NCEO Indicator 3 Teleconference
DATE: Tuesday, November 25, 2008TIME: 10:00 Pacific, 11:00 Mountain, 12:00 Central, 1:00 Eastern
Presenters Facilitator: Anne Chartrand, Southeast RRC Jason Altman, NCEOChris Bremer, NCEOChristopher Rogers, NCEO
Call Purposes
1. To enhance understanding of the meaning behind the APR reports and what information is needed to properly analyze them
2. To provide state personnel with clarified instructions on how to properly complete the data analysis behind the Indicator
3. To enhance state by state APR reporting similarity4. To clarify the similarities and differences between the APR
and Table 6 sets of data and to show shortcuts between the two sets (including the use of a new tool developed by NCEO)
5. To address Improvement Activities for Indicator 3
2
Call Materials
• Posted at http://cehd.umn.edu/nceo/indicator3/Indicator3NationalCall.html
• Have your own Table 6 data from your 618 report available
• Have a copy of your improvement activities available
3
• We provide national technical assistance in:– The participation of students with disabilities in
national and state assessments– State standards-setting efforts– State graduation requirements
• http://www.nceo.info
4
Who are we?
NCEO has been responsible for Indicator 3 analysis going back to State Performance Plan submission
5
APR and Table 6 of 618 – Trail of History
X
APR 03-04 (looks a lot like Table 6)
SPP 04-05 (new format)
04-05 Table 6
SEPARATE
APR 05-06 through 07-08 Table 6 attached!
6
Why Is This Important?
Table 6 provides the backbone to APR Indicator 3 (Most states fill out their Section 618 report first)
OSEP needs the data from both these sources so that it has a clear picture of the assessment of SWDs across states
National summary by content, type of assessment, and grade is important
APR Instructions – 2007-08
A. AYP• # of districts meeting the State’s AYP objectives for
progress for the disability subgroup divided by the total # of districts meeting minimum “n” size
B. Participation• Sub-indicators for Regular Assessment (both with
and without accommodations), and Alternate Assessment (both AA-GLAS, and AA-AAS)
C. Performance• Sub-indicators for Regular Assessment (both with
and without accommodations), and Alternate Assessment (both AA-GLAS, and AA-AAS)
8
Indicator 3A - AYP
• This number is intended to show the percentage of districts in your state that are making Adequate Yearly Progress
• To do this, districts must meet AYP for both Math AND Reading– AYP DATA BY CONTENT AREA DO NOT GIVE A
CLEAR PICTURE WITHOUT AN OVERALL NUMBER
• Proper Calculation on following page
9
Indicator 3A - AYP
Example calculation – State XYZ has had 32 districts meet AYP for Math, and 28 districts meet AYP for ReadingONLY 14 districts made AYP for BOTH Math and Reading
State XYZ had 50 districts meet the minimum “n” sizeCalculation = districts meet AYP / total “n” districts
= 14 / 50= 28% overall
NOTICE – THIS NUMBER IS LESS THAN OR EQUAL TO THE MATH OR READING CONTENT AREA ONLY CALCULATION
10
Indicator 3A - AYP
Grade
Total # of districts or LEAs in state
Number of districts/LEAs meeting “n” size
Number of districts/LEAs making AYP for READING
Number of districts/LEAs making AYP for MATH
Number of districts/LEAs making AYP overall
3 Not a sum
4 Not a sum
5 Not a sum
6 Not a sum
7 Not a sum
8 Not a sum
HS Not a sum
OVERALL Not a sum Not a sum
11
•Included below is the outline for an example table•This table allows for states to highlight successes•At the same time this table displays all necessary information
NCEO Indicator 3 Tool
To be used for lifting assessment data from Section 618: Table 6
reports
Altman, J. R., Bremer, C., Vang, M., Thurlow, M., & Rogers, C. (2008)
12
Assessment Data
From: 618: Table 6
To: APR Indicator 3
• Table 6 is included in the section 618 report– Table 6 must be submitted w/ APR in February
• It looks something like this (broken up into worksheets in excel):
13
Table 6: What is it?
