Alabama Education Accountability Teacher Preparation Report Card December 18, 2003.
A PRESENTATION/DISCUSSION WITH THE ALABAMA STATE BOARD OF EDUCATION ON ASSESSMENT/ACCOUNTABILITY
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Transcript of A PRESENTATION/DISCUSSION WITH THE ALABAMA STATE BOARD OF EDUCATION ON ASSESSMENT/ACCOUNTABILITY
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A PRESENTATION/DISCUSSIONWITH THE
ALABAMA STATE BOARD OF EDUCATIONON
ASSESSMENT/ACCOUNTABILITY
MAY 23, 2002
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MEETINGS OF THETEST ADVISORY COMMITTEE
• February 23, 2001
• March 7, 2001
• September 20, 2001
• February 11, 2002
• April 29, 2002
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TEST ADVISORY COMMITTEE’S ADOPTEDTEST ADVISORY COMMITTEE’S ADOPTED
PRINCIPLES OF A REVISEDPRINCIPLES OF A REVISED
STUDENT ASSESSMENT PROGRAMSTUDENT ASSESSMENT PROGRAM
• Provide for long-term stability while allowing for refinements.
• Use a combination of criterion- and norm-referenced assessments. (CRT and NRT)
• Align CRTs with Alabama Courses of Study.
• Design CRTs in Grades 3-8 to reflect NAEP-type rigor, format, and reporting.
• Design assessments that are developmentally appropriate to emphasize application of knowledge as well as content recall.
• Provide assessment data in a timely manner and in easy-to-understand formats that guide instruction and inform parents and citizens.
• Balance testing needs with instructional delivery time.
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PROPOSED ALABAMA STUDENT ASSESSMENT PROGRAM
GRADE READING LANGUAGE MATH SCIENCESOCIALSTUDIES OTHER
K C C
1 C C
2 C C
3 C/N C/N C/N
4 C/N C/N C/N
5 C/N C/N C/N C/N C/W
6 C/N C/N C/N C/N
7 C/N C/N C/N C/N C/W
8 C/N C/N C/N
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10 C C C C C C/W
11 C C C C C
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C = criterion-referenced test; N = norm-referenced test; W = writing
Alabama will participate in the National Assessment of Educational Progress.
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THE NO CHILD LEFT BEHIND ACT OF 2001
Assessments Sec. 1111(b)(3), page 25.“…yearly student academic assessments that include, at a minimum, academic assessmentsin mathematics, reading or language arts, and science that will be used as the primary meansof determining the yearly performance of the State and of each local educational agency andschool in the State in enabling all children to meet the State’s challenging student academicachievement standards.”
Sec. 1111(b)(3), pages 25 - 26.“Such assessments shall be the same academic assessments used to measure the achievementof all children; be aligned with the State’s challenging academic content and studentacademic achievement standards.”
Special Education Sec. 1111(b)(2), page 22.“Adequate yearly progress shall be defined by the State in such a manner that applies the same high standards of academic achievement to all public elementary school and secondary school students in the State; … includes separate measurable annual objectives for . . . the achievement of all public elementary school and secondary school students . . . economically disadvantaged students; students from major racial and ethnic groups; students with disabilities; and students with limited English proficiency.”
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ASSESSMENT PROGRAMRECOMMENDED TIMELINE
Given sufficient staff and resources, the Test Advisory Committee recommends the following timeline for implementation of the new Student Assessment Program.
• Fall 2003 - Grades K, 1, and 2 reading assessments (CRT)
• 2003-2004 - Grades 4, 6, and 8 reading/language arts and mathematics assessments (CRT)
• 2003-2004 - Grade 10 writing assessment (CRT)
• 2004-2005 - Grades 3, 5, and 7 reading/language arts and mathematics assessments (CRT)
• 2005-2006 - Grades K, 1, and 2 mathematics assessments (CRT)
• 2006-2007 - Grades 5 and 7 science assessments (CRT)
• 2007-2008 - Grade 6 social studies assessment (CRT)
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ASSESSMENT PROGRAMRECOMMENDED ACHIEVEMENT LEVELS
The Test Advisory Committee recommends the following be adopted as the achievement level policy definitions for reporting academic achievement results for the criterion-referenced assessments. These policy definitions will later be used in writing academic achievement descriptors, narrative descriptions of student performance at each achievement level. These will be the common policy definitions used in developing descriptions of what students know and can do in specific grades/subjects.
