State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education Page 44

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Arkansas Department of Education Special Education Unit
Part B State Performance Plan
This psychometric re-setting of the scores created a major difference in the resulting
rankings of the 2004-2005 test scores. Scores prior to 2004-2005 were considerably higher;
therefore, the drop produced by the new scoring levels was pronounced. With the increased
number of grades tested and the increased numbers of students participating in the
assessments, the scores for 2004-2005 became the new baseline for performance and
participation. It is not possible now to make any comparison of the scores prior to 2004-2005
with the new scale score for a variety of psychometric reasons.
Alternate Assessment Participation
For each grade level assessment offered through the benchmark in literacy and mathematics,
an alternate assessment in the form of a portfolio assessment is offered for those students
who have a significant cognitive disability (SCD). Eligibility criteria have been established
for determining those students with a SCD. Only those students identified through their IEPs
as eligible for an alternate assessment are permitted to be assessed with the alternate
portfolio. All scores in the alternate portfolio are calculated against alternate achievement
standards. The alternate achievement standards produce 5 performance levels against a
predetermined rubric. These performance levels are Independent, Supportive Independence,
Functional Independence, Emerging and Not Evident. Scores in the Independent level and
Functional Independent level are equated to proficiency on the regular benchmark exams.
All other performance levels are considered less than proficient for AYP purposes.
Performance Proficiency
The percentage of children with IEPs that reach performance proficiency is 20 to 30
percentage points lower than all students in the State. However, the percentage of children
with IEPS who reach performance proficiency should increase at the same rate as for all
students under AYP progress. It will be a challenge for the state to meet this target due to the
rate of increase required.
Regular Assessment With and Without Accommodations Performance Results
Performance results for the 2004-05 school year become baseline for accountability purposes
since they were calculated on the new populations of grades and students tested. Prior scores
were for students in grades 4, 6, 8, and 11. The new 2004-05 standards were set and the cut
scores based on students in grades 3, 4, 5, 6, 7, 8, and 11. There is no data for comparison so
the scores presented here will be used for future comparisons.
Students were assessed on the benchmark exam in the areas of literacy and math in grades
3-8 and literacy only in grade 11. Based on a total of 27,556 students taking the benchmark
exam, there was a 6.76% proficiency rate statewide for students with disabilities in literacy
for the year 2004-2005. The rate for proficiency ranged from 14.40% to 4.30% for grades
3-8 with stronger rates being in the earlier grade levels.
There were 24,425 students taking the mathematics portion of the exam. The statewide
average for students proficient in mathematics for grades 3-8 was an average of 12.02%.
These scores ranged from 29.47% to 3.49%. The stronger scores were seen in the early
grades, due primarily to the extreme emphasis which has been given in the early grades to
intervention and supplemental programming in mathematics.
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