Section 628: Table 6 Participation Regular Assessment Alternate Assessment Non Participants
GRADE
LEVEL
STUDENTS
WITH IEPs
(1)
ALL
STUDENTS
(2) TOTAL (3)
SUBSET (OF 3) WHO
TOOK THE ASSESSMEN
T WITH ACCOMMOD
ATIONS (3A)
LEP STUDENTS IN US < 12 MONTHS WHOSE
ENGLISH PROFICIENC
Y TEST REPLACED REGULAR
ASSESSMENT (3B)1
SUBSET (OF 3) WHOSE
ASSESSMENT RESULTS
WERE INVALID2 (3C) TOTAL (4)
SUBSET (OF 4) WHOSE
ALTERNATE WAS
SCORED AGAINST GRADE LEVEL
STANDARDS (4A)
SUBSET (OF 4) WHOSE
ALTERNATE WAS
SCORED AGAINST MODIFIED
ACHIEVEMENT
STANDARDS (4B)
SUBSET (OF 4B)
COUNTED AT THE
LOWEST ACHIEVEME
NT LEVEL BECAUSE OF THE NCLB
2% CAP1(4C)
SUBSET (OF 4) WHOSE
ALTERNATE WAS
SCORED AGAINST
ALTERNATE ACHIEVEME
NT STANDARDS
(4D)
SUBSET (OF 4D)
COUNTED AT THE
LOWEST ACHIEVEME
NT LEVEL BECAUSE OF THE NCLB
1% CAP2(4E)
SUBSET (OF 4) WHOSE
ASSESSMENT RESULTS
WERE INVALID3(4F)
STUDENTS WHO TOOK
ANOUT OF
LEVEL TEST (5)
PARENTAL EXEMPTION
S (6) ABSENT (7)
DID NOT TAKE FOR
OTHERREASONS1(8)
3
4
5
6
7
8
HIGH SCHOOL
(SPECIFY
GRADE:
___________)
• Calculations:– a. # of children with IEPs in assessed grades– b. # of children with IEPs in regular assessment with no
accommodations– c. # of children with IEPs in regular assessment with accommodations– d. # of children with IEPs in alternate assessment against grade level
achievement standards– e. # of children with IEPs in alternate assessment against alternate
achievement standards
• Account for any children included in “a” but not included in “b, c, d, or e” above.
14
Indicator 3B - Participation
Statewide Assessment –2007-2008
Reading Assessment Participation Total
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade HS # %
a Children with IEPs
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
f Overall (b+c+d+e) Baseline
Overall %
Students Included in IEP count but not included in assessments above
Students who took an out of level Test
Parental Exemptions
Absent
Did not take for other reasons
Annual Performance Report: Indicator 3
15
Annual Performance Report: Indicator 3
16
Statewide Assessment –2007-2008
Math Assessment Participation Total
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade HS # %
a Children with IEPs
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
f Overall (b+c+d+e) Baseline
Overall %
Students Included in IEP count but not included in assessments above
Students who took an out of level Test
Parental Exemptions
Absent
Did not take for other reasons
17
•The entire APR Indicator 3 participation table can be created using 618: Table 6 Data!!!!
•In the example to come Table 6 location is listed in each APR cell in the following format:
•(Column) : (Grade)
Annual Performance Report: Indicator 3
Statewide Assessment –2007-2008
Reading Assessment Participation Total
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade HS # %
a Children with IEPs 1:3 1:4 1:5 1:6 1:7 1:8 1:HS =row sum
bIEPs in regular assessment with no accommodations
3:3 (-) 3a:3 3:4 (-) 3a:4 3:5 (-) 3a:5 3:6 (-) 3a:6 3:7 (-) 3a:7 3:8 (-) 3a:83:HS (-) 3a:HS
=row sum=row sum (/)
total IEP
cIEPs in regular assessment with accommodations
3a:3 3a:4 3a:5 3a:6 3a:7 3a:8 3a:HS =row sum=row sum (/)
total IEP
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
4a:3 4a:4 4a:5 4a:6 4a:7 4a:8 4a:HS =row sum
=row sum (/) total IEP
IEPs in alternate assessment against modified standards(AA-MAAS)
4b:3 4b:4 4b:5 4b:6 4b:7 4b:8 4b:HS =row sum
=row sum (/) total IEP
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
4d:3 4d:4 4d:5 4d:6 4d:7 4d:8 4d:HS =row sum
=row sum (/) total IEP
f Overall (b+c+d+e) Baseline 3:3 (+) 4:3 3:4 (+) 4:4 3:5 (+) 4:5 3:6 (+) 4:6 3:7 (+) 4:7 3:8 (+) 4:83:HS (+)
4:HS=row sum
=row sum (/) total IEP
Overall %= box above (/) by grade 3 IEP count
