**State of Idaho**

***Consolidated State Application***

***Accountability Workbook***

**for State Grants under Title IX, Part C, Section 9302 of the
Elementary and**

> **Secondary Education Act (Public Law 107-110)**

**U. S. Department of Education**

**Office of Elementary and Secondary Education**

**Washington, D.C. 20202**

![](media/image1.wmf)

**Idaho State Board of Education**

**650 West State Street**

**Boise, Idaho 83720-0037**

**Approved in February 2008**

**(updated July 2008)**

# PART I: Summary of Required Elements for the State Accountability Systems

# Summary of Implementation Status for Required Elements of 

# State Accountability Systems

+---+----+-----------------------------------------------------+--------+
| * |    | **Idaho Statewide Assessment and Accountability     | **     |
| * |    | Plan Element**                                      | Page** |
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+---+----+-----------------------------------------------------+--------+
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+---+----+-----------------------------------------------------+--------+
| F | 1  | Accountability system includes *all schools and     | 1      |
|   | .1 | districts in the state.*                            |        |
+---+----+-----------------------------------------------------+--------+
| F | 1  | Accountability system holds *all schools to the     | 2      |
|   | .2 | same criteria.*                                     |        |
+---+----+-----------------------------------------------------+--------+
| F | 1  | Accountability system incorporates the *academic    | 4      |
|   | .3 | achievement standards*.                             |        |
+---+----+-----------------------------------------------------+--------+
| F | 1  | Accountability system provides *information in a    | 7      |
|   | .4 | timely manner*.                                     |        |
+---+----+-----------------------------------------------------+--------+
| F | 1  | Accountability system includes *report cards*.      | 8      |
|   | .5 |                                                     |        |
+---+----+-----------------------------------------------------+--------+
| F | 1  | Accountability system includes *rewards and         | 13     |
|   | .6 | sanctions*.                                         |        |
+---+----+-----------------------------------------------------+--------+
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+---+----+-----------------------------------------------------+--------+
| F | 2  | The accountability system includes *all students*.  | 15     |
|   | .1 |                                                     |        |
+---+----+-----------------------------------------------------+--------+
| F | 2  | The accountability system has a consistent          | 17     |
|   | .2 | definition of full academic year.                   |        |
+---+----+-----------------------------------------------------+--------+
| F | 2  | The accountability system properly includes *mobile | 18     |
|   | .3 | students*.                                          |        |
+---+----+-----------------------------------------------------+--------+
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+---+----+-----------------------------------------------------+--------+
| F | 3  | Accountability system expects *all student          | 19     |
|   | .1 | subgroups, public schools, and LEAs to reach        |        |
|   |    | proficiency by 2013-14.*                            |        |
+---+----+-----------------------------------------------------+--------+
| F | 3  | Accountability system has a method for determining  | 21     |
|   | .2 | whether *student subgroups, public schools, and     |        |
|   |    | LEAs made Adequate Yearly Progress*.                |        |
+---+----+-----------------------------------------------------+--------+
| F | 3. | Accountability system establishes a *starting       | 24     |
|   | 2a | point*.                                             |        |
+---+----+-----------------------------------------------------+--------+
| F | 3. | Accountability system establishes *statewide annual | 26     |
|   | 2b | measurable objectives.*                             |        |
+---+----+-----------------------------------------------------+--------+
| F | 3. | Accountability system establishes *intermediate     | 27     |
|   | 2c | goals*.                                             |        |
+---+----+-----------------------------------------------------+--------+
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+---+----+-----------------------------------------------------+--------+
| F | 4  | The accountability system *determines annually the  | 28     |
|   | .1 | progress* of schools and districts.                 |        |
+---+----+-----------------------------------------------------+--------+

**[STATUS Legend]{.underline}**

**F** -- Final state policy

**P** -- Proposed policy, awaiting Idaho State Board of Education
approval

**W** -- Working to formulate policy

+---+----+-----------------------------------------------------+--------+
| * |    | **State Accountability System Element**             | **     |
| * |    |                                                     | Page** |
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+---+----+-----------------------------------------------------+--------+
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+---+----+-----------------------------------------------------+--------+
| F | 5  | The accountability system *includes all the         | 30     |
|   | .1 | required student subgroups*.                        |        |
+---+----+-----------------------------------------------------+--------+
| F | 5  | The accountability system *holds schools and LEAs   | 32     |
|   | .2 | accountable for the progress of student subgroups.* |        |
+---+----+-----------------------------------------------------+--------+
| F | 5  | The accountability system includes *students with   | 33     |
|   | .3 | disabilities*.                                      |        |
+---+----+-----------------------------------------------------+--------+
| F | 5  | The accountability system includes *limited English | 34     |
|   | .4 | proficient students*.                               |        |
+---+----+-----------------------------------------------------+--------+
| F | 5  | The State has determined the minimum number of      | 36     |
|   | .5 | students sufficient to yield statistically reliable |        |
|   |    | information for each purpose for which              |        |
|   |    | disaggregated data are used.                        |        |
+---+----+-----------------------------------------------------+--------+
| F | 5  | The State has strategies to protect the privacy of  | 38     |
|   | .6 | individual students in reporting achievement        |        |
|   |    | results and in determining whether schools and LEAs |        |
|   |    | are making adequate yearly progress on the basis of |        |
|   |    | disaggregated subgroups.                            |        |
+---+----+-----------------------------------------------------+--------+
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+---+----+-----------------------------------------------------+--------+
| F | 6  | Accountability Plan is based primarily on academic  | 39     |
|   | .1 | assessments.                                        |        |
+---+----+-----------------------------------------------------+--------+
| * |    |                                                     |        |
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+---+----+-----------------------------------------------------+--------+
| F | 7  | Accountability system includes *graduation rate for | 41     |
|   | .1 | high schools*.                                      |        |
+---+----+-----------------------------------------------------+--------+
| F | 7  | Accountability system includes an *additional       | 44     |
|   | .2 | academic indicator for elementary and middle        |        |
|   |    | schools.*                                           |        |
+---+----+-----------------------------------------------------+--------+
| F | 7  | Additional indicators are valid and reliable.       | 46     |
|   | .3 |                                                     |        |
+---+----+-----------------------------------------------------+--------+
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+---+----+-----------------------------------------------------+--------+
| F | 8  | Accountability system holds students, schools and   | 47     |
|   | .1 | districts separately accountable for *reading and   |        |
|   |    | mathematics*.                                       |        |
+---+----+-----------------------------------------------------+--------+
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| l |    |                                                     |        |
| i |    |                                                     |        |
| n |    |                                                     |        |
| e |    |                                                     |        |
| } |    |                                                     |        |
+---+----+-----------------------------------------------------+--------+
| F | 9  | Accountability system produces *reliable            | 48     |
|   | .1 | decisions*.                                         |        |
+---+----+-----------------------------------------------------+--------+
| F | 9  | Accountability system produces *valid decisions*.   | 49     |
|   | .2 |                                                     |        |
+---+----+-----------------------------------------------------+--------+
| F | 9  | State has a plan for addressing changes in          | 50     |
|   | .3 | assessment and student population.                  |        |
+---+----+-----------------------------------------------------+--------+
| # |    |                                                     |        |
|   |    |                                                     |        |
| [ |    |                                                     |        |
| P |    |                                                     |        |
| r |    |                                                     |        |
| i |    |                                                     |        |
| n |    |                                                     |        |
| c |    |                                                     |        |
| i |    |                                                     |        |
| p |    |                                                     |        |
| l |    |                                                     |        |
| e |    |                                                     |        |
|   |    |                                                     |        |
| 1 |    |                                                     |        |
| 0 |    |                                                     |        |
| : |    |                                                     |        |
|   |    |                                                     |        |
| P |    |                                                     |        |
| a |    |                                                     |        |
| r |    |                                                     |        |
| t |    |                                                     |        |
| i |    |                                                     |        |
| c |    |                                                     |        |
| i |    |                                                     |        |
| p |    |                                                     |        |
| a |    |                                                     |        |
| t |    |                                                     |        |
| i |    |                                                     |        |
| o |    |                                                     |        |
| n |    |                                                     |        |
|   |    |                                                     |        |
| R |    |                                                     |        |
| a |    |                                                     |        |
| t |    |                                                     |        |
| e |    |                                                     |        |
| ] |    |                                                     |        |
| { |    |                                                     |        |
| . |    |                                                     |        |
| u |    |                                                     |        |
| n |    |                                                     |        |
| d |    |                                                     |        |
| e |    |                                                     |        |
| r |    |                                                     |        |
| l |    |                                                     |        |
| i |    |                                                     |        |
| n |    |                                                     |        |
| e |    |                                                     |        |
| } |    |                                                     |        |
+---+----+-----------------------------------------------------+--------+
| F | 10 | Accountability system has a means for calculating   | 51     |
|   | .1 | the *rate of participation* in the statewide        |        |
|   |    | assessment.                                         |        |
+---+----+-----------------------------------------------------+--------+
| F | 10 | Accountability system has a means for *applying the | 52     |
|   | .2 | 95% assessment criteria to student subgroups and    |        |
|   |    | small schools*.                                     |        |
+---+----+-----------------------------------------------------+--------+