Level I Does not meet academic content standards
Level II Partially meets academic content standards
Level III Meets academic content standards
Level IV Exceeds academic content standards
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TRENDS IN SREB STATE TESTING PROGRAMS
What is happening in testing in SREB states:
Readiness and classroom-based tests (K-2)
End-of-grade criterion-referenced tests (3-8)
Periodic writing tests
Periodic norm-referenced testing
State NAEP tests at Grades 4 and 8
College entrance and Advanced Placement testing (Plan and Explore programs by ACT)
High school testing—beyond minimum competency
Show test samples to the public—what students must know to pass the tests
Southern Regional Education Board
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TEST ADVISORY COMMITTEE’S ADOPTEDTEST ADVISORY COMMITTEE’S ADOPTED
PRINCIPLES OF A REVISEDPRINCIPLES OF A REVISED
ACADEMIC ACCOUNTABILITY SYSTEMACADEMIC ACCOUNTABILITY SYSTEM
• Focus on improving student achievement for all students and include multiple criteria to determine improvement.
• Provide for long-term continuity and stability, allowing for refinements.
• Provide useful information about progress of all students that has meaning for all involved and interested parties.
• Report on improvements made by schools and school systems as students achieve at higher levels.
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TEST ADVISORY COMMITTEE’S ADOPTEDTEST ADVISORY COMMITTEE’S ADOPTED
PRINCIPLES OF A REVISEDPRINCIPLES OF A REVISED
ACADEMIC ACCOUNTABILITY SYSTEMACADEMIC ACCOUNTABILITY SYSTEM
(Continued)(Continued)
• Provide rewards for school and school system improvements.
• Identify schools and school systems with large numbers of low-achieving students and provide assistance.
• Sanction schools and school systems that do not demonstrate adequate progress.
• Disaggregate student data to provide information that will lead to narrowing and ultimately closing any achievement gaps among student groups.
• Ensure assessment reporting guides improve instruction, increase student achievement, create better awareness of parents and policymakers, and encourage schools and educators to learn from one another.
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NO CHILD LEFT BEHIND
Accountability Section 1111(b)(2), pages 21-22.
“ . . . a single, statewide State accountability system . . . based onthe academic standards and academic assessments . . . shall takeinto account the achievement of all public elementary school andsecondary school students.”
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SCHOOL ACCOUNTABILITY—
BASIC ELEMENTS
What are the basic elements of a sound state approach to accountability?
Standards
Testing
Professional development
Reporting
Assistance, rewards, and sanctions
Southern Regional Education Board
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TESTING AND ACCOUNTABILITY—
ESSENTIAL PRINCIPLES
What principles are key in school accountability?
Long-term process that evolves including adjustments, refinements, and improvements
Tightly linked to standards
Focus on improvement
Stability
Accurate, credible, and easy to understand
Southern Regional Education Board
Moves beyond minimums
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SCHOOL ACCOUNTABILITY
What criteria are SREB states using for school accountability?
