1. ASSESSMENT AND ACCOUNTABILITY UPDATES Division of Accountability Services Office of Evaluation, Strategic Research and Accountability (OESRA) & Office of Standards and Assessment (OSA) Winter 2015 SLIP Conference

2. Overview of Today’s Presentation 1% Cap Waiver & Appeal Process Accountability Systems in Transition WIDA Assessment and Exceptions (World-Class Instructional Design and Assessment for English Learners)

3. 1% MI-ACCESS PROFICIENCY CAP & EXCEPTIONS Important Information for the 2014-15 School Year

4. What is the 1% Cap for MI-Access? In compliance with federal policy, the MDE must cap the percent of proficient student scores to 1% by content area for students taking the MI-Access. What this means is that only 1% of students who take the MI-Access and score in the proficient range will actually be counted as proficient for Scorecard purposes, the rest are counted as not proficient (again, even though they scored in the proficient range). *Please note that this does NOT impact participation rates on Scorecards and that schools and districts should always select the most appropriate assessment program for the individual student with an IEP.

5. What Does the 1% Cap Impact? Impacted by 1% Cap: Assessment Proficiency Rates on Scorecards Only 1% of students who take the MI-Access and score in the proficient range will actually be counted as proficient for Scorecard purposes, the rest are counted as not proficient. NOT Impacted by 1% Cap: Assessment Participation Rates on Scorecards All students with valid MI-Access tests will be considered as “tested” for participation purposes on Scorecard regardless of “cap space.” Top-to-Bottom School Ranking

6. Who Does the1% Proficiency Cap Impact? Districts with larger percentages of students taking an assessment from the MI-Access portfolio, may need to exceed the 1% cap to count more of their proficient students as proficient for Scorecard purposes. Federal rules require that the MDE provide an application process for districts to request to exceed the 1% cap for students taking alternate assessments up to an additional 1%. This is called the 1% Cap Exception Application.

7. How do we Anticipate a Need to Exceed the 1% Cap? The 1% cap will be computed by taking no more than one percent of the district headcount enrollment (Spring 2015 for grades 3-8 and 11) at the grade levels in which students are assessed by content area. Estimate your 1% cap limit! If the number of students taking the MI-Access exceeds 1% of the all-student district headcount enrollment in the grades relevant for the content area, then the district would likely wish to exceed the 1% MI-Access cap and want to apply to be able to do so.

8. Estimating Your 1% Cap Estimating the ELA 1% Cap for the ELA Content Area: District has 1000 students enrolled in grades 3 through 8 and 11 (These are ALL STUDENTS in those grades, not just SE/MI-Access) For the ELA content area proficiency cap: 1% of 1000 students = 10 students 1% Cap is 10 Students! What does a 1% Cap of 10 students mean in this example? This means 10 MI-Access students that scored proficient are able to count as proficient toward scorecard districtwide already, WITHOUT EXCEEDING THE 1% CAP. …But what if that district assesses 20 students with MI-Access and ALL 20 are PROFICIENT? 10 Students will count as proficient and 10 as not proficient on the Scorecard. …But what if the district has an approved 1% Cap Exception Application? If the district has an approved application AND appeals during Preliminary Scorecard window (summer, annually) to have 1% cap exception applied and the appeal is relevant, an additional 1% is applied to set cap at 20 students. 1% cap = 10 students, additional 1% = 10 students for a total allowable of 20 students. Say, all 20 students are proficient on MI-Access: all 20 would then be able to count as proficient on the scorecard.

9. Visual Example of Capped MI-Access Proficiency: District has 100 students enrolled in grades 3-8 & 11 and 10 take MI-Access and ALL 10 were proficient… Outcome: Parents and Schools receive reports about their proficient students. The district’s cap is 1 student since the total district enrollment is 100 in grades 3-8, 11. Outcome: Only 1 student counts as proficient within the 1% cap for Scorecard purposes. The 9 others count as not proficient for Scorecard purposes. (This is an EXTREME example.)

