NCEO Indicator 3 Teleconference DATE Tuesday November 25

NCEO Indicator 3 Teleconference DATE: Tuesday, November 25, 2008 TIME: 10: 00 Pacific, 11: 00 Mountain, 12: 00 Central, 1: 00 Eastern Presenters Facilitator: Anne Chartrand, Southeast RRC Jason Altman, NCEO Chris Bremer, NCEO Christopher 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 similarity 4. 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/indicator 3/Indicator 3 National. Call. html • Have your own Table 6 data from your 618 report available • Have a copy of your improvement activities available 3

Who are we? • 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 NCEO has been responsible for Indicator 3 analysis going back to State Performance Plan submission 4

APR and Table 6 of 618 – Trail of History 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! X 5

Why Is This Important? n Table 6 provides the backbone to APR Indicator 3 (Most states fill out their Section 618 report first) n OSEP needs the data from both these sources so that it has a clear picture of the assessment of SWDs across states n National summary by content, type of assessment, and grade is important 6

What do the data tell us? We know how difficult your job as data managers can be!!! 7

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 3 A - 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 3 A - AYP Example calculation – State XYZ has had 32 districts meet AYP for Math, and 28 districts meet AYP for Reading ONLY 14 districts made AYP for BOTH Math and Reading State XYZ had 50 districts meet the minimum “n” size Calculation = 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 3 A - AYP • 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 Grade 3 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 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 11

Assessment Data NCEO Indicator 3 Tool From: 618: Table 6 To: APR Indicator 3 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

Table 6: What is it? • 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): Section 628: Table 6 Participation ALL GRADE STUDENTS LEVEL WITH IEPs (1) (2) TOTAL (3) Regular Assessment LEP STUDENTS IN US < 12 MONTHS SUBSET (OF WHOSE 3) WHO ENGLISH TOOK THE PROFICIENC ASSESSMEN Y TEST T WITH REPLACED ACCOMMOD REGULAR ASSESSMEN ATIONS T (3 B)1 (3 A) Alternate Assessment SUBSET (OF 3) WHOSE ASSESSMEN T RESULTS WERE INVALID 2 (3 C) TOTAL (4) SUBSET (OF 4) WHOSE ALTERNATE WAS SCORED AGAINST GRADE LEVEL STANDARDS (4 A) SUBSET (OF 4) WHOSE ALTERNATE WAS SCORED AGAINST MODIFIED ACHIEVEME NT STANDARDS (4 B) SUBSET (OF 4 B) COUNTED AT THE LOWEST ACHIEVEME NT LEVEL BECAUSE OF THE NCLB 2% CAP 1(4 C) Non Participants SUBSET (OF 4) WHOSE ALTERNATE WAS SCORED AGAINST ALTERNATE ACHIEVEME NT STANDARDS (4 D) SUBSET (OF 4 D) COUNTED AT THE LOWEST ACHIEVEME NT LEVEL BECAUSE OF THE NCLB 1% CAP 2(4 E) SUBSET (OF 4) WHOSE ASSESSMEN T RESULTS WERE INVALID 3(4 F) STUDENTS WHO TOOK AN OUT OF LEVEL TEST (5) PARENTAL EXEMPTION S (6) ABSENT (7) DID NOT TAKE FOR OTHER REASONS 1(8) 3 4 5 6 7 8 HIGH SCHOOL (SPECIFY GRADE: ______) 13

Indicator 3 B - Participation • 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

Annual Performance Report: Indicator 3 Reading Assessment Participation Statewide Assessment – 2007 -2008 a Children with IEPs b IEPs in regular assessment with no accommodations c IEPs in regular assessment with accommodations d e f Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade HS Total # % IEPs in alternate assessment against gradelevel standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) 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 15

Annual Performance Report: Indicator 3 Math Assessment Participation Statewide Assessment – 2007 -2008 a Children with IEPs b IEPs in regular assessment with no accommodations c IEPs in regular assessment with accommodations d e f Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade HS Total # % IEPs in alternate assessment against gradelevel standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) 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 16

Annual Performance Report: Indicator 3 • 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) 17