**[STATUS Legend]{.underline}**

**F** -- Final policy

**P** -- Proposed Policy, awaiting Idaho State Board of Education
approval

**W** -- Working to formulate policy

## LEGEND

Assessment Reference to both the Idaho Standards Achievement Tests and
the Idaho Alternative Assessment Test

ADA Average Daily Attendance

AYP Adequate Yearly Progress

Board Idaho State Board of Education

ELP Education Learning Plan (for LEP students)

FERPA Family Educational Rights and Privacy Act

IDAPA Rules adopted under the Idaho Administrative Procedures Act; rules
are enforceable as law in the state.

Indicators Assessment, participation rate, graduation rate, proficiency
rate, additional academic indicator

IDEA Individuals with Disabilities Education Act

IEP Individualized Education Plan (for special education students)

ISDE Idaho State Department of Education

LEA Local Education Agency (local school district)

LEP Limited English Proficiency

NCES National Center for Educational Statistics

NCLB No Child Left Behind Act of 2001

NWEA Northwest Evaluation Association

NWREL Northwest Regional Education Laboratory

Plan Idaho Statewide Assessment and Accountability Plan

SEA State Education Agency

PART II: State Response and activities for Meeting State Accountability
System Requirements

PRINCIPLE 1. A single statewide Accountability System applied to all
public schools and LEAs.

1.1 How does the State Accountability System include every public school
and LEA in the State?

Each Idaho public school and Local Education Agency (LEA) is required to
make Adequate Yearly Progress (AYP) and is included in the Idaho
Statewide Assessment and Accountability Plan (Plan). The requirement to
participate is specified in the Board approved Plan incorporated into
Idaho Administrative Code (IDAPA) 08.02.03. AYP determinations for all
public schools and districts have been made since summer 2003 based on
the spring Idaho Standards Achievement Tests (ISAT) test scores.

For the purpose of determining AYP, Idaho public schools are defined as
those elementary and secondary schools established and maintained at
public expense through the total basic foundation program/state aid
formula described in Idaho Code §33-1002 and governed by the Idaho State
Board of Education described in Idaho Code §33-116. Schools will receive
an AYP determination. Programs not accredited will be included with the
sponsoring accredited school. For the purposes of AYP determination, an
elementary school is one that has a grade configuration that may include
grades K-4 but does not contain grade 8 or higher. A middle school is a
school that does not meet the definition of an elementary school and
contains grade 8 but does not contain grade 12. A high school is any
school that contains grade 12. The LEA is defined as the local school
district or a public charter school designated as an LEA.

The accountability of public schools without grades assessed by this
system (i.e., K-2 schools) will be based on the third grade test scores
of the students who previously attended the associated feeder school.

Within Idaho there are approximately 51 small schools that do not have a
total of 34 students in the tested class levels. For those small
schools, the Board and the Idaho State Department of Education (ISDE)
will determine AYP using the total subgroup only and averaging the
current year's Idaho State Achievement Test (ISAT) test scores plus
scores from the previous two years and comparing the results to the
current year's scores. The highest score will be used to determine the
school's AYP. This approach rewards schools and districts for efforts
that result in strong single year achievement gains and minimizes the
potential for inaccurately inferring that a school or district has
failed to make standards.

**Evidence:**

Idaho Code §§33-116 and 33-1002

Idaho Administrative Code (IDAPA) 08.02.03

1.2 How are all public schools and LEAs held to the same criteria when
making an AYP determination?

The baseline for AYP was calculated using scores from the spring 2003
administration of the ISAT. Achievement tests for reading/language arts
and mathematics for grades 4, 8, and 10 were introduced in Spring 2003.
Achievement tests for grades 3 and 7 were added in 2004. Tests for
grades 5 and 6 followed in 2005. The system of assessment is defined in
IDAPA 08.02.03.111, Rules Governing Thoroughness, State Board of
Education.

The rule includes the state content assessments in the required
subjects, participation rate requirements, a graduation rate for high
schools, and a third indicator for elementary and middle schools. Under
direction of the Board, ISDE uses the Plan to identify schools in need
of improvement. In terms of accountability, the Board-approved Plan
leads to AYP determination based on:

-   An incremental increase of students in the aggregate and each
    subgroup scoring at proficiency. Scores from the spring 2003 ISAT
    test determined the baseline.