10. Separate 1% Caps are Computed for Each Content Area Included in Cap for Content Area GradesELAMathScience Social Studies* 3XX 4XXX 5XXX 6XX 7XXX 8XXX 11xXXX Example Enrollment #: 1000 students 300 students100 students* Example Cap Size: 10 students 3 students1 student* *See slide 16 for special note on SS 1% cap.

11. Applying to Exceed 1% Cap The 1% Cap Exception Application process exists in the Secure Site and is provided to districts annually, however, approved applications are valid for 3 YEARS so a district need not apply every year. Application Window is Open from Approximately February - April in the Secure Site at: https://baa.state.mi.us/BAASecure/ https://baa.state.mi.us/BAASecure/ List of districts with currently approved 1% Cap Exception Application: http://www.michigan.gov/documents/mde/Current_Approv ed_1_Percent_Applications_388554_7.pdf http://www.michigan.gov/documents/mde/Current_Approv ed_1_Percent_Applications_388554_7.pdf

12. 1% Cap Exception Application Criteria Explain circumstances leading to more than 1% of enrolled students being administered MI-Access Center program Reputation Schools of Choice Data supporting higher rate of students taking MI-Access xx number of district enrollment (grades 3-8, 11) yy number of projected MI-Access test takers Districts with Shared Educational Entity (SEE) programs need to provide additional justification for having a 1% waiver due to accountability being shifted back to resident districts

13. 1% Cap Appeals for Preliminary Scorecards Districts with approved waivers must submit an appeal during the Preliminary Scorecard window Appeals are submitted through the Secure Site Advice– keep 1% appeals simple: “Please apply 1% waiver.” This second step is necessary because not all buildings within a district will need an exception to the 1% cap – therefore the cap is NOT automatic 1% cap is only lifted when it will allow for an accountability status change

14. How it Works Overall STEP 1:District has near or over 1% percent of the district headcount enrollment (grades 3-8 and 11 for Spring 2015) at the grade levels in which students are assessed by content area that take the MI-Access (P, SI, FI). STEP 2: District applies in winter 1% MI-Access Proficiency Cap Exception. STEP 3: Application is reviewed by MDE staff and approved or denied. STEP 4: Preliminary scorecard window opens in Secure Site. STEP 5:Students with Disabilities subgroup fails to meet proficiency target due to 1% cap on preliminary scorecard. STEP 6:District appeals preliminary scorecard requesting that the 1% cap exception be applied. STEP 7: MDE staff reviews scorecard appeal and verifies that exceeding cap is necessary for subgroup. If so, 1% cap exception is applied to have subgroup meet proficiency target.

15. What about MEAP-Access, M-Step? MEAP-Access is no longer being offered as an available assessment. Students should be administered either a form of MI-Access or the M-Step according to what is most appropriate for them. The M-Step summative assessments will not be capped for proficiency since they are not alternate assessments. 1% cap does not apply.

16. Special Notes on 1% Cap for Social Studies MI-Access FI will be available for the social studies content area in spring 2015. Since the MDE did not previously have an alternate social studies assessment, addressing alternate social studies proficiency scores has never been an issue. It will now be necessary to cap Spring 2015 MI-Access FI Social Studies scores at 1% for school districts as is done already for the other content areas.

17. Links & Contact Information Currently approved applications: http://www.michigan.gov/documents/mde/Current_Appro ved_1_Percent_Applications_388554_7.pdf http://www.michigan.gov/documents/mde/Current_Appro ved_1_Percent_Applications_388554_7.pdf Secure Site: https://baa.state.mi.us/BAASecure/ https://baa.state.mi.us/BAASecure/ Phone support: 877-560-8378 Email support: MDE-Accountability@Michigan.gov MDE-Accountability@Michigan.gov

18. Accountability Systems Transitions Top-to-Bottom/Beating the Odds Norm-based Scorecards/AMAOs Criterion-based Accountability Miscellany Full Academic Year (FAY) Growth metric

