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The New York State Accountability System: Simplified

Emma Kimek 2009. 2. Agenda. 8:30-9:30: Participation and Performance9:30-10:30: Effective Measureable Objective, State Standards, Safe Harbor10:30-10:45: Break10:45-11:30-Secondary School Accountability. Emma Kimek 2009. 3. Why Learn About Accountability?. You are the mentor for the high s

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The New York State Accountability System: Simplified

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    1. The New York State Accountability System: Simplified Emma Klimek April 16, 2009

    2. Emma Kimek 2009 2 Agenda 8:30-9:30: Participation and Performance 9:30-10:30: Effective Measureable Objective, State Standards, Safe Harbor 10:30-10:45: Break 10:45-11:30-Secondary School Accountability I am going to give you opportunities to review and rehearse the information 2. I will pause and ask you to think through the issues presented so that you can do the followingI am going to give you opportunities to review and rehearse the information 2. I will pause and ask you to think through the issues presented so that you can do the following

    3. Emma Kimek 2009 3 Why Learn About Accountability? You are the mentor for the high school, middle school and elementary schools which have not made AYP for participation, performance and graduation rate. What would you do next to help the principals? Not to beat “the system” Accountability is an indicator of school health We don’t want to manipulate the indicator any more than we would want to take something to lower our blood pressure, and fool the doctor into believing that our blood pressure is normal when it isn’t Purpose is to understand the system and the reasons behind it…it is not a “got ya” When we understand the system and the reasons we can develop better policies in order to better educate our studentsNot to beat “the system” Accountability is an indicator of school health We don’t want to manipulate the indicator any more than we would want to take something to lower our blood pressure, and fool the doctor into believing that our blood pressure is normal when it isn’t Purpose is to understand the system and the reasons behind it…it is not a “got ya” When we understand the system and the reasons we can develop better policies in order to better educate our students

    4. Emma Kimek 2009 4 Adequate Yearly Progress Discuss: Why a two year rule?Discuss: Why a two year rule?

    5. Emma Kimek 2009 5 Participation Criterion

    6. Emma Kimek 2009 6 Participation Criterion Elementary/Middle Level Turn to your neighbor and discuss why you think the Federal Gov’t instituted the 95% ruleTurn to your neighbor and discuss why you think the Federal Gov’t instituted the 95% rule

    7. Emma Kimek 2009 7 Participation Criterion Secondary Level Why 12th grade for participation and not 9th grade cohort?Why 12th grade for participation and not 9th grade cohort?

    8. Emma Kimek 2009 8 “Safety Net” for Participation

    9. Emma Kimek 2009 9

    10. Emma Kimek 2009 10 Activity Calculating participation for small groups Or Didn’t make 95% 1. Put numbers into the empty spaces to determine if you made participation (yellow box)1. Put numbers into the empty spaces to determine if you made participation (yellow box)

    11. Emma Kimek 2009 11 Performance Criterion: Performance Indices

    12. Emma Kimek 2009 12 Levels of Student Achievement

    13. Emma Kimek 2009 13 Calculation of the Performance Index (PI) 3-8 Turn to your neighbor and discuss why you think the state made a system based on 200 rather than 100 Turn to your neighbor and discuss why you think the state made a system based on 200 rather than 100

    14. Emma Kimek 2009 14 Activity Calculating Performance Index in Grades 3-8 Purple box: Put in grades and numbers of continuously enrolledPurple box: Put in grades and numbers of continuously enrolled

    15. Emma Kimek 2009 15 Number of Test Number Students at Levels Grade of Students 1 2 3 4 3 35 12 7 10 6 4 43 3 6 20 14 5 30 6 10 10 4