-   A minimum of ninety-five percent (95%) of all students and each
    subgroup at the time of test-taking participating in the statewide
    assessment (ISAT and the Alternate Assessment or a three-year
    average of rates of participation.)

```{=html}
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```
-   A student performance rate for elementary and middle schools
    determined by the Board that indicates improvement by students over
    the rate from the preceding year or meeting the annual target on the
    state language usage test. See Section 7.2.

-   The Board has adopted a student graduation rate target of 90% by
    2012-13 for high schools with an annual rate improvement from
    present through 2013. Capability to disaggregate graduation rate
    begins for the 2006-2007 school year as a part of AYP determinations
    in 2008.

All Idaho public schools and LEAs are systematically judged on the basis
of the same criteria when making an AYP determination.

For the purpose of determining AYP, Idaho public schools are defined as
those elementary and secondary schools established and maintained at
public expense through the total basic foundation program/state aid
formula described in Idaho Code §33-1002 and governed by the Idaho State
Board of Education (Idaho Code §33-116). For the purposes of AYP
determination, an elementary school is one that has a grade
configuration that may include grades K-4 but does not contain grade 8
or higher. A middle school is a school that does not meet the definition
of an elementary school and contains grade 8 but does not contain grade
12. A high school is any school that contains grade 12. The LEA is
defined as the local school district or public charter school designated
as an LEA.

The accountability of public schools without grades assessed by this
system (i.e., K-2 schools) will be based on the third grade test scores
of the students who previously attended that feeder school.

All students with disabilities in Idaho public schools as defined under
Section 602(3) of the Individuals with Disabilities Education Act (IDEA)
will participate in the Plan. The Individualized Education Program (IEP)
team will determine how students with disabilities will participate in
the Plan. The Idaho Alternate Assessment (approved following peer review
in 2006) yields reading and mathematics assessment results for inclusion
in AYP determination.

Students' scores from the Idaho Alternate Assessment are aggregated with
those from the ISAT for all students and each subgroup. See Section 5.3
for a description of the process that was developed to aggregate the
scores from the Idaho Alternate Assessment with those from the ISAT for
the school, LEA, and state results.

Idaho has identified four performance levels (See Section 1.3) for the
ISAT. ISAT is comprised of custom-developed, computer-adaptive
assessments that include multiple measures in the areas of reading and
mathematics. The ISAT tests were first administered in grades 4, 8, and
10 in 2003. By the 2004-2005 school year Idaho was testing in grades 3
through 8 and in grade 10. For purposes of determining AYP, only the
grade-level tests are used.

All of the required subgroups, including students with disabilities and
LEP students, who are enrolled in a public school for a full academic
year will be included in the performance measures that determine AYP
status of schools. LEP students who are enrolled in their first 12
months of school in the United States may take the English Proficiency
test in lieu of the reading/language arts ISAT but will be required to
take the math, and science in grades offered, ISAT with accommodations
or adaptations as determined by their English Learning Plan (ELP). These
students are included in the participation rates but not in the
proficiency calculations for their first administration of the ISAT as
allowed by federal flexibility.

**Evidence:**

Idaho Code §§33-116 and 33-1002

IDAPA 08.02.03

**1.3 Does the State have, at a minimum, a definition of *basic,
proficient, and advanced* student achievement levels in reading/language
arts and mathematics?**

###### Idaho has defined four levels of student achievement for the ISAT: Advanced, Proficient\*\*, Basic, and Below Basic. A general description of each of the levels is listed below:

-   **Advanced** Student demonstrates thorough knowledge and mastery of
    skills that allows him/her to function independently above his/her
    current educational level.

-   **Proficient** Student demonstrates thorough knowledge and mastery
    of skills that allows him/her to function independently on all major
    concepts and skills at his/her educational level.

-   **Basic** Student demonstrates basic knowledge and skills usage but
    cannot operate independently on concepts and skills at his/her
    educational level. Requires remediation and assistance to complete
    tasks without significant errors.

-   **Below Basic** Student demonstrates a significant lack of knowledge
    and skills and is unable to complete basic skills or knowledge sets
    without significant remediation.

All of the ISAT assessments are aligned to the content standards For the
content standards in reading, mathematics, and science performance level
descriptors by subject by grade have been developed to describe what
students know and are able to do at each of the four proficiency levels
in each subject in each grade. Reading and mathematics tests are given
in grades 3-8 and 10. Science is tested in grades 5, 7, and 10. The
science test was piloted in 2005 and 2006; the test was delivered in
2007, and cut scores were set based on that administration. The science
test is fully a part of the ISAT for 2007 going forward, but science
scores are not a factor in AYP determinations.

Achievement standards (cut scores) for each performance level at each
grade level have been set and approved by the Board. These scores are
applied uniformly for all students in all public schools. Complete
language of the performance level descriptors can be found at
<http://www.boardofed.idaho.gov/saa/achievement.asp>.

### Approved by the State Board of Education May 30, 2007

  ------------- --------- --------- --------- --------- --------- --------- --------- ----------
                Grade 3   Grade 4   Grade 5   Grade 6   Grade 7   Grade 8   Grade 9   Grade 10

  **Reading**                                                                         

  Advanced      208 and   214 and   219 and   223 and   227 and   229 and   232 and   235 and up
                up        up        up        up        up        up        up        

  Proficient    192-207   198-213   204-218   208-222   212-226   214-228   217-231   220-234

  Basic         187-191   193-197   197-203   201-207   204-211   207-213   209-216   211-219

  Below Basic   186 and   192 and   196 and   200 and   203 and   206 and   208 and   210 and
                below     below     below     below     below     below     below     below

  **Math**                                                                            

  Advanced      204 and   216 and   224 and   231 and   237 and   243 and   247 and   251 and up
                up        up        up        up        up        up        up        

  Proficient    190-203   201-215   211-223   218-230   223-236   229-242   233-246   238-250

  Basic         181-189   193-200   202-210   209-217   215-222   220-228   226-232   230-237

  Below Basic   180 and   192 and   201 and   208 and   214 and   219 and   225 and   229 and
                below     below     below     below     below     below     below     below

                Grade 3   Grade 4   Grade 5   Grade 6   Grade 7   Grade 8   Grade 9   Grade 10

  **Language                                                                          
  Usage**                                                                             

  Advanced      207 and   216 and   222 and   227 and   232 and   236 and   239 and   242 and up
                up        up        up        up        up        up        up        

  Proficient    196-206   203-215   209-221   214-226   218-231   221-235   224-238   226-241

  Basic         188-195   195-202   201-208   206-213   209-217   213-220   216-223   218-225

  Below Basic   187 and   194 and   200 and   205 and   208 and   212 and   215 and   217 and
                below     below     below     below     below     below     below     below

  **Science**                                                                         

  Advanced                          216 and             219 and                       230 and up
                                    up                  up                            

  Proficient                        206-215             213-218                       219-229

  Basic                             194-205             206-212                       213--218

  Below Basic                       193 and             205 and                       212 and
                                    below               below                         below
  ------------- --------- --------- --------- --------- --------- --------- --------- ----------

 

\*\*Idaho has set the proficient level to meet the proficient level
specified in *No Child Left Behind.*

**Evidence:**

Idaho State Board of Education action May 2007

IDAPA 08.02.03.111

1.4 How does the State provide accountability and adequate yearly
decisions and information in a timely manner?

Idaho will provide decisions about AYP in time for LEAs to implement the
required provisions of *No Child Left Behind* before the beginning of
the subsequent academic year.

For the purpose of determining AYP, the State Board will ensure that
results of the state academic assessment will be available to the LEAs
