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Approaches to Implementing the 2% Cap for Adequate Yearly Progress

Approaches to Implementing the 2% Cap for Adequate Yearly Progress. NCES Summer Data Conference Washington, DC July 2008. Nancy Stevens Nancy.Stevens@tea.state.tx.us Office of Assessment, Accountability, and Data Quality Texas Education Agency Li-Chin Wu Li-Chin.Wu@tea.state.tx.us

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Approaches to Implementing the 2% Cap for Adequate Yearly Progress

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  1. Approaches to Implementing the 2% Cap for Adequate Yearly Progress NCES Summer Data Conference Washington, DC July 2008

  2. Nancy Stevens Nancy.Stevens@tea.state.tx.us Office of Assessment, Accountability, and Data Quality Texas Education Agency Li-Chin Wu Li-Chin.Wu@tea.state.tx.us Division of Performance Reporting Texas Education Agency http://www.tea.state.tx.us/ayp/2008

  3. Texas Before NCLB State Developed Alternative Assessment • instructional level rather than enrolled grade level • ARD committee set level and student performance standard • about 7-8% of students Locally Determined Alternate Assessments • locally developed or selected tests • fewer than 1% of students

  4. Texas After NCLB • All students included in state assessment program Texas Assessment of Knowledge and Skills (TAKS) • Performance of all students evaluated against grade-level achievement standards • Federal cap limit on use of proficient results based on alternate or modified achievement standards in AYP performance measures: • 1% alternate achievement standards (TAKS-Alt) • 2% modified achievement standards (TAKS-M)

  5. Texas After NCLB (cont.) • Student performance will be a greater factor than the caps • The caps will apply to a very small number of all students tested • 1% and 2% caps represent very high standards

  6. Goals for 2% Cap • Students: promote appropriate assessment decisions for students with disabilities • Statute: meet statutory requirements and intent • Validity: minimize unintended consequences • Equity: distribute “exceeders” and “keepers” across campuses fairly • Simplicity: understandable easy to replicate by school districts • Resources: staff and time

  7. Incorporating School District Input • During Policy Development Process • State solicits feedback on options • State selects approach that more closely reflects local decisions • Before AYP Determinations • Districts set campus caps or prioritize campuses • During AYP Determinations • Districts identify individual students whose proficient test scores are retained if cap 2% cap exceeded

  8. Overall Design • 1% cap • Did not have to be same approach as 2% cap • Fewer options considered • By random assignment • By disability category

  9. Overall Design for 2% Cap • One district-wide pool • Rules for selecting students from district pool • Separate pools for each campus • Rules for assigning campus caps or ranking campuses • Rules for selecting students from campus pools

  10. Campus Pools Option 1: Campus Cap • Determine cap for each campus based on current and/or historical proportion of district students: • receiving special education services • tested on alternate assessments • proficient on alternate assessments • Rules for selecting “keepers/exceeders” if campus exceeds cap • Rules for allocating extra “spaces” if campus does not use all allowed under campus cap

  11. Campus Pools Option 1:Campus Cap (cont.) Pros • Reflects local policy decisions • Potentially rewards campuses that historically and appropriately serve high number of students with disabilities

  12. Campus Pools Option 1:Campus Cap (cont.) Cons • Potentially rewards campuses that over- identify students for alternate assessment • May encourage concentrating programs on specific campuses or discourage mainstreaming in order to maintain campus cap

  13. Campus Pools Option 1:Campus Cap (cont.) Cons • Slight variations in testing from year to year may result in changes to campus cap • May be difficult to implement • Could result in the district missing AYP

  14. Campus Pools Option 2: Campus Ranking • Rank campuses • Select proficient scores from highest ranked campus first, going down the list until district cap limit is reached • Rules for selecting students from campus pool

  15. Campus Pools Option 2:Campus Ranking (cont.) Example: Strategic Campus Ranking • Rank campuses strategically: • Highest stage identification for SIP • Title I missed AYP in prior year • Title I campus

  16. Campus Pools Option 2:Campus Ranking (cont.) Example: Strategic Campus Ranking (cont.) Pros • Balance perceived inequities in AYP interventions (Title I vs. non-Title I campuses) • Simple to understand

  17. Campus Pools Option 2:Campus Ranking (cont.) Example: Strategic Campus Ranking (cont.) Cons • Reward campuses with performance problems • Not consistent with intent of NCLB • May not help top-ranked campuses • Could result in the district missing AYP

  18. Selection of Students for 2% Cap • By Random Assignment • By Test Score • By Grade Level • By Maximum Benefit

  19. Selection of Students (cont.) • District pool or separate campus pools • Significantly different outcomes • Single or combined selection criteria • First or primary sort is greater factor in determining outcomes • Final unique sort as a tie-breaker

