特种设备安装改造维修告知单2

1、March 28-29, 2006Welcome/21st Century PartnershipDr. Steve Paine, State Superintendent of SchoolsOpening RemarksDr. Jorea Marple, Assistant State SuperintendentDivision of Curriculum and Instructional ServicesUpdate on NCLB and Assessment IssuesDr. Jan Barth,Executive DirectorOffice of Student Asses

2、sment ServicesDr. Jan BarthExecutive DirectorOffice of StudentAssessment ServicesAssessment UpdateAssessment RFI/ RFP ReleaseSummative AssessmentFormative AssessmentOn-Line Writing AssessmentNew Alternate Assessment Alternate Performance Task AssessmentIndex System for School Improvement & School Re

3、cognitionAssessment Update: To be Implemented in the 2021-2021 School YearAssessment Request for Proposal (RFP) for Summative Assessments (Released in September)3-11 Writing AssessmentK-12 Reading/Language Arts, Math, Science & Social StudiesK-2 summative measure3-8 summative measure (WESTEST)8th gr

4、ade predictive college admission9-12 summative measure (WESTEST/combination with college admissions tests)Alternate Assessment (APTA) for 1% of the severe and profound populationModify assessment for 2% (population to be defined by Office of Special Education)Summative Assessment will be in place fo

5、r the 2021-2021 school yearAssessment Update: To be Implemented in the 2021-2021 School YearAssessment Request for Proposal (RFI) for Formative Assessments (Proposals will be released in fall 2006)K-12 Reading/Language Arts, Math, Science & Social Studies plus some high school coursesBenchmark asses

6、sment items for local school districts Classroom assessment items and testlets for teacher useReview of proposals will follow December 2006/or January 2007Professional development plan is part of proposalOnline Formative Assessment system will be in place for the 2021-2021 school yearAssessment Upda

7、teOn-Line Writing Assessment:Writing assessment administered each spring to 66,000 students in grades 4, 7 and 10Essays scored on a six-point rubric aligned with rubrics for ACT, SAT and NAEPScores reflect the analytic traits of organization, Development, Sentence Structure, Word choice and Mechanic

8、sA summative score is assigned (total of the analytic traits)Performance levels assigned (Distinguished, Above Mastery, Mastery. Partial Mastery and Novice)Grade 4 papers scores in the summer by West Virginia teachersEach paper read by two teachersReports returned to counties in AugustOnline Writing

9、 Assessment for Grades 7 and 10Word processed essaysComputer scoredReports returned to counties in MayNote: On-Line Assessments had very few administration problems this year in terms of technology issues.Assessment UpdateWest Virginia School Achievement Index (WV-SAI)An index to determine school, c

10、ounty and state performance using student WESTEST data (R/LA, Math, Science and Social Studies) for school improvement and school recognitionThis system will determine the number of students at each of the five performance levels and create a weighted score based upon the individual student performa

11、nceThe values determined from the index will be used in part to identify West Virginia schools of excellence and distinguished schoolsComparisons of one year scores to another year score will assist in determining school assessment improvement and assessment growthAssessment UpdateNew Alternate Asse

12、ssment Alternate Performance Task AssessmentPilot administered in 33 countiesPilot scored and data entry completedPerformance Level Descriptors completedAlignment Study completedStandards Setting to determine cut scores March 25-26, 2006Operational to be administered May 1 May 12, 2006Assessment Upd

13、ateAlgebra I Pilot ProjectEight counties, seventeen schools, and approximately two-thousand studentsProject is designed to increase standardization of math instruction in West VirginiaEvaluate mathematic content taught in Applied Math I, Applied Math II with Algebra I contentIncrease student perform

14、ance on WESTEST and ACTIncrease student accountability for mastery of Algebra I contentFour Benchmark tests were designed using all Algebra I Objectives in each Test Form, except Form 1.Form 1 Pre-Algebra is linked to Grade 8 Mathematics objectivesForm 1 designed as a diagnostic readiness testEach t

15、est form contains 24 multiple-choice items and two constructed response items with 3 DOK levelsTwenty-one objectives were mapped to three clusters: Pattern Relations Functions, Number Theory and Data Analysis/ProbabilityEight objectives designated as emphasized objectivesReports available immediatel

