Elizabeth Burmaster, State Superintendent

1
No Child Left BehindAct of 2001Implementation
of thereauthorized ESEA in WisconsinOverview

• Elizabeth Burmaster, State Superintendent
• Wisconsin Department of Public Instruction
• September/October 2003

2
Titles
3
Funding for WI Schools
4
Requirements
Single Statewide Accountability System
Testing
Adequate Yearly Progress
More Data Collection and Reporting
Highly Qualified Teachers
5
Testing

• Beginning 2005-06, test 3-8 and once in high
  school in reading and math based on state
  standards
• Broad-based standards that cut across the grade
  level
• We are developing grade level indicators in
  grades 3-8 and grade 10
• These grade level indicators will be the basis
  for assessments in 2005-06

6
Testing
Wisconsin Alternate Assessment for Students with
Disabilities (WAA-SwD)

• Sandy Berndt
• [phone]
• http//www.dpi.state.wi.us/dlsea/een/assmt-waa.htm
  l
• DPI Toll-free 1 [phone]

7
WAA Pre-Requisite English (WAA-LEP)
Testing
Tim Boals [phone] DPI Toll Free 1 (800)
441-4563 http//www.dpi.state.wi.us/dlsea/equity/
biling.htmlwaalep
8
Testing
National Assessment of Educational Progress (NAEP)
States who receive Title I funding must
participate in state NAEP in reading and
mathematics at grades 4 and 8 every two years.
State participation in other state NAEP subjects
(i.e. science and writing) remains voluntary.
9
National Assessment of Educational Progress (NAEP)
Testing
NAEP Testing Window January 27 -- March 7,
2005 NAEP Assessments in reading and mathematics
at 4th and 8th grades NAEP Coordinator Bob
Kohl 608-267-1281 robertkohl_at_dpi.state.wi.us
http//nces.ed.gov/nationsreportcard/about/state.
asp
10
Adequate Yearly Progress
Federal Performance Goals

• By 2013-14, all students proficient or better in
  reading and math.
• All LEP students proficient in English and in
  reading and math.
• By 2005-06, highly qualified teachers.
• All students educated in safe and drug-free
  learning environments.
• All students will graduate from high school.

11
Adequate Yearly Progress
Proficient by 2013-14 100
61
Accelerated annual gains beginning 2010-11
Percent Proficient/Advanced
37
Starting point 2001-02
12
Adequate Yearly Progress
Annual Measurable Objectives
Proficient/Advanced
13
Adequate Yearly Progress
Determining Adequate Yearly Progress

• Test Participation (95 )
• Other Indicator
• Attendance rate for elementary
• and middle school
• Graduation rate for high school
• Reading
• Math

14
Adequate Yearly Progress
Determining Adequate Yearly Progress

• Test Participation (95 )

Minimum cell size
Determine whether 95 of students enrolled were
tested in each subgroup meeting minimum cell size.
15
Adequate Yearly Progress
Determining Adequate Yearly Progress

• Test Participation (95 )

Minimum cell size
Determine whether 95 of students enrolled were
tested in each subgroup meeting minimum cell size.
If minimum cell size is NOT reached, the 95
participation rate requirement does not apply.
16
(No Transcript)
17
Adequate Yearly Progress
Determining Adequate Yearly Progress

• Other Academic Indicator

• At the elementary or middle school level, 85
  (90 of the current statewide average) or growth
  in attendance rate.
• At the high school level, 82 (90 of the current
  statewide average) or growth in graduation rate.

18
(No Transcript)
19
Adequate Yearly Progress
Determining Adequate Yearly Progress

• Academic Achievement Indicators
• Reading IV. Math

Minimum cell size
Determine if the number of students enrolled for
a full academic year (FAY) meet the minimum cell
size in each subgroup.
20
Adequate Yearly Progress
Determining Adequate Yearly Progress

• Academic Achievement Indicators
• Reading IV. Math

If minimum cell size is NOT reached...
All students
Roll 2 years of data together
Still not reached?
Roll 3 years of data together
Still not reached?
Individual review.
21
Adequate Yearly Progress
Determining Adequate Yearly Progress