= box above (/) by grade 4 IEP count
= box above (/) by grade 5 IEP count
= box above (/) by grade 6 IEP count
= box above (/) by grade 7 IEP count
= box above (/) by grade 8 IEP count
= box above (/) by grade HS IEP count
Students Included in IEP count but not included in assessments above
Students who took an out of level Test
5-3 5-4 5-5 5-6 5-7 5-8 5-HS =row sum=row sum (/) total IEP
Parental Exemptions 6-3 6-4 6-5 6-6 6-7 6-8 6-HS =row sum=row sum (/) total IEP
Absent 7-3 7-4 7-5 7-6 7-7 7-8 7-HS =row sum=row sum (/) total IEP
Did not take for other reasons
8-3 8-4 8-5 8-6 8-7 8-8 8-HS =row sum=row sum (/)
total IEP
18
618: Column 1Grade 3
618: Column 8Grade 4
Annual Performance Report: Indicator 3
Statewide Assessment –2007-2008
Reading Assessment Participation
Grade 3
a Children with IEPs
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
fOverall (b+c+d+e) Baseline
Overall %
Students Included in IEP count but not included in assessments above
Students who took an out of level Test
Parental Exemptions
Absent
Did not take for other reasons
GRADE LEVEL STUDENTS WITH IEPs (1) ALL STUDENTS (2)
3
4
5
6
7
8HIGH SCHOOL (SPECIFY GRADE: ___________)
Indicator 3
618: Table 6
TestData
19
CHILD COUNT DATA
Statewide Assessment –2007-2008
Reading Assessment Participation
Grade 3
a Children with IEPs
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
fOverall (b+c+d+e) Baseline
Overall %
Students Included in IEP count but not included in assessments above
Students who took an out of level Test
Parental Exemptions
Absent
Did not take for other reasons
GRADE LEVEL
STUDENTS WITH DISABILITIES WHO TOOK REGULAR ASSESSMENT ON GRADE LEVEL ACHIEVEMENT STANDARDS
TOTAL (3)
SUBSET (OF 3) WHO TOOK THE ASSESSMENT
WITH ACCOMMODATION
S(3A)
LEP STUDENTS IN US < 12 MONTHS WHOSE ENGLISH
PROFICIENCY TEST REPLACED
REGULAR ASSESSMENT (3B)1
SUBSET (OF 3) WHOSE
ASSESSMENT RESULTS WERE
INVALID2 (3C)
3 Blue Green45678
HIGH SCHOOL (SPECIFY GRADE: ___________)
IEPs in regular assessment with no accommodations
equal to BLUE minus GREEN
Indicator 3
618: Table 6
20
REGULAR ASSESSMENT DATA
Statewide Assessment –2007-2008
Reading Assessment Participation
Grade 3
a Children with IEPs
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
fOverall (b+c+d+e) Baseline
Overall %
Students Included in IEP count but not included in assessments above
Students who took an out of level Test
Parental Exemptions
Absent
Did not take for other reasons
GRADE LEVEL
STUDENTS WITH DISABILITIES WHO TOOK REGULAR ASSESSMENT ON GRADE LEVEL ACHIEVEMENT STANDARDS
TOTAL (3)
SUBSET (OF 3) WHO TOOK THE ASSESSMENT
WITH ACCOMMODATION
S(3A)
LEP STUDENTS IN US < 12 MONTHS WHOSE ENGLISH
PROFICIENCY TEST REPLACED
REGULAR ASSESSMENT (3B)1
SUBSET (OF 3) WHOSE
ASSESSMENT RESULTS WERE
INVALID2 (3C)345678
HIGH SCHOOL (SPECIFY GRADE: ___________)
Indicator 3
618: Table 6
21
REGULAR ASSESSMENT DATA
Statewide Assessment –2007-2008
Reading Assessment Participation
Grade 3
a Children with IEPs
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
fOverall (b+c+d+e) Baseline
Overall %
Students Included in IEP count but not included in assessments above
Students who took an out of level Test
Parental Exemptions
Absent
Did not take for other reasons
GRADE LEVEL
STUDENTS WITH DISABILITIES WHO TOOK ALTERNATE ASSESSMENT
TOTAL (4)
SUBSET (OF 4) WHOSE
ALTERNATE WAS
SCORED AGAINST GRADE LEVEL
STANDARDS (4A)
SUBSET (OF 4) WHOSE
ALTERNATE WAS
SCORED AGAINST MODIFIED
ACHIEVEMENT
STANDARDS (4B)
SUBSET (OF 4B)
COUNTED AT THE
LOWEST ACHIEVEME
NT LEVEL BECAUSE OF THE NCLB
2% CAP1(4C)
SUBSET (OF 4) WHOSE
ALTERNATE WAS
SCORED AGAINST
ALTERNATE ACHIEVEME
NT STANDARDS
(4D)
SUBSET (OF 4D)
COUNTED AT THE
LOWEST ACHIEVEME
NT LEVEL BECAUSE OF THE NCLB
