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OSPI AYP WASL Presntation

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OSPI AYP WASL Presntation

  1. 1. Washington Assessment of Student Learning
  2. 2. Historical WASL data <ul><li>The WASL has been administered since 1997 for fourth graders, 1998 for seventh and 1999 for 10th graders </li></ul><ul><li>Beginning in 2006, No Child Left Behind required additional testing in grades 3, 5, 6 and 8 in reading and math </li></ul><ul><li>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” </li></ul>
  3. 3. What will be available <ul><li>WASL scores for grades 3-8 and 10 </li></ul><ul><li>Scores will be broken down by demographic subgroup and for students in special education, English-language learners and low-income students </li></ul><ul><li>Progress report on assessment graduation requirement for classes of 2009, 2010 and 2011 </li></ul><ul><li>Updated information on Class of 2008 </li></ul>
  4. 4. Looking toward the future <ul><li>Shortening the WASL in all grades but 10 th </li></ul><ul><ul><li>3 rd grade : Time reduced 31.1% 4 th grade : 18.9% </li></ul></ul><ul><ul><li>5 th grade : 33.7% 6 th grade : 41.2% </li></ul></ul><ul><ul><li>7 th grade : 26.9% 8 th grade : 33.3% </li></ul></ul><ul><li>End-of-course assessments in math </li></ul><ul><li>By 2010: Exploring changing testing dates for all grades but 10 th </li></ul>
  5. 5. Math graduation requirements Classes of 2009-2012 <ul><li>Pass the math high school WASL/WAAS, or </li></ul><ul><li>Meet standard on a math Collection of Evidence, or </li></ul><ul><li>Submit required cut score on math ACT, math SAT, or calculus or statistics AP course exams, or </li></ul><ul><li>Submit a WASL/Grades comparison, or </li></ul><ul><li>Earn two math credits after 10th grade and annually taking a legislatively approved math assessment </li></ul>
  6. 6. Adequate Yearly Progress
  7. 7. AYP: The basics <ul><li>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 </li></ul><ul><li>NCLB testing history: </li></ul><ul><ul><li>2002 – 2005: Grades 4, 7 and 10 tested </li></ul></ul><ul><ul><li>2006 – Present: Grades 3-8 and 10 tested </li></ul></ul>
  8. 8. Uniform bars <ul><li>For federal purposes, students are divided into three grade bands: elementary (grades 3-5), middle school (6-8) and high school </li></ul><ul><li>Each year a certain percentage of students in each band must pass the WASL </li></ul><ul><li>Washington has chosen a “stair-step” approach to meeting proficiency in AYP: The percentage of students who must meet proficiency increases every three years </li></ul><ul><li>2008 is a “step up” year </li></ul>
  9. 9. Elementary uniform bar (3-5) Percent Meeting Standard 52.2 64.2 Reading: 76.1% 88.1 29.7 47.3 Math: 64.9% 82.4 100 0 10 20 30 40 50 60 70 80 90 100 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Reading Mathematics
  10. 10. Middle school uniform bar (6-8) 30.1 47.6 82.5 17.3 38.0 79.3 100 0 10 20 30 40 50 60 70 80 90 100 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Percent Meeting Standard Reading: 65.1% Math: 58.7% Reading Mathematics
  11. 11. High school uniform bar 48.6 61.5 87.2 24.8 43.6 81.2 100 0 10 20 30 40 50 60 70 80 90 100 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Percent Meeting Standard Reading: 74.3% Math: 62.4% Reading Mathematics
  12. 12. Who must meet proficiency? <ul><li>Each of the following nine groups, in each grade band, must meet yearly targets: </li></ul><ul><ul><li>All students </li></ul></ul><ul><ul><li>American Indian/Alaska Native students </li></ul></ul><ul><ul><li>Asian/Pacific Islander students </li></ul></ul><ul><ul><li>Black students </li></ul></ul><ul><ul><li>Hispanic students </li></ul></ul><ul><ul><li>White students </li></ul></ul><ul><ul><li>English-language learners </li></ul></ul><ul><ul><li>Students with disabilities (special education) </li></ul></ul><ul><ul><li>Low-income students </li></ul></ul>
  13. 13. Caveat: “n” sizes <ul><li>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 </li></ul><ul><li>The federal government has determined that a group will not be counted if it contains fewer than 30 students in a category </li></ul><ul><li>Groups with fewer than 30 students may not reflect statistically reliable data </li></ul><ul><li>All students will be added to a district total, however, in its AYP calculations </li></ul>
  14. 14. Final factor <ul><li>Elementary and middle schools also are evaluated on their unexcused absence rates </li></ul><ul><li>High schools are evaluated on their graduation rates </li></ul>
  15. 15. Adding it all up: Schools <ul><li>Reading: </li></ul><ul><ul><li>Proficiency (9 groups) </li></ul></ul><ul><ul><li>Participation (9 groups) = 18 categories </li></ul></ul><ul><li>Math: </li></ul><ul><ul><li>Proficiency (9 groups) </li></ul></ul><ul><ul><li>Participation (9 groups) = 18 categories </li></ul></ul><ul><li>“ Final factor” (absence/graduation rate) </li></ul><ul><li>TOTAL: Possible of 37 categories </li></ul>
