Student Performance Overview of State Performance Plan Indicators 3 – State Assessment Performance, 7 – Early Childhood Outcomes.

Student Student PerformancePerformance

Overview of State Performance Plan Indicators

3 – State Assessment Performance,7 – Early Childhood Outcomes

This power point includes:This power point includes:

1. A description of each indicator;2. The SPP targets for each year and

whether our State met the targets;3. Any additional pertinent

information related to the indicator (if applicable);

4. A list of some of the improvement activities included in the State’s SPP/APR for the indicator;

5. A description of how the indicator might impact a district’s determination level (as described in WAC 392-172A-07012); and

6. Contact information for questions about the indicator.

State Assessment State Assessment PerformancePerformance

Indicator 3: Participation and performance of children with IEPs on statewide assessments:A. Percent of districts with a disability

subgroup that meets the State’s minimum “n” size that meet the State’s AYP targets for the disability subgroup.

B. Participation rate for children with IEPs.C. Proficiency rate for children with IEPs

against grade level, modified, and alternate academic achievement standards. (20 U.S.C. 1416 (a)(3)(A))

Data for this indicator are collected through our State’s assessment system.

State Targets – Indicator State Targets – Indicator 3A3A

Year Target Actual Met Target?

2005-06Different calculation used this year, thus data

are not comparable

2006-07Grade bands created, thus data are again not

comparable

2007-08* 9.4% 2.0% No**“n” size calculations changed in 07-08, thus 07-08 data are

considered baseline

2008-09 11.4% 2.1% No2009-10 13.4% TBD TBD

2010-11 15.4% TBD TBD

Note: Since this is a Results Indicator, States are permitted to set their own targets.

State Targets – Indicator State Targets – Indicator 3B3B

Year Target Actual Met Target?

2005-06 95% 95.8% Yes

2006-07 95% 100% Yes

2007-08 95% 100% Yes

2008-09 95% 100% Yes

2009-10 95% TBD TBD

2010-11 95% TBD TBD

Note: Since this is a Results Indicator, States are permitted to set their own targets (our State uses the No Child Left Behind (NCLB) participation requirements).

State Targets – Indicator State Targets – Indicator 3C3C

Year Target Actual Met Target

?

2005-06

Different calculation used this year, thus data are not comparable

2006-07

Grade bands created, data not comparable – this year is considered baseline

2007-08

3-5 rdg=76.1%, math=64.9%

6-8 rdg=65.1%, math=58.7%

10 rdg=74.3%, math=62.4%

3-5 rdg=34.3%, math=29.0%

6-8 rdg=18.2%, math=11.0%

10 rdg=37.3%, math=8.8%

No

2008-09

3-5 rdg=76.1%, math=64.9%

6-8 rdg=65.1%, math=58.7%

10 rdg=74.3%, math=62.4%

3-5 rdg=35.5%, math=30.1%

6-8 rdg=21.4%, math=13.9%

10 rdg=38.7%, math=10.8%

No

2009-10

3-5 rdg=76.1%, math=64.9%

6-8 rdg=65.1%, math=58.7%

10 rdg=74.3%, math=62.4%

TBD TBD

2010-11

3-5 rdg=88.1%, math=82.4%

6-8 rdg=82.5%, math=79.3%

10 rdg=87.2%, math=81.2%

TBD TBD

Note: Since this is a Results Indicator, States are permitted to set their own targets. Our State uses the same proficiency rates for indicator 3C that it uses for NCLB’s calculation of Adequate Yearly Progress (AYP).

Early Childhood OutcomesEarly Childhood OutcomesIndicator 7: Percent of preschool

children aged 3 through 5 with IEPs who demonstrate improved:A. Positive social-emotional skills (including

social relationships);B. Acquisition and use of knowledge and skills

(including early language/communication and early literacy); and

C. Use of appropriate behaviors to meet their needs. (20 U.S.C. 1416 (a)(3)(A))

Data for this indicator are submitted by districts through the annual Preschool Outcomes report (due July 15th).

State Targets – Indicator 7State Targets – Indicator 7

Note: Since this is a Results Indicator, States are permitted to set their own targets.

Official reporting on this indicator was not required by OSEP (the federal Office of Special Education Programs) until the 2008-09 school year, which was considered the baseline year.