1% CAP2(4E)
SUBSET (OF 4)
WHOSE ASSESSM
ENT RESULTS
WERE INVALID3(
4F)345678HIGH SCHOOL (SPECIFY GRADE: ___________)
GRADE LEVEL
STUDENTS WITH DISABILITIES WHO TOOK ALTERNATE ASSESSMENT
TOTAL (4)AA-GLAAS
(4A) AA-MAAS(4B)345678HIGH SCHOOL (SPECIFY GRADE: ___________)
Indicator 3 618: Table 6
22
Statewide Assessment –2007-2008
Reading Assessment Participation
Grade 3
a Children with IEPs
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
fOverall (b+c+d+e) Baseline
Overall %
Students Included in IEP count but not included in assessments above
Students who took an out of level Test
Parental Exemptions
Absent
Did not take for other reasons
GRADE LEVEL
STUDENTS WITH DISABILITIES WHO TOOK ALTERNATE ASSESSMENT
TOTAL (4)AA-GLAAS
(4A) AA-MAAS(4B)345678HIGH SCHOOL (SPECIFY GRADE: ___________)
Indicator 3
618: Table 6
23
ALTERNATE ASSESSMENT DATA
Statewide Assessment –2007-2008
Reading Assessment Participation
Grade 3
a Children with IEPs
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
fOverall (b+c+d+e) Baseline
Overall %
Students Included in IEP count but not included in assessments above
Students who took an out of level Test
Parental Exemptions
Absent
Did not take for other reasons
GRADE LEVEL
STUDENTS WITH DISABILITIES WHO TOOK ALTERNATE ASSESSMENT
TOTAL (4)AA-GLAAS
(4A) AA-MAAS(4B)345678HIGH SCHOOL (SPECIFY GRADE: ___________)
Indicator 3
618: Table 6
24
ALTERNATE ASSESSMENT DATA
Statewide Assessment –2007-2008
Reading Assessment Participation
Grade 3
a Children with IEPs
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
fOverall (b+c+d+e) Baseline
Overall %
Students Included in IEP count but not included in assessments above
Students who took an out of level Test
Parental Exemptions
Absent
Did not take for other reasons
GRADE LEVEL
STUDENTS WITH DISABILITIES WHO TOOK ALTERNATE ASSESSMENT
TOTAL (4)
SUBSET (OF 4) WHOSE
ALTERNATE WAS
SCORED AGAINST GRADE LEVEL
STANDARDS (4A)
SUBSET (OF 4) WHOSE
ALTERNATE WAS
SCORED AGAINST MODIFIED
ACHIEVEMENT
STANDARDS (4B)
SUBSET (OF 4B)
COUNTED AT THE
LOWEST ACHIEVEMENT LEVEL BECAUSE
OF THE NCLB
2% CAP1(4C)
SUBSET (OF 4) WHOSE
ALTERNATE WAS
SCORED AGAINST
ALTERNATE ACHIEVEME
NT STANDARDS
(4D)
SUBSET (OF 4D)
COUNTED AT THE
LOWEST ACHIEVEMENT LEVEL BECAUSE
OF THE NCLB
1% CAP2(4E)
SUBSET (OF 4)
WHOSE ASSESSM
ENT RESULTS
WERE INVALID3(
4F)345678HIGH SCHOOL (SPECIFY GRADE: ___________)
GRADE LEVEL
SUBSET (OF 4B) COUNTED AT THE
LOWEST ACHIEVEMENT
LEVEL BECAUSE OF THE NCLB 2% CAP1(4C)
SUBSET (OF 4) WHOSE
ALTERNATE WAS SCORED AGAINST
ALTERNATE ACHIEVEMENT
STANDARDS (4D)
SUBSET (OF 4D) COUNTED AT THE
LOWEST ACHIEVEMENT
LEVEL BECAUSE OF THE NCLB 1% CAP2(4E)
SUBSET (OF 4) WHOSE
ASSESSMENT RESULTS WERE
INVALID3(4F)
3
4
5
6
78HS
Indicator 3 618: Table 6
25
Statewide Assessment –2007-2008
Reading Assessment Participation
Grade 3
a Children with IEPs
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
fOverall (b+c+d+e+f) Baseline
Overall %
Students Included in IEP count but not included in assessments above
Students who took an out of level Test
Parental Exemptions
Absent
Did not take for other reasons
GRADE LEVEL
SUBSET (OF 4B) COUNTED AT THE
LOWEST ACHIEVEMENT
LEVEL BECAUSE OF THE NCLB 2% CAP1(4C)
SUBSET (OF 4) WHOSE
ALTERNATE WAS SCORED AGAINST
ALTERNATE ACHIEVEMENT
STANDARDS (4D)
SUBSET (OF 4D) COUNTED AT THE
LOWEST ACHIEVEMENT
LEVEL BECAUSE OF THE NCLB 1% CAP2(4E)
SUBSET (OF 4) WHOSE
ASSESSMENT RESULTS WERE
INVALID3(4F)
3
4
5
6
78HS
Indicator 3
618: Table 6
26
ALTERNATE ASSESSMENT DATA
Statewide Assessment –2007-2008
Reading Assessment Participation
Grade 3
a Children with IEPs
bIEPs in regular assessment with no accommodations
Blue
cIEPs in regular assessment with accommodations
Green