• Academic Achievement Indicators
• Reading IV. Math

If minimum cell size is NOT reached...
In any subgroup
roll up to district level
22
Adequate Yearly Progress
Determining Adequate Yearly Progress
Determine if each subgroup meeting the minimal
cell size has met the objective in reading and
math.
100
61
37
(Percent Proficiency)
23
(No Transcript)
24
One more chance
Adequate Yearly Progress
Safe Harbor (if needed) both steps are
required Step 1 Percentage of FAY students
not proficient must be reduced by at least 10
from prior year. Step 2 Meet additional state
criteria or growth. For all students criteria is
H.S. Graduation or Attendance. For all other
subgroups criteria is Science.
25
Reading
26
The identification
Adequate Yearly Progress
Missing AYP two consecutive years on the same
objective Test Participation Other
Indicator Reading Mathematics Schools
SIFI Districts DIFI
27
(No Transcript)
28
2002-03 Summary of Preliminary Data
Adequate Yearly Progress
Schools 68 schools in sanction status (SIFI) 110
schools did not make AYP in 2002-03 Districts 26
districts and 4 charter LEAs did not make
AYP Over half missed on Test Participation only
29
Adequate Yearly Progress
What happens if we dont make AYP?
30
More Data Collection and Reporting

• Individual Student Enrollment System
• WINSS School Improvement Resources

31
More Data Collection and Reporting

• Individual Student Enrollment System

• Phase 1 Student number locator system (July
  2004)
• Phase 2 Submission of data to DPI (October
  2004)

32
More Data Collection and Reporting
WINSS School Improvement Resources
33
(No Transcript)
34
(No Transcript)
35
(No Transcript)
36
(No Transcript)
37
(No Transcript)
38
(No Transcript)
39
(No Transcript)
40
(No Transcript)
41
(No Transcript)
42
The School Improvement Planning Tool Framework
More Data Collection and Reporting

• The Characteristics of Successful Schools
• The CESA Data Retreat Model

43
Benefits of the School Improvement Planning Tool
More Data Collection and Reporting

• Allows continuous planning
• Research based planning process
• Plan meets federal requirements for schools
  identified for improvement

• Comprehensive on-line data
• Enhances data retreats
• Flexible, easily edited and shared

44
(No Transcript)
45
Help!
More Data Collection and Reporting

• Most steps have a help box with suggested ideas
  for completing the step
• They contain activities, worksheets and other
  helpful resources

46
Additional Features
More Data Collection and Reporting

• Reflection Questions
• Plan Manager
• Download Feature

47
(No Transcript)
48
Key Web Addresses
More Data Collection and Reporting

• DPI Homepage www.dpi.state.wi.us
• WINSS Homepage www.dpi.state.wi.us/sig/index.html
  
• School Improvement Planning Tool
  www.dpi.state.wi.us/sig/improvements/tools.html

49
For More Information on WINSS
More Data Collection and Reporting

• Contact
• Mary Kleusch, Consultant
• Department of Public Instruction
• 608-266-7051
• mary.kleusch_at_dpi.state.wi.us

50
Teacher Quality

• all teachers hired after January 8, 2002 and
  teaching in a program supported by Title I funds
  be highly qualified and all teachers teaching
  core academic subjects are to be highly
  qualified by 2005-06.
• Core academic subjects means English, reading or
  language arts, mathematics, science, foreign
  language, civics and government, economics, arts,
  history, and geography.

51
Teacher Quality
Who are considered highly qualified?
High Objective Uniform State Standards
of Evaluation
52
Teacher Quality
Who are considered highly qualified?
HOUSSE
Elementary teachers not new to the profession
Teachers new to the profession
Middle and Secondary teachers not new to the
profession
53
Teacher Quality
Who are considered highly qualified?

• Teachers on emergency licenses
• Enrolled in a state approved alternative teacher
  training program
• Receive high quality professional development
  before and while teaching
• Receive mentoring while teaching

54
Paraprofessionals

• All Title I paraprofessionals newly hired after
  January 8, 2002 must have
• at least 2 years of higher education or an
  associates degree or
• passed formal state or local tests/assessments
  designed to demonstrate knowledge and ability in
  certain subject areas.
• All Title I paraprofessionals hired before
  January 8, 2002 must meet the above requirements
  by the end of the 2005-06 school year.

55
Paraprofessionals

• Paraprofessional Assessment System
• Must have 2 out of 3 to be highly qualified

Interview
Test
Performance
56
Paraprofessionals

• Resources

• Assessment Guidelines http//www.dpi.state.wi
  .us/dpi/esea/pdf/paraguid.pdf
• Q A http//www.dpi.state.wi.us/dpi/esea/bul_0302
  .html

57
Odds and Ends

• Parent Notification
• Military recruitment
• Unsafe school choice
• School prayer certification

58
How to keep informed

• DPIs NCLB Web site (http//www.dpi.state.wi.us/
  dpi/esea/index.html)
• DPIs Office of Educational Accountability Web
  site
• (http//www.dpi.state.wi.us/oea/index.html)
• WINSS Web site
• (http//www.dpi.state.wi.us/sig/index.html)
• USED Web site
• (http//www.ed.gov)
• Access to DPI staff
• (http//www.dpi.state.wi.us/dpi/esea/pdf/contacts.
  pdf)