Utah Academic Language Proficiency Assessment UALPA Assessment Directors ALS Directors IT Directors

1
Utah Academic Language Proficiency
AssessmentUALPAAssessment DirectorsALS
DirectorsIT Directors

• Judy Park, Assessment Accountability Director
• John Brandt, Information Technology Director
• Deborah Swensen Development Coordinator
• Utah State Office of Education
• September 13, 2006

2
UALPA Update

• Testing window begins Oct. 30.
• Double testing with IPT UALPA only for
  students new to the U.S.

3
UALPA Update

• Verify and correct IPT scores from 2005-2006
• Early Fall 2006, USOE data warehouse will produce
  a new IPT data table for release as part of its
  research file/disk collection. In August of 2007
  this will become UALPA data.
• It will include a detailed LEP record for each
  LEP student in the 2005-06 school year.
• Data can be reviewed by the LEA to determine if
  any changes need to be made to a students LEP
  data.
• Changes must occur before the Fall clearinghouse
  reload (approx. November).

4
UALPA Update

• Testing all ELL
• 50 tested and answer documents returned to USOE
  by February 28
• 50 completed by April 30 (all testing is now
  complete)
• Scanning and scoring by MP in April and May

5
Linking IPT and UALPA

• Requirement
• Finding a way to measure progress between 2006
  (IPT) 2007 (UALPA)
• Problem
• Different tests
• Multiple forms of IPT
• IPT and UALPA
• Different students
• Different proficiency levels (A-E vs PEIAF)
• Different test constructs (social to academic
  language)
• Linking Options
• Double-test a sample of students this year
• OR
• Statistically link test scores across years

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Double-testing

• Advantages
• Able to have data for the same students on the
  two tests
• If the sample is representative, can be a strong
  link
• Disadvantages
• Considerable fatigue potential
• Incredibly difficult to obtain a sample
  representative enough for valid generalizations
• Multiple forms of IPT
• Additional expense of resources (time money)

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Statistical Linking

• Advantages
• Based on existing data sources
• non-intrusive and lower cost
• Includes all students - sampling not an issue
• Familiar methodology
• Disadvantages
• Not as strong as traditional equating methods
• Slightly harder to communicate

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The Bottom Line

• There is no perfect approach
• The essential question (i.e., how many students
  in each school made progress?) can be answered
  with either method
• Statistical linking has fewer threats to validity
  unless the double-testing method is almost
  perfect
• Double-testing presents a considerable burden
• TAC and PAC recommends
• Statistical Linking

9
Statistical Linking

• For 2006, determine the distribution of students
  in the proficiency levels
• Total of students at each level
• For example, A10 B30 C20 D15 E25
• For 2007, UALPA scores will then be distributed
  into the same proficiency levels with the of
  distributions as 2006
• Since the eventual UALPA and current IPT
  proficiency levels are not the same, the
  proficiency levels of A, B, C, D, E will be
  retained for 2007 (it is like converting between
  Celsius and Fahrenheit)

10
The 2007 UALPA scores with the same distribution
as the 2006 IPT scores.
2006 A B C D E 10 30 20 15 25

• 2007
• A B C D E
• 10 30 20 15 25

11
Statistical Linking

• Scores on 2007 UALPA will be translated and
  reported in terms of the IPT overall categories
  (A, B, C)
• Progress will the based on the number/percent of
  students moving proficiency levels.

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2008 UALPA Score P,E,I,A,F
2007 Transition UALPA Score A,B,C,D,E
2006 IPT Score A,B,C,D,E
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Validity of the Link

• Will be evaluated by replicating the statistical
  link for specific demographic categories
• Gender
• Ethnicity
• Grade level
• Native Language
• This replication should be similar for all groups
  (using an error band) for 2006 and 2007

14
Reporting 2007 UALPA Scores

• Overall scores will be reported using a UALPA
  scale score and the IPT proficiency levels.