in a timely manner. (See Chart 1.)

Chart 1. Timeline

+-----------------------------------+-----------------------------------+
| Timeline                          | Activity                          |
+-----------------------------------+-----------------------------------+
| Mid-April to Mid-May Test         | Statewide assessment              |
| Administration Window (annually)  | administration                    |
+-----------------------------------+-----------------------------------+
| Throughout the testing window     | Collection of information on      |
| (annually)                        | students enrolled for full        |
|                                   | academic year                     |
+-----------------------------------+-----------------------------------+
| Approximately one month from      | Assessment vendor required to     |
| Assessment Administration         | provide assessment results to the |
|                                   | Board                             |
+-----------------------------------+-----------------------------------+
| June (annually)                   | Schools receive aggregate         |
|                                   | assessment results                |
+-----------------------------------+-----------------------------------+
| Late June-early July (annually)   | Schools are notified of           |
|                                   | preliminary AYP status            |
+-----------------------------------+-----------------------------------+
| Before the first day of school    | LEA notification to parents       |
|                                   | regarding school choice and       |
|                                   | supplemental services             |
+-----------------------------------+-----------------------------------+
| No later than thirty days after   | School/LEA appeals process ends   |
| preliminary identification of     |                                   |
| schools/LEAs not meeting AYP      | Challenged agency renders final   |
| (annually)                        | determination in response to      |
|                                   | appeal                            |
+-----------------------------------+-----------------------------------+

AYP determinations are final at the close of the appeals window. When
schools and districts receive preliminary determinations and make the
decision they will not be challenging the determination, they then know
what the final determination will be and can immediately prepare and
issue the required notifications.

**Evidence:**

IDAPA 08.02.03.112

5.  **Does the Idaho State Accountability System produce an annual State
    Report Card?**

Yes. The Idaho State Board of Education produces an annual School Report
Card that includes the required state information and also information
on every LEA and school. LEAs are required to complete LEA report cards
and ensure school-level report cards are produced. To aid LEAs and
schools, the Board provides templates to assist in meeting the required
report card elements.

The state releases accountability reports, assessment data, graduation,
and other information as it becomes available for the state, districts,
and schools and then incorporates that information into the single State
Report Card format in the fall of each year.

The State and LEA School Report Cards include the required assessment,
accountability, and teacher quality data as outlined below:

Assessment Data

The The State School Report Card includes detailed assessment reports
for the state, all LEAs, and all schools from the Idaho Standards
Achievement Tests (ISAT) in reading, math, and language taken by
students each spring.

The state phased in its assessments required under the Elementary and
Secondary Education Act (ESEA) over a three year period. The 2004-05
Report Cards includes the full range of assessments in grades 3-8 and
10^th^ grade. The 2007-08 Report Card will include results from the
science assessment.

The assessment reports are different from the accountability reports in
several ways:

1.  The minimum "n" for reporting results is 10 for all students and
    subgroups.

2.  The reports are by grade level.

3.  The reports include all students tested, not just those enrolled for
    a full academic year.

For each grade and subject tested, the State School Report Card includes
\--

1.  Information on the percentage of students tested. This information
    is disaggregated by the following subgroups:

All Students

Major Racial & Ethnic groups

Students with Disabilities

Limited English Proficient

Economically Disadvantaged

Migrant

Gender

2.  Information on student achievement at each proficiency level. In
    Idaho, the proficiency levels are: advanced, proficient, basic,
    below basic; the data is disaggregated by the following subgroups:

All Students

Major Racial & Ethnic groups

Students with Disabilities

Limited English Proficient

Economically Disadvantaged

Migrant

Gender

3.  The assessment data include the most recent 2-year trend data in
    student achievement for each subject and for each grade it is
    available.

# Accountability Data

The state Report Card includes required accountability data for the
state, its LEAs, and all schools, including a comparison between student
achievement levels and the state's annual measurable objectives in
reading and math, and data on student performance on the state's
additional academic indicators used in making adequate yearly progress
(AYP) determinations, and information on districts and schools making
AYP.

Specifically, the State Report Card includes:

1.  A comparison between the actual achievement levels and the State's
    annual measurable objectives in reading and mathematics for the
    following subgroups:

> All Students
>
> Major Racial & Ethnic Groups
>
> Students with Disabilities
>
> Limited English Proficient
>
> Economically Disadvantaged

2.  A comparison between the actual participation rate and the State's
    annual measurable objective of 95 percent tested for the following
    subgroups:

> All Students
>
> Major Racial & Ethnic Groups
>
> Students with Disabilities
>
> Limited English Proficient
>
> Economically Disadvantaged

3.  Information on the third academic indicator used by the State for
    AYP determinations. (See Sections 7.1 and 7.2 for descriptions.) The
    information is disaggregated for the following groups:

All Students

Major Racial & Ethnic Groups

Students with Disabilities

Limited English Proficient

Economically Disadvantaged

> The state reports aggregate graduation and drop out rates for the
> State, its LEAs that graduate students, and all high schools.
> Beginning with the 2006-2007 school year the department reports
> disaggregated information for the following groups:

All Students

Major Racial & Ethnic Groups

Students with Disabilities

Limited English Proficient

Economically Disadvantaged

4.  The State Report Card also includes the following accountability
    information:

-   Adequate Yearly Progress determinations for each LEA and school.

-   A list of schools identified for improvement and the sanctions each
    faces

-   A list of LEAs identified for improvement and the sanctions each
    faces

5.  The state Report Card goes beyond the federal requirements and
    includes important student safety information for the state, its
    LEAs and all schools. Those indicators include the number of
    incidents of:

-   Substance (Tobacco, Alcohol, Other Drugs) Distribution, Use, and
    Possession on campuses

-   In-School and Out-of-School Suspensions

-   Truancies, Expulsions, and Fights on campuses

-   Insubordination, Harassment, Bullying, and Vandalism on campuses

-   Weapons, and non-firearm weapons on campuses

-   Data on violent crimes that committed on their campuses used to
    identify "persistently dangerous" schools.

# Teacher Quality Data

The Idaho State Report Card includes Teacher Quality Data in three
areas:

1.  The professional qualifications of all public elementary and
    secondary school teachers in the State, as defined by the State;

2.  The percentage of all public elementary and secondary school
    teachers teaching with emergency or provisional credentials; and

3.  The percentage of classes in the State taught by highly qualified
    teachers (as the term is defined in Section 9101(23) of the ESEA),
    percentage of classes in the State not taught by highly qualified
    teachers, in the aggregate and disaggregated by high-poverty
    compared to low-poverty schools which (for this purpose) means
    schools in the top quartile of poverty and the bottom quartile of
    poverty in the State.

**Dissemination**

**State dissemination**

The SBOE produces its State School Report Card as an interactive
web-based version, which is posted on the ISDE website. Results from the
National Assessment of Educational Progress are reported as applicable.

The State School Report Card web version is available in Spanish.

**LEA dissemination**

The State Board of Education publishes web-based assessment and
accountability reports for each LEA and every school and also provides
templates to assist districts in meeting the federal reporting
requirements.

The templates available for LEA and school use are available at:
[[http://www.sde.idaho.gov/AYP/default.asp]{.underline}](http://www.sde.idaho.gov/AYP/default.asp)
and include:

**District Report Card Templates**

[Cover Page
(Word)](http://www.sde.state.id.us/dept/documents/coverpagedistrict.doc)

[AYP Indicator Report
(WORD)](http://www.sde.state.id.us/dept/documents/2.AYPIndicatorReportDISTRICT.doc)

[AYP Assessment Report
(EXCEL)](http://www.sde.state.id.us/dept/documents/3.2005ReportCardAssessmentsTemplates-District.xls)

