Student Performance

1. Student Performance Overview of State Performance Plan Indicators 3 – State Assessment Performance, 7 – Early Childhood Outcomes

2. This power point includes: • A description of each indicator; • The SPP targets for each year and whether our State met the targets; • Any additional pertinent information related to the indicator (if applicable); • A list of some of the improvement activities included in the State’s SPP/APR for the indicator;

3. A description of how the indicator might impact a district’s determination level (as described in WAC 392-172A-07012); and • Contact information for questions about the indicator.

4. State Assessment Performance • Indicator 3: Participation and performance of children with IEPs on statewide assessments: • Percent of districts with a disability subgroup that meets the State’s minimum “n” size that meet the State’s AYP targets for the disability subgroup. • Participation rate for children with IEPs. • Proficiency rate for children with IEPs against grade level, modified, and alternate academic achievement standards. (20 U.S.C. 1416 (a)(3)(A)) • Data for this indicator are collected through our State’s assessment system.

5. State Targets – Indicator 3A Note: Since this is a Results Indicator, States are permitted to set their own targets.

6. State Targets – Indicator 3B Note: Since this is a Results Indicator, States are permitted to set their own targets (our State uses the No Child Left Behind (NCLB) participation requirements).

7. State Targets – Indicator 3C Note: Since this is a Results Indicator, States are permitted to set their own targets. Our State uses the same proficiency rates for indicator 3C that it uses for NCLB’s calculation of Adequate Yearly Progress (AYP).

8. Early Childhood Outcomes • Indicator 7: Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved: • Positive social-emotional skills (including social relationships); • Acquisition and use of knowledge and skills (including early language/communication and early literacy); and • Use of appropriate behaviors to meet their needs. (20 U.S.C. 1416 (a)(3)(A)) • Data for this indicator are submitted by districts through the annual Preschool Outcomes report (due July 15th).

9. State Targets – Indicator 7 • Official reporting on this indicator was not required by OSEP (the federal Office of Special Education Programs) until the 2008-09 school year, which was considered the baseline year. Note: Since this is a Results Indicator, States are permitted to set their own targets.

10. Indicator 7 – Baseline Data

11. State Targets – Indicator 7 Note: Since this is a Results Indicator, States are permitted to set their own targets.

12. SPP/APR Improvement Activities • Here are some of the improvement activities included in our SPP/APR to address these two indicators: • Regional area workshops are presented by the Reading Assessment Leadership Team (RALT), Special Education Assessment Leadership Team (SEALT) and the Mathematics Assessment Leadership Team (MALT); • Targeted technical assistance is provided to districts identified as at risk in these indicators through the regional Educational Service Districts (ESDs);

13. Improvement Activities (cont.) • The State’s website provides information about State assessments. Educators have access to released items, sample tests, lesson learned, and test/item specifications; • Develop and make available a variety of web-based resources organized under content area (e.g. reading, mathematics, etc.) and/or assessment type (state assessment, alternate assessment, reading assessment, etc.); • Ongoing training to districts regarding the reporting of child outcomes summary data; • Partner with the ECO Center to develop and distribute two COSF surveys to provide feedback to OSPI related to current COSF practices;

14. Improvement Activities (cont.) • Offer mini grants to pilot districts for the purchase of research-based early childhood curriculum and training in use of the district-selected curriculum; • Provide disaggregated COSF data to regional early childhood coordinators for comparison with Statewide data in order to identify regional trends and inform professional development needs • Development and dissemination of Early Childhood Outcomes technical assistance documents and guidance have been posted to the early childhood section of the OSPI Special Education website; • AND MORE…

15. Impact on Determinations • Indicators 3 and 7 are both results indicators. A district’s performance on these two indicators does not currently impact a district’s determination level. • However, late submission of the annual indicator 7 data report (Preschool Outcomes) can impact criteria 3 (timely and accurate data). See the next slide for more information…

16. Determination Criteria 3 – Timely and Accurate Data • If a district does not submit the annual Preschool Outcomes data report for indicator 7 on or before the required deadline (July 15th), it will impact the district’s determination with regard to criteria 3 – Timely and Accurate Data. • This is 1 of the 7 required data reports for criteria 3.

17. Contact Information • For questions about indicator 3, contact Judy Kraft at: Judy.Kraft@k12.wa.us • For questions about indicator 7, contact Sheila Ammons at: Sheila.Ammons@k12.wa.us • For more information about our state’s assessment system visit: www.k12.wa.us/assessment/default.aspx