UALPA Scaled Score 200----------------------------
--------------------------------------------------
-----300
A B C D
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Reporting 2007 UALPA Scores

• Modalities will be reported using raw scores
• Raw scores will include a band that will provide
  meaning and interpretation of the raw score
• e.g., Reading13 of 20 pts slightly above
  average for students scoring just at the B/C cut

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Reporting 2008 UALPA Scores

• The 2008 UALPA will be an improved test
• A standard setting will be held to establish the
  UALPA proficiency levels of P,E, I, A, F.
• 2008 UALPA scores will be reported using the
  UALPA scale score and the UALPA proficiency
  levels
• Scale Score Results will be immediate
• UALPA proficiency levels will be available after
  standard setting
• Progress can be determined using the 2007 and
  2008 UALPA scale scores

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IPT to UALPA Plan
2006 IPT Proficiency Levels
Progress
2007 UALPA Scaled Scores
2007 IPT/UALPA Transition Proficiency Levels
Progress
2008 UALPA Proficiency Levels
2008 UALPA Scaled Scores
Progress
2009 UALPA Proficiency Levels
2009 UALPA Scale Scores
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2007 UALPA Progress

• Progress will the based on the number/percent of
  students moving in the proficiency levels from
  one year to the next
• AMAO Targets will be revised to appropriately
  show progress

Juan, 2006 at B who in 2007 becomes a C (has
progressed) Maria, 2006 B 2007 B (has not
progressed)
19
(No Transcript)
20
UALPA DocumentsPre-prints

• 2006-07 school year A UALPA pre-print file is
  required from each LEA prior to UALPA testing.
• Bar coded labels will be returned to each LEA
• Answer Booklets and Test Documents acquired from
  USOE Assessment and Accountability

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UALPA DocumentsPre-prints

• Labels must be applied to the UALPA multiple page
  test/answer documents
• Students who are new to the country will need to
  be given an SSID number before the UALPA is
  administered to them.
• For new students, test documents must be
  hand-bubbled as they are not identified as LEP
  students in the LEA SIS.

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UALPA DocumentsPreprints

• The pre-print file definition will be the
  standard USOE specification also used for the
  CRT, DWA, Iowa and UBSCT.
• Districts may use the same pre-print upload
  website and process.
• Returned labels can be sorted in a variety of
  ways such as by school and/or grade upon district
  request.
• The scheduling of the pre-print uploads and the
  students included in the file will differ from
  processes done for other testing.

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Pre-print Model
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UALPA DocumentsPre-print Request

• Two possible procedures

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UALPA DocumentsPre-print Request

• Option 1 Request and stockpile labels one month
  at a time
• On a periodic basis (e.g., once a month) LEA
  submits a pre-print file to USOE containing
  records of returning LEA students who are to be
  tested. The pre-print file must be received by
  the USOE at least 10 working days previously.
  USOE will pre-print and FedEx the labels back to
  the LEA (two copies through February of 2007).
• LEA receives labels, applies labels to the
  appropriate test documents and administers the
  tests.
• First year ELLs, not in the SIS system, will
  have to have answer docs hand bubbled.
• Impact on LEA IT The LEAs SIS must be able to
  produce a pre-print file of just those LEP
  students that they want to assess. Likewise the
  SIS may need to be able to produce a list/report
  of those same students to aide in applying
  labels.
• Option 1 is recommended as an ongoing practice.

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UALPA DocumentsPre-print Request

• Option 2 Request and stockpile labels once a
  year
• LEA submits pre-print file prior to school years
  testing containing records of ELL. The file must
  be received by the USOE at least 10 working days
  prior to the first testing. USOE filters out all
  students except those indicated as being LEP
  students. The USOE prints and FedEx or UPS the
  labels back to the LEA.
• Upon receipt of labels, LEAs designated staff
  applies labels to appropriate test documents and
  administers the tests.
• First year ELLs, not in the SIS system, will
  have to have answer docs hand bubbled.
• This option easier technologically, but puts a
  bigger burden on LEAs where there is a large
  number of ELL. Not only will LEAs need to hand
  bubble a first year ELL students, but any student
  that moves into the district after labels are
  requested.
• Impact on LEA IT The LEAs SIS will need to be
  able to produce a list/report of students having
  a LEP identifier on a monthly basis.

