|
The No Child Left Behind Act (NCLB) required states to
establish an accountability system that would hold every
school and district responsible for student progress
towards proficiency in reading (or ELA) and mathematics.
In addition, it required states to establish an
accountability system to hold every Title III subgrantee
for English language learners' progress toward and
attainment of English language proficiency as well as
academic achievement. Rhode Island first proposed an
accountability model incorporating NCLB requirements to
the US Department of Education for approval in 2002.
This plan has undergone a number of revisions since that
time. The RI Accountability System uses the state
testing results from the NECAP and ACCESS for ELLS
to classify schools and districts.
Annual Measureable Objectives (AMOs)
Schools receive maximum points (100) for
every student who is proficient or higher on the
NECAP. Schools receive fewer points (75, 50, or 25) for
students performing at levels lower than proficient on
the NECAP. The NCLB goal is for all schools to achieve
an average of 100 points by the year 2014 because this
would signify that all students are proficient or
higher on state academic achievement tests in reading,
writing, and mathematics. These point values are then
used to calculate each school's Index Score; which is
then compared to the year's goal, or Annual Measurable
Objective (AMO).
AMOs have been determined for each year between 2002 and
2010. It is expected that schools will make ongoing
progress toward reaching these AMOs. Schools that don't
meet the AMOs for the designated year are classified as
making Insufficient Progress. Schools that have
met the AMO are Classified as having made Adequate
Yearly Progress (AYP)
Annual Measureable
Achievement Objectives (AMAOs)
LEAs in which
English Language Learners (ELLs) are enrolled may apply
for supplemental funding under Title III of NCLB. Title
III requires states to establish three AMAOs defined in
Title III as:
1. annual increases in the number or
percentage of children making progress in learning
English;
2. annual increases in the number or
percentage of children attaining English proficiency by
the end of each school year, as
determined by a valid and reliable assessment of
English proficiency; and
3. making adequate yearly progress for
limited English proficient children
AMAO targets have been determined for each year between
2009 and 2018. Title III subgrantees are responsible for
meeting all three AMAOs each year. Unlike AMAOs, the
targets for AMAOs 1 and 2 do not end at 100% in 2018.
This is because the populations of ELLs in the LEAs
changes from year to year as ELLs attain proficiency and
exit programs while newly arriving ELLS enroll.
The RI Accountability System combines results of the
following assessments to make classification
determinations for schools and districts:
|
Assessment |
Grade |
|
NECAP reading* and
mathematics |
3, 4, 5, 6, 7, 8, and 11 |
| NECAP writing* |
5, 8, and 11 |
| RI Alternate
Assessment |
2, 3, 4, 5, 6, 7, 8, and
10 |
| Developmental
Reading Assessment (DRA) |
Kindergarten or first grade |
|
ACCESS for ELLs
** |
K-12 |
* the
reading and writing tests results are
combined to provide an English Language Arts
classification.
**used for calculation of AMAOs for ELLs |
For details on Rhode Island's Accountability System
or to find a school's or district's classification,
please click on the appropriate link below. |