  20. Selection of StudentsBy Random Assignment • Students randomly selected up to the cap limit • District or campus pools • Does not need tie-breaker • Can be used as final tie-breaker with other methods

  21. Selection of StudentsBy Random Assignment (cont.) Pros • Simple to understand • Simple to implement for most districts • Impartial over time • No unintended policy consequences (cannot be manipulated)

  22. Selection of StudentsBy Random Assignment (cont.) Cons • Cannot be replicated by districts • May not appear to be fair in any one year • Does not provide any incentive – disconnect between campus behavior and outcomes

  23. Selection of Students By Test Performance • Students sorted from lowest to highest test score and “keepers” selected up to the cap limit • District or campus pools • Can be used in conjunction with other criteria • Needs a final tie-breaker

  24. Selection of Students By Test Performance (cont.) Pros • Encourages testing higher performing students on the regular test • Simple to understand • Can be replicated by districts • Simple to implement • Most similar to method used in Texas with SDAA/LDAA

  25. Selection of Students By Test Performance (cont.) Cons • If implemented at the district level: • may be perceived as punitive toward campuses with strong instructional programs • may not result in fair distribution of “keepers” and “exceeders” across campuses

  26. Selection of StudentsBy Grade Level • Students sorted from highest to lowest grade and “keepers” selected up to the cap limit • District-level approach • Needs to be used with at least one more criteria

  27. Selection of StudentsBy Grade Level (cont.) Pros • Provides strong incentive for elementary schools to focus instruction on maintaining grade-level proficiency and testing on regular grade-level assessment • Rewards high schools that have successfully accelerated instruction so that students previously instructed and tested below grade level are meeting grade-level modified academic achievement standards

  28. Selection of StudentsBy Grade Level (cont.) Pros • High schools, which are overrepresented among campuses not meeting AYP, are least adversely affected by the cap • Simple to understand • Can be replicated by districts • Simple to implement

  29. Selection of StudentsBy Grade Level (cont.) Cons • Has appearance of being unfair to elementary schools • AYP results for elementary schools may be adversely affected disproportionately • Positive instructional incentives may be short-term • May have unintended consequences long-term

  30. Selection of StudentsBy Maximum Benefit • Select proficient results from each campus that will result in the maximum benefit for the campus • Select number and type of students (student groups) needed for the campus to meet AYP • Campus-level approach • Criteria for each campus based on need

  31. Selection of StudentsBy Maximum Benefit (cont.) Pros • Potentially minimizes the number of campuses that miss AYP solely due to selection criteria for the 2% cap • Uses state data processing capacity to select students that districts and campuses would likely select if 2% cap implemented locally

  32. Selection of StudentsBy Maximum Benefit (cont.) Cons • Students included in the 2% cap will be selected from student groups that do not meet the AYP standards • Selection based on campus need could result in the district missing AYP

  33. Texas AYPCombination Method • Campus Ranking • By campus type • High School • Combined Elementary/Secondary School • Middle/Junior High School • Elementary School • By grade (high to low) • By percent special education (high to low)

  34. Texas AYPCombination Method (cont.) • Campus Ranking • Based on fall enrollment data • District opportunity to modify campus ranking

  35. Texas AYPCombination Method (cont.) • Student Selection in 3 Stages • First by maximum benefit for campus (campus pool) • From highest to lowest ranked campus • Select students needed for campus to meet AYP • Skip campuses that already meet AYP or will not meet AYP for subject

  36. Texas AYPCombination Method (cont.) • Student Selection in 3 Stages (cont.) • Second by maximum benefit for district(district pool) • Third by random selection (district pool)

  37. Texas AYPCombination Method (cont.) • Pros • Campus ranking by grade level has many of the advantages of selecting students by grade level • Provides incentive for elementary schools to focus instruction on maintaining grade-level proficiency • Rewards high schools that have successfully accelerated instruction

  38. Texas AYPCombination Method (cont.) • Pros • District input before AYP determinations does not interfere with processing timelines • Supports local policy decisions on selection of appropriate tests for students with disabilities

  39. Texas AYPCombination Method (cont.) • Pros • Student selection uses state data processing capacity to provide maximum benefit to campuses in implementing 2% cap • Second selection for maximum benefit to district removes potential disadvantages of processes that focus on campuses

  40. Texas AYPCombination Method (cont.) • Cons • Benefits of ranking campuses by grade level may be short-term • District input into campus ranking resource intensive for little gain and potentially negates benefits of ranking by grade level • Disadvantages of selection by maximum benefit – students disproportionately selected from student groups that do not meet AYP

  41. Example District - 2% Cap • Scenario F: Campus 1 meets AYP • *** Campus 2 missed AYP *** • *** Campus 3 missed AYP *** • Campus 4 meets AYP • *** District missed AYP *** • Seven Student Groups: A - All • B - African American • H - Hispanic • W - White • E - Economically Disadvantaged • S - Special Education • L - LEP

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