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UALPA Documents Answer Document

• Answer sheets are booklets for all grade spans
• K Teacher records for all 4 modalities
• 1-2 Teacher records speaking modality scores.
  Students complete other three modalities in
  consumable booklet.
• 3-6, 7-8, 9-12 Teacher records speaking modality
  scores. Students complete other three modalities
  on answer sheet.

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Answer DocumentSpecial Codes

• Marking the Special Codes Box
• For not participating mark
• Officially withdrawn from school if the student
  is no longer enrolled in the school.
• ELL 1st year before 4/15 if the student is an
  ELL student and enrolled before April 15 of the
  current school year.
• ELL 1st year on or after 4/15 if the student
  is an ELL student and enrolled on or after April
  15 of the current school year.
• Home school if the student is educated in a
  home school setting.
• RT if the student refused to take the test.
• This should be marked in the "Office Use Only"
  section for each modality the student refused to
  respond to.
• Unknown student if the answer sheet was
  pre-printed for a student who cannot be
  identified as ever having been enrolled in the
  school.

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Answer Document Special Codes

• Marking the Special Codes Box
• For non-standard participation mark
• Accommodated (ELL, IEP, 504)
• Modified (IEP Team)
• UAA, Utah Alternate Assessment (IEP Team)
• OTHER
• ELL First Year in U.S. Before April 15
• If Accommodated is marked please identify
  specific accommodations (up to 3) in the new
  Accommodations box.

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UALPA DocumentsAnswer Document

• Test administrator/proctor will mark the
  following circles for each modality where
  applicable if
• student/parent refuse testing (mark RT)
• student reaches frustration level
  (mark FL)
  

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Reporting New Students - UALPA

• Each LEA will need to record new students being
  tested on the UALPA in a spreadsheet since not
  all their demographics (e.g. parent language)
  will be in an all-student file.
• New students must be given a SSID for
  identification purposes, before the UALPA is
  administered.
• Each LEA manually records demographic and IPT
  scores for new students who are placed as LEP
  students in the 06-07 school year
• The spreadsheet format will be specified by
  Measured Progress. The columns for the
  spreadsheet must include at least student SSID,
  name, LEP code (A, B, C, D, E), grade, home
  language, and parents language, gender,
  ethnicity and instruction type.

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Reporting New Students - IPT

• LEA submits IPT spreadsheet of new students to
  USOE
• LEA must maintain the spreadsheet on new LEP
  students as there is no USOE warehouse record for
  these students in April and there will not be
  until the end-of-year (July) load of the
  clearinghouse data.
• Separate LEA spreadsheets will be combined into a
  state file and student records matched to their
  UALPA test record.
• In June 2007 Measured Progress will provide
  student level UALPA test records, identified by
  SSID, for import into the USOE data warehouse
  where it can be joined to other education records
  for that student.

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Reporting New Students
SSID Name IPT level Ethnicity Gender Primary Lang. Parents lang. Grade Instruction type


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Scoring and Scanning2006-07

• For the 2006-07 UALPA administration, Measured
  Progress will Score and Scan the test.

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Scoring and Scanning2007-08

• Beginning in 2007-08, USOE will be responsible
  for the scanning, scoring and reporting process.
• LEAs will need to submit batches of test
  documents frequently to ensure that a students
  scores are received back at the LEA in a timely
  manner. If received before noon on Friday, USOE
  Computer Services will score and report test
  batches by the end of the day they are received.
• USOE Computer Services will make scores available
  electronically, in printable report format, in
  Excel spreadsheets or as text files.

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Scoring and Scanning2007-08

• For each scanning/scoring run
• a standard USOE all-students file is required
• File must include all the students enrolled in
  the LEA during the time period tests to be scored
  were administered.
• This file uses the same file definition as the
  pre-print file
• Due to the frequency of submissions, the LEA may
  just include returning ELL students and students
  being tested for ELL placement in these
  all-students files.

