Accountability Update

1. Accountability Update Brian Swiger North Carolina Department of Public Instruction Accountability Services Division

2. No Major Changes • There will be no major changes to the materials distribution or data validation processes this testing cycle. • There will be no major changes to the materials distribution or data validation processes this testing cycle.

3. Important Dates • Ordering file to MetriTech on December 5, 2012 • All updates to CFDC by this date • Materials will be in LEA by January 11, 2013

4. Important Dates • Testing Window: February 1–March 15, 2013 • Materials shipped back to MetriTech by March 22, 2013 • Data Validation Window: April 22–May 3, 2013

5. Important Dates • Reports will be delivered to LEAs by May 23, 2013 • Final Data from MetriTech to NCDPI on June 6, 2013 • Any corrections to MetriTech between these two dates

6. Lessons Learned • More tier A and tier C test books in overage • Additional materials requests will not require approval by me (small orders). • Large print requests will go directly to MetriTech.

7. 2012-13 Fall Testing Calendar

8. 2012-13 Spring Testing Calendar

9. OTISS vs. RCR • When should an ACCESS or W-APT testing irregularity be reported in OTISS? • Anytime one occurs. • RCR should be made when irregularity occurs due to incorrect data in CFDC.

10. Irregularity Types

11. Irregularity Types

12. Irregularity Types • Which irregularity types necessitate a Record Change Request (RCR)? • Student not required to take test • Failure to test eligible students

13. Transfer Students • Download Student Transfer form from Metritech.com • Sending and receiving LEAs must both fill out form • Ensures combining of scores and correct recipient of score report

14. Student Transfer Form

15. LEP Accountability Links • Accountability Policy Page: http://www.ncpublicschools.org/accountability/policies/ • Accountability LEP Page: http://www.ncpublicschools.org/accountability/policies/slep/ • Metritech.com

16. Thank You! • Thanks for all you do to ensure a smooth testing cycle! • Contact me anytime you need help. • Brian_Swiger@dpi.nc.gov • 919-807-3804

17. AMAOs and AMOs Scott W. Beaudry North Carolina Department of Public Instruction Accountability Services Division

18. AMOs • ESEA Flexibility Waiver • Through 2013-2014 (ESEA reauthorization) • Eliminate school designations of Met or Not Met AYP • AYP  Annual Measureable Objective (AMO)

19. AMOs • Used 2010-2011 data as the baseline • State-level data used to set state-wide targets • Targets increase based on the goal of reducing percent non-proficient by half within six years

20. AMOs: what’s different? • ELA and Mathematics targets • Targets differ between subgroups • Minimum subgroup size drops to 30 • Participation rate consequences

21. 100 - 37.2% = 62.8% not proficient 62.8% / 2 = 31.4% reduction in 6 years 31.4 + 37.2 = 68.6% target for 2016-2017

22. 100 – 68.5% = 31.5% not proficient 31.5% / 2 = 15.7% reduction in 6 years 68.5 + 15.7 = 84.2% target for 2016-2017

23. AMAOs • Strictly using CFDC for 2011-2012 AMAO 1 and AMAO 2 • AMAO 3 will use AMO results from Accountability • Seeking guidance on AMAO 3

24. AMAOs: 2012 • Preliminary 2011-2012 AMAO Outcomes report scheduled for late September (AMAO 3 guidance). • LEAs will have time to review/comment. • Title III Watchlist and additional reports in November (after SBE action on AMAO Outcomes Report).

25. AMAOs: 2013 • New EOG/EOC assessments • Standard setting and SBE action • Preliminary Outcomes Report tentatively scheduled for November, Final in December.

26. Testing Accommodations & Alternate ACCESS Carrie Perkis North Carolina Department of Public Instruction Accountability Services Division September 12, 2012

27. Accommodations for Students Identified as Limited English Proficient

28. Guidelines for Testing Students Identified as Limited English Proficient • Document contains detailed information on testing accommodations • http://www.ncpublicschools.org/accountability/policies/slep/ • Updated document in October 2012

29. LEP Students & Accommodations • Eligibility criteria for accommodations: • LEPstudents scoring below Level 5.0 Bridging on the reading subtests of the W-APT/ACCESS for ELLs eligible to receive state-approved LEP accommodations on state tests