    16. Emma Kimek 2009 16 Answer PI = [(23+40+24+40+24) ÷ 108] ? 100 = 140

    17. Emma Kimek 2009 17 Assessments for Performance 3-8

    18. Emma Kimek 2009 18 Assessments at the Secondary Level

    19. Emma Kimek 2009 19 Be here by 9:30 Turn to your neighbor and be prepared to report out pros and cons of testing all studentsBe here by 9:30 Turn to your neighbor and be prepared to report out pros and cons of testing all students

    20. Emma Kimek 2009 20 Performance Criteria

    21. Emma Kimek 2009 21

    22. Emma Kimek 2009 22 An Effective AMO is the lowest PI not to be considered significantly different from the AMO

    23. Emma Kimek 2009 23 Confidence Intervals Were Used to Determine Effective AMOs Refer to chartRefer to chart

    24. Emma Kimek 2009 24 Safe Harbor for ELA and Math Safe Harbor Target = {Previous Year’s PI} + [(200 – {Previous Year’s PI}) ? 0.10]

    25. Emma Kimek 2009 25 Activity In the green section, enter “previous year’s PI” Why did the state decide on a safe harbor alternative?Why did the state decide on a safe harbor alternative?

    26. Emma Kimek 2009 26 Qualifying for Safe Harbor in ELA and Math (for the group) Grades 3-8 Must equal or exceed the state standard in Science or the progress target Secondary Must equal or exceed state standard for graduation rate or progress target Local or Regents diploma by August 31 of the 4th year after entering grade nine

    27. Emma Kimek 2009 27 34-Point Rule for Students with Disabilities

    28. Emma Kimek 2009 28 Former Limited English Proficient (LEP) Students

    29. Emma Kimek 2009 29 There have been a number of supports for the schools, safe harbor, progress targets, 34 point rule….why for each group? Take out the Accountability Cohort sheet (amber)There have been a number of supports for the schools, safe harbor, progress targets, 34 point rule….why for each group? Take out the Accountability Cohort sheet (amber)

    30. Emma Kimek 2009 30 Making Adequate Yearly Progress (AYP)

    31. Emma Kimek 2009 31

    32. Emma Kimek 2009 32

    33. Emma Kimek 2009 33

    34. Determining State and Federal Accountability Status

    35. Emma Kimek 2009 35 School-Level Accountability Fail to make AYP for two years Third year failure to make AYP, move to next level If achieving AYP for one year, then remains at present status To be removed from status the school must make AYP for two consecutive years

    36. Emma Kimek 2009 36 All students Two year rule District can be identified even if no school is identified Why is there both school and district level accountability?Why is there both school and district level accountability?

    37. Emma Kimek 2009 37 Determining School State Status

    38. Emma Kimek 2009 38 Determining District State Status

    39. Emma Kimek 2009 39 Determining School Federal Status

    40. Emma Kimek 2009 40 Determining District Federal Status Be here by 10:30Be here by 10:30

    41. Emma Kimek 2009 41 Secondary-Level Accountability and Graduation-Rate (Total) Cohorts

    42. Emma Kimek 2009 42 Guide to Accountability Cohorts High schools are accountable for three areas: English and mathematics performance; English and mathematics participation; and graduation rate. A different group of students is measured in each of these areas. The cohort used to measure English and mathematics performance was redefined beginning with the 2002 cohort (class of 2006); the cohort used to measure graduation rate was redefined beginning with the 2003 (class of 2007) cohort.

    43. Emma Kimek 2009 43 2007-08 High School Accountability

    44. Emma Kimek 2009 44 Discuss: Consider a student who entered in 2004 into 9th grade and repeated twice. In 2007-08 the student is in 10th grade and in this accountability cohort. Discuss: Consider a student who entered in 2004 into 9th grade and repeated twice. In 2007-08 the student is in 10th grade and in this accountability cohort.

    45. Emma Kimek 2009 45 The State will exclude the following students when reporting data on the 2004 accountability cohort: Left district Enrolled GED Why do you think the state excluded GED from accountability cohort?Why do you think the state excluded GED from accountability cohort?