**Elementary Report Card Templates**

[Cover Page
(Word)](http://www.sde.state.id.us/dept/documents/coverpageelem.doc)

[AYP Indicator Report
(WORD)](http://www.sde.state.id.us/dept/documents/02AYPIndicatorReport-ElementaryandMiddleSchool.doc)

[AYP Assessment Report
(EXCEL)](http://www.sde.state.id.us/dept/documents/03AYPAssessmentReportElementary.xls)

**Middle/Junior High Report Card Templates**

[Cover Page
(Word)](http://www.sde.state.id.us/dept/documents/coverpagemidsch.doc)

[AYP Indicator Report
(WORD)](http://www.sde.state.id.us/dept/documents/02AYPAssessmentIndicatorsMiddleSchool.doc)

[AYP Assessment Report
(EXCEL)](http://www.sde.state.id.us/dept/documents/03AYPAssessmentReportMiddleSchool.xls)

**High School Report Card Templates**

[Cover Page
(WORD)](http://www.sde.state.id.us/dept/documents/coverpagehs.doc)

[AYP Indicator Report
(WORD)](http://www.sde.state.id.us/dept/documents/02AYPIndicatorsHighSchool.doc)

[AYP Assessment Report
(EXCEL)](http://www.sde.state.id.us/dept/documents/04AYPAssessmentReportHighSchool.xls)

The report card requirement for LEAs and schools also has been
incorporated into the state's accreditation system and is monitored
through that program starting with the 2004-05 data.

The templates available for LEA and school use are available at:
[[http://www.sde.idaho.gov/AYP/default.asp]{.underline}](http://www.sde.idaho.gov/AYP/default.asp)
and include:

**District Report Card Templates**

[Cover
Page](http://www.sde.state.id.us/dept/documents/coverpagedistrict.doc)

[Adequate Yearly Progress (AYP) Indicator
Report](http://www.sde.state.id.us/dept/documents/2.AYPIndicatorReportDISTRICT.doc)

[AYP Assessment
Report](http://www.sde.state.id.us/dept/documents/3.2005ReportCardAssessmentsTemplates-District.xls)

**Elementary Report Card Templates**

[Cover
Page](http://www.sde.state.id.us/dept/documents/coverpageelem.doc)

[AYP Indicator
Report](http://www.sde.state.id.us/dept/documents/02AYPIndicatorReport-ElementaryandMiddleSchool.doc)

[AYP Assessment
Report](http://www.sde.state.id.us/dept/documents/03AYPAssessmentReportElementary.xls)

**Middle/Junior High Report Card Templates**

[Cover
Page](http://www.sde.state.id.us/dept/documents/coverpagemidsch.doc)

[AYP Indicator
Report](http://www.sde.state.id.us/dept/documents/02AYPAssessmentIndicatorsMiddleSchool.doc)

[AYP Assessment
Report](http://www.sde.state.id.us/dept/documents/03AYPAssessmentReportMiddleSchool.xls)

**High School Report Card Templates**

[Cover Page](http://www.sde.state.id.us/dept/documents/coverpagehs.doc)

[AYP Indicator
Report](http://www.sde.state.id.us/dept/documents/02AYPIndicatorsHighSchool.doc)

[AYP Assessment
Report](http://www.sde.state.id.us/dept/documents/04AYPAssessmentReportHighSchool.xls)

**Evidence:** The Idaho State Report Card with accountability and
assessment information for the state, its LEAs, and all schools is
available at
<http://www.sde.idaho.gov/ipd/reportcard/SchoolReportCard.asp>.

The requirement for LEA and school report cards is identified in the
accreditation procedures provided to districts and schools in Fall 2005
and available at:
[**http://www.sde.idaho.gov/accreditation/docs/Comparison.pdf**](http://www.sde.idaho.gov/accreditation/docs/Comparison.pdf)

1.6 How does the State Accountability System include rewards and
sanctions for public schools and LEAs?

Idaho developed annual measurable objectives determined by the
computations for AYP during the transition period of 2002-03. Beginning
in 2002-2003, Idaho administered the ISAT assessments to determine AYP
for Idaho school systems. The system of assessment is defined in IDAPA
08.02.03.111, Rules Governing Thoroughness, State Board of Education.

Idaho's current Statewide Assessment and Accountability Plan is
reflected in a state accountability system that includes rewards and
sanctions for public schools and LEAs. The Board approved the plan in
2003 and the State Legislature approved it in 2004. The plan prescribes
consequences for schools/LEAs that do not meet accreditation standards.
These consequences range from development of a School Improvement Plan
to possible state takeover of the school or LEA. In addition, all Idaho
Title I public schools and Idaho Title 1 districts are subject to the
requirements of Section 1116 of NCLB. (See Chart 2: Idaho School and LEA
Sanctions)

> Chart 2: Idaho School and LEA Sanctions

+--------+--------------------------------+---------------------------+
| Not    | Schools                        | LEAs                      |
| M      |                                |                           |
| eeting |                                |                           |
| AYP    |                                |                           |
| After  |                                |                           |
+--------+--------------------------------+---------------------------+
| Year 1 | Identified as not achieving    | Identified as not         |
| & 2    | AYP                            | achieving AYP             |
+--------+--------------------------------+---------------------------+
| Year 3 | School Improvement             | LEA Improvement           |
|        |                                |                           |
|        | -   Technical Assistance from  | -   Technical Assistance  |
|        |     LEA                        |     from SDE              |
|        |                                |                           |
|        | -   Choice                     | -   Develop an            |
|        |                                |     Intervention          |
|        | -   Intervention School        |     Improvement Plan      |
|        |     Improvement Planning       |                           |
|        |                                |                           |
|        | -   Supplemental Services for  |                           |
|        |     eligible students in       |                           |
|        |     reading and math if choice |                           |
|        |     not available              |                           |
+--------+--------------------------------+---------------------------+
| Year 4 | School Improvement             | LEA Improvement           |
|        |                                |                           |
|        | -   Technical Assistance from  | -   Technical Assistance  |
|        |     LEA                        |     from SDE              |
|        |                                |                           |
|        | -   Choice                     | -   Implement the         |
|        |                                |     Intervention          |
|        | -   Supplemental Services      |     Improvement Plan      |
|        |                                |                           |
|        | ```{=html}                     |                           |
|        | <!-- -->                       |                           |
|        | ```                            |                           |
|        | -   Previous year sanctions    |                           |
|        |     plus                       |                           |
|        |                                |                           |
|        | -   Implementation of          |                           |
|        |     Intervention School        |                           |
|        |     Improvement Plan           |                           |
+--------+--------------------------------+---------------------------+
| Year 5 | School Improvement             | Corrective Action         |
|        |                                | Planning                  |
|        | -   Previous year sanctions    |                           |
|        |     plus                       | -   Technical Assistance  |
|        |                                |     from SDE              |
|        | -   Corrective Action          |                           |
+--------+--------------------------------+---------------------------+
| Year 6 | School Improvement             | Corrective Action         |
|        |                                | Implementation            |
|        | -   Continue previous          |                           |
|        |     sanctions                  | -   Technical Assistance  |
|        |                                |     from SDE              |
|        | -   Develop a Restructuring    |                           |
|        |     Plan                       |                           |
+--------+--------------------------------+---------------------------+
| Year 7 | School Improvement             |                           |
|        |                                |                           |
|        | -   Continue previous          |                           |
|        |     sanctions                  |                           |
|        |                                |                           |
|        | ```{=html}                     |                           |
|        | <!-- -->                       |                           |
|        | ```                            |                           |
|        | -   Implement Alternative      |                           |
|        |     Governance                 |                           |
+--------+--------------------------------+---------------------------+

**Rewards**

**Distinguished Schools**. The State Board of Education may recognize as
"Distinguished Schools," the top five percent (5%) of schools exceeding
the Idaho Adequate Yearly Progress (AYP) intermediate targets listed in
Subsection 112.02 and significantly reducing the gaps between subgroups
listed in Subsection 112.03.d.

**Additional Yearly Growth (AYG) Award**. Schools demonstrating improved
proficiency levels of subpopulations or in the aggregate by greater than