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
Red
IEPs in alternate assessment against modified standards(AA-MAAS)
Yellow
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
Violet
fOverall (b+c+d+e+f) Baseline
Overall %
Students Included in IEP count but not included in assessments above
Students who took an out of level Test
Parental Exemptions
Absent
Did not take for other reasons
Overall equal to Blue + Green + Red + Yellow +
Violet
Indicator 3
27
OVERALL CALCULATIONS
Statewide Assessment –2007-2008
Reading Assessment Participation
Grade 3
a Children with IEPs Green
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
fOverall (b+c+d+e+f) Baseline BlueOverall %
Students Included in IEP count but not included in assessments above
Students who took an out of level Test
Parental Exemptions
Absent
Did not take for other reasons
Overall % equal to Blue divided by Green and then
multiplied by 100
Indicator 3
28
OVERALL CALCULATIONS
Statewide Assessment –2007-2008
Reading Assessment Participation
Grade 3
a Children with IEPs
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
fOverall (b+c+d+e) Baseline
Overall %
Students Included in IEP count but not included in assessments above
Students who took an out of level Test
Parental Exemptions
Absent
Did not take for other reasons
GRADE LEVEL
STUDENTS WHO DID NOT TAKE AN ASSESSMENT IN ACCORDANCE WITH NCLB
STUDENTS WHO TOOK AN
OUT OF LEVEL TEST (5)
STUDENTS WHO DID NOT TAKE ANY ASSESSMENTPARENTAL
EXEMPTIONS (6) ABSENT (7)
DID NOT TAKE FOR OTHER
REASONS1(8)
3
4
5
6
7
8
HIGH SCHOOL
Indicator 3
618: Table 6
29
NON-PARTICIPANT DATA
Statewide Assessment –2007-2008
Reading Assessment Participation Total
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade HS # %
a Children with IEPs
bIEPs in regular assessment with no accommodations Blue Green Red Yellow Violet Orange Pink
cIEPs in regular assessment with accommodations
dIEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
eIEPs in alternate assessment against alternate standards (AA-AAAS)
f Overall (b+c+d+e) Baseline
Overall %
Students Included in IEP count but not included in assessments above
Students who took an out of level Test
Parental Exemptions
Absent
Did not take for other reasons
Annual Performance Report: Indicator 3
30
Reading Assessment Participation
Statewide Assessment –2007-2008
Total
# %
a Children with IEPs Green
bIEPs in regular assessment with no accommodations Blue
cIEPs in regular assessment with accommodations
dIEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
eIEPs in alternate assessment against alternate standards (AA-AAAS)
f Overall (b+c+d+e) Baseline
Overall %
Students Included in IEP count but not included in assessments above
Students who took an out of level Test
Parental Exemptions
Absent
Did not take for other reasons
Overall % equal to Blue divided by Green and then
multiplied by 100(same is true for all cells in
this COLUMN)
31
Annual Performance Report: Indicator 3
Indicator 3C - Performance
• Calculations:– a. # of children with IEPs in assessed grades– b. # of children with IEPs proficient or above in regular assessment
with no accommodations– c. # of children with IEPs proficient or above in regular assessment
with accommodations– d. # of children with IEPs proficient or above in alternate assessment
against grade level achievement standards– e. # of children with IEPs proficient or above in alternate assessment
against alternate achievement standards
• REMEMBER – Raw numbers are VITAL!!!33
Statewide Assessment –2007-2008
Reading Assessment Performance Total
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade HS # %
a Children with IEPs
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
f Overall (b+c+d+e) Baseline
Overall %
