Accounting for the Progress of All Students

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Accounting for the Progressof All Students
Dawn McGrath, ISTAR Director dmcgrath_at_icantech.com
www.ICAN.doe.state.in.us
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ACCOUNTABILITY
NCLB
IDEA
Accountability to the INDIVIDUAL
Accountability to the SYSTEM.
School Performance Individual Progress
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ACCOUNTABILITYto Whom?

• The Federal Government
• The State Government
• The Tax Payers
• The Local Businesses
• Higher Education
• The Student

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Guiding Principles

• All children can learn.
• With scientifically-based supports, all
  children can be successfully challenged.
• It is expected that all children will make
  educational gains.

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Machine Theory
PUNISHMENT INCENTIVES
College- Bound Citizens
Children and Money
RULES INSPECTIONS
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• How can my exceptional learner benefit from
  standards when her needs are so unique?

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Why do we have standards?

• To clarify the intended results of schooling for
  all audiences
• To guide academic rigor and high expectations for
  student learning
• To provide academic continuity and equal
  opportunity for students
• To provide a clear set of expectations for
  assessment
• To establish criteria for a meaningful
  accountability system
• To define the knowledge and skills teachers need
  in order to provide quality instruction

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High Standards

• Indiana Academic Standards
• Standardized Tests
• Criteria to meet Standard
• School or Student Performance

Up With Low
Go Low
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What are IndianaAcademic Standards?

• Standards give educators and communities
  guidance in identifying what students must know
  and do.

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ISTAR sample report
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Learning Cycle
Indiana Academic Standards
Methods of Instruction
Student Learning
Federal and State Reporting
Assessment Vehicle for measuring growth in
standards
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Regulating Progress
SpEd
G/T
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Examples of authentic assessment
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Comparisons of consecutive years
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Blue line is average expected progress, one grade
each year. Pink connected dots are average ISTAR
scores for those eligible in 2004. Black
represents students in the 2 study from fall
2005.
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9
8
7
6
5
4
3
2
1
K
F2
F1
B2
B1
3
5
7
8
4
6
9
10
GRADES
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Determining WHICH Assessmentis appropriate
General Assessment
Alternate Assessment
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How ISTAR counted in the Fall of 2003 and 2004
Passing ISTEP
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(Curve theoretically represents abilities of a
population)
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Stanine Scores
Is there a reason to compare special needs
students to other special needs students?
?
No Pass
Pass
Pass
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ISTAR Results 2005
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Passing ISTEP
Eligibility Determination
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counted as proficient In 2005
counted as basic In 2005
(Curve theoretically represents achievement of
special education students)