ten percent (10%) will be considered to have achieved AYG. The school
must have achieved Adequate Yearly Progress (AYP) to be eligible for
this award.

Evidence:

IDAPA 08.02.03, Section 113

Idaho Request for Proposal for Supplemental Services Providers

State of Idaho - Approved List of Supplemental Services Providers

State Board approved Accountability Procedures

**PRINCIPLE 2. All students are included in the State Accountability
System.**

**2.1 How does the State Accountability System include all students in
the State?**

All Idaho public schools and LEAs are systematically judged on the basis
of the same criteria when making an AYP determination using data
collected through the test enrollment process by the technical vendor
overseen by ISBE.

[]{.mark}

The state contractor will use a web-based data collection system to
collect data for all subpopulations included in NCLB requirements. This
data will be included in reports prepared by the current vendor, Data
Recognition Corporation, and the Bureau of Technology Services, to
create reports for the schools, LEAs, and state for AYP determination.

For the purpose of determining AYP, Idaho public schools are defined as
those elementary and secondary schools established and maintained at
public expense through the total basic foundation program/state aid
formula outlined in Idaho Code §33-1002 and governed by the Idaho State
Board of Education (Idaho Code §33-116). For the purposes of AYP
determination, an elementary school is one that has a grade
configuration that may include grades K-4 but does not contain grade 8
or higher. A middle school is a school that does not meet the definition
of an elementary school and contains grade 8 but does not contain grade
12. A high school is any school that contains grade 12. The LEA is
defined as the local school district or a public charter school
designated as an LEA.

The accountability of public schools without grades assessed (i.e., K-2
schools) will be based on the third grade test scores of the students
who previously attended the associated feeder school.

All Idaho school students with disabilities as defined under section
602(3) of the Individuals with Disabilities Education Act (IDEA)
amendments of 1997 and Board policy will participate in the Plan. The
Individualized Education Program (IEP) team will determine how students
with disabilities will participate in the Plan (i.e., ISAT or Idaho
Alternate Assessment Program) as defined in Board policy. The Idaho
Alternate Assessment will yield reading and mathematics assessment
results for inclusion in AYP determination.

Idaho's assessment window includes five calendar weeks. The first four
weeks of the testing window are considered the test administration
window and the fifth week is considered the make-up window.

All LEP students in Idaho public schools are required to participate in
the Plan. LEP, when used with reference to individuals, denotes:

-   Individuals whose native language is a language other than English.

-   Individuals who come from environments where a language other than
    English is dominant.

-   Individuals who are American Indian and Alaskan natives and who come
    from environments where a language other than English has had a
    significant impact on their level of English language proficiency,
    and who, by reason thereof, have sufficient difficulty speaking,
    reading, writing, or understanding the English language to deny such
    individuals the opportunity to learn successfully in classrooms,
    where the language of instruction is English.

For accountability purposes, all LEP students are included. LEP
students, who receive a score in the low range on the State Board of
Education approved language acquisition proficiency test and have an
Education Learning Plan (ELP), shall be given the ISAT with
accommodations or adaptations as outlined in the ELP. For AYP purposes
students can be categorized as LEP students for two (2) years after
testing proficient on the language proficiency test and exiting the LEP
program. LEP students who do not have an ELP or a language acquisition
score will be given the regular ISAT without accommodations or
adaptations. LEP students who are enrolled in their first year of school
in the United States may take the English Proficiency test in lieu of
the reading/language usage ISAT but will still be required to take the
math, and science in grades offered, ISAT with accommodations or
adaptations as determined by the ELP and language proficiency score.
Their participation will count positively in the 95% participation
requirement for both the reading and math assessment. However, neither
the math nor reading scores will be counted in the proficiency
calculations.

All of the required subgroups, including students with disabilities and
LEP students within the flexibility parameters allowed by the US
Education Department, who are enrolled in an Idaho public school for a
full academic year, will be included in the performance level measures
that determine AYP and accountability status of schools.

**Evidence:**

Idaho Code §§33-116 and 33-1002

IDAPA 08.02.03

2.2 How does the State define "full academic year" for identifying
students in AYP decisions?

As defined in Board Rule, the following students are to be included in
the Plan through the completion of a full academic year.

#### [For inclusion in AYP determination]{.underline} 

A student who is enrolled continuously in the same public school from
the end of the first eight (8) weeks or fifty-six (56) calendar days of
the school year through the spring testing administration period will be
included in the calculation to determine if the school achieved AYP. A
student is continuously enrolled if s/he has not transferred or
dropped-out of the public school. Students who are serving
suspensions/expulsions are still considered to be enrolled students. A
student who is enrolled continuously in the LEA from the end of the
first eight (8) weeks or fifty-six (56) calendar days of the school year
through the spring testing administration period will be included when
determining if the LEA has achieved AYP. A student who is enrolled
continuously in a public school within Idaho from the end of the first
eight (8) weeks or fifty-six (56) calendar days of the school year
through the spring testing administration period will be included when
determining if the state has achieved AYP.

**Evidence:**

IDAPA 08.02.03, Section 112.03

2.3 How does the State determine which students have attended the same
public school and/or LEA for a full academic year?

The following definition of students to be included in the Plan through
the completion of a full academic year has been developed by a statewide
citizen committee appointed by the Board and will be included in the
Plan.

#### [For inclusion in AYP determination]{.underline}

All of the following student subgroups are held accountable to the AYP
indicators:

-   A student who is enrolled continuously in the same public
    [school]{.underline} from the end of the first eight (8) weeks or
    fifty-six (56) calendar days of the school year through the spring
    testing administration period will be included in the calculation to
    determine if the school achieved AYP. A student is continuously
    enrolled if he/she has not transferred or dropped-out of the public
    school. Students who are serving suspensions are still considered to
    be enrolled students. Students who are expelled but return to
    another school in the same district are considered continuously
    enrolled to determine the district AYP.

-   A student who is enrolled continuously in the [LEA]{.underline} from
    the end of the first eight (8) weeks or fifty-six (56) calendar days
    of the school year through the spring testing administration period
    will be included in the calculation to determine if the LEA achieved
    AYP.

-   A student who is enrolled continuously in the [state]{.underline}
    from the end of the first eight (8) weeks or fifty-six (56) calendar
    days of the school year through the spring testing administration
    period will be included in the calculation to determine if the state
    achieved AYP.

**Evidence:**

IDAPA 08.02.03

**PRINCIPLE 3. State definition of AYP is based on expectations for
growth in student achievement that is continuous and substantial, such
that all students are proficient in reading and mathematics by no later
than 2013-2014.**

**3.1 How does the state's definition of Adequate Yearly Progress
require all students to be proficient in reading and mathematics by the
2013-2014 school year?**

Idaho's definition of AYP requires all students to be proficient in
reading and mathematics by the end of the 2013-2014 school year. It also
requires all students and each subgroup to be held accountable to meet
all of the academic indicators used to measure AYP (percent proficient
in reading and mathematics; percent of participation in the
assessments). Graduation rate for secondary schools and an additional
academic indicator for elementary and middle schools will also be used
to determine if a school has made AYP. (See Chart 3.) For 2007-2008
disaggregation of high school graduation rate will be available for use
in safe harbor calculations.

High school students take the ISAT in grade 10. The online test is
presented multiple times each year for the purpose of meeting the
graduation requirements. If a student meets the proficiency requirement
in an administration prior to the spring assessment, that student will
be counted as meeting standard for purposes of calculating AYP. Students
in 11^th^ and 12^th^ grade taking retest opportunities will not be
counted for any AYP calculation.

**Chart 3.** Accountability Subgroups and Academic Indicators

+--------------+-------+----------+-------+----------+--------------+
