Last Updated on Thursday, March 08, 2012 at 3:31 PM
Outlined below are the indicators and descriptors required by the ARRA for Area C – Raising Standards and Assessments, and where the required information is posted. If the information is not currently available, the item will indicate “plan”, which will link to the plan outlining how KDE will collect and report on these areas in the future.
Education Reform Area C - Standards and Assessments
|
Indicator |
Description |
Information |
| (c)(1) |
The approval status, as determined by the Department, of the State’s assessment system under section 1111(b)(3) of the ESEA with respect to reading/language arts, mathematics, and science assessments |
indicator-c1.xls
* |
| (c)(2) |
Whether the State has developed and implemented valid and reliable alternate assessments for students with disabilities that are approved by the Department |
indicator-c1.xls
* |
| (c)(3) |
Whether the State’s alternate assessments for students with disabilities, if approved by the Department, are based on grade-level, modified, or alternate academic achievement standards |
indicator-c1.xls
* |
| (c)(4) |
Whether the State has completed, within the last two years, an analysis of the appropriateness and effectiveness of the accommodations it provides students with disabilities to ensure their meaningful participation in State assessments |
Yes
Inclusions Manual
Inclusions Regulations
*
|
| (c)(5) |
The number and percentage of students with disabilities who are included in State reading/language arts and mathematics assessments |
indicator-c5m.xls
indicator-c5r.xls
*
|
| (c)(6) |
Whether the State has completed, within the last two years, an analysis of the appropriateness and effectiveness of the accommodations it provides limited English proficient students to ensure their meaningful participation in State assessments |
Yes
Inclusions Manual
Inclusions Regulations
*
|
| (c)(7) |
Whether the State provides native language versions of State assessments for limited English proficient students that are approved by the Department |
indicator-c1.xls
* |
| (c)(8) |
The number and percentage of limited English proficient students who are included in State reading/language arts and mathematics assessments |
indicator-c8m.xls
indicator-c8r.xls
* |
| (c)(9) |
Whether the State’s annual State Report Card (under section 1111(h)(1) of the ESEA) contains the most recent available State reading and mathematics National Assessment of Educational Progress (NAEP) results as required by 34 CFR 200.11(c) |
Report Card
* |
| (c)(10) |
The number and percentage of students who graduate from high school using a four-year adjusted cohort graduation rate as required by 34 CFR 200.19(b)(1)(i) |
Plan
Approval Letter |
| (c)(11) |
Of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i), the number and percentage who enroll in an institution of higher education (IHE) (as defined in section 101(a) of the Higher Education Act of 1965, as amended (HEA)) within 16 months of receiving a regular high school diploma |
P-20 Data Collaborative |
| (c)(12) |
Of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i) who enroll in a public IHE (as defined in section 101(a) of the HEA) in the State within 16 months of receiving a regular high school diploma, the number and percentage who complete at least one year’s worth of college credit (applicable to a degree) within two years of enrollment in the IHE |
P-20 Data Collaborative
Completed |
*The US DOE does not require any additional data to be posted on these indicators.