16、y after completion of the class testNOTE: Project evaluation indicate the instructional assessment approach is positively received by math teachersUpcoming Federal Peer ReviewWill submit the newly developed APTA to the federal peer review April 25, 2005. Peer Review will be May 8-12, 2006Update on P

17、olicy 2320Dr. Kenna Seal,Executive DirectorOffice of Education Performance Audits5.1.1. AchievementWESTEST grades 3-8 and grade 10. Tests in reading/language arts and mathematics for accountability. Average of 3 years will be used if higher than current year.Minimum N of 50.2 years not meeting Adequ

18、ate Yearly Progress (AYP) in the same subject for Temporary Accreditation designation.Safe Harbor Provision. 5.1.1. Achievement-Starting PointsSeparate for reading/language arts and mathematics.Established at elementary, middle, and high school by subject.Statewide starting point.Based on percent of

19、 students at mastery (proficient) or above.20 percent school by enrollment. 5.1.1. Achievement-Starting PointsRecalculated in 2005 by averaging with 2004 data.Starting point becomes AYP.Rank top to bottom proficient according to enrollment (all schools by programmatic level and by subject area).Add

20、total enrollment and multiply by 0.2 to identify school up 20% for starting point.Annual measurable objectives and intermediate goals established.All students proficient by 2021-2021.5.1.1. Achievement-Small SchoolsLess than 50 in All Students category.Average scores over 3 years.5.1.1. AchievementK

21、-2 Accountability3rd grade feeder scores orOn-site review every 3 years5.1.2. Participation Rate95% of all students, including students in each subgroup, participate in the WESTEST in the current year or three year average.Significant medical emergency exemptions with proper superintendent documenta

22、tion.Continuous enrollment from the fifth instructional day to the spring testing window.5.1.3. Attendance RateElementary and middle school attendance rate at or above 90% or improving.Exclusions include:-Excused student absences.-Students not in attendance due to disciplinary measures.-Absent stude

23、nts for whom attendance director has pursued judicial remedies.-Productive and Safe Schools Act.-School bus transportation interruptions. 5.1.4. Graduation RateHigh schools at or above 80% or improving.Excludes GED.Regular diploma.Definition: Total number of 4 year graduates divided by the sum of th

24、e total number of 4 year graduates plus the dropouts for the 4 years of high school for this class of graduates. Safe HarborApplied in 2005. Decrease by 10% students not proficient.Make progress on the other indicators or above target for each subgroup.New ChangesDistrict AYP must be out at all thre

25、e levels for identification as improvement status.LEP students will have scores counted for two years following their exit as LEP.LEP committee will determine standard number of years for graduation.New ChangesParticipation rate exemptions for students with significant medical emergencies.New Change

26、sFull academic year from 5th instructional day to spring testing window.New ChangesUniform averaging for both grades and years. 2006 will average the past three years and compare with current Highest score will be used.New Changes2006 safe harbor will also average three years and compare with curren

27、t year.New ChangesParticipation rates will be averaged over three years or use current year whichever is higher.New ChangesAnnual Measurable ObjectivesYearElementary ReadingMiddle School ReadingHigh School ReadingElementary MathematicsMiddle School MathematicsHigh School Mathematics200672.0075.0071.

28、0067.0064.0059.00200776.6779.1775.8372.5070.0065.83200876.6779.1775.8372.5070.0065.83200976.6779.1775.8372.5070.0065.83201081.3383.3380.6678.0076.0072.67201186.0087.5085.5083.5082.0079.50201290.6791.6790.3389.0088.0086.33201395.3495.8495.1694.5094.0093.172014100.00100.00100.00100.00100.00100.00 Scho

29、ol Accreditation StatusExemplary AccreditationFull AccreditationConditional AccreditationTemporary AccreditationSeriously Impaired Exemplary AccreditationIssued to a school when a schools performance and progress meet or exceed the standards adopted by the West Virginia Board of Education. Exemplary

30、 AccreditationAll schools will be ranked by the percent proficient in each subject (reading/language arts, math, science, and social studies) including the writing assessment. The schools earning the top combined ranking will be eligible for the next step of ranking on a student achievement index. A

31、ll students in each school will be ranked by a student achievement index in each subject of reading/language arts, math, science, and social studies on the WESTEST and writing assessment with progressive weighting for scores at each performance level (.25 for Below Mastery, .5 for Mastery, .75 for A

