1. BIE Accountability: Adequate Yearly Progress
Brian W. Bough
Sauk-Suiattle Indian Tribe
Education Research Analyst
Bureau of Indian Education
Division of Performance and Accountability

2. Overview of BIE
The BIE serves 44,000 students in 173 schools with academic programs and 12 dormitory-only facilities on or near 64 reservations across 23 states.
It is responsible for two post-secondary education schools, Haskell Indian Nations University (HINU) in Lawrence, Kansas, and Southwest Indian Polytechnic Institute (SIPI) in Albuquerque, New Mexico.
Approximately seven percent of American Indian/Alaska Native students attend schools administered by the Department of Interior’s (DOI) Bureau of Indian Education (BIE) supported schools.

3. Elementary and Secondary Education Act (ESEA): No Child Left Behind Act
Emphasized measurement and transparency to hold schools accountable for student performance on tests
Designed to inform parents about school performance and to offer parents choices about where their students could be educated
Requires that all students and sub-groups be held to the same standards of achievement
Outlined requirements for standards and assessments for states
Mandated that all students perform at 100% proficiency on Mathematics and Reading tests by 2014
The BIE judges whether a school is making Adequate Yearly Progress as measured by the performance indicators

4. BIE Implementation
25 CFR is the result of Negotiated Rulemaking Process for BIE implementation of NCLB
Negotiated Rulemaking required the BIE to determine AYP using state standards for the state in which the school is located
25 CFR and NCLB both require the BIE to make school-level AYP determinations (as opposed to district-level determinations)
NCLB requires schools to meet all AYP indicators in order to be judged as Making AYP
US Department of Education requires that the BIE verify assessment data used in NCLB determinations and BIE reporting to ED

5. Limited English Proficient
Indicator
All Students
Limited English Proficient
Special Education
Mathematics
(Achievement)
AMO
(Participation)
95%
Reading or Language Arts
Science
Administered
Attendance (K-8)
Target or Improve
Graduation (9-12)
Definitions
Arizona
New Mexico
Utah
Minimum N (FAY)
40 per grade
25 per school
10 per sub-group
Full Academic Year
Enrolled in First 10 Days of the School Year
Enrolled In All Four Census Periods
Enrolled 160 Days Prior to Testing
Confidence Interval
Attendance Target
(FAY and Non-FAY)
90%
92%
93%
Graduation Target
71%
52%
85%

6. Arizona Annual Measurable Objectives (Averaged Across Grades)

7. New Mexico Annual Measurable Objectives (Kindergarten through High School Configuration)

8. Utah Annual Measurable Objectives
High School
Grades 3-8

9. SY AYP Determinations Arizona, New Mexico, and Utah Disaggregated by Tribally-Controlled and Bureau-Operated Schools
Percent of schools making AYP within the category

10. Bureau Trends in AYP
Percent of schools making AYP, tribally-controlled versus BIE-operated

11. Student Performance on Assessments Percent Proficient or Advanced

12. Unintended Consequences
State standards are not designed for BIE schools (nor should they be)
AYP determinations, like state assessments, are not comparable across state lines
BIE makes decisions on grants and school improvement plans based on AYP determinations
Program implementation success is difficult to assess
BIE lacks a consistent definition of what accountability means that is applied to all BIE-funded schools

13. Discontent with NCLB
“Current law also sets annual targets for proficiency and mandates that every student meet those goals by Today, almost 40 percent of America's schools are not meeting their goals and as we approach the 2014 deadline, that number will rise steeply.
“In fact, we did an analysis which shows that -- next year -- the number of schools not meeting their goals under NCLB could double to over 80 percent -- even if we assume that all schools will gain as much as the top quartile in the state.
“So let me repeat that: four out of five schools in America may not meet their goals under NCLB by next year.”
--Arne Duncan testimony before Congress, March 9, 2011

14. Waiting for Reauthorization
Montana has opted-out of increases in the AMO
More assessments, less assessment?
Common Core Standards
Local Standards
Changes in assessments
Teacher Accountability
BIE Accountability System: Integrating Assessments with Curricula

15. Vision Accountability system is meaningful
Accountability system is consistent across BIE
Accountability system, course standards (curricula), and assessments are all aligned
Intervention in curricula and instruction are well-defined
DPA serves as a comprehensive statewide system of support for schools on matters of program implementation and school improvement