Zollie Stevenson USDOE NASBE Presentatio

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Slide 1: 

Our Children Are Our Future: No Child Left Behind Elementary and Secondary Education Act Standards and Assessments

IASA and No Child Left Behind Evolutionary, Not Revolutionary : 

IASA and No Child Left Behind Evolutionary, Not Revolutionary Academic Content Standards Academic Achievement Standards Assessments Accommodations Alternate assessment Focus on reading/language arts and mathematics (science added later)

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Academic standards and assessments in reading/language arts and math for each of grades 3-8 and high school. Academic standards and assessments in science for elementary, middle, and high schools. Assessments of English language proficiency. Participation in NAEP assessments for reading and math. Overview of NCLB Standards and Assessment Requirements

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High Academic Standards for ALL Children States must hold ALL public elementary and secondary school students to the same challenging academic content and student achievement standards. ALL children are expected to achieve to the same high levels of learning. States can establish alternative achievement standards for cognitively disabled students.

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State Assessment System For each grade and subject assessed Must address the depth and breadth of the State content standards. Be valid, reliable and of high technical quality. Express student results in terms of State academic achievement standards. Be designed to provide a coherent system across grades and subjects.

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Assessments Shall Provide for… Participation of all students Reasonable adaptations and accommodations for students with disabilities Inclusion of limited English proficient students with accommodations, including, if practicable, native-language versions of the assessment Assessment in English of reading/ language arts for any student in the US for 3 or more consecutive school years

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Assessments Shall… Produce individual student interpretive, descriptive, and diagnostic reports Produce disaggregated results Report itemized score analyses to districts and schools

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Which students must be included in State assessments? States, districts, and schools must assess ALL public school students— Regardless of whether a student will be included for reporting or accountability purposes and Regardless of the amount of time the student has been enrolled in the State, district, or school.

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Accommodations for Special Education Students Students with disabilities must be provided with appropriate accommodations, when necessary, to enable participation in State assessments. Decisions regarding accommodations should be made on the basis of individual student needs, not on the basis of labels (such as category of disability). The accommodations that students receive on State assessments should be similar to those routinely provided during classroom instruction.

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Native Language Assessments To the extent practicable, assessments written in the native language should be provided to LEP students until students have achieved English language proficiency.

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Disaggregated Data Assessment results must be disaggregated and reported by: Major racial and ethnic groups English language proficiency status Students with disabilities as compared to all other students Economically disadvantaged students as compared to students not economically disadvantaged Migrant status Gender

NCLB AccountabilityThe 5 Things You Need to Know : 

NCLB AccountabilityThe 5 Things You Need to Know It’s not just Title I All means all AYP requires performance, participation and progress Schools are accountable for and must disaggregate student achievement for: All students Economically disadvantaged Racial/ethnic groups Students with disabilities Students with limited English proficiency Consequences accumulate

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Reasons for Redesigning State Assessment and Accountability Systems More grades, special populations and content is being tested resulting in more school time spent on testing. Costs of tests remain pretty much the same as assessments for various content areas and populations are addressed. Diminishing financial resources but strong commitment for accountability and transparency. New/developing commitment of states for economies of scale.

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How do we build assessment and accountability systems to improve students college and career readiness? Develop consensus about what is meant about college and career readiness beyond numeracy and literacy which are basic to communication. Look at the efficacy of assessment models such as the Illinois high school exams which combine the ACT, Work keys and items developed/approved by ISDE (and other states). Encourage the energy demonstrated by 46 states to move towards assessments for the agreed upon common content standards.

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How do we build assessment and accountability systems to improve students college and career readiness? Align our assessments to international frameworks. Benchmark our assessments to international standards. Incorporate the principles of America Competes (PK – Postsecondary Education) information management systems and strengthen the connection between PK-12 and higher ed (including 2 yr colleges).

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How do we build assessment and accountability systems to improve students college and career readiness? Shift our accountability focus to individual student growth

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How can assessment impact the quality of teaching and the level of student learning and performance? Shift our accountability focus to individual student growth will provide information on the quality of teaching and the level of student performance, particularly if the growth model implemented is value added in nature

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ESEA Questions? Zollie Stevenson, Jr., Ph.D., Director, Student Achievement and School Accountability Program (Title I and Title III) Office of Elementary and Secondary Education/ U.S. Department of Education Zollie.Stevenson@ed.gov

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