Including analysis and self-help tools for coordination with Section 618: Table 6

Presentation Goals1. To enhance understanding of the meaning

behind the APR reports and what information is needed to properly analyze them

2. To provide state personnel with clarified instructions on how to properly complete the data analysis behind the Indicator

3. To enhance state by state APR reporting similarity

4. To clarify the similarities and differences between the APR and Table 6 sets of data and to show shortcuts between the two sets

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APR and Table 6 of 618 – Trail of History

X

APR 03-04 (looks a lot like Table 6) SPP 04-05

(new format)

04-05 Table 6

SEPARATE

APR 05-06 Table 6 attached!

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Why Is This Important?

Table 6 Provides the Backbone to APR Indicator 3 (Most states fill out their Section 618 report first)

OSEP needs the data from both these sources so that it has a clear picture of Participation and Performance in States

National Summary by Content, Type of Assessment, and Grade are important

What do the data tell us?

We know how difficult your job as data managers can be!!!

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Instructions – 06-071. AYP

1. # of districts meeting the State’s AYP objectives for progress for the disability subgroup divided by the total # of districts meeting minimum “n” size

2. Participation1. Sub-indicators for Regular Assessment (both with

and without accommodations), and Alternate Assessment (both AA-GLAS, and AA-AAS)

3. Performance1. Sub-indicators for Regular Assessment (both with

and without accommodations), and Alternate Assessment (both AA-GLAS, and AA-AAS)

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General InstructionsData Source:Data source is assessment data collected for

purposes of determining AYP (Your states NCLB assessment)

Data should be provided for all grade levels and content areas tested

Data MUST be provided in raw numbers in addition to percentages (separate tables work very well!!!)

Participation and performance data to be taken from data collected for reporting under section 618 (Annual Report of Children Served); Table 6 (Section 618) is to be attached to this APR.

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General InstructionsSampling from State’s 618 data is not allowed.States should use the same assessments used for reporting

under NCLB.States should report the percent of districts meeting the

State’s AYP objectives by content area (across all grades) and overall (across grades and content area), and comply with NCLB requirements that a district must meet AYP targets in both content areas to be counted as having made overall AYP.

States must attach Table 6 of their 618 submission. Participation and proficiency calculations in this APR report must report participation and proficiency rates by content area for each of the grades shown in Table 6.

States should EXPLAIN (not just describe) the results of the calculations and compare the results to their target.

States are encouraged to present their APR information in summary tables and include multiple years of data for comparison purposes.

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Indicator 3A - AYPThis number is intended to show the

percentage of districts in your state that are making Adequate Yearly Progress

To do this, districts must meet AYP for both Math AND ReadingFOR THIS REASON AYP DATA WHICH ARE

BROKEN UP BY CONTENT AREA ARE USELESS WITHOUT AN OVERALL NUMBER

Proper Calculation on following page

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Indicator 3A - AYPExample calculation – State XYZ has had 32 districts

meet AYP for Math, and 28 districts meet AYP for ReadingONLY 14 districts made AYP for BOTH Math and

ReadingState XYZ had 50 districts meet the minimum “N”

sizeCalculation = districts meet AYP / total “N” districts

= 14 / 50= 28% overall

NOTICE – THIS NUMBER IS SMALLER THAN THE MATH OR READING CONTENT AREA ONLY CALCULATION

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Indicator 3B - ParticipationThis number is intended to show the percentage

of students with IEPs in your state that are participating in statewide assessmentsThe intent is to be able to measure by

accommodation or alternate assessmentIn order for full analysis to be possible data

should be provided for each grade level and content area testedAlso each sub-indicator should have data provided

(3B(b), 3B(c), etc.)Proper Calculation on following page

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Indicator 3B - ParticipationCalculations:

A. # of children with IEPs in assessed grades;B. # of children with IEPs in regular assessment with no

accommodationsC. # of children with IEPs in regular assessment with

accommodationsD. # of children with IEPs in alternate assessment

against grade level achievement standardsE. # of children with IEPs in alternate assessment

against alternate achievement standards

Account for any children included in “A” but not included in “B, C, D, or E” above.

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Indicator 3B - ParticipationProper formatting for tables (one each

content area):

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GradeEnrollment

Reg. Assess. Without Accom.

