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Solving the Riddle That Is APR Indicator 3

Gain insight on analyzing APR reports, coordinating with Table 6 data, and understanding key indicators for improved data management.

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Solving the Riddle That Is APR Indicator 3

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  1. Solving the Riddle That Is APR Indicator 3 Including analysis and self-help tools for coordination with Section 618: Table 6

  2. Presentation Goals • To enhance understanding of the meaning behind the APR reports and what information is needed to properly analyze them • To provide state personnel with clarified instructions on how to properly complete the data analysis behind the Indicator • To enhance state by state APR reporting similarity • To clarify the similarities and differences between the APR and Table 6 sets of data and to show shortcuts between the two sets

  3. APR and Table 6 of 618 – Trail of History APR 03-04 (looks a lot like Table 6) SPP 04-05 (new format) SEPARATE 04-05 Table 6 APR 05-06 through 07-08 Table 6 attached! X

  4. 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

  5. What do the data tell us? We know how difficult your job as data managers can be!!!

  6. Instructions – 07-08 • AYP • # of districts meeting the State’s AYP objectives for progress for the disability subgroup divided by the total # of districts meeting minimum “n” size • Participation • Sub-indicators for Regular Assessment (both with and without accommodations), and Alternate Assessment (both AA-GLAS, and AA-AAS) • Performance • Sub-indicators for Regular Assessment (both with and without accommodations), and Alternate Assessment (both AA-GLAS, and AA-AAS)

  7. General Instructions Data 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.

  8. General Instructions • Sampling from State’s 618 data is not allowed. • States should use the same assessments used for reporting under NCLB. • States must meet AYP targets in both content areas to be counted as having made overall AYP (NEED overall number). • 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.

  9. Indicator 3A - AYP • This 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 Reading • FOR THIS REASON AYP DATA WHICH ARE BROKEN UP BY CONTENT AREA ARE USELESS WITHOUT AN OVERALL NUMBER • Proper Calculation on following page

  10. Indicator 3A - AYP • Example calculation – State XYZ has had 32 districts meet AYP for Math, and 28 districts meet AYP for Reading • ONLY 14 districts made AYP for BOTH Math and Reading • State XYZ had 50 districts meet the minimum “N” size • Calculation = districts meet AYP / total “N” districts • = 14 / 50 • = 28% overall • NOTICE – THIS NUMBER IS SMALLER THAN THE MATH OR READING CONTENT AREA ONLY CALCULATION

  11. Indicator 3B - Participation • This number is intended to show the percentage of students with IEPs in your state that are participating in statewide assessments • The intent is to be able to measure by accommodation or alternate assessment • In order for full analysis to be possible data should be provided for each grade level and content area tested • Also each sub-indicator should have data provided (3B(b), 3B(c), etc.) • Proper Calculation on following page

  12. Indicator 3B - Participation • Calculations: • A. # of children with IEPs in assessed grades; • B. # of children with IEPs in regular assessment with no accommodations • C. # of children with IEPs in regular assessment with accommodations • D. # of children with IEPs in alternate assessment against grade level achievement standards • E. # 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.

  13. Indicator 3B - Participation • Proper formatting for tables (one each content area): • A table for raw #’s and one for percentages works best

  14. Indicator 3B - Participation • Example % calculation – State XYZ had 1,000 students with IEPs at the 4th grade level for reading • Of these, 900 took the regular assessment • 400 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

  15. Indicator 3C - Performance • This number is intended to show the percentage of students with IEPs in your state that are PROFICIENT in statewide assessments • The intent is to be able to measure by accommodation or alternate assessment • In order for full analysis to be possible data should be provided for each grade level and content area tested • Also each sub-indicator should have data provided (3B(b), 3B(c), etc.) • Proper Calculation on following page

  16. Indicator 3C - Performance • Calculations: • A. # of children with IEPs in assessed grades; • B. # of children with IEPs proficient or above in regular assessment with no accommodations • C. # of children with IEPs proficient or above in regular assessment with accommodations • D. # of children with IEPs proficient or above in alternate assessment against grade level achievement standards • E. # of children with IEPs proficient or above in alternate assessment against alternate achievement standards • REMEMBER – Raw numbers are VITAL!!!

  17. Indicator 3C - Performance • Proper formatting for tables (one each content area): A table for raw #’s and one for percentages works best

  18. Indicator 3C - Performance • Example % calculation – State XYZ had 1,000 students with IEPs at the 4th grade level for reading • Of these, 400 took the regular assessment with accommodations • 300 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

  19. Indicator 3 vs. Table 6 – the connection • Much 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 information • However, 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

  20. Indicator 3 vs. Table 6 • Use 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

  21. NCEO Data Viewer • Check 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.

  22. NCEO Data Viewer • Here is an example of a policy report:

  23. NCEO Data Viewer • Here is another example of a policy report:

  24. NCEO Data Viewer • The map below shows the percent of high school students proficient on the regular assessment in each state for 2003-04. :

  25. Questions; Comments • Jason Altman, altma014@umn.edu • Chris Bremer, breme006@umn.edu • Christopher Rogers, roge0229@umn.edu • NCEO “online”, www.nceo.info • NCEO Data Viewer, data.nceo.info

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