34
Annual Performance Report: Indicator 3
35
Statewide Assessment –2007-2008
Math Assessment Performance Total
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade HS # %
a Children with IEPs
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
f Overall (b+c+d+e) Baseline
Overall %
Annual Performance Report: Indicator 3
36
•Most of the APR Indicator 3 performance table can be created using 618: Table 6 Data!!!!
•In the example to come Table 6 location is listed in the following format:
•(Column) : (Grade)
Annual Performance Report: Indicator 3
Statewide Assessment –2007-2008
Reading Assessment Performance Total
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade HS # %
a Children with IEPs 1:3 1:4 1:5 1:6 1:7 1:8 1:HS 1:3
bIEPs in regular assessment with no accommodations
N/A N/A N/A N/A N/A N/A N/A N/A N/A
cIEPs in regular assessment with accommodations
9a:3 (-) box above
9a:4 (-) box above
9a:5 (-) box above
9a:6 (-) box above
9a:7 (-) box above
9a:8 (-) box above
9a:HS (-) box above
=row sum9a:3 (-) box
above
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
9b:3 9b:4 9b:5 9b:6 9b:7 9b:8 9b:HS =row sum 9b:3
IEPs in alternate assessment against modified standards(AA-MAAS)
9c:3 9c:4 9c:5 9c:6 9c:7 9c:8 9c:HS =row sum 9c:3
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
9d:3 9d:4 9d:5 9d:6 9d:7 9d:8 9d:HS =row sum 9d:3
f Overall (b+c+d+e) Baseline=sum of
assessments above
=sum of assessmen
ts above
=sum of assessmen
ts above
=sum of assessmen
ts above
=sum of assessmen
ts above
=sum of assessmen
ts above
=sum of assessmen
ts above=row sum
=sum of assessmen
ts above
Overall %
= box above (/) by grade 3 IEP
count
= box above (/) by grade 4 IEP count
= box above (/) by grade 5 IEP count
= box above (/) by grade 6 IEP count
= box above (/) by grade 7 IEP count
= box above (/) by grade 8 IEP count
= box above (/) by grade HS IEP count
37
618: Column 1Grade 3
618: Proficient Levels Table 9dGrade 6
Annual Performance Report: Indicator 3
Statewide Assessment –2007-2008
Reading Assessment Performance
Grade 3
a Children with IEPs
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
fOverall (b+c+d+e) Baseline
Overall %
GRADE LEVEL STUDENTS WITH IEPs (1) ALL STUDENTS (2)
3
4
5
6
7
8HIGH SCHOOL (SPECIFY GRADE: ___________)
Indicator 3
618: Table 6
38
CHILD COUNT DATA
Statewide Assessment –2007-2008
Reading Assessment Performance
Grade 3
a Children with IEPs
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
fOverall (b+c+d+e) Baseline
Overall %
Indicator 3618: Table 6
39
REGULAR ASSESSMENT DATA
Not Available on 618: Table 6
Statewide Assessment –2007-2008
Reading Assessment Performance
Grade 3
a Children with IEPs
bIEPs in regular assessment with no accommodations
Blue
cIEPs in regular assessment with accommodations
Green
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
fOverall (b+c+d+e) Baseline
Overall %
For IEPs in regular assessment with no accommodations sum
columns shaded below then take that result and subtract Green
Indicator 3
618: Table 6
40
REGULAR ASSESSMENT DATA
REGULAR ASSESSMENT ON GRADE LEVEL (9A)
GRADE LEVEL TEST NAME
9A ROW
TOTAL1Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9
3
4
5
6
7
8
HS
Example of state with minimum proficient level of 3
Statewide Assessment –2007-2008
Reading Assessment Performance
Grade 3
a Children with IEPs
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
fOverall (b+c+d+e) Baseline
Overall %
Indicator 3 618: Table 6
41
ALTERNATE ASSESSMENT DATA
ALTERNATE ASSESSMENT ON GRADE LEVEL STANDARDS (9B)
GRADE LEVEL TEST NAME
9A ROW
TOTAL1Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9
3
4
5
6
7
8
HS
Example of state with minimum proficient level of 2
For IEPs in AA-GLAAS sum columns shaded above starting
