IDEA and NCLB

Standards-Based Accountability

Sue Rigney, U.S. Department of Education

OSEP 2006 Project Directors’ Conference

NCLB Requirements for

State Assessment System

in 2005-06

• Standards-based, CRT

Reading, Grades 3-8 + HS

Mathematics, Grades 3-8 + HS

• Alternate Assessment

• English Proficiency Test

Peer Review of State Assessment Systems

By spring 2006, each state must submit evidence to ED showing how its system of standards and assessments meet the NCLB requirements.

ED uses a peer review process to examine states’ evidence.

States should NOT submit actual standards or assessment instruments. Rather, they must submit evidence related to the development, implementation, and quality of these systems.

A State may require several review sessions to meet the assessment requirements

Peer Review Process

Team of 3 external experts + Standards Team staff examine evidence submitted by State

Reviewers’ comments + staff recommendations = Decision about status

Structure = Standards and Assessments Peer Review Guidance: Information and Examples for Meeting Requirements of the No Child Left Behind Act of 2001 (April 2004)

Organization of the Peer Review Guidance

Seven Critical Elements

• Academic Content Standards

• Academic Achievement Standards

• Statewide Assessment System

• Technical Quality

• Alignment

• Inclusion

• Reporting

• Overview and rationale

• Questions for state to address

• Examples of acceptable evidence

• Examples of incomplete evidence

Peer Review Results

Approval & Approval with Recommendation (10)

* * * * * * * * * * * * * * * * * * * * Approval Expected (4) Approval Pending (36) Non-approved (2)

Notification Letters to States @ www.ed.gov/admins/lead/account/

nclbfinalassess/index.html

Dear Secretary Woodruff:I am pleased to approve Delaware's assessment system under Title I of

the Elementary and Secondary Education Act (ESEA) as amended by the No Child Left Behind Act of 2001 (NCLB). I congratulate you on meeting this important NCLB requirement.

My decision is based on input from peer reviewers external to the U.S. Department of Education (the Department) and Department staff who reviewed and carefully considered the evidence submitted by Delaware. I have concluded that the evidence demonstrates that Delaware's standards and assessment system satisfies the NCLB requirements. Specifically, Delaware's system includes academic content and student achievement standards in reading/language arts, mathematics, and science; alternate achievement standards for students with the most significant cognitive disabilities in those subjects; assessments in each of grades 3 through 10 in reading/language arts and mathematics; assessments in science in three grade spans; and alternate assessments for each subject.

Accordingly, Delaware's system warrants Full Approval with Recommendation. This status means that Delaware's standards and assessment system meets all statutory and regulatory requirements; however, one element of the system could be improved. Delaware's academic achievement standards in science meet the essential requirements of NCLB, but I recommend completion of the activities now underway to create new achievement descriptors.

Consequences “These deficiencies must be addressed in a timely

manner… that is, by the end of the 2006-07 school year.”

“<State> must provide, not later than 25 business days from receipt of this letter, a plan and detailed timeline for how it will meet the remaining requirements… Beginning in September 2006, <State> must also provide bi-monthly reports on its progress… If at any time, <State> does not meet the timeline set forth in its plan, the Department will initiate proceedings to withhold 15 percent of <State’s> fiscal year 2006 Title I, Part A administrative funds…”

Alternate Assessment

Requirements in:

IDEA & NCLB

Grade-level AchievementStandard

Alternate Assessment

Requirements in:

IDEA & NCLB

Regulation (12/9/03) AA-AAS

Grade-level AchievementStandard

AlternateAchievementStandard

Alternate Assessment

Requirements in:

IDEA & NCLB

Regulation (12/9/03) AA-AAS

NPRM AA-MAS (12/15/05)

Grade-level AchievementStandard

AlternateAchievementStandard

Modified AchievementStandard

Alternate Assessments

Aligned with the State’s content standards.

Yield results separately in reading/language arts and math.

Designed and implemented to support use of the results to determine AYP.

Alternate Assessment – Grade Level Standards

NC, MA

Requires evidence of comparability

Content

Achievement standard

Alternate Assessment – Modified Achievement Standard

KS, LA, OR

ED can not review until regs are final

Alternate Assessment – Alternate Achievement StandardsIssues

Alignment with grade level content standards

Technical quality

Report separate scores in reading & mathematics

Not available in all grades/subjects tested

OOLT, not alternate achievement standard

Out-of-Level Assessments

Could only be considered an alternate assessment based on alternate achievement standards if…

Alternate achievement standards defined through a documented and validated standards-setting process

Proficient results included in the 1% cap

Out-of-Level Assessments

Could only be considered an alternate assessment based on alternate achievement standards if

Alternate achievement standards defined through a documented and validated standards-setting process

Proficient results included in the 1% cap

Essential Requirements for AA-AAS in Peer Review

Separate results in reading & mathClear guidelines for participation to LEAsDesigned & implemented to support use of

results for AYPEvidence of technical quality Reports consistent with alternate

achievement standards

Additional Requirements

Document that students with the most significant cognitive disabilities are, to the extent possible, included in the general curriculum and in assessments aligned with that curriculum

Promote use of appropriate accommodations to increase the number of students with the most significant cognitive disabilities who are tested against grade-level academic achievement standards

Ensure that regular and special education teachers and other appropriate staff know how to administer assessments, including making appropriate use of accommodations, for students with the most significant cognitive disabilities.

Monitoring Implementation

States are required to report separately the number and percentage of students taking an alternate assessment based on grade-level achievement standards or on alternate achievement standards.

OESE reviewed the State’s process for developing alternate achievement standards and alternate assessments during peer review and will monitor State completion of remaining work.

OSEP monitors may examine documentation that students with the most significant cognitive disabilities are included in the general curriculum and participating in assessments aligned with content standards.

Technical Assistance

Site visitsSharing successful strategies among StatesThe Comprehensive Centers and OSEP

CentersEnhanced Assessment Instruments Grant