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Scoring and Scanning2007-08

• Impact on LEA IT
• The LEAs SIS must produce frequent all-student
  files
• Files may need to be limited to just ELL
  students
• Recording returned scores (depends on LEA needs
  and operating procedures)
• SIS will also need to have an import program for
  scores and a place in its database to store those
  scores
• OR
• LEA staff will use a SIS data entry Window
  through a manual process to enter the data one
  student at a time.

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Scoring Model
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Code Conversions

• Conversion of codes from IPT to UALPA must be
  done by the beginning of the 2007-2008 school
  year.
• Codes being converted IPT (A, B, C, D, E) to
  UALPA (P, E, I, A, F).
• Each LEA SIS must have a conversion program run
  to cross-walk at least all current LEP level
  codes from the old IPT code set (A,B,C,D,E,O) to
  the new UALPA set. The program will convert A to
  P, B to E, C to I, D to A, and E to F. More
  information will be provided to LEAs after the
  scoring of the 06-07 UALPA

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Code Conversions

• Options
• Convert LEP codes in all database fields to the
  new code set allowing all the B codes in the old
  set to become E codes in the new set.
• Do not convert the historical codes, so one can
  explicitly tell what code was used in the years
  prior to 2006-07. Enter new codes in for
  students, upon receipt of UALPA results

41
Reporting

• 2006-2007 school year reports still need to be
  defined by USOE Assessment and Accountability
  section with input from the UALPA Advisory
  Committee, TAC, PAC and Contractor.
• Future years The UALPA score/results files will
  all be electronic for timeliness. This applies to
  reports whether they are printable or are to be
  imported into an SIS database.

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Clearinghouse submissions (Districts to State)

• The clearinghouse requirements for LEP data will
  not change except
• Oral, Reading and Writing Grades will be removed
  and the LEP code will come from the P,E,I,A,F,O
  code set (beginning 2007-08) .
• The new LEP proficiency level code submitted via
  the clearinghouse will only be used to indicate
  whether or not the student is an LEP student.
• The LEP code determined by the UALPA test and
  stored in the USOE Assessment UALPA database is
  the authoritative LEP code not the code reported
  via the clearinghouse.

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Clearinghouse submissions (Districts to State)

• By 2008 the UALPA database LEP code will also be
  used to validate the LEP Instruction Type code
  reported in the clearinghouse record.
• In the spring of 2007, the Assessment UALPA
  database may not have results of all UALPA tests
  in time for the clearinghouse Instruction Type
  validation in May and June. In this event the
  USOE will depend on the clearinghouse LEP level
  code for Instruction Type validation.

44
Clearinghouse submissions (Districts to State)

• After the data populates the Assessment UALPA
  data, any student found by the system to have an
  Instruction Type without a legitimate LEP code
  (P,E, or I), the system will set that Instruction
  Type code field to blank.
• If the LEP code of the student is P,E or I and
  there is no Instruction Type, a default
  Instruction Type will be inserted into that
  field.

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Materials

• Requests
• Use the order form to request necessary testing
  materials.
• Remember The UALPA will be changed for
  improvements, so do not over order. Also,
  students will not be testing at the same time, so
  you will not need one for every student.
• Flip charts are one per administrator (not one
  per student)
• Materials are to be stored at the District
  level.

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Materials

• Packaging
• As per district requirements.
• There are no predetermined distribution sets
• After all tests are completed
• Districts will sign off on administration and
  secure destroy testing materials.

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Training

• October 5th - 830 to 12 (Salt Lake City)
• October 19th - 2pm 5pm (Nebo)
• October 25 - 8.30 to 12 (Richfield)
• At this time there has been no interest shown in
  this last training place or time. If there are no
  requests today, then this one will be canceled.
• Training is for district teams of 3-4 people.
• Trained district members will be able to train
  additional personnel within their district.

