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1 A PRESENTATION/DISCUSSION WITH THE ALABAMA STATE BOARD OF EDUCATION ON ASSESSMENT/ACCOUNTABILITY MAY 23, 2002.

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Presentation on theme: "1 A PRESENTATION/DISCUSSION WITH THE ALABAMA STATE BOARD OF EDUCATION ON ASSESSMENT/ACCOUNTABILITY MAY 23, 2002."— Presentation transcript:

1 1 A PRESENTATION/DISCUSSION WITH THE ALABAMA STATE BOARD OF EDUCATION ON ASSESSMENT/ACCOUNTABILITY MAY 23, 2002

2 2 MEETINGS OF THE TEST ADVISORY COMMITTEE February 23, 2001 March 7, 2001 September 20, 2001 February 11, 2002 April 29, 2002

3 3 TEST ADVISORY COMMITTEE’S ADOPTED PRINCIPLES OF A REVISED STUDENT 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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5 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 assessments in mathematics, reading or language arts, and science that will be used as the primary means of determining the yearly performance of the State and of each local educational agency and school in the State in enabling all children to meet the State’s challenging student academic achievement standards.” Sec. 1111(b)(3), pages “Such assessments shall be the same academic assessments used to measure the achievement of all children; be aligned with the State’s challenging academic content and student academic 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 6 ASSESSMENT PROGRAM RECOMMENDED TIMELINE Given sufficient staff and resources, the Test Advisory Committee recommends the following timeline for implementation of the new Student Assessment Program. Fall Grades K, 1, and 2 reading assessments (CRT) Grades 4, 6, and 8 reading/language arts and mathematics assessments (CRT) Grade 10 writing assessment (CRT) Grades 3, 5, and 7 reading/language arts and mathematics assessments (CRT) Grades K, 1, and 2 mathematics assessments (CRT) Grades 5 and 7 science assessments (CRT) Grade 6 social studies assessment (CRT)

7 7 ASSESSMENT PROGRAM RECOMMENDED 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 IDoes not meet academic content standards Level IIPartially meets academic content standards Level IIIMeets academic content standards Level IVExceeds academic content standards

8 8 TRENDS IN SREB STATE TESTING PROGRAMS What is happening in testing in SREB states: 4Readiness and classroom-based tests (K-2) 4End-of-grade criterion-referenced tests (3-8) 4Periodic writing tests 4Periodic norm-referenced testing 4State NAEP tests at Grades 4 and 8 4College entrance and Advanced Placement testing (Plan and Explore programs by ACT) 4High school testing—beyond minimum competency 4Show test samples to the public—what students must know to pass the tests Southern Regional Education Board

9 9 TEST ADVISORY COMMITTEE’S ADOPTED PRINCIPLES OF A REVISED ACADEMIC 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 10 TEST ADVISORY COMMITTEE’S ADOPTED PRINCIPLES OF A REVISED ACADEMIC ACCOUNTABILITY SYSTEM (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 11 NO CHILD LEFT BEHIND Accountability Section 1111(b)(2), pages “... a single, statewide State accountability system... based on the academic standards and academic assessments... shall take into account the achievement of all public elementary school and secondary school students.”

12 12 SCHOOL ACCOUNTABILITY— BASIC ELEMENTS What are the basic elements of a sound state approach to accountability? 4Standards 4Testing 4Professional development 4Reporting 4Assistance, rewards, and sanctions Southern Regional Education Board

13 13 TESTING AND ACCOUNTABILITY— ESSENTIAL PRINCIPLES What principles are key in school accountability? 4Long-term process that evolves including adjustments, refinements, and improvements 4Tightly linked to standards 4Focus on improvement 4Stability 4Accurate, credible, and easy to understand Southern Regional Education Board 4Moves beyond minimums