|              | Aca   |          | Par   |          | Graduation / |
|              | demic |          | ticip |          |              |
|              | Indic |          | ation |          | Additional   |
|              | ators |          | Rate  |          | Academic     |
|              |       |          |       |          |              |
|              |       |          |       |          | Indicator \* |
+--------------+-------+----------+-------+----------+--------------+
|              | Re    | Mat      | Re    | Mat      |              |
|              | ading | hematics | ading | hematics |              |
|              |       |          |       |          |              |
|              | \%    | \%       |       |          |              |
|              | Me    | Meeting  |       |          |              |
|              | eting | Standard |       |          |              |
|              | Sta   |          |       |          |              |
|              | ndard |          |       |          |              |
+--------------+-------+----------+-------+----------+--------------+
| All Students |       |          |       |          |              |
+--------------+-------+----------+-------+----------+--------------+
| Economically |       |          |       |          |              |
|              |       |          |       |          |              |
| D            |       |          |       |          |              |
| isadvantaged |       |          |       |          |              |
+--------------+-------+----------+-------+----------+--------------+
| American     |       |          |       |          |              |
| In           |       |          |       |          |              |
| dian/Alaskan |       |          |       |          |              |
| Native       |       |          |       |          |              |
+--------------+-------+----------+-------+----------+--------------+
| Asian        |       |          |       |          |              |
+--------------+-------+----------+-------+----------+--------------+
| B            |       |          |       |          |              |
| lack/African |       |          |       |          |              |
| American     |       |          |       |          |              |
+--------------+-------+----------+-------+----------+--------------+
| Native       |       |          |       |          |              |
| Ha           |       |          |       |          |              |
| waiian/Other |       |          |       |          |              |
| Pacific      |       |          |       |          |              |
| Islander     |       |          |       |          |              |
+--------------+-------+----------+-------+----------+--------------+
| White        |       |          |       |          |              |
+--------------+-------+----------+-------+----------+--------------+
| Hispanic or  |       |          |       |          |              |
| Latino       |       |          |       |          |              |
| Ethnicity    |       |          |       |          |              |
+--------------+-------+----------+-------+----------+--------------+
| Students     |       |          |       |          |              |
| with         |       |          |       |          |              |
| Disabilities |       |          |       |          |              |
+--------------+-------+----------+-------+----------+--------------+
| LEP Students |       |          |       |          |              |
+--------------+-------+----------+-------+----------+--------------+

\* The school and LEA will not be required to disaggregate graduation
rate and the additional academic indicator data into the subgroups [for
accountability]{.underline} unless the school and LEA are using the
"Safe Harbor" provision to achieve AYP.

All subgroups identified in Chart 3 will be held accountable for the
academic indicators of reading and mathematics participation rate.
Disaggregation of the graduation rate for 2006-2007 will be available
for AYP determination in the 2007-2008 school year.

Idaho used spring 2002-2003 ISAT scores as the baseline for calculating
AYP. A timeline was established for public schools to reach the goal of
100% of students proficient in reading and mathematics by the end of the
2012-13 school year. Annual intermediate goals were established
beginning in the 2004--05 school year with subsequent goals in 2006-07,
2008-09 and 2010-11 to assure increases in the percent of students
proficient in reading and mathematics.

The first increase occurred in 2004-05, followed by incremental
increases to assure that Idaho public schools and LEAs meet the goal of
100% proficiency in 2013-14. Setting 2004-05 as the date for the first
expected increase corresponds with the expected impact of current state
interventions at the elementary level using research-based reading
strategies and professional development initiatives.

+----------+--------+--------+----------+--------+-------+----------+
|          | 2      | 2      | 2006-07  | 2      | 20    | 2013-14  |
|          | 002-03 | 004-05 |          | 009-10 | 11-12 |          |
|          |        |        | 2007-08  |        |       |          |
|          | 2      | 2      |          | 2      | 20    |          |
|          | 003-04 | 005-06 | 2008-09  | 010-11 | 12-13 |          |
+----------+--------+--------+----------+--------+-------+----------+
|          |        |        |          |        |       |          |
+----------+--------+--------+----------+--------+-------+----------+
| Reading  | 66%    | 72%    | 78%      | 85%    | 92%   | 100%     |
+----------+--------+--------+----------+--------+-------+----------+
|          |        |        |          |        |       |          |
+----------+--------+--------+----------+--------+-------+----------+
| Math     | 51%    | 60%    | 70%      | 80%    | 90%   | 100%     |
+----------+--------+--------+----------+--------+-------+----------+
|          |        |        |          |        |       |          |
+----------+--------+--------+----------+--------+-------+----------+
| Language | 66%    | 72%    | 78%      | 85%    | 92%   | 100%     |
| Usage    |        |        |          |        |       |          |
+----------+--------+--------+----------+--------+-------+----------+
|          |        |        |          |        |       |          |
+----------+--------+--------+----------+--------+-------+----------+

Idaho Peer Review for 2006 required significant changes in the ISAT. As
such, revised proficiency level descriptors were developed in March 07.
Based on revised PLDs and Spring 07 student data, performance standards
were reset in May 2007.

In 2008, Idaho requested an exception to the previously set AMAOs. The
significant changes including a new vendor, aligned items, revised
performance level descriptors and resetting of performance standards
have disrupted the process of holding schools and districts accountable.
Maintaining 2006-2008 proficiency targets for an additional year,
through 2009, will bring stability to the system and still allow Idaho
to reach 100% by 2014 as required by NCLB.

[GROWTH OBJECTIVE ("Safe Harbor" Provision)]{.underline}

If any student subgroups do not meet or exceed the Idaho's annual
measurable objectives, the public school or LEA may be considered to
have achieved AYP if the percent of students in the non-proficient
subgroup:

1.  Decreased by 10% from the preceding school year on the reading and
    mathematics indicators, as applicable,

2.  Made progress on one or more of the other indicators, or is at/above
    the target goal for that indicator, and

3.  Attained a 95% participation rate

Evidence:

Board action August 2006

Board Information February 28, 2008

**3.2 How does the State Accountability System determine whether each
student subgroup, public school, and LEA achieves AYP?**

The Plan bases the annual determination of whether each subgroup, public
school, and LEA achieves AYP on the achievement of all students,
including the following subgroups:

1.  Economically disadvantaged

2.  Racial/ethnic

3.  Students with disabilities

4.  Limited English Proficient

Idaho's AYP calculation also incorporates additional academic indicators
of graduation rate (for secondary schools) and for elementary and middle
schools beginning in the 2004-2005 school year the third indicator
described in Section 7.2. Disaggregation of the 2006-2007 graduation
rate will be available for AYP determinations in 2007-2008. (See Chart
4.)

> (NOTE: For accountability purposes, the requirement to disaggregate
> graduation rate and growth index data into the subgroups is effective
> on when the public school or LEA must use the "Safe Harbor" provision
> to achieve AYP.)

Idaho will use a decreasing trend calculation under the "Safe Harbor"
provision to identify schools that failed to achieve AYP by the method
outlined in Chart 4. An Idaho public school or LEA may be considered to
have achieved AYP if the percent of students in the non-proficient
subgroup:

Part 1: Decreased by 10% from the preceding school year,

Part 2: Made progress on the additional academic indicators, or is
at/above the target for that academic indicator, and

Part 3: Attained a 95% participation rate

An LEA is identified for improvement when it misses AYP in the same
subject and same grade span for two consecutive years, or misses the
other academic indicator in the same grade span for two consecutive
years.

Beginning in 2002-2003 Idaho introduced the ISAT in grades 4, 8, and 10.
With this phased-in introduction, many subgroups did not appear to have
missed a target in reading or math because there were less than 34
