%
Math
55%
75%
90%
Performance = 58%
Participation = 95%
Writing
79%
75%
90%
Science
50%
75%
90%
Social Studies
70%
75%
90%
Performance Standards
2009 Standards
AEIS
AYP
Other Indicators
Acad
Accept
Annual Dropout Rate
(Gr. 7-8)
Completion Rate (4-year
cohort)

Students who graduate in 4
years or are enrolled in fall
after 4th year
Graduation Rate (4-year
cohort)

Recog
Exemp
2.0%
75.0%
85.0%
95.0%
70.0% or any improvement
Students who graduate in 4
years
Attendance Rate
90.0% or any improvement
Issues to Consider
• Guaranteed viable curriculum
• Comprehensive Needs Assessment
– Sufficient time and depth
• In identifying “weaknesses” don’t forget to emphasize strengths
– Instructional
– Individual student strengths
• Implement appropriate accommodations for students –
Accommodations Manual
• Differentiate interventions based on need
– E.g., academic based tutorials vs. study hall
Questions? Comments?