48
Assessment Directors Meeting
49
September State Board Meeting

• Secondary School Completion and Diplomas R277-705
  Amendment
• Adult Students not required to take UBSCT
• No provision for upgrading diploma
• Final approval October 6 Board Meeting

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September State Board Meeting

• Private School, Home School, Electronic High
  School (EHS), and Bureau of Indian Affairs (BIA)
  Student Participation in Public School
  Achievement Tests R277-604-1
• Approved
• Private School Students MAY participate
• Payment in advance for assessment costs to USOE
• Payment in advance for administration costs (LEA)
• Participation under the supervision of LEA

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September State Board Meeting

• Private School, Home School, Electronic High
  School (EHS), and Bureau of Indian Affairs (BIA)
  Student Participation in Public School
  Achievement Tests R277-604-1
• Approved
• Home School Students SHALL be allowed to
  participate
• Must be enrolled in at least one course in public
  school
• Costs the same as public students
• Participation under the supervision of LEA

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September State Board Meeting

• Private School, Home School, Electronic High
  School (EHS), and Bureau of Indian Affairs (BIA)
  Student Participation in Public School
  Achievement Tests R277-604-1
• Approved
• Electronic High School students MAY participate
• Must be enrolled in at least one course in public
  school
• Costs the same as public students
• Participation under the supervision of LEA

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September State Board Meeting

• Private School, Home School, Electronic High
  School (EHS), and Bureau of Indian Affairs (BIA)
  Student Participation in Public School
  Achievement Tests R277-604-1
• Approved
• Bureau of Indian Affairs (BIA) students
• Costs the same as public students
• Participation under the supervision of LEA

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September State Board Meeting

• Assessment Participation and Accommodations
  Policy
• Approved
• Final Copy available at www.usoe.org

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CRT Testing Consistency

• Classroom sets of booklets
• Test booklets may be compromised
• Decreased bulk and costs
• Or
• Test booklet for each student
• Supported by best practices
• Students can practice in tests what they have
  learned in the classroom (e.g. highlighting key
  words, etc.)
• Test administrator proctors must make sure that
  each student receives his/her own booklet on
  subsequent test days
• Greater cost

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UBSCT

• Beginning October 2007
• October Administration will be pre-equated
• Quick return of results

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UBSCT

• 2006 October Administration
• Pre-printed answer sheets
• Data from February 2006 Results
• Test Administration Manual
• Not posted to website
• Distributed with all other materials
• Site Coordinators Preparation Guide
• Posted to website
• Distributed with all other materials

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Item Development
59
Guiding Rules

• Pose a clear question or problem in the stem and
  contain as much of the item as possible.
• Write it as a question.
• Avoid use of tricky and ambiguous questions.
• Avoid use of negatives such as none or not. If
  they must be used they will be bolded.

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Guiding Rules

• Use alternatives that are grammatically related
  to the stem.
• List options in ascending or descending order.
• Align questions to each core.
• Preferably put the word in the stem when testing
  for knowledge of a term and place alternative
  definitions in the response alternatives.

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Guiding Rules

• Example
• Which definition identifies a cube?
• A. a shape with three sides.
• B. a repeating pattern of circles.
• C. a shape with 6 square faces.
• D. a location on a map.
• Use appropriate vocabulary
• Age Core Italicized words

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Item Writing Baird, H. (1997). Performance
Assessment for Science Teachers. SLC, UT USOE.

• Rate the following questions
• 1. An acute angle is
• A. greater than 90 degrees.
• B. exactly 90 degrees.
• C. less than 90 degrees.
• 2. What is the measure of an acute angle?
• A. greater than 90 degrees.
• B. exactly 90 degrees.
• C. less than 90 degrees.
• 3. Bryan and four friends are going to the Jazz
  game. Each ticket cost 15.00 plus popcorn and
  treats are 4.00. How much will it cost for them
  to attend the game?

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Item Writing

• Rate quality of the following stems
• 4. Which of the following is not a right angle?
• 5. Which of the following is not a right angle?
• Notice the difference in the distracters
• 6. How many legs do spiders have?
• A.  6 A. 3
• B. 4 or B . 4
• C.  3 C. 6
• D.  8 D. 8

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Dos and Donts of Item Writing

• Avoid use of wordy stems.
• Avoid use of verbal clues such as a, an.
• DO NOT use response alternatives such as "none of
  the above," "none of these," "both (a) and (c)
  above," or "all of the above.
• Avoid content that adversely or advantages a
  specific group of students.