32、bove Mastery, and 1.0 for Distinguished) and aggregated for a total ranking. The top ten percent weighted ranking for elementary, middle, and high schools will be eligible as Exemplary. Student attendance rate at or above 94% Student graduation rate is at or above 85% At least 55% of graduates decla

33、re their intent to enroll in college or other post-secondary education (2005)At least 5% of students successfully complete Advanced Placement, dual credit, or honors classes Appeals ProcedureResolution within 30 days.Accuracy of data.5 days from receipt of impending designation.3 levels ending at We

34、st Virginia Board of Education level. Further InformationTelephone (304) 558-3788 FAX (304) 558-2405Email Kenna R Seal, Director: Email Donna Davis, Deputy Director: Email Allen Brock, Coordinator: Exemption Schools/Status of Mountaineer Challenge AcademyKaren Larry, Executive Assistant to the State

35、 SuperintendentOffice of the State SuperintendentWVEIS NCLB ReportingNancy Walker,Executive DirectorDivision of Research, Technology and Professional ServicesUpdate on Title III and ESL StudentsDr. Amelia Courts,Executive DirectorInternational Schools/ESLAssessing Limited English Proficient (LEP) St

36、udents AchievementAssessment Directors Update March 27, 2006 QUIZ 85%77%73%68%What percent of LEP students “made progress on the 2005 WESTELL? QUIZ 85%77%73%68%What percent of LEP students “made progress on the 2005 WESTELL? QUIZWhat criteria must an LEP student meet in order to “Exit LEP status?Sco

37、re of Level 5 on WESTELLScore of Level 5 on WESTELL + Mastery on WESTEST RLAScore of Level 5 on the WESTELL + 2 years score of Mastery on WESTEST RLATwo years score of Level 5 on WESTELL + Mastery on WESTEST RLAQUIZWhat criteria must an LEP student meet in order to “Exit LEP status?Score of Level 5

38、on WESTELLScore of Level 5 on WESTELL + Mastery on WESTEST RLAScore of Level 5 on the WESTELL + 2 years score of Mastery on WESTEST RLATwo years score of Level 5 on WESTELL + Mastery on WESTEST RLAQUIZThe date its collectedThe exit criteria of the studentThe students proficiency levelNothingWhat is

39、the difference between the WVEIS preslug for the WESTEST and the WVEIS preslug for the WESTELL?QUIZThe date its collectedThe exit criteria of the studentThe students proficiency levelNothingWhat is the difference between the WVEIS preslug for the WESTEST and the WVEIS preslug for the WESTELL?OVERVIE

40、WWESTEST 2005 ResultsLEP participation in 2006WESTELL2005 ResultsImpact Study2006 TimelinesWESTEST- 2005 Math ResultsGrade/Grade SpanStudents Proficient & Advanced#%317894279352385627907168981694H.S.1179WESTEST 2005 Reading ResultsGrade/Grade SpanStudents Proficient & Advanced#%315794279352178629977

41、179481588H.S.1071WESTESTLEP CommitteeLEP Assessment Participation Document AccommodationsCodes for WVEISAccommodationsPresentationHave directions, stimulus, answer choices read aloud for Math, Science & Social StudiesHave directions read aloud for RLAUse electronic translator/bilingual dictionaryHav

42、e directions rephrased by trained examinerResponseIndicate responses to a scribe for selected-responseIndicate responses to a scribe for constructed-response *when physically unableUse computer, typewriter to respond (*must be transcribed)Use electronic translator/bilingual dictionarySchedulingFlexi

43、ble schedulingProvide more breaks than are scheduledUse extra time for any timed test (*WESTEST is not timed)WESTELLTitle I and Title III RequirementStandards-based assessment (multi-state consortium with CCSSO)WESTELLAssesses the five domains: Reading, Writing, Listening, Speaking and Comprehension

44、Focuses on Academic English:ELAMath, Science, TechnologySocial StudiesClassroom/Academic languageUSDE requires K-12 ELP assessment be fully operational by Spring 06 WESTELL- AMAOsAnnual Measurable Achievement ObjectivesAMAO 1- Annual increases in the # or % of LEP students “Making ProgressAMAO 2- An