14 14 SCHOOL ACCOUNTABILITY What criteria are SREB states using for school accountability? 4Student achievement—balance of reaching performance standards and making improvement 4Dropout rates 4Attendance 4Kinds of courses students are taking Southern Regional Education Board 4Levels of performance and rewards 4Other (to be identified for Alabama)

15 15 ALABAMA ACCOUNTABILITY 4Make necessary adjustments—refinements will be necessary 4Maintain stability 4Develop a comprehensive long-range plan 4Raise expectations in a planned cycle over a period of years 4Phase in criterion-referenced testing, Grades 3-8 Southern Regional Education Board 4Reduce unnecessary testing 4Continue support for schools and teachers––assistance and professional development

16 16 ALABAMA STUDENT ASSESSMENT PROGRAM K-2DIBELS (Reading)—Pilot in selected schools 3New NRT (Reading, Language, & Mathematics) School Ability Test Alabama Alternate Assessment 4New NRT (Reading, Language, & Mathematics) School Ability Test Alabama Alternate Assessment 5New NRT (Reading, Language, Mathematics & Science) School Ability Test Alabama Direct Assessment of Writing: Grade Five Alabama Alternate Assessment 6New NRT (Reading, Language, Mathematics & Social Studies) School Ability Test Alabama Alternate Assessment 7New NRT (Reading, Language, Mathematics & Science) School Ability Test Alabama Direct Assessment of Writing: Grade Seven Alabama Alternate Assessment

17 17 ALABAMA STUDENT ASSESSMENT PROGRAM (Continued) 8New NRT (Reading, Language, & Mathematics) School Ability Test Alabama Alternate Assessment 10Pre-Graduation Examination (Grade 11 Content) Alabama Direct Assessment of Writing: Grade Ten (Pilot in selected schools) 11-12Alabama High School Graduation Exam Alabama Occupational Portfolio Assessment Alabama Alternate Assessment

18 18 ALABAMA STUDENT ASSESSMENT PROGRAM K-2DIBELS (Reading) Alabama Alternate Assessment 3NRT (Reading, Language, & Mathematics) School Ability Test Alabama Alternate Assessment 4New CRT/NRT (Reading, Language, & Mathematics)* School Ability Test Alabama Alternate Assessment 5NRT (Reading, Language, Mathematics & Science) School Ability Test Alabama Direct Assessment of Writing: Grade Five Alabama Alternate Assessment 6New CRT/NRT (Reading, Language, & Mathematics)* NRT (Social Studies) School Ability Test Alabama Alternate Assessment 7NRT (Reading, Language, Mathematics & Science) School Ability Test Alabama Direct Assessment of Writing: Grade Seven Alabama Alternate Assessment

19 19 ALABAMA STUDENT ASSESSMENT PROGRAM (Continued) 8New CRT/NRT (Reading, Language, & Mathematics)* School Ability Test Alabama Alternate Assessment 10Alabama Direct Assessment of Writing: Grade Ten Pre-Graduation Examination (Grade 11 Content) Alabama Alternate Assessment 11-12Alabama High School Graduation Exam Alabama Occupational Portfolio Assessment Alabama Alternate Assessment *Pilot in selected schools fall Statewide administration spring 2004.

20 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

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25 25 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

26 26 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

27 27 REPORT OF THE SOCIAL 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: White18 Black 7 Number of Teachers By Sex: Male 9 Female16 Number of Special Education/ Regular Classroom Teachers: Special Education 2 Regular Classroom23 Number of Teachers Per State Board District: District 1 3 District 2 3 District 3 3 District 4 3 District 5 4 District 6 3 District 7 3 District 8 3

28 28 PASSING SCORES FOR THE ALABAMA HIGH SCHOOL GRADUATION EXAM (AHSGE) FOR SOCIAL STUDIES ScaledPercent PassingPercent PassingPercent Passing ScoreGrade 11 (2002)Grade 10 (2001)Grade 10 (2002) 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 '03 OR CLASS OF '04 ?


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