Tag Archives: Superintendents

General Recommendations Recommendations Use the “State Index” form provided by USED as the template for organizing the submission. Rationale Clearly identify the appropriate reference and where in the reference the evidence appears. Be as specific as possible. All attachments and citations should be clearly labeled and numbered sequentially. It is time consuming and frustrating for […]

Reports Critical Element Report participation and assessments results for each of the required subgroups for the required tested grades and grade ranges at the school, LEA, and State level. Evidence Required subgroup reporting for assessment reports includes: gender, race/ethnicity, English proficiency status, migrant, students with disabilities, and economically disadvantaged. For LEA and State Report Cards, […]

Inclusion Critical Element Participation data must be included and show that all students in the required grades/grade ranges are included in the assessments. Evidence Documentation must be provided that shows the participation rate is calculated as a proportion of the students enrolled and the students assessed in total and in each subgroup. Critical Element Provide […]

Alignment Critical Element The State must document their coherent approach to ensuring alignment between each of its assessments and the content and achievement standards the assessment is designed to measure. Evidence Provide documentation of the process used including stakeholder involvement, ongoing quality control reviews, how the alignment is maintained over time, reports of alignment studies […]

Technical Quality Seven categories of validity are noted in the Guidance. To address the first category of validity, provide written documentation, such as State Board policies or state legislative code that defines the purpose of the state assessment system. For the remaining six categories provide written documentation from the studies done that provide evidence of […]

Statewide Assessment Critical Element The State assessment system may include different types of assessments (e.g., CRT, Augmented NRT, and various types of Alternate Assessments). Evidence Complete the Overview chart provided in the Guidance. Clearly indicate what type (s) of assessments are used for each required grade and subject area (s). Critical Element If different assessments […]

Academic Achievement Critical Element Reading/language arts and Mathematics: Achievement standards for each of grades 3-8 and 10-12 grade range. Evidence Formal adoption/approval of challenging academic achievement standards for all public schools and students in the state is required by 2005-2006. Provide evidence such as state statutes, regulations, State Board minutes or if approved by Chief […]

Content Standards Critical Element Reading/language arts and Mathematics: Content standards for each of grades 3-8 and 10-12 grade range or content standards for grade ranges with specific content expectations for each grade. Evidence Formal adoption/approval of challenging academic content standards for all public schools and students in the state is required. Provide evidence such as […]

Requirements at a Glance Fulfilling the NCLB requirements for a state’s standards and assessment system can be challenging. In preparing the submission states must first decide if their program meets the requirements. Then the appropriate documentation must be attached to substantiate their response. Most state departments house large volumes of reports, memos, policies and regulations. […]

Conclusion It is our hope that this Guide will facilitate the process, provide information that will enhance the submission and thus expedite the review process. Return to Standards, Assessment and Accountability