30. State-Approved LEP Accommodations • Multiple Testing Sessions • Testing in a Separate Room • Scheduled Extended Time • Student Reads Test Aloud to Self • Test Administrator Reads Test Aloud (In English) • Computer Reads Test Aloud – Student Controlled • Word-to-Word Bilingual English/Native Language Dictionary/Translator

31. drive Instructional Accommodations/ Modifications Testing Accommodations

32. Considerations for Committee Decision-Making Students should be using accommodations ROUTINELY during instruction and similar classroom assessments – accommodations should not be a surprise on test day! Routine use = at least 30 days prior to test date except for newly enrolled students late in the school year

33. Multiple Testing Sessions • Allows student to test in mini sessions • More frequent breaks (e.g., every 20 minutes, every 10 questions completed) • May test over one day or multiple days (e.g., half of test day 1, half of test day 2) • Must complete test within the allowed time unless student has Scheduled Extended Time • If breaks differ from the standard, student will require Testing in a Separate Room

34. Scheduled Extended Time • For students who need extra time to test • LEP team documents estimated extended time, but student is allowed as much time as needed with this accommodation • Student must finish the test in one day, unless he/she also has Multiple Testing Sessions

35. Student Reads Aloud to Self • Student may read the test aloud, but the test administrator may not help or correct errors the student makes • Requires Testing in a Separate Room – One-on-One accommodation

36. Test Administrator Reads Test Aloud (In English) • LEP team must document specifics - Read Aloud Everything vs. Read Aloud by Student Request • Not available for EOG English Language Arts or EOC English II • Requires Testing in a Separate Room (one-on-one or small group)

37. Test Administrator Reads Test Aloud (In English), cont’d • Test administrator should be familiar with grade-level/course content • Information should be read so as not to give away the answer • e.g., read number as 1-0-0 instead of one hundred when place value is tested

38. Computer Reads Test Aloud – Student Controlled • Available for EOC Biology, EOC Algebra I/Integrated I, grade 5 & 8 science EOG, NCEXTEND2 tests • Students press audio button to hear recorded human reader • Students may use headphones to test in regular setting • Without headphones, students will require separate setting (one-on-one)

39. Computer Reads Test Aloud – Student Controlled, cont’d • Limitation: only item stems and answer choices read by computer (not graphs, charts, etc) • For online tests, student may have the test read aloud by: • Test Administrator Reads Test Aloud • Computer Reads Test Aloud – Student Controlled • Combination of the two methods

40. ACT, EXPLORE, PLAN, and WorkKeys • ACT – LEP students may only use State-Allowed accommodations. If used, ACT score is not college-reportable • EXPLORE/PLAN – LEP accommodations are a local decision • WorkKeys – LEP students may only use word-to-word bilingual dictionary

41. ACT, EXPLORE, PLAN, and WorkKeys cont’d • LEP teams may record accommodations for these assessments on the LEP plan, or may use existing classroom/testing accommodations documentation to support accommodations decisions • Accommodation policies may differ from NC policies. LEP teams must be aware of differences • http://www.act.org/aap/northcarolina/index.html

42. Alternate ACCESS

43. What is Alternate ACCESS? • A new test developed specifically for students identified as limited English proficient with significant cognitive disabilities • http://www.wida.us/assessment/alternateaccess.aspx

44. Eligibility Criteria • Student has been identified as LEP • Student has been identified as having one or more of the existing categories of disabilities under IDEA (e.g.; intellectual disabilities, autism, traumatic brain injury, multiple disabilities, etc.) • Student is participating in alternate curriculum and in state-wide alternate accountability assessments • IEP team recommended the assessment after considering all three criteria above

45. Alternate ACCESS Student Identification • Collaboration between LEP and EC • 3-12 – look for LEP students with NCEXTEND1 documented on IEP • K-2 – No NCEXTEND1 documentation, will need to consider LEP and disability status

46. Alternate ACCESS Testing Details • Alternate ACCESS is individually administered • Testing window will be the same as ACCESS • February 1 – March 15, 2013 • Ordering will be the same as ACCESS • Training materials online • Formal training to occur this winter

47. Questions? Carrie Perkis carrie.perkis@dpi.nc.gov

48. Process Check Plus Delta More rooms for group works Less unidentifiable jargon P.P.slides available in advance Meeting information on website & easily to be found Differentiated meeting • Humor • Good pace • Small group • Snacks • Todaysmeet • Collaboration • Good and up-to-date \ • information • Face-to-face meeting

49. Process Check Plus Delta • Finishing the meeting on-time