65
Evaluate Items

• An equation will always have an
• A. divide symbol.
• B. subtract sign.
• C. equal sign.
• D. multiplication fact.
• What symbol is present in every equation?
• A. Addition sign
• B. Equal sign
• C. Subtraction sign
• D. Multiplication sign

66
Creating Distractors

• The distractors should be of equal length or
  parallel.
• Each distractor should be independent so as not
  to give clues to answer another alternative.
• All distractors should be written so that they
  are all plausible to the less informed student.

67

• Jill is baking cookies. The recipe calls for ¾
  cups of white flour per dozen. How much flour is
  needed to make 3 dozen cookies? Simplify.
• 14/24 of a square foot
• 1 ½ cups
• 4/7 of a square foot
• 8/14 of a square foot
• Key
• Grade
• x.y.z / a.b

68

• Which problem would best be solved using
  estimation?
• 56 percent of 957
• 13 percent of 236
• 901 32
• 47 17
• Key
• Grade
• x.y.z

69
Focus Areas

• Rigor
• Alignment
• Item Writing Guidelines
• Dos and Donts
• Distractor Guidelines

70
Computer Based Testing
71
CBT

• Pearson Educational Measurement
• Compensation
• Current Commitment
• Improved system
• Advisory Committee
• Intermediate Algebra
• 100 CBT?
• More than multiple choice

72
U-PASS High School Task Force
73
U-PASS Purpose

• To identify schools in need of assistance to meet
  state standards
• This is a minimum competency goal. It will be
  important to keep this in mind as we consider
  what values are reflected in the model.

74
2006 Milestones

• April 2006
• Meeting to review designs and make decisions
• May July
• Draft business rules
• September Assessment Directors Meeting
• Review design and business rules
• September October
• Finalize model
• USOE run all of the schools through the business
  rules
• Districts may replicate analyses in their
  districts
• USOE run multiple scenarios for status/progress
• November 14Task Force Meeting!
• Meeting to review and clean up the business
  rules
• Review data and the multiple scenarios
• Make initial decisions for status progress

75
2007 Milestones

• January - February 2007
• USOE Rerun all reports and fix all business rules
• Districts replicate the rules for their districts
  
• March 2007Task Force Meeting!
• Meeting to review data and business rules
• Final planning meeting to approve business rules
  and cutscores
• April 2007
• Develop initial school designations
• Meeting for districts to review all school
  designations
• Make any final adjustments to business rules and
  calculations
• July 15
• Run all AYP/U-PASS/AMAO Reports
• August 15
• Release all U-PASS to districts for 30 day review
• September 15
• Release Accountability reports to the public

76
General Principles

• Multiple indicators
• Should not overwhelm schools data capacity
• Compensatory framework
• Every group should be required to meet status or
  progress

77
Subgroups

• The same approach for holding subgroups
  accountable (aggregate subgroup) in the 3-8
  system will be used in the high school system as
  well

78
Participation

• Will be calculated using
• UBSCT/UAA - 10th graders attempting all 3
  subtests (or UAA all 10th graders)
• Math Science CRTsall CRT test takers/all
  students enrolled in CRT courses
• Language Arts CRTs All CRT test takers/all
  students enrolled in each grade
• DWAall students tested/all 9th graders

79
HS Status Components

• 10th grade UBSCT scores
• reading, writing, math
• CRTscounting all those scores earned by
• ELA--9, 10, 11
• Math CRTsElementary Algebra, Geometry
• (Intermediate Algebra beginning in 2008)

