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BIE Accountability: Adequate Yearly Progress Brian W. Bough Sauk-Suiattle Indian Tribe Education Research Analyst Bureau of Indian Education Division of.

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Presentation on theme: "BIE Accountability: Adequate Yearly Progress Brian W. Bough Sauk-Suiattle Indian Tribe Education Research Analyst Bureau of Indian Education Division of."— Presentation transcript:

1 BIE Accountability: Adequate Yearly Progress Brian W. Bough Sauk-Suiattle Indian Tribe Education Research Analyst Bureau of Indian Education Division of Performance and Accountability

2 Overview of BIE The BIE serves 44,000 students in 173 schools with academic programs and 12 dormitory-only facilities on or near 64 reservations across 23 states. It is responsible for two post-secondary education schools, Haskell Indian Nations University (HINU) in Lawrence, Kansas, and Southwest Indian Polytechnic Institute (SIPI) in Albuquerque, New Mexico. Approximately seven percent of American Indian/Alaska Native students attend schools administered by the Department of Interior’s (DOI) Bureau of Indian Education (BIE) supported schools.

3 Elementary and Secondary Education Act (ESEA): No Child Left Behind Act Emphasized measurement and transparency to hold schools accountable for student performance on tests Designed to inform parents about school performance and to offer parents choices about where their students could be educated Requires that all students and sub-groups be held to the same standards of achievement Outlined requirements for standards and assessments for states Mandated that all students perform at 100% proficiency on Mathematics and Reading tests by 2014 The BIE judges whether a school is making Adequate Yearly Progress as measured by the performance indicators

4 BIE Implementation 25 CFR is the result of Negotiated Rulemaking Process for BIE implementation of NCLB Negotiated Rulemaking required the BIE to determine AYP using state standards for the state in which the school is located 25 CFR and NCLB both require the BIE to make school- level AYP determinations (as opposed to district-level determinations) NCLB requires schools to meet all AYP indicators in order to be judged as Making AYP US Department of Education requires that the BIE verify assessment data used in NCLB determinations and BIE reporting to ED

5 Indicator All Students Limited English Proficient Special Education Mathematics (Achievement) AMO Mathematics (Participation) 95% Reading or Language Arts (Achievement) AMO Reading or Language Arts (Participation) 95% Science (Participation) Administered Attendance (K-8) Target or Improve Graduation (9-12) Target or Improve Definitions ArizonaNew MexicoUtah Minimum N (FAY) 40 per grade25 per school10 per sub-group Full Academic Year Enrolled in First 10 Days of the School Year Enrolled In All Four Census Periods Enrolled 160 Days Prior to Testing Confidence Interval 95% Attendance Target (FAY and Non-FAY) 90%92%93% Graduation Target (FAY and Non-FAY) 71%52%85%

6 Arizona Annual Measurable Objectives (Averaged Across Grades)

7 New Mexico Annual Measurable Objectives (Kindergarten through High School Configuration)

8 Utah Annual Measurable Objectives Grades 3-8 High School

9 SY AYP Determinations Arizona, New Mexico, and Utah Disaggregated by Tribally-Controlled and Bureau-Operated Schools Percent of schools making AYP within the category

10 Bureau Trends in AYP Percent of schools making AYP, tribally-controlled versus BIE-operated

11 Student Performance on Assessments Percent Proficient or Advanced

12 Unintended Consequences State standards are not designed for BIE schools (nor should they be) AYP determinations, like state assessments, are not comparable across state lines BIE makes decisions on grants and school improvement plans based on AYP determinations Program implementation success is difficult to assess BIE lacks a consistent definition of what accountability means that is applied to all BIE- funded schools

13 Discontent with NCLB “Current law also sets annual targets for proficiency and mandates that every student meet those goals by Today, almost 40 percent of America's schools are not meeting their goals and as we approach the 2014 deadline, that number will rise steeply. “In fact, we did an analysis which shows that -- next year - - the number of schools not meeting their goals under NCLB could double to over 80 percent -- even if we assume that all schools will gain as much as the top quartile in the state. “So let me repeat that: four out of five schools in America may not meet their goals under NCLB by next year.” --Arne Duncan testimony before Congress, March 9, 2011

14 Waiting for Reauthorization Montana has opted-out of increases in the AMO More assessments, less assessment? Common Core Standards Local Standards Changes in assessments Teacher Accountability BIE Accountability System: Integrating Assessments with Curricula

15 Vision Accountability system is meaningful Accountability system is consistent across BIE Accountability system, course standards (curricula), and assessments are all aligned Intervention in curricula and instruction are well-defined DPA serves as a comprehensive statewide system of support for schools on matters of program implementation and school improvement


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