with minimum proficient level and moving right
Statewide Assessment –2007-2008
Reading Assessment Performance
Grade 3
a Children with IEPs
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
fOverall (b+c+d+e) Baseline
Overall %
Indicator 3
618: Table 6
42
Example of state with minimum proficient level of 2
For IEPs in AA-MAAS sum columns shaded above starting
with minimum proficient level and moving right
ALTERNATE ASSESSMENT ON MODIFIED STANDARDS (9C)
GRADE LEVEL TEST NAME
9A ROW
TOTAL1Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9
3
4
5
6
7
8
HS
ALTERNATE ASSESSMENT DATA
Statewide Assessment –2007-2008
Reading Assessment Performance
Grade 3
a Children with IEPs
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
fOverall (b+c+d+e) Baseline
Overall %
Indicator 3
618: Table 6
43
Example of state with minimum proficient level of 4
For IEPs in AA-AAAS sum columns shaded above starting
with minimum proficient level and moving right
ALTERNATE ASSESSMENT ON ALTERNATE ACHIEVEMENT STANDARDS (9D)
GRADE LEVEL TEST NAME
9A ROW
TOTAL1Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9
3
4
5
6
7
8
HS
ALTERNATE ASSESSMENT DATA
Statewide Assessment –2007-2008
Reading Assessment Performance
Grade 3
a Children with IEPs
bIEPs in regular assessment with no accommodations
Blue
cIEPs in regular assessment with accommodations
Green
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
Red
IEPs in alternate assessment against modified standards(AA-MAAS)
Yellow
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
Violet
fOverall (b+c+d+e+f) Baseline
Overall %
Overall equal to Blue + Green + Red + Yellow +
Violet
Indicator 3
44
OVERALL CALCULATIONS
Statewide Assessment –2007-2008
Reading Assessment Performance
Grade 3
a Children with IEPs Green
bIEPs in regular assessment with no accommodations
cIEPs in regular assessment with accommodations
d
IEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
e
IEPs in alternate assessment against alternate standards (AA-AAAS)
fOverall (b+c+d+e+f) Baseline BlueOverall %
Overall % equal to Blue divided by Green and then
multiplied by 100
Indicator 3
45
OVERALL CALCULATIONS
Statewide Assessment –2007-2008
Reading Assessment Performance Total
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade HS # %
a Children with IEPs
bIEPs in regular assessment with no accommodations Blue Green Red Yellow Violet Orange Pink
cIEPs in regular assessment with accommodations
dIEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
eIEPs in alternate assessment against alternate standards (AA-AAAS)
f Overall (b+c+d+e) Baseline
Overall %
46
Annual Performance Report: Indicator 3
Reading Assessment Performance
Statewide Assessment –2007-2008
Total
# %
a Children with IEPs Green
bIEPs in regular assessment with no accommodations Blue
cIEPs in regular assessment with accommodations
dIEPs in alternate assessment against grade-level standards(AA-GLAAS)
IEPs in alternate assessment against modified standards(AA-MAAS)
eIEPs in alternate assessment against alternate standards (AA-AAAS)
f Overall (b+c+d+e) Baseline
Overall %
Overall % equal to Blue divided by Green and then
multiplied by 100(same is true for all cells in
this COLUMN)
47
Annual Performance Report: Indicator 3
A. Improve data collection and reporting
B. Improve systems administration and monitoring
C. Provide training/professional development
D. Provide technical assistance
E. Clarify/examine/develop policies and procedures
F. Program development
G. Collaboration/coordination
H. Evaluation
I. Increase/adjust Full Time Equivalent
J. Other
50
Improvement Activities (IAs): Categories A-J
J. Other
J1. Data analysis for decision-making at state level