Annual 618: Column 1 Grade 3 Statewide Assessment – 2007 -2008 Performance Report: Indicator 3 Reading Assessment Participation Total Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade HS # 1: 3 1: 4 1: 5 1: 6 1: 7 1: 8 1: HS =row sum % a Children with IEPs b IEPs in regular assessment with no accommodations 3: 3 (-) 3 a: 3 3: 4 (-) 3 a: 4 3: 5 (-) 3 a: 5 3: 6 (-) 3 a: 6 3: 7 (-) 3 a: 7 3: 8 (-) 3 a: 8 3: HS (-) 3 a: HS =row sum (/) total IEP c IEPs in regular assessment with accommodations 3 a: 3 3 a: 4 3 a: 5 3 a: 6 3 a: 7 3 a: 8 3 a: HS =row sum (/) total IEP d e f IEPs in alternate assessment against gradelevel standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e) Baseline Overall % =row sum (/) total IEP 4 a: 3 4 a: 4 4 a: 5 4 a: 6 4 a: 7 4 a: 8 4 a: HS =row sum 4 b: 3 4 b: 4 4 b: 5 4 b: 6 4 b: 7 4 b: 8 4 b: HS =row sum 4 d: 3 4 d: 4 4 d: 6 4 d: 7 4 d: 8 4 d: HS =row sum 3: 3 (+) 4: 3 3: 4 (+) 4: 4 3: 5 (+) 4: 5 3: 6 (+) 4: 6 3: 7 (+) 4: 7 3: 8 (+) 4: 8 3: HS (+) 4: HS =row sum (/) total IEP = 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 3 IEP count 4 d: 5 =row sum (/) total IEP = box above (/) by grade HS IEP count Students Included in IEP count but not included in assessments above 618: Column 8 Grade 4 Students who took an out of level Test 5 -3 5 -4 5 -5 5 -6 5 -7 5 -8 5 -HS =row sum (/) total IEP Parental Exemptions 6 -3 6 -4 6 -5 6 -6 6 -7 6 -8 6 -HS =row sum (/) total IEP Absent 7 -3 7 -4 7 -5 7 -6 7 -7 7 -8 7 -HS =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 (/) total IEP 18

Indicator 3 CHILD COUNT DATA Reading Assessment Participation Statewide Assessment – 2007 -2008 a b c d e f Grade 3 Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e) Baseline 618: Table 6 GRADE LEVEL STUDENTS WITH IEPs (1) ALL STUDENTS (2) 3 4 5 6 7 8 HIGH SCHOOL (SPECIFY GRADE: ______) Overall % Students Included in IEP count but not included in assessments above Students who took an out of level Test Data Parental Exemptions Absent Did not take for other reasons 19

Indicator 3 REGULAR ASSESSMENT DATA Reading Assessment Participation Statewide Assessment – 2007 -2008 a b c d e f Grade 3 618: Table 6 Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) 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 IEPs in regular assessment with no accommodations equal to BLUE minus GREEN GRADE LEVEL 3 STUDENTS WITH DISABILITIES WHO TOOK REGULAR ASSESSMENT ON GRADE LEVEL ACHIEVEMENT STANDARDS SUBSET (OF 3) LEP STUDENTS IN WHO TOOK THE US < 12 MONTHS SUBSET (OF 3) ASSESSMENT WHOSE ENGLISH WHOSE WITH PROFICIENCY ASSESSMENT ACCOMMODATION TEST REPLACED RESULTS WERE S REGULAR TOTAL (3) (3 A) ASSESSMENT (3 B) 1 INVALID 2 (3 C) Blue Green 4 5 6 7 8 HIGH SCHOOL (SPECIFY GRADE: ______) Did not take for other reasons 20

Indicator 3 REGULAR ASSESSMENT DATA Reading Assessment Participation Statewide Assessment – 2007 -2008 a b c d e f Grade 3 Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) 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 618: Table 6 GRADE LEVEL 3 4 5 6 7 8 STUDENTS WITH DISABILITIES WHO TOOK REGULAR ASSESSMENT ON GRADE LEVEL ACHIEVEMENT STANDARDS SUBSET (OF 3) LEP STUDENTS IN WHO TOOK THE US < 12 MONTHS SUBSET (OF 3) ASSESSMENT WHOSE ENGLISH WHOSE WITH PROFICIENCY ASSESSMENT ACCOMMODATION TEST REPLACED RESULTS WERE S REGULAR TOTAL (3) (3 A) ASSESSMENT (3 B) 1 INVALID 2 (3 C) HIGH SCHOOL (SPECIFY GRADE: ______) Absent Did not take for other reasons 21