  16. 16. Making AYP through safe harbor <ul><li>Under the safe harbor provision, a district or school would meet AYP for its subgroup if: </li></ul><ul><ul><li>it reduces its percentage of non-proficient students in that subgroup by 10 percent from the previous year and </li></ul></ul><ul><ul><li>that subgroup meets graduation/unexcused absence rate goals </li></ul></ul>
  17. 17. Not making AYP <ul><li>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 </li></ul><ul><li>Each year a school does not make AYP in the same area, it moves to the next step of improvement </li></ul><ul><li>Schools exit school improvement once they make AYP two years in a row </li></ul>
  18. 18. Improvement: Step 1 <ul><li>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. </li></ul><ul><li>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. </li></ul>
  19. 19. Improvement: Step 2 <ul><li>Schools must continue school improvement planning and offer public school choice. </li></ul><ul><li>District must provide supplemental educational services (SES) to low-achieving students who are considered low-income. </li></ul>
  20. 20. Improvement: Step 3 <ul><li>The district must continue to offer public school choice and supplemental educational services, and the school must review the school improvement plan. </li></ul><ul><li>The district must select at least one of the following options: </li></ul><ul><ul><li>Make curriculum and instruction changes to improve student learning; </li></ul></ul><ul><ul><li>Appoint outside experts to work to advise the school on revising and implementing the school plan; </li></ul></ul><ul><ul><li>Extend the school year or school day; or </li></ul></ul><ul><ul><li>Other appropriate intervention </li></ul></ul>
  21. 21. Improvement: Step 4 <ul><li>The district must also continue to offer public school choice and supplemental educational services to all eligible students. </li></ul><ul><li>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: </li></ul><ul><ul><li>Replace school staff, which may include the school principal, who are relevant to the school's inability to meet standards; </li></ul></ul><ul><ul><li>Enter into a contract with an entity with a demonstrated record of effectiveness, to operate the school; </li></ul></ul><ul><ul><li>Implement other restructuring activities that are consistent with the principles of restructuring; or </li></ul></ul><ul><ul><li>Other appropriate interventions </li></ul></ul>
  22. 22. Improvement: Step 5 <ul><li>The district must also continue to offer public school choice and supplemental educational services to all eligible students </li></ul><ul><li>Restructuring plan is put into place </li></ul><ul><li>BUT: Washington law doesn’t allow for the state to intervene in a district </li></ul>
  23. 23. AYP changes in 2008 <ul><li>“ Step up” year for target percentages: </li></ul><ul><ul><li>Elementary bar: Reading, 76.1% (+11.9% from ‘07) Math, 64.9% (+17.6%) </li></ul></ul><ul><ul><li>Middle school bar: Reading, 65.1% (17.5%) Math, 58.7% (+20.7%) </li></ul></ul><ul><ul><li>High school bar: Reading, 74.3% (+11.8%) Math, 62.4% (+18.8%) </li></ul></ul><ul><li>“ N” size is 30 for all groups (was 40 in two categories in 2007 and 10 in “all students” category) </li></ul>
  24. 24. Key messages <ul><li>More schools and districts will not make AYP this year, but that doesn’t mean they are “failing” </li></ul><ul><li>Multiple measures show Washington schools are continuing to raise student achievement </li></ul><ul><li>Significant changes must be made to NCLB to save the goal; it is far too punitive, has several implementation flaws </li></ul>
  25. 25. OSPI Resources <ul><li>OSPI website - http://www.k12.wa.us/ </li></ul><ul><li>School Report Card for AYP results - http://reportcard.ospi.k12.wa.us/ </li></ul><ul><li>Graduation and Dropout Statistics - http://www.k12.wa.us/DataAdmin/default.aspx </li></ul><ul><li>ESEA/NCLB page - http://www.k12.wa.us/ESEA/ </li></ul><ul><li>OSPI Assessment webpage - http://www.k12.wa.us/assessment/default.aspx </li></ul>
  26. 26. Where to get this presentation <ul><li>http://www.k12.wa.us/ESEA/ AdequateYearlyProgress.aspx </li></ul>
  27. 27. Contact information <ul><li>Shirley Skidmore, communications director </li></ul><ul><ul><li>(360) 725-6014 (o) | (360) 481-3308 (c) </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul><ul><li>Chris Barron, assessment communications manager </li></ul><ul><ul><li>(360) 725-6032 (o) | (360) 481-9099 (c) </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul><ul><li>Nathan Olson, media relations manager </li></ul><ul><ul><li>(360) 725-6015 (o) | (360) 584-8967 (c) </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul>

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