Summary Statements

Baseline2008-09

(% of children)

7A: Positive social-emotional skills (including social relationships)1. Of those children who entered or exited the program below age expectations

in Outcome A, the percent who substantially increased their rate of growth by the time they exited the program

82.7%

2. The percent of children who were functioning within age expectations in Outcome A by the time they exited the program 49.4%

7B: Acquisition and use of knowledge and skills (including early language/communication and early literacy)

1. Of those children who entered or exited the program below age expectations in Outcome B, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program

81.1%

2. The percent of children who were functioning within age expectations in Outcome B by the time they exited the program 50.2%

7C: Use of appropriate behaviors to meet their needs1. Of those children who entered or exited the program below age expectations

in Outcome C, the percent who substantially increased their rate of growth by the time they exited the program

80.8%

2. The percent of children who were functioning within age expectations in Outcome C by the time they exited the program 64.3%

Indicator 7 – Baseline Indicator 7 – Baseline DataData

State Targets – Indicator 7State Targets – Indicator 7Year Target Actual Met

Target?

2009-10

7A.1 = 82.7% 7A.2 = 49.4% 7B.1 = 81.1% 7B.2 = 50.2%7C.1 = 80.8% 7C.2 = 64.3%

TBD TBD

2010-11

7A.1 = 83.0% 7A.2 = 50.0% 7B.1 = 82.0% 7B.2 = 51.0%7C.1 = 81.0% 7C.2 = 65.0%

TBD TBD

Note: Since this is a Results Indicator, States are permitted to set their own targets.

SPP/APR Improvement SPP/APR Improvement ActivitiesActivitiesHere are some of the improvement

activities included in our SPP/APR to address these two indicators:◦Regional area workshops are presented

by the Reading Assessment Leadership Team (RALT), Special Education Assessment Leadership Team (SEALT) and the Mathematics Assessment Leadership Team (MALT);

◦Targeted technical assistance is provided to districts identified as at risk in these indicators through the regional Educational Service Districts (ESDs);

Improvement Activities Improvement Activities (cont.)(cont.)

◦The State’s website provides information about State assessments. Educators have access to released items, sample tests, lesson learned, and test/item specifications;

◦Develop and make available a variety of web-based resources organized under content area (e.g. reading, mathematics, etc.) and/or assessment type (state assessment, alternate assessment, reading assessment, etc.);

◦Ongoing training to districts regarding the reporting of child outcomes summary data;

◦Partner with the ECO Center to develop and distribute two COSF surveys to provide feedback to OSPI related to current COSF practices;

Improvement Activities Improvement Activities (cont.)(cont.)

◦Offer mini grants to pilot districts for the purchase of research-based early childhood curriculum and training in use of the district-selected curriculum;

◦Provide disaggregated COSF data to regional early childhood coordinators for comparison with Statewide data in order to identify regional trends and inform professional development needs

◦Development and dissemination of Early Childhood Outcomes technical assistance documents and guidance have been posted to the early childhood section of the OSPI Special Education website;

◦AND MORE…

Impact on DeterminationsImpact on DeterminationsIndicators 3 and 7 are both results

indicators. A district’s performance on these two indicators does not currently impact a district’s determination level.

However, late submission of the annual indicator 7 data report (Preschool Outcomes) can impact criteria 3 (timely and accurate data).

See the next slide for more information…

Determination Criteria 3 – Determination Criteria 3 – Timely and Accurate DataTimely and Accurate Data

If a district does not submit the annual Preschool Outcomes data report for indicator 7 on or before the required deadline (July 15th), it will impact the district’s determination with regard to criteria 3 – Timely and Accurate Data.

This is 1 of the 7 required data reports for criteria 3.All of the required reports were on time and accurate.

1 (Meets Requirements)

4, 5, or 6 of the 7 reports were on time and accurate.

2 (Needs Assistance)

1, 2, or 3 of the 7 reports were on time and accurate.

3 (Needs Intervention)

None of the reports were on time and accurate.

4 (Needs Substantial

Intervention)

Contact InformationContact InformationFor questions about indicator 3,

contact Judy Kraft at: [email protected]

For questions about indicator 7, contact Sheila Ammons at: [email protected]

For more information about our state’s assessment system visit: www.k12.wa.us/assessment/default.aspx