    46. Emma Kimek 2009 46

    47. Emma Kimek 2009 47

    48. Emma Kimek 2009 48 The “numerator” degrees conferred is until August 31. The “numerator” degrees conferred is until August 31.

    49. Emma Kimek 2009 49

    50. Emma Kimek 2009 50

    51. Emma Kimek 2009 51 The student’s initial enrollment as a 9th grader is in School A, and the student was enrolled in that school for less than five months, but the student’s last enrollment (which is in School B) is greater than or equal to 5 months, so the student is in School B’s total cohort.The student’s initial enrollment as a 9th grader is in School A, and the student was enrolled in that school for less than five months, but the student’s last enrollment (which is in School B) is greater than or equal to 5 months, so the student is in School B’s total cohort.

    52. Emma Kimek 2009 52 The student’s initial enrollment as a 9th grader is in School A, the student’s last enrollment is in School B, the last enrollment is less than 5 months, but the student was previously enrolled in School B for 5 months or longer, so the student is in School B’s total cohort. The student’s initial enrollment as a 9th grader is in School A, the student’s last enrollment is in School B, the last enrollment is less than 5 months, but the student was previously enrolled in School B for 5 months or longer, so the student is in School B’s total cohort.

    53. Emma Kimek 2009 53 The student’s initial enrollment as a 9th grader is in School A, the student’s last enrollment is in School B, the last enrollment is less than 5 months, and the previous enrollment in School B is also less than 5 months, so the student is excluded from School A’s and School B’s total cohort. This student is counted in the statewide total cohort. The student’s initial enrollment as a 9th grader is in School A, the student’s last enrollment is in School B, the last enrollment is less than 5 months, and the previous enrollment in School B is also less than 5 months, so the student is excluded from School A’s and School B’s total cohort. This student is counted in the statewide total cohort.

    54. Discuss What is the implication of having students attend GED for Performance and Graduation rate?

    55. Emma Kimek 2009 55 Accountability for Limited English Proficient Students

    56. Emma Kimek 2009 56 Limited English Proficient (LEP) Students All LEP students :NYSESLAT LEP students in 3 - 8 enrolled in U.S. schools (not including Puerto Rico) < than 1 year use NYSESLAT for participation. NYSESLAT not used for performance All students in US> 1 year, must take NYSTP in ELA

    57. Emma Kimek 2009 57 Accountability for Students with Disabilities

    58. Emma Kimek 2009 58 New York State Alternate Assessment (NYSAA) NYSSA students’ performance same as NYSTP Cannot exceed 1 percent; except by petition

    59. Emma Kimek 2009 59 Accountability for Schools with Special Circumstances

    60. Emma Kimek 2009 60 Small schools and districts Unusual grade configurations (9,10,11 and no 12) Schools with grades below grade 3 Unique schools

    61. Emma Kimek 2009 61 Activity You are the mentor for the high school, middle school and elementary schools which have not made AYP for participation, performance and graduation rate. What would you do next to help the principals?

    62. What’s Next?

    63. Emma Kimek 2009 63 Meshing the state and federal systems Allows for “right sizing” of interventions Provides for supplemental services sooner Maximize resources Meshing the state and federal systems Allows for “right sizing” of interventions Provides for supplemental services sooner Maximize resources

    64. Emma Kimek 2009 64

    65. School Report Cards

    66. Emma Kimek 2009 66 The New York State Report Card, contact the School Report Card Coordinator at rptcard@mail.nysed.gov New York State assessments, go to the Office of State Assessment web site at www.emsc.nysed.gov/osa Federal No Child Left Behind legislation, go to the United States Department of Education web site at www.ed.gov Data collection and reporting for New York State, go to the Information and Reporting Services web site at www.emsc.nysed.gov/irts or contact the office at (518) 474-7965 Accountability, contact Ira Schwartz at ischwart@mail.nysed.gov or (718) 722-2796

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