19. Implications/Background All students test in spring starting 2014-15 Grades 3-9 previously tested in fall New tests in 2014-15 Staggered windows (two grades at a time) Increased usage/availability of online testing Visit www.michigan.gov/baa.www.michigan.gov/baa

20. Implications for Top-to-Bottom/Beating the Odds Achievement Component Uses a two year average with z-scores Achievement Gap Component Compares two year average of top 30% and bottom 30% using z- scores Improvement Component Z-score Improvement slopes used for all subjects and grades except 3-8 reading and math Growth metric used for 3-8 reading and math Beating the Odds Uses Top-to-Bottom in both studies

21. Accountability Scorecards Two “levels” of Accountability Scorecards:  District Scorecards & School Scorecards Scorecards will continue to use a color coding system (green, lime, yellow, orange, purple, and red) to indicate school performance. Combines traditional accountability metrics with Top-to-Bottom labels and other state/federal requirements. Overall color is determined by Top to Bottom status as well as points earned by meeting traditional AYP requirements.  Individual “cells” use red/yellow/green coding scheme  Points-based system where full points earned for meeting a target, half points earned for meeting safe harbor

22. Accountability Scorecards Implications Scorecards are most affected as they do not use z-scores Multi-year proficiency averaging uses proficiency percentages Safe Harbor uses improvement slopes or year over year improvement Performance level change cannot be used in counting “Growth” students as proficient Proficiency targets were set using 2011-12 test results. MDE is able to revisit these targets under ESEA Flex

23. Accountability Miscellany Full Academic Year – move to all spring testing requires a change in the definition for at least grades 3-8. Systems Timelines – public release and accountability reporting.

24. Contact MDE-accountability@michigan.gov 877-560-8378

25. WIDA EXCEPTIONS 2015 Winter SLIP Conference

26. Contact Information Jennifer Paul EL Assessment Consultant Office of Standards & Assessment paulj@Michigan.gov

27. Guidance From US Department of Education All K-12 students identified as English Learners (ELs) must be assessed by an annual summative assessment of their English language proficiency skills States must use an appropriate assessment for ELs who are also Students with Disabilities (SWDs) WIDA ACCESS for ELLs – K-12 WIDA Alternate ACCESS for ELLs – 1 st - 12

28. MDE’s Policy Students NOT expected to take the ACCESS for ELLs: K–2 nd grade students who are visually impaired and are in the process of learning braille (There is no braille version available for students in grades K–2.) 1 st –12 th grade students who use American Sign Language (ASL) as their primary method of communication could be excepted from the Speaking and Listening domains (WIDA considers the usage of ASL on this assessment a non-standard accommodation.) K students who use American Sign Language (ASL) as their primary method of communication could be excepted from all domains

29. MDE’s Policy Students NOT expected to take the Alternate ACCESS for ELLs: 1 st –12 th grade students who are both visually impaired (learning braille) and cognitively impaired (There is no braille version of the Alternate ACCESS for ELLs.) 1 st –12 th grade students who use American Sign Language (ASL) as their primary method of communication could be excepted from the Speaking and Listening domains (WIDA considers the usage of ASL on this assessment a non-standard accommodation.)

30. Frequently Asked Questions Why can’t ASL be used by students? The WIDA developers believe that to allow ASL for listening and speaking violates the construct of those domains. In a different way, allowing students to use ASL tests their knowledge of ASL and not English listening and speaking skills. How do I assess a student with severe multiple impairments? Current policy dictates that an attempt must be made. In all likelihood, the Alternate ACCESS for ELLs will most likely be the most appropriate assessment.

31. Applying for Exceptions All exceptions must be requested through the Secure Site All exceptions must be requested annually

32. For More Information about WIDA www.michigan.gov/wida Read the FAQ’s, they’re not just FAQ’s but more like administrator manuals If you’re a new principal or test administrator, review the New Principal or New Test Administrator Primer Download a copy of the Entrance & Exit Protocol E-mail me when you have questions Jennifer Paul, paulj@Michigan.govpaulj@Michigan.gov