Reg. Assess. WithAccom. AA-GLAS AA-MAS

Not Included

3

4

5

6

7

8

HS

Overall

A table for raw #’s and one for percentages works best

Indicator 3B - ParticipationExample % calculation – State XYZ had 1,000

students with IEPs at the 4th grade level for reading

Of these, 900 took the regular assessment400 of these used accommodations

Calculation = # on regular assessment with accommodations / total IEP students= 400 / 1,000= 40% participation

NOTE – The remaining 500 would account for 50% of the overall population who took the regular assessment without accommodations

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Indicator 3C - PerformanceThis number is intended to show the percentage

of students with IEPs in your state that are PROFICIENT in statewide assessmentsThe intent is to be able to measure by

accommodation or alternate assessmentIn order for full analysis to be possible data

should be provided for each grade level and content area testedAlso each sub-indicator should have data provided

(3B(b), 3B(c), etc.)Proper Calculation on following page

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Indicator 3C - PerformanceCalculations:

A. # of children with IEPs in assessed grades;B. # of children with IEPs proficient or above in regular

assessment with no accommodationsC. # of children with IEPs proficient or above in regular

assessment with accommodationsD. # of children with IEPs proficient or above in alternate

assessment against grade level achievement standardsE. # of children with IEPs proficient or above in alternate

assessment against alternate achievement standards

REMEMBER – Raw numbers are VITAL!!!

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Indicator 3C - PerformanceProper formatting for tables (one each

content area):

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GradeEnrollment

Reg. Assess. Without Accom.

Reg. Assess. WithAccom. AA-GLAS AA-MAS Overall

3

4

5

6

7

8

HS

Overall

A table for raw #’s and one for percentages works best

Indicator 3C - PerformanceExample % calculation – State XYZ had 1,000

students with IEPs at the 4th grade level for reading

Of these, 400 took the regular assessment with accommodations300 of these scored proficient or above

Calculation = # on regular assessment with accommodations / total IEP students= 300 / 1,000= 30% proficient

NOTE – Similar calculations should take place for non-accommodated regular assessments and alternate assessments

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Indicator 3 vs. Table 6 – the connectionMuch of the data included in indicator 3 can

also be found with Section 618: Table 6 – which must be included with all APR submissions.This included ALL participation informationHowever, remember – SAMPLING is not allowed

For example – - APR Indicator 3B(a) for a given grade level should be equal to column 1 data in Table 6- APR Indicator 3B(d) for a given grade level should be equal to column 4a data in Table 6

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Indicator 3 vs. Table 6Use the below table when lifting data from Table 6 for

Indicator 3

Note that there is no transfer possible from columns 9A to Data Points C(b) and C(c). Table 6 does not ask for proficiency information for the regular assessment by accommodation status 20

618: Table 6 APR Indicator 3

Column 1 Data Point B(a), C(a)

Column 3 (–) Column 3A Data Point B(b)

Column 3A Data Point B(c)

Column 4A Data Point B(d)

Column 4B Data Point B(e)

Columns 6, 7, and 8 Explanation of Not Tested

Proficient Columns 9B Data Point C(d)

Proficient Columns 9C Data Point C(e)

NCEO Data ViewerCheck your states policy and assessment performance

using the NCEO Data Viewer, an interactive data Web site available online at http://data.nceo.info/. It contains information on:

State policies on assessment participation and accommodations State Annual Performance Report (APR) data (taken from Table

6)

Users can create customizable reports (color-coded maps and tabular charts) based on chosen criteria.

The Data Viewer also provides a Tutorial, Glossary of Terms, and links to related NCEO Publications.

Coming soon to the site will be more prefabricated Special Analyses and other unique reports.

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NCEO Data ViewerHere is an example of a policy report:

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NCEO Data ViewerHere is another example of a policy report:

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NCEO Data ViewerThe map below shows the percent of high school

students proficient on the regular assessment in each state for 2003-04. :

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Questions; CommentsJason Altman, altma014@umn.eduChris Bremer, breme006@umn.edu Christopher Rogers, roge0229@umn.edu

NCEO “online”, www.nceo.infoNCEO Data Viewer, data.nceo.info

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