Student achievement—balance of reaching performance standards and making improvement
Dropout rates
Attendance
Kinds of courses students are taking
Southern Regional Education Board
Levels of performance and rewards
Other (to be identified for Alabama)
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ALABAMA ACCOUNTABILITY
Make necessary adjustments—refinements will be necessary
Maintain stability
Develop a comprehensive long-range plan
Raise expectations in a planned cycle over a period of years
Phase in criterion-referenced testing, Grades 3-8
Southern Regional Education Board
Reduce unnecessary testing Continue support for schools and teachers––assistance and
professional development
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ALABAMA STUDENT ASSESSMENT PROGRAM2002-2003
K-2 DIBELS (Reading)—Pilot in selected schools
3 New NRT (Reading, Language, & Mathematics)School Ability TestAlabama Alternate Assessment
4 New NRT (Reading, Language, & Mathematics)
School Ability Test
Alabama Alternate Assessment
5 New NRT (Reading, Language, Mathematics & Science)
School Ability Test
Alabama Direct Assessment of Writing: Grade Five
Alabama Alternate Assessment
6 New NRT (Reading, Language, Mathematics & Social Studies)
School Ability Test
Alabama Alternate Assessment
7 New NRT (Reading, Language, Mathematics & Science)
School Ability Test
Alabama Direct Assessment of Writing: Grade Seven
Alabama Alternate Assessment
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ALABAMA STUDENT ASSESSMENT PROGRAM2002-2003
(Continued)
8 New NRT (Reading, Language, & Mathematics)
School Ability Test
Alabama Alternate Assessment
10 Pre-Graduation Examination (Grade 11 Content)
Alabama Direct Assessment of Writing: Grade Ten
(Pilot in selected schools)
11-12 Alabama High School Graduation Exam
Alabama Occupational Portfolio Assessment
Alabama Alternate Assessment
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ALABAMA STUDENT ASSESSMENT PROGRAM2003-2004
K-2 DIBELS (Reading)Alabama Alternate Assessment
3 NRT (Reading, Language, & Mathematics)School Ability Test
Alabama Alternate Assessment
4 New CRT/NRT (Reading, Language, & Mathematics)*
School Ability Test
Alabama Alternate Assessment
5 NRT (Reading, Language, Mathematics & Science)
School Ability Test
Alabama Direct Assessment of Writing: Grade Five
Alabama Alternate Assessment
6 New CRT/NRT (Reading, Language, & Mathematics)*
NRT (Social Studies)
School Ability Test
Alabama Alternate Assessment
7 NRT (Reading, Language, Mathematics & Science)
School Ability Test
Alabama Direct Assessment of Writing: Grade Seven
Alabama Alternate Assessment
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ALABAMA STUDENT ASSESSMENT PROGRAM2003-2004
(Continued)
8 New CRT/NRT (Reading, Language, & Mathematics)*
School Ability Test
Alabama Alternate Assessment
10 Alabama Direct Assessment of Writing: Grade Ten
Pre-Graduation Examination (Grade 11 Content)
Alabama Alternate Assessment
11-12 Alabama High School Graduation Exam
Alabama Occupational Portfolio Assessment
Alabama Alternate Assessment
*Pilot in selected schools fall 2003.Statewide administration spring 2004.
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INTERIM ACCOUNTABILITY/accountability
• June 27, 2002—Release results of Spring 2002 assessments, focusing on the current seven (7) Alert 3 schools and others showing improvement
• August 22, 2002—Release disaggregated results of Spring 2002 assessments for all grades in all schools in all school systems, plus a statewide report
• February 27, 2003—Release revised Report Cards for each school, school system, and the state of Alabama
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INTERIM ACCOUNTABILITY/accountabilitySTATE OF ALABAMA
Department of EducationStanford Achievement Test, Ninth Edition, Disaggregated Percentile Ranks by Grade and Subject - 2002
CATEGORY GENDERECONOMIC STATUS(BREAKFAST/LUNCH
PROGRAM)
ENGLISH PROFICIENCYSTATUS MIGRANT STATUS
Male Female Full Pay ReducedPay
Free LEP Non-LEP Migrant Non-Migrant
Grade 4Total Reading
Total MathematicsLanguage
ScienceDISTRIBUTION
(% OF STUDENTS)
CATEGORY STUDENT STATUS RACE/ETHNICITYAll
StudentsGeneral
EducationStudents
SpecialEducationStudents
Black White Hispanic Asian/PacificIslander
AmIndian
Unknown
Grade 4Total Reading
Total MathematicsLanguage
ScienceDISTRIBUTION
(% OF STUDENTS)
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INTERIM ACCOUNTABILITY/accountabilitySTATE OF ALABAMADepartment of Education
Alabama Direct Assessment of Writing Disaggregated Report for Achievement Levels by Grade - 2002CATEGORY STUDENT STATUS RACE/ETHNICITY GENDER