Indicator 3 618: Table 6 STUDENTS WITH DISABILITIES WHO TOOK ALTERNATE ASSESSMENT Reading Assessment Participation Statewide Assessment – 2007 -2008 a b c d e f Grade 3 Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e) Baseline GRADE LEVEL 3 4 5 6 7 8 HIGH SCHOOL (SPECIFY GRADE: ______) TOTAL (4) SUBSET (OF 4) WHOSE ALTERNATE WAS SCORED AGAINST GRADE LEVEL STANDARDS (4 A) SUBSET (OF 4) WHOSE ALTERNATE WAS SCORED AGAINST MODIFIED ACHIEVEME NT STANDARDS (4 B) Parental Exemptions Absent Did not take for other reasons SUBSET (OF 4) WHOSE ALTERNATE WAS SCORED AGAINST ALTERNATE ACHIEVEME NT STANDARDS (4 D) SUBSET (OF 4 D) COUNTED AT THE LOWEST ACHIEVEME NT LEVEL BECAUSE OF THE NCLB 1% CAP 2(4 E) SUBSET (OF 4) WHOSE ASSESSM ENT RESULTS WERE INVALID 3( 4 F) STUDENTS WITH DISABILITIES WHO TOOK ALTERNATE ASSESSMENT Overall % Students Included in IEP count but not included in assessments above Students who took an out of level Test SUBSET (OF 4 B) COUNTED AT THE LOWEST ACHIEVEME NT LEVEL BECAUSE OF THE NCLB 2% CAP 1(4 C) GRADE LEVEL 3 4 5 6 7 8 HIGH SCHOOL (SPECIFY GRADE: ______) TOTAL (4) AA-GLAAS (4 A) AA-MAAS(4 B) 22

Indicator 3 ALTERNATE ASSESSMENT DATA Reading Assessment Participation Statewide Assessment – 2007 -2008 a b c d e f Grade 3 Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e) Baseline Overall % 618: Table 6 STUDENTS WITH DISABILITIES WHO TOOK ALTERNATE ASSESSMENT GRADE LEVEL 3 4 5 6 7 8 HIGH SCHOOL (SPECIFY GRADE: ______) TOTAL (4) AA-GLAAS (4 A) AA-MAAS(4 B) 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 23

Indicator 3 ALTERNATE ASSESSMENT DATA Reading Assessment Participation Statewide Assessment – 2007 -2008 a b c d e f Grade 3 Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) 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 618: Table 6 STUDENTS WITH DISABILITIES WHO TOOK ALTERNATE ASSESSMENT GRADE LEVEL 3 4 5 6 7 8 HIGH SCHOOL (SPECIFY GRADE: ______) TOTAL (4) AA-GLAAS (4 A) AA-MAAS(4 B) 24

Indicator 3 618: Table 6 STUDENTS WITH DISABILITIES WHO TOOK ALTERNATE ASSESSMENT Reading Assessment Participation Statewide Assessment – 2007 -2008 a b c d e f Grade 3 Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) 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 GRADE LEVEL 3 4 5 6 7 8 HIGH SCHOOL (SPECIFY GRADE: ______) GRADE LEVEL 3 4 5 6 7 8 HS TOTAL (4) SUBSET (OF 4 B) COUNTED AT THE LOWEST ACHIEVEMENT LEVEL BECAUSE OF THE NCLB 2% CAP 1(4 C) SUBSET (OF 4) WHOSE ALTERNATE WAS SCORED AGAINST GRADE LEVEL STANDARDS (4 A) SUBSET (OF 4) WHOSE ALTERNATE WAS SCORED AGAINST MODIFIED ACHIEVEME NT STANDARDS (4 B) SUBSET (OF 4) WHOSE ALTERNATE WAS SCORED AGAINST ALTERNATE ACHIEVEMENT STANDARDS (4 D) SUBSET (OF 4 B) COUNTED AT THE LOWEST ACHIEVEME NT LEVEL BECAUSE OF THE NCLB 2% CAP 1(4 C) SUBSET (OF 4) WHOSE ALTERNATE WAS SCORED AGAINST ALTERNATE ACHIEVEME NT STANDARDS (4 D) SUBSET (OF 4 D) COUNTED AT THE LOWEST ACHIEVEMENT LEVEL BECAUSE OF THE NCLB 1% CAP 2(4 E) SUBSET (OF 4 D) COUNTED AT THE LOWEST ACHIEVEME NT LEVEL BECAUSE OF THE NCLB 1% CAP 2(4 E) SUBSET (OF 4) WHOSE ASSESSM ENT RESULTS WERE INVALID 3( 4 F) SUBSET (OF 4) WHOSE ASSESSMENT RESULTS WERE INVALID 3(4 F) 25