80
HS Status Components

• Three Science Options (Earth Science, Biology,
  Chemistry, Physics)
• Option 1
• All 9th 10th grade Science CRTs would count
• Only the 11th grade CRT for students who did not
  take the science CRT in both 9th and 10th (i.e.,
  for the kids who have not received the 2 credits
  by 11th grade, their 11th grade science CRT will
  count)
• Denominator 11th graders and below with 2 CRT
  credits or fewer
• Option 2
• All 9th, 10th 11th grade Science CRTs would
  count
• Denominator - all students enrolled in a science
  course
• Option 3
• All Science CRTs would count
• Denominator all students enrolled in a science
  course

81
HS Status Components-2

• DWA9th grade
• Graduation/completion rate
• Attendance (18 or more absences/year)

82
HS Status Components-2

• Math Coursesfull year credit for 9th and 10th
  grade students enrolled in a non CRT course once
  the students have completed Algebra, Geometry,
  (Intermediate Algebra).
• Students earning credit/(total number of students
  enrolled in 9th and 10th grade)-(number of
  students enrolled in CRT classes in 9th and 10th
  grade)
• A non CRT course is defined in the current list
  of math courses, but USOE will have to list all
  the eligible courses beyond Intermediate Algebra

83
UBSCT Status

• The denominator will be all 10th graders in the
  school
• The numerator will be the count of students
  passing the first administration

84
Graduation rate

• How should it be weighted with other
• U-PASS elements
• How should it be calculated?

85
Graduation rate weightingOptions

• 10 of total score
• 10 50 of total score
• Similar to Participation minimum requirement
• After status is calculated
• Can add points to a schools status score
• Can add and subtract points to a schools status
  score

86
Graduation rate - calculation

• Same as AYP
• Develop a new calculation

87
Graduation rate

• Is there a way to more accurately determine the
  graduation rate for a school?
• Is there a more accurate way to track students
  dropping out or moving toward graduation?

88
Graduation Attribution Questions

• Should a sending school be responsible, to any
  extent, for whether a student graduates or drops
  out?
• If yes, for how long after leaving the sending
  school?
• Should a receiving school be responsible, to
  any extent, for whether a student graduates or
  drops out?
• If yes, after what period of enrollment does
  responsibility begin?
• Who is responsible for whether or not a student
  graduates or drops out if a time gap results from
  the two answers above?

89
Proposals for Incorporating Graduation into
UPASS

• The difference method
• The minimum threshold method
• ?

90
The Difference Method

• Set an ambitious graduation rate target (e.g.,
  85) and be willing to raise it after a number of
  years (e.g., 90)
• Compute the difference between the schools
  graduation rate and the target (85)
• Subtract (or add) this difference score to the
  overall status score
• Perhaps only add as an incentive
• Perhaps only add or subtract points if the school
  is x points from the target (e.g., 1 SE)

91
The minimum threshold method

• Calculate the most accurate graduation rate
  possible given the current data system
• Graduation should count at least 10-15 for all
  schools
• A threshold will be established that will serve
  as a minimum graduation requirement that all
  schools must meet (and subgroups?) in order to
  pass

92
Graduation rate weightingOptions

• 10 of total score
• 10 50 of total score
• Similar to Participation minimum requirement
• After status is calculated
• Can add points to a schools status score
• Can add and subtract points to a schools status
  score

93
Graduation rate - calculation

• Same as AYP
• Develop a new calculation

94
Status Computation Proposal

• Content and attendance subtotal
• Mathematics30
• ELA30
• Science30
• Attendance10
• UAA added into appropriate content areas
• Graduation calculation
• Depends on decision about calculation and
  weighting

95
Mathematics

• UBSCT Math25
• CRT and course scores will be added together for
  a single score and will count 75 of the math
  score

96
ELA

• With a 9th grade
• UBSCT (reading and writing weighted equally)25
• ELA CRTs65
• DWA10
• Without a 9th grade
• UBSCT (reading and writing weighted equally)25
• ELA CRTs75

97
Science

• CRT scores100

98
Growth components

• ELA
• longitudinal growth from grades 8-11
• For Science and Math
• Use previous grade scores as a pretest for the
  CRT
• For UBSCT
• The difference between initial pass rate and
  ultimate pass rate

99

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