OSPI AYP WASL Presntation

Washington Assessmentof Student Learning

2008 WASL/AYP Media Workshop | Slide 2

Historical WASL data• The WASL has been administered since 1997

for fourth graders, 1998 for seventh and 1999 for 10th graders

• Beginning in 2006, No Child Left Behind required additional testing in grades 3, 5, 6 and 8 in reading and math

• Beginning in 2007, No Child Left Behind required the inclusion of grades 3-8 and 10 in reading and math in determining “adequate yearly progress”


What will be available•WASL scores for grades 3-8 and 10

•Scores will be broken down by demographic subgroup and for students in special education, English-language learners and low-income students

•Progress report on assessment graduation requirement for classes of 2009, 2010 and 2011

•Updated information on Class of 2008


Looking toward the future•Shortening the WASL in all grades but

10th

3rd grade: Time reduced 31.1% 4th grade: 18.9%

5th grade: 33.7% 6th grade: 41.2%

7th grade: 26.9% 8th grade: 33.3%

•End-of-course assessments in math

•By 2010: Exploring changing testing datesfor all grades but 10th


Math graduation requirementsClasses of 2009-2012

• Pass the math high school WASL/WAAS, or

• Meet standard on a math Collection of Evidence, or

• Submit required cut score on math ACT, math SAT, or calculus or statistics AP course exams, or

• Submit a WASL/Grades comparison, or

• Earn two math credits after 10th grade and annually taking a legislatively approved math assessment

Adequate Yearly Progress


AYP: The basics•No Child Left Behind, part of the federal

Elementary and Secondary Education Act (2001), requires annual testing of public school students in reading and math

•NCLB testing history:

▫2002 – 2005: Grades 4, 7 and 10 tested

▫2006 – Present: Grades 3-8 and 10 tested


Uniform bars• For federal purposes, students are divided

into three grade bands: elementary (grades 3-5), middle school (6-8) and high school

• Each year a certain percentage of students in each band must pass the WASL

• Washington has chosen a “stair-step” approach to meeting proficiency in AYP: The percentage of students who must meet proficiency increases every three years

• 2008 is a “step up” year


Perc

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Sta

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Elementary uniform bar (3-5)

52.2

64.2

Reading: 76.1%88.1

29.7

47.3 Math: 64.9%

82.4

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10

20

30

40

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2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Reading

Mathematics


Middle school uniform bar (6-8)

30.1

47.6

82.5

17.3

38.0

79.3

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2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

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Reading

Mathematics

Reading: 65.1%

Math: 58.7%


High school uniform bar

48.6

61.5

87.2

24.8

43.6

81.2

100

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10

20

30

40

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100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

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Reading

Mathematics

Reading: 74.3%

Math: 62.4%


Who must meet proficiency?• Each of the following nine groups,

in each grade band, must meet yearly targets:1. All students2. American Indian/Alaska Native students3. Asian/Pacific Islander students4. Black students5. Hispanic students6. White students7. English-language learners8. Students with disabilities (special education)9. Low-income students


Caveat: “n” sizes• Until 2008, Washington had been approved

to use a 40-student minimum for students in special education and English-language learners and a 10-student minimum in the “all students” category

• The federal government has determined that a group will not be counted if it contains fewer than 30 students in a category

• Groups with fewer than 30 students may not reflect statistically reliable data

• All students will be added to a district total, however, in its AYP calculations


Final factor•Elementary and middle schools also are

evaluated on their unexcused absence rates

•High schools are evaluated on their graduation rates


Adding it all up: Schools•Reading:

1. Proficiency (9 groups)2. Participation (9 groups) = 18 categories

•Math:1. Proficiency (9 groups)2. Participation (9 groups) = 18 categories

•“Final factor” (absence/graduation rate)

TOTAL: Possible of 37 categories


Making AYP through safe harbor•Under the safe harbor provision, a district

or school would meet AYP for its subgroup if:

1. it reduces its percentage of non-proficient students in that subgroup by 10 percent from the previous year and

2. that subgroup meets graduation/unexcused absence rate goals


Not making AYP•Schools that do not make AYP two years

in a row in the same area (proficiency, participation or other indicator) enter “improvement status,” which consists of five steps

•Each year a school does not make AYP in the same area, it moves to the next step of improvement

•Schools exit school improvement once they make AYP two years in a row


Improvement: Step 1•Public school choice: Schools receiving Title

I funds must notify the families of enrolled students about the opportunity to transfer their student to another school in the same district that is not identified for school improvement.

•School improvement plan: The school must also develop or revise its school improvement plan. The plan must be completed not later than three months after the school is identified for school improvement.


Improvement: Step 2•Schools must continue school

improvement planning and offer public school choice.

•District must provide supplemental educational services (SES) to low-achieving students who are considered low-income.


Improvement: Step 3• The district must continue to offer public school

choice and supplemental educational services, and the school must review the school improvement plan.

• The district must select at least one of the following options:

▫ Make curriculum and instruction changes to improve student learning;

▫ Appoint outside experts to work to advise the school on revising and implementing the school plan;

▫ Extend the school year or school day; or▫ Other appropriate intervention


Improvement: Step 4• The district must also continue to offer public school

choice and supplemental educational services to all eligible students.

• The district has one year to prepare a restructuring plan with an implementation timeline for the schools. The restructuring plan needs to include at least one of the following three actions:▫ Replace school staff, which may include the school

principal, who are relevant to the school's inability to meet standards;

▫ Enter into a contract with an entity with a demonstrated record of effectiveness, to operate the school;

▫ Implement other restructuring activities that are consistent with the principles of restructuring; or

▫ Other appropriate interventions


Improvement: Step 5•The district must also continue to offer

public school choice and supplemental educational services to all eligible students

•Restructuring plan is put into place

•BUT: Washington law doesn’t allow for the state to intervene in a district


AYP changes in 2008•“Step up” year for target percentages:

▫Elementary bar: Reading, 76.1% (+11.9% from ‘07)Math, 64.9% (+17.6%)

▫Middle school bar: Reading, 65.1% (17.5%)Math, 58.7% (+20.7%)

▫High school bar: Reading, 74.3% (+11.8%)Math, 62.4% (+18.8%)

•“N” size is 30 for all groups (was 40 in two categories in 2007 and 10 in “all students” category)


Key messages•More schools and districts will not make

AYP this year, but that doesn’t mean they are “failing”

•Multiple measures show Washington schools are continuing to raise student achievement

•Significant changes must be made to NCLB to save the goal; it is far too punitive, has several implementation flaws


OSPI Resources• OSPI website - http://www.k12.wa.us/

• School Report Card for AYP results - http://reportcard.ospi.k12.wa.us/

• Graduation and Dropout Statistics - http://www.k12.wa.us/DataAdmin/default.aspx

• ESEA/NCLB page - http://www.k12.wa.us/ESEA/

• OSPI Assessment webpage - http://www.k12.wa.us/assessment/default.aspx

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Where to get this presentation •http://www.k12.wa.us/ESEA/

AdequateYearlyProgress.aspx


Contact information• Shirley Skidmore, communications director

▫ (360) 725-6014 (o) | (360) 481-3308 (c)▫[email protected]

• Chris Barron, assessment communications manager▫ (360) 725-6032 (o) | (360) 481-9099 (c)▫[email protected]

• Nathan Olson, media relations manager▫ (360) 725-6015 (o) | (360) 584-8967 (c)▫[email protected]