Indicator 3 ALTERNATE ASSESSMENT DATA Reading Assessment Participation Statewide Assessment – 2007 -2008 a b c d e f 618: Table 6 Grade 3 Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e+f) Baseline GRADE LEVEL 3 4 5 6 7 8 HS SUBSET (OF 4 B) COUNTED AT THE LOWEST ACHIEVEMENT LEVEL BECAUSE OF THE NCLB 2% CAP 1(4 C) SUBSET (OF 4) WHOSE ALTERNATE WAS SCORED AGAINST ALTERNATE ACHIEVEMENT STANDARDS (4 D) SUBSET (OF 4 D) COUNTED AT THE LOWEST ACHIEVEMENT LEVEL BECAUSE OF THE NCLB 1% CAP 2(4 E) SUBSET (OF 4) WHOSE ASSESSMENT RESULTS WERE INVALID 3(4 F) 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 26

Indicator 3 OVERALL CALCULATIONS Reading Assessment Participation Statewide Assessment – 2007 -2008 a b c d e f Grade 3 Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e+f) Baseline Blue Green Red Yellow Violet Overall % Overall equal to Blue + Green + Red + Yellow + Violet 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 27

Indicator 3 OVERALL CALCULATIONS Reading Assessment Participation Statewide Assessment – 2007 -2008 a b c d e f Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e+f) Baseline Grade 3 Green Blue Overall % Students Included in IEP count but not included in assessments above Students who took an out of level Test Overall % equal to Blue divided by Green and then multiplied by 100 Parental Exemptions Absent Did not take for other reasons 28

Indicator 3 NON-PARTICIPANT DATA Reading Assessment Participation Statewide Assessment – 2007 -2008 a b c d e f 618: Table 6 Grade 3 Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e) Baseline GRADE LEVEL 3 STUDENTS WHO DID NOT TAKE AN ASSESSMENT IN ACCORDANCE WITH NCLB STUDENTS WHO DID NOT TAKE ANY ASSESSMENT TOOK AN PARENTAL DID NOT TAKE FOR OUT OF LEVEL EXEMPTIONS OTHER TEST (5) (6) REASONS 1(8) ABSENT (7) 4 5 6 7 8 HIGH SCHOOL 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 29

Annual Performance Report: Indicator 3 Reading Assessment Participation Statewide Assessment – 2007 -2008 a Children with IEPs b IEPs in regular assessment with no accommodations c IEPs in regular assessment with accommodations d IEPs in alternate assessment against grade-level standards (AA-GLAAS) Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade HS Blue Green Red Yellow Violet Orange Pink Total # % 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 Overall Row Total equal to Blue + Green + Red + Yellow + Violet + Orange + Pink (same is true for all cells in this COLUMN) Did not take for other reasons 30

Annual Performance Report: Indicator 3 Reading Assessment Participation Total Statewide Assessment – 2007 -2008 a Children with IEPs b IEPs in regular assessment with no accommodations c IEPs in regular assessment with accommodations d IEPs in alternate assessment against grade-level standards (AA-GLAAS) # % Green Blue Overall % equal to Blue divided by Green and then multiplied by 100 (same is true for all cells in this COLUMN) 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 31

QUESTIONS, COMMENTS AND CONCERNS 32

Indicator 3 C - 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

Annual Performance Report: Indicator 3 Reading Assessment Performance Statewide Assessment – 2007 -2008 a Children with IEPs b IEPs in regular assessment with no accommodations c IEPs in regular assessment with accommodations d e f Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade HS Total # % IEPs in alternate assessment against gradelevel standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e) Baseline Overall % 34

Annual Performance Report: Indicator 3 Math Assessment Performance Statewide Assessment – 2007 -2008 a Children with IEPs b IEPs in regular assessment with no accommodations c IEPs in regular assessment with accommodations d e f Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade HS Total # % IEPs in alternate assessment against gradelevel standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e) Baseline Overall % 35

Annual Performance Report: Indicator 3 • 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) 36

