ࡱ> PRQ0(< (/ 0DArial.0e-v̳0~0"DSymbol0e-v̳0~0 DMS Sans Serifv̳0~0 "   @n?" dd@  @@`` 4_     c $@ g42d2d~0f$ pppp@ <4ddddv ? ,O =n+1System for Tracking Education Performance (STEP)21< $Questions That STEP Data Will Answer%$< In the First Years of STEP$+Which students or groups of students have not passed the assessments required for graduation? What is the relationship between examination results and dropping out? What percentage of students are successful when they repeat an examination? What happens to students who fail examinations twice? b@@@*()FIn the First Years of STEP (cont d)$$$How many students who have not met the graduation requirements at the end of four years meet them in the fifth year of high school? How many students are transferring to GED programs? Within schools, is there a disparity in performance among racial/ethnic groups?$@)%FIn the First Years of STEP (cont d)$$$Within schools, is there a disparity in performance among students from different economic levels? What is the cumulative effect of the five required Regents examinations on performance? How many students fail to meet the requirement in one subject? Two subjects? Five subjects?With the Addition of Unique IDs $xHow long does it take non-English speaking students to achieve proficiency in English? What percentage of students who are classified as disabled are later declassified? What percentage of students who transfer to GED programs earn a high school equivalency diploma? Are students who leave a high school without documentation of transfer enrolled in another State high school?yyBenefits of STEP< Benefits to SchoolsDMore accurate, efficient and uniform reporting from schools and school districts Greater ability to use data to improve school programs Data may be stored in regional data warehouses and accessed by school and district staff to inform policy decisions Replaces seven paper reporting forms formerly required of high schools ECBenefits to the DepartmentMMore accurate, efficient and uniform reporting from schools and school districts Greater ability to use data for policy analysis and to improve student achievement Ability to aggregate data in multiple ways to meet federal and State requirements Better ability to track students over time Greater ability to audit data for accuracy NL*&,STEP Provides Data to Meet NCLB Requirements #District Accountability \Treats the district like one large school Includes students educated outside the district "][[$GHold Schools/Districts Accountable for Performance of Student Subgroups HGSTEP and LEAP Allow these aggregations: Major racial/ethnic groups Students with disabilities Limited English proficient students Economically disadvantaged students B(~(} "4Use Performance Index for High School Accountability 54The performance index will be calculated by summing the percentage of cohort members scoring at the basic proficiency level or above and the percentage scoring at the proficient level or above. :@"  -),Definition of High School Proficiency Levels"-, Advanced 85 -100 on the Regents exam Proficient 65 -84 on the Regents exam or passing an approved alternative Basic Proficiency 55 -64 on the Regents exam or passing RCT (if eligible) Basic Below 55 on a Regents exam, failing score on RCT, or not testedP,'(Establish Additional Academic Indicators8) (Third Indicator through 2005-06: Elementary- and middle-level: science Secondary level: graduation rate 2006-07: Attendance at the elementary and middle levels; science at the secondary level b!I\!8Y" 7Measure Progress of Limited English Proficient StudentsNew assessment: The New York State English as a Second Language Achievement Test (NYSESLAT) Required annually of all LEP students, pre-K-12 Reported through LEAP or STEP, depending on grade level .#XLimited English Proficient Students (cont d)%NYSESLAT results for LEP students in grade 4 or 8 enrolled in U.S. schools (not including Puerto Rico) for fewer than three years used for school accountability All NYSESLAT results reported on report card Results used for State accountability to federal government under Title III 4%.Identification of the Following Student Groups*/(yNeglected and delinquent Students receiving supplemental services Students enrolled under required public school choice *yy&5Report No Later than the Beginning of the School Year*6(/LEA report cards issued School accountability status identified District accountability status identified Requires STEP data files to be submitted much earlier (by August 15, 2003) Districts must allocate resources for summer staff <j.*What Data Are Included in STEP? Students ReportedEach student enrolled in grades 9-12 anytime during the school year Ungraded students with disabilities who were 16 or older at the end of the school year Students below grade 9 who took a secondary-level assessment during the school yearAssessments Reported? Regents examinations Regents competency tests Second language proficiency tests Introduction to Occupations NYS Alternate Assessment (secondary level) NYS English as a second language achievement test approved alternatives to Department assessments 6! 'Schools Must Prepare the Following Data('6( Student Demographic Data Districtwide unique student id School BEDS code Name (not sent to State) Gender Race/Ethnicity Date of birth Date of first entry in 9th grade Postgraduate plan (if student earned a credential in January or June 2002) B / Assessment Data  Districtwide unique student id School BEDS code Test title Assessment language (if other than English) Date of administration Score Test modification (if used, indicated by flag)8!Program History Data  Required for Every Student: " Enrollment record (in school providing service) must include date of enrollment and date and reason for exit when student ceases enrollment (e.g., earned Regents diploma, transferred, dropped out) " Grade record for current year!11!2Other Program History Data x Disability category and Level of Integration Alternate assessment eligibility Limited English proficient status 504 status (is student safety net eligible?) Funding sources (e.g., Title 1, part 154, PCEN, etc.) Career & Technical Education Program Code (optional) Home-schooled Title I Schools in Need of Improvement--students receiving supplemental services or school choiceP!x,J'$ STEP Reports   School/District Accountability Report Performance of Cohort on Graduation Requirements Students Performance on State assessments in Latest School Year Credential Earned Postsecondary Plans Dropouts and Transfers to GED Programs P!%. Department Websites"( u ` ̙33` ` ff3333f` 333MMM` f` f` 3>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> c(    6v P v T Click to edit Master title style! !  0 v  v RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  0d v `` v =*  0 v `  v ?*  0$!v `  v ?*H  0޽h ?  0 0.( >To   0     Y*   0  @   [* d  c $ ?@    0T  @  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  6    Y*   6  @  [* H  0`jՌ ? ̙33d  @(  l  C 4p  H  0޽h ? ̙33j P|( ? 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