45、nual increases in the # or % of LEP students becoming proficientAMAO 3 Annual increases in the # or % of LEP students making AYPWESTELL 2005 ResultsLEP Accountability Workgroup2004 WESTELL field test administration 569 students (grades 3-12) participatedReports included no student ID#2005 WESTELL op

46、erational administration734 students (grades 3-12) participatedReports included Student ID#s K-2 Field tested 274 Matching Student ReportsWESTELL- Impact StudyDefined “CohortsMaking Progess all student with 2 years of WESTELL dataBecoming Proficient - those students with 4 years in the program who w

47、ere at level 3 the previous year Defined “Making ProgressAnnual increase of one level for Levels 1 and 2 Bi-Annual increase of one level for Level 3Maintaining current level and increasing any domain sub-score for Levels 4 and 5Defined “ProficiencyLevel 4 or higher with no sub-score below level 3 WE

48、STELL- Impact Study TargetsWESTELL- Impact Study TargetsWESTELL Impact StudyCurrent data includes 2004 Field test dataDoes not include K-2 testingDoes not include 3 data points Student records are not linked by Student ID#s (susceptible to human error)Limited by small number of matching scores In li

49、ght of limitations, the committee will measure the accuracy of current targets and makes final recommendations regarding revising the AMAO targets beginning in Fall 2007. Impact Study and Technical Reports available at WESTELL 2006 AdministrationMarch 9 Administration TrainingMarch 10 Order Deadline

50、 March 10-31 County TrainingApril 328 Testing Window (K-12)May 5 Deadline for Returning Mat.August 15 Reports IssuedWESTELL 2006 Changes & UpdatesScoring Speaking Option 1 Individually Scored by CountyOption 2 Tape Recorded and scored by vendorK-2 Inventory length of time for shortenedStudent Backgr

51、ound Questionnaires- limited bubblingCosts for 2006 Development and administration absorbed by the state Title III Directors MeetingMay 3rd, Marriott, CharlestonQuestions and / or Comments?Update on Individuals with Disabilities Education Improvement Act (IDEIA)Dr. Lynn Boyer,Executive DirectorOffic

52、e of Special Education Program ServicesIDEA 2004 . . . the evolving focus on student resultsCounty Test Coordinators MeetingMarch 28, 2006“(In post PL 94-142) . . .the strategy for winning the implementation revolution was to follow the letter of the law . . . using the procedures set forth in the l

53、aw. The tragic irony is that the letter of the law has become the principal barrier to achieving the spirit of the law.Special Education at the Centurys EndEdited by Thomas Hehir and Thomas LatusPage 204IDEA 2004 provides . . .Increased emphasis on improved educational resultsThe requirement that pr

54、ograms and interventions be scientific and research basedThe option of using a response to intervention process instead of the discrepancy model for identificationRequirement that all students with disabilities have access to our content standards and objectives A state performance plan framework th

55、at requires all states to establish 6 year goals for improved resultsState Education Agency Responsibilities in Implementing IDEA 2004 Oversight LeadershipOVERSIGHTGeneral supervision that ensures implementation of IDEA according to statute.Continuous and focused monitoring of local education agenci

56、es implementationTraining and assignment of due process hearing officersCoordination of complaint and due process hearings systemsCoordination or and support for the mediation processIndividuals with Disabilities Education Improvement Act2004The primary focus of Federal and State monitoring activiti

57、es shall be on improving results and functional outcomes for students with disabilities.10 uses of “improved or improving results65 uses of “educational resultsStudents with Disabilities Percent Proficient by Grade LevelReading/Language Arts All Students by Grade LevelMathematics All Students by Gra

58、de LevelReading Language Arts Selected Disabilities Percent ProficientMathematics Selected Disabilities Percent ProficientState Performance Plan 2005-2021 Baseline and TargetsRoot Causes of Academic PerformanceLow academic expectations for SWD remain in many schools and families.IEP goals and instru

59、ction based on Content Standards are only emerging practicesIdentifying students as disabled after a lengthy wait period breeds lack of motivation and a continuing failure cycle.The average minutes per day of reading instruction has been insufficient for students to acquire grade level skills and th

60、e associated content knowledge.General education teachers are often not prepared to meet the needs of students with disabilities or to collaborate effectively with special education teachersRoot Causes of Academic PerformanceContinuous monitoring of student progress as strategies or program interven