618: Column 1 Grade 3 Annual Performance Report: Indicator 3 Reading Assessment Performance Statewide Assessment – 2007 -2008 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 b IEPs in regular assessment with no accommodations N/A N/A N/A c IEPs in regular assessment with accommodations 9 a: 3 (-) box above 9 a: 4 (-) box above 9 a: 5 (-) box above 9 a: 6 (-) box above 9 a: 7 (-) box above 9 a: 8 (-) box above 9 a: HS (-) box above =row sum 9 a: 3 (-) box above 9 b: 3 9 b: 4 9 b: 5 9 b: 6 9 b: 7 9 b: 8 9 b: HS =row sum 9 b: 3 9 c: 4 9 c: 5 9 c: 6 9 c: 7 9 c: 8 9 c: HS =row sum 9 c: 3 9 d: 4 9 d: 6 9 d: 7 9 d: 8 9 d: HS =row sum 9 d: 3 =sum of assessmen ts above = box above (/) by grade 3 IEP count =sum of assessmen ts above = box above (/) by grade 4 IEP count =sum of assessmen ts above = box above (/) by grade 6 IEP count =sum of assessmen ts above = box above (/) by grade 7 IEP count =sum of assessmen ts above = box above (/) by grade 8 IEP count =sum of assessmen ts above = box above (/) by grade HS IEP count =row sum =sum of assessmen ts above d e f IEPs in alternate assessment against gradelevel standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e) Baseline Overall % 9 d: 5 =sum of assessmen ts above = box above (/) by grade 5 IEP count 618: Proficient Levels Table 9 d Grade 6 37

Indicator 3 CHILD COUNT DATA Reading Assessment Performance Statewide Assessment – 2007 -2008 a b c d e f 618: Table 6 Grade 3 Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e) Baseline GRADE LEVEL STUDENTS WITH IEPs (1) ALL STUDENTS (2) 3 4 5 6 7 8 HIGH SCHOOL (SPECIFY GRADE: ______) Overall % 38

REGULAR ASSESSMENT DATA Indicator 3 618: Table 6 Reading Assessment Performance Statewide Assessment – 2007 -2008 a b c d e f Grade 3 Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e) Baseline Not Available on 618: Table 6 Overall % 39

REGULAR ASSESSMENT DATA Indicator 3 Reading Assessment Performance Statewide Assessment – 2007 -2008 a b c d e f For IEPs in regular assessment with no accommodations sum columns shaded below then take that result and subtract Green Grade 3 Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e) Baseline Overall % Blue Green 618: Table 6 REGULAR ASSESSMENT ON GRADE LEVEL (9 A) GRADE LEVEL 3 TEST NAME Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 9 A ROW TOTAL 1 4 5 6 7 8 HS Example of state with minimum proficient level of 3 40

ALTERNATE ASSESSMENT DATA Indicator 3 618: Table 6 ALTERNATE ASSESSMENT ON GRADE LEVEL STANDARDS (9 B) Reading Assessment Performance Statewide Assessment – 2007 -2008 a b c d e f Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e) Baseline Grade 3 GRADE LEVEL 3 TEST NAME Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 9 A ROW TOTAL 1 4 5 6 7 8 HS For IEPs in AA-GLAAS sum columns shaded above starting with minimum proficient level and moving right Example of state with minimum proficient level of 2 Overall % 41

ALTERNATE ASSESSMENT DATA Indicator 3 618: Table 6 Reading Assessment Performance Statewide Assessment – 2007 -2008 a b c d e f Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e) Baseline ALTERNATE ASSESSMENT ON MODIFIED STANDARDS (9 C) Grade 3 GRADE LEVEL 3 TEST NAME Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 9 A ROW TOTAL 1 4 5 6 7 8 HS For IEPs in AA-MAAS sum columns shaded above starting with minimum proficient level and moving right Overall % Example of state with minimum proficient level of 2 42

Indicator 3 ALTERNATE ASSESSMENT DATA Reading Assessment Performance Statewide Assessment – 2007 -2008 a b c d e f 618: Table 6 Grade 3 Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e) Baseline ALTERNATE ASSESSMENT ON ALTERNATE ACHIEVEMENT STANDARDS (9 D) GRADE LEVEL 3 TEST NAME Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 9 A ROW TOTAL 1 4 5 6 7 8 HS For IEPs in AA-AAAS sum columns shaded above starting with minimum proficient level and moving right Overall % Example of state with minimum proficient level of 4 43