AllStudents
GeneralEducationStudents
SpecialEducationStudents
Black White Hispanic Asian/PacificIslander
AmIndian
Unknown Male Female
Grade 5Holistic Composition
IV (Exceeds Standards)III (Meets Standards)
II (Partially MeetsStandards)
I (Does not Meet Standards)Writing Mechanics
IV (Exceeds Standards)III (Meets Standards)
II (Partially MeetsStandards)
I (Does not Meet Standards)Sentence Formation
IV (Exceeds Standards)III (Meets Standards)
II (Partially MeetsStandards)
I (Does not Meet Standards)Grammar and Usage
IV (Exceeds Standards)III (Meets Standards)
II (Partially MeetsStandards)
I (Does not Meet Standards)DISTRIBUTION(% of Students)
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INTERIM ACCOUNTABILITY/accountabilitySTATE OF ALABAMADepartment of Education
Alabama Direct Assessment of Writing Disaggregated Report for Achievement Levels by Grade - 2002CATEGORY ECONOMIC STATUS
(BREAKFAST/LUNCH PROGRAM)ENGLISH PROFICIENCY
STATUSMIGRANT STATUS
Full Pay Reduced Pay Free LEP Non-LEP Migrant Non-MigrantGrade 5
Holistic CompositionIV (Exceeds Standards)III (Meets Standards)
II (Partially MeetsStandards)
I (Does not Meet Standards)Writing Mechanics
IV (Exceeds Standards)III (Meets Standards)
II (Partially MeetsStandards)
I (Does not Meet Standards)Sentence Formation
IV (Exceeds Standards)III (Meets Standards)
II (Partially MeetsStandards)
I (Does not Meet Standards)Grammar and Usage
IV (Exceeds Standards)III (Meets Standards)
II (Partially MeetsStandards)
I (Does not Meet Standards)DISTRIBUTION(% of Students)
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INTERIM ACCOUNTABILITY/accountabilitySTATE OF ALABAMADepartment of Education
Alabama High School Graduation Exam, Third Edition Disaggregated Report for Percent Passing by Grade and Subject - 2002
CATEGORY STUDENT STATUS RACE/ETHNICITY GENDER
AllStudents
GeneralEducationStudents
SpecialEducationStudents
Black White Hispanic Asian/PacificIslander
AmIndian
Unknown Male Female
Grade 12Reading
LanguageMath
Science
Grade 11Reading
LanguageMath
Science
DISTRIBUTION
(% of Students)
CATEGORY ECONOMIC STATUS(BREAKFAST/LUNCH PROGRAM)
ENGLISH PROFICIENCY STATUS MIGRANT STATUS
Full Pay Reduced Pay Free LEP Non-LEP Migrant Non-Migrant
Grade 12Reading
LanguageMathematics
Science
Grade 11
ReadingLanguage
MathematicsScience
DISTRIBUTION(% of Students)
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INTERIM ACCOUNTABILITY/accountability
• August 22, 2002—Identify “Academically Struggling Schools”
• Reconstitute SDE Teams—Provide targeted assistance to Academically Struggling Schools
• All Current Alert 3 schools must improve or stay in intervention—Other Alert and Caution schools may be identified as Academically Struggling and receive assistance
• Confirm 90% passing rate on AHSGE—In order to improve from Alert or Caution, high schools must have 90% pass Reading and Language subjects of AHSGE (2003 will expand to Reading, Language, Math, and Science)
• Refocus Mega Conference—The statewide Mega Conference on July 22-25, 2003, will focus on “Closing the Achievement Gap” and will include all applicable SDE sections, local school system educators, and parents
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INTERIM ACCOUNTABILITY/accountability
Create a statewide Special Education Committee to focus on:
• No Child Left Behind
• Reauthorization of I.D.E.A.
• Current Alabama Administrative Code regulations, including assessments/
accountability/occupational diploma/ AHSGE
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REPORT OF THESOCIAL STUDIES
STANDARD-SETTING COMMITTEE
Minimally Passing: A minimally passing student should demonstrate sufficient mastery of fundamental content in tenth and eleventh grade U. S. History that students are required to pass in order to receive a high school diploma.
Number of Teachers Per Ethnic Group: White 18 Black 7
Number of Teachers By Sex: Male 9 Female 16
Number of Special Education/Regular Classroom Teachers: Special Education 2 Regular Classroom 23
Number of TeachersPer State Board District:District 1 3District 2 3District 3 3District 4 3District 5 4District 6 3District 7 3District 8 3
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PASSING SCORES FOR THEALABAMA HIGH SCHOOL GRADUATION EXAM (AHSGE)
FOR SOCIAL STUDIES
Scaled Percent Passing Percent Passing Percent Passing Score Grade 11 (2002) Grade 10 (2001) Grade 10 (2002)
509 68.7 50.49 55.08
Raw scores for passing range from 49 to 56 (average of 52) depending on the form.
Scaled score ranges from 0 to 999.
CLASS OF '03OR
CLASS OF '04?