a presentation/discussion as presented to alabama state board of education on

1

A PRESENTATION/DISCUSSIONAS PRESENTED TO

ALABAMA STATE BOARD OF EDUCATIONON

ASSESSMENT/ACCOUNTABILITY

MAY 23, 2002

2

MEETINGS OF THETEST ADVISORY COMMITTEE

• February 23, 2001

• March 7, 2001

• September 20, 2001

• February 11, 2002

• April 29, 2002

3

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.

4

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

9

10 C C C C C C/W

11 C C C C C

12

C = criterion-referenced test; N = norm-referenced test; W = writing

Alabama will participate in the National Assessment of Educational Progress.

5

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.”

6

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)

7

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

8

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

9



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.

10



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.

11

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.”

12

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


13

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


Moves beyond minimums

14

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


Levels of performance and rewards

Other (to be identified for Alabama)

15

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


Reduce unnecessary testing Continue support for schools and teachers––assistance and

professional development

16

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


6 New NRT (Reading, Language, Mathematics & Social Studies)

School Ability Test


7 New NRT (Reading, Language, Mathematics & Science)

School Ability Test

Alabama Direct Assessment of Writing: Grade Seven


17


(Continued)

8 New NRT (Reading, Language, & Mathematics)

School Ability Test


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


18


K-2 DIBELS (Reading)Alabama Alternate Assessment

3 NRT (Reading, Language, & Mathematics)School Ability Test


4 New CRT/NRT (Reading, Language, & Mathematics)*

School Ability Test


5 NRT (Reading, Language, Mathematics & Science)

School Ability Test

Alabama Direct Assessment of Writing: Grade Five



NRT (Social Studies)

School Ability Test


7 NRT (Reading, Language, Mathematics & Science)

School Ability Test

Alabama Direct Assessment of Writing: Grade Seven


19


(Continued)


School Ability Test


10 Alabama Direct Assessment of Writing: Grade Ten

Pre-Graduation Examination (Grade 11 Content)


11-12 Alabama High School Graduation Exam

Alabama Occupational Portfolio Assessment


*Pilot in selected schools fall 2003.Statewide administration spring 2004.

20

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

21

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)

22

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



AmIndian

Unknown Male Female

Grade 5Holistic Composition

IV (Exceeds Standards)III (Meets Standards)

II (Partially MeetsStandards)

I (Does not Meet Standards)Writing Mechanics



I (Does not Meet Standards)Sentence Formation



I (Does not Meet Standards)Grammar and Usage



I (Does not Meet Standards)DISTRIBUTION(% of Students)

23


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)


I (Does not Meet Standards)Writing Mechanics



I (Does not Meet Standards)Sentence Formation



I (Does not Meet Standards)Grammar and Usage



I (Does not Meet Standards)DISTRIBUTION(% of Students)

24


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



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)

25


• August 22, 2002—Identify “Academic Priority Schools”

• Reconstitute SDE Teams—Provide targeted assistance to Academic Priority 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

26


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

27

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

28

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?

a presentation/discussion as presented to alabama state board of education on

Documents

design assessments

assessment data

science assessments

secondary school students

academic content

new student assessment

writing assessment crt2004

social studies assessment