Indicator 3 OVERALL CALCULATIONS Reading Assessment Performance Statewide Assessment – 2007 -2008 a b c d e f Grade 3 Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e+f) Baseline Overall % Blue Green Red Yellow Violet Overall equal to Blue + Green + Red + Yellow + Violet 44

Indicator 3 OVERALL CALCULATIONS Reading Assessment Performance Statewide Assessment – 2007 -2008 a b c d e f Children with IEPs in regular assessment with no accommodations IEPs in regular assessment with accommodations IEPs in alternate assessment against grade-level standards (AA-GLAAS) IEPs in alternate assessment against modified standards (AA-MAAS) IEPs in alternate assessment against alternate standards (AA-AAAS) Overall (b+c+d+e+f) Baseline Overall % Grade 3 Green Blue Overall % equal to Blue divided by Green and then multiplied by 100 45

Annual Performance Report: Indicator 3 Reading Assessment Performance Statewide Assessment – 2007 -2008 a Children with IEPs b IEPs in regular assessment with no accommodations c IEPs in regular assessment with accommodations d IEPs in alternate assessment against grade-level standards (AA-GLAAS) Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade HS Blue Green Red Yellow Violet Orange Pink Total # % 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 % Overall Row Total equal to Blue + Green + Red + Yellow + Violet + Orange + Pink (same is true for all cells in this COLUMN) 46

Annual Performance Report: Indicator 3 Reading Assessment Performance Total Statewide Assessment – 2007 -2008 a Children with IEPs b IEPs in regular assessment with no accommodations c IEPs in regular assessment with accommodations d IEPs in alternate assessment against grade-level standards (AA-GLAAS) # Green Blue % Overall % equal to Blue divided by Green and then multiplied by 100 (same is true for all cells in this COLUMN) 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 % 47

QUESTIONS, COMMENTS AND CONCERNS 48

Improvement Activities (IAs) 49

Improvement Activities (IAs): Categories A-J A. B. C. D. E. F. G. H. I. J. Improve data collection and reporting Improve systems administration and monitoring Provide training/professional development Provide technical assistance Clarify/examine/develop policies and procedures Program development Collaboration/coordination Evaluation Increase/adjust Full Time Equivalent Other 50

Improvement Activities (IAs): Categories J 1 – J 6 J. Other J 1. Data analysis for decision-making at state level J 2. Data provision/verification – state to local J 3. Implementation/development of new/revised test J 4. Pilot project J 5. Grants – state to local J 6. Document, video, or web-based development/dissemination/framework 51

Improvement Activities (IAs): Categories J 7 – J 12 J 7. Standards development/revision/dissemination J 8. Curriculum/instructional activities development/dissemination J 9. Data or best practices sharing, highlighting successful districts, conferences of practitioners J 10. Participation in national/regional organizations, looking at other states’ approaches J 11. State working with low-performing districts J 12. Implement required elements of NCLB accountability 52

Tips for Reporting Improvement Activities (IAs) 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) 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 Development Deliver training to district special education personnel on data management procedures pertaining to student progress monitoring to enhance collection, analysis, and reporting of student data. 2. Accommodations Manual Disseminate revised Manual on Accommodations for Assessment and Instruction via regional meetings, and posted on state education website. 3. Data verification – state to local Provide assessment data through district profiles to district superintendents and special education directors as part of continuous improvement process. 4. Schools of Distinction initiative State 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. Special Education Directors’ conference in March, 2007. Completed. Regional roll-out meetings in Fall 2006. Website posting of finalized revision in October, 2006. Completed & Ongoing. Summer 2006, & on annual basis. Completed & Ongoing. Fall 2006, & on annual basis. 56

CONTACTS Questions related to AYP, Participation, & Performance Data: • Jason R. Altman, Research Coordinator, altma 014@umn. edu, 612 -624 -8561 Questions related to Improvement Activities: • Chris Bremer, Research Associate, brem 006@umn. edu, 612 -625 -7595 • Chris Rogers, Research Fellow, roge 0229@umn. edu, 612 -626 -7233 General Indicator 3 Questions: • Martha Thurlow, Director, thurl 001@umn. edu, 612 -624 -4826 For additional information on Indicator 3 please see: http: //nceo. info/indicator 3/default. html 57

QUESTIONS, COMMENTS AND CONCERNS 58

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