J2. Data provision/verification – state to local
J3. Implementation/development of new/revised test
J4. Pilot project
J5. Grants – state to local
J6. Document, video, or web-based development/dissemination/framework
51
Improvement Activities (IAs): Categories J1 – J6
J7. Standards development/revision/dissemination
J8. Curriculum/instructional activities development/dissemination
J9. Data or best practices sharing, highlighting successful districts, conferences of practitioners
J10. Participation in national/regional organizations, looking at other states’ approaches
J11. State working with low-performing districts
J12. Implement required elements of NCLB accountability
52
Improvement Activities (IAs): Categories J7 – J12
1. Ensure that all assessment-related IAs are included in the Indicator 3 IA section
2. Check that all IAs in the section are actually related to assessment
3. It is fine to repeat or copy IAs from other Indicator sections if they are relevant to assessment
53
Tips for Reporting Improvement Activities (IAs)
4. Clearly indicate a timeframe for each IA, using school year notation (e.g., SY 2006-07)
5. Describe the IA in sufficient detail to allow the reader to understand key features and rationale
6. It is not necessary to list in detail multiple instances of the same IA – try to provide an overview.
IF YOUR IA SECTION FOR INDICATOR 3 IS SHORTER THAN 3 PAGES OR LONGER THAN 10 PAGES, YOU MAY WANT TO REVIEW THESE GUIDELINES!
54
Tips for Reporting Improvement Activities (IAs)
Tips for Reporting Improvement Activities (IAs)
7. Indicate the current progress and/or status of the implementation of each IA; note those IAs that have been completed, continued, suspended, or discontinued, providing explanations as appropriate; indicate changes or adjustments to IAs in response to context or experience.
8. Either a table or paragraph format is appropriate.
55
Timeline Activity/Description Progress/Status [completed, continued, suspended, discontinued]
SY 2006-07 1. Professional DevelopmentDeliver training to district special education personnel on data management procedures pertaining to student progress monitoring to enhance collection, analysis, and reporting of student data.
Completed. Special Education Directors’ conference in March, 2007.
SY 2006-07 2. Accommodations Manual Disseminate revised Manual on Accommodations for Assessment and Instruction via regional meetings, and posted on state education website.
Completed. Regional roll-out meetings in Fall 2006. Website posting of finalized revision in October, 2006.
SY 2006-07 3. Data verification – state to localProvide assessment data through district profiles to district superintendents and special education directors as part of continuous improvement process.
Completed & Ongoing. Summer 2006, & on annual basis.
SY 2006-07 4. Schools of Distinction initiativeState Division of Special Education recognizes schools of distinction based on student performance data for students with disabilities. Formalize connections by region for schools with low student performance to Schools of Distinction, and present best practices from previous years’ Schools of Distinction awardees.
Completed & Ongoing. Fall 2006, & on annual basis.
56
57
CONTACTS
Questions related to AYP, Participation, & Performance Data:•Jason R. Altman, Research Coordinator, [email protected], 612-624-8561
Questions related to Improvement Activities:•Chris Bremer, Research Associate, [email protected], 612-625-7595•Chris Rogers, Research Fellow, [email protected], 612-626-7233
General Indicator 3 Questions:•Martha Thurlow, Director, [email protected], 612-624-4826
For additional information on Indicator 3 please see: http://nceo.info/indicator3/default.html