students (see section 5.5). With the introduction of more grades, more
subgroups now have 34 or more students. To avoid the over-identification
of schools and districts in "need of improvement," Idaho will apply safe
harbor (the reduction of not proficient students by 10%) to subgroups'
results from 2003 even when the "n" is less than 34.

-   The safe harbor formula used is

> [% of not proficient students, year 1 - % of not proficient students,
> year 2]{.underline}
>
> \% of not proficient students, year 1

-   Idaho will use the % of not proficient students in year 1 even when
    "n" is less than 34

-   The "n" for year 2 data must be equal to or greater than 34

Completion of the introduction of the ISAT in grades 3-8 and 10
significantly reduced the use of data from groups less than 34 to apply
Part 1 of safe harbor.

**Chart 4. "Safe Harbor" Provision for AYP Determination with
Accountability** Subgroups and Indicators

+-----------+-----------+-----------+------+-----------+-------------+
|           | Academic  |           | P    |           | Graduation  |
|           | I         |           | arti |           | /           |
|           | ndicators |           | cipa |           | Additional  |
|           |           |           | tion |           | Academic    |
|           |           |           | Rate |           | Indicator\* |
+-----------+-----------+-----------+------+-----------+-------------+
|           | Reading   | Ma        | Rea  | Ma        |             |
|           |           | thematics | ding | thematics |             |
|           | \%        |           |      |           |             |
|           | Meeting   | \%        |      |           |             |
|           | Standard  | Meeting   |      |           |             |
|           |           | Standard  |      |           |             |
+-----------+-----------+-----------+------+-----------+-------------+
|           | Decrease  | Decrease  | Atta | Attained  | Meets or    |
|           | by 10%    | by 10%    | ined | a 95%     | shows       |
|           | that      | that      | a    | Part      | progress    |
|           | percent   | percent   | 95%  | icipation | toward this |
|           | of        | of        | P    | Rate      | indicator   |
|           | students  | students  | arti |           | by that     |
|           | not       | not       | cipa |           | sub-group   |
|           | p         | p         | tion |           |             |
|           | roficient | roficient | Rate |           |             |
|           | from the  | from the  |      |           |             |
|           | preceding | preceding |      |           |             |
|           | year in   | year in   |      |           |             |
|           | the       | the       |      |           |             |
|           | school    | school    |      |           |             |
+-----------+-----------+-----------+------+-----------+-------------+
| []{.mark} | []{.mark} |           |      |           |             |
+-----------+-----------+-----------+------+-----------+-------------+
| All       |           |           |      |           |             |
| Students  |           |           |      |           |             |
+-----------+-----------+-----------+------+-----------+-------------+
| Eco       |           |           |      |           |             |
| nomically |           |           |      |           |             |
|           |           |           |      |           |             |
| Disa      |           |           |      |           |             |
| dvantaged |           |           |      |           |             |
+-----------+-----------+-----------+------+-----------+-------------+
| American  |           |           |      |           |             |
| India     |           |           |      |           |             |
| n/Alaskan |           |           |      |           |             |
| Native    |           |           |      |           |             |
+-----------+-----------+-----------+------+-----------+-------------+
| Asian     |           |           |      |           |             |
+-----------+-----------+-----------+------+-----------+-------------+
| Blac      |           |           |      |           |             |
| k/African |           |           |      |           |             |
| American  |           |           |      |           |             |
+-----------+-----------+-----------+------+-----------+-------------+
| Native    |           |           |      |           |             |
| Hawai     |           |           |      |           |             |
| ian/Other |           |           |      |           |             |
| Pacific   |           |           |      |           |             |
| Islander  |           |           |      |           |             |
+-----------+-----------+-----------+------+-----------+-------------+
| White     |           |           |      |           |             |
+-----------+-----------+-----------+------+-----------+-------------+
| Hispanic  |           |           |      |           |             |
| or Latino |           |           |      |           |             |
| Ethnicity |           |           |      |           |             |
+-----------+-----------+-----------+------+-----------+-------------+
| Students  |           |           |      |           |             |
| with      |           |           |      |           |             |
| Dis       |           |           |      |           |             |
| abilities |           |           |      |           |             |
+-----------+-----------+-----------+------+-----------+-------------+
| LEP       |           |           |      |           |             |
| Students  |           |           |      |           |             |
+-----------+-----------+-----------+------+-----------+-------------+

\* The requirement to disaggregate graduation rate and additional
academic indicator data into the subgroups for accountability is
effective only when the public school and LEA must use the "Safe Harbor"
provision to achieve AYP.

[]{.mark}

The state contractor, now Data Recognition Corporation, will employ its
current web-based system to collect and report data for all subgroups.

**Evidence:**

Board action August 15, 2003

IDAPA 08.02.03, §114.07

**3.2a What is the State's starting point for calculating Adequate
Yearly Progress?**

Idaho used student scores from the Spring 2002-2003 school year ISAT
test for the starting point to calculate AYP. Based on those scores,
Idaho set separate starting points for reading and mathematics for
public schools with the goal of having a common starting point statewide
for all public schools with similar grade configurations based on the
ISAT. These averages were used to determine intermediate goals and
annual measurable objectives.

Idaho Peer Review for 2006 required significant changes in the ISAT. As
such, revised proficiency level descriptors were developed in March 07.
Based on revised PLDs and Spring 07 student data, performance standards
were reset in May 2007.

##### Calculating the Starting Point for AYP

Because it provided the higher starting point of two options, the
following method was used for establishing the starting point for AYP.

-   Rank all Idaho public schools in order according to the percent of
    students who scored at the proficient level or above in reading in
    Spring 2003. The same process was used to calculate the starting
    point for mathematics. (In Steps 1 through 5, references are made to
    Chart 5, Example A, found on the following page.)

> 1\. In a chart similar to Example A, record the total students in the
> enrollment records for each school after they have been ordered based
> on the percent of students who scored at the proficient level or
> above.
>
> 2\. Beginning with the school with the smallest percent of proficient
> students in reading, calculate the cumulative enrollment. Referring to
> Example A, the cumulative enrollment for School X is 397 {200 (School
> Z) + 65 (School Y) + 132 (School X)}.
>
> 3\. Multiply the total student enrollment for Idaho public schools
> (top cumulative enrollment number) by 20 percent (.20) to find 20
> percent of the total student enrollment. In the example, 20 percent of
> 1619 is 323.8. Rounding yields 324.

4.  Count up from the school with the smallest percent of students
    proficient in reading to identify the public schools whose combined
    school populations represent 20 percent of the total student
    enrollment (cumulative enrollment). From Example A, 20 percent of
    the total student enrollment is 324. To reach this number, the
    student populations from School X, School Y, and School Z are
    combined.

> 5\. Use the percent of students who scored at the proficient level in
> reading and mathematics from the public schools identified in Step 4.
> This percent is the minimum starting point for reading and
> mathematics. In Chart 5, Example A, the minimum starting point is 30
> percent (the percent of proficient students at School X).

Chart 5. Example

  --------------- ---------------- ---------------- ----------------------
  School Name     Percent of       Total students   Cumulative enrollment
                  Students         in enrollment    
                  Proficient in    records          
                  Reading and Math                  

  School A        54 %             235              1619 (1384 + 235)

  School B        40 %             400              1384 (984 + 400)

  School W        38 %             587              984 (397 + 587)

  School X        30 %             132              397 (265 + 132)

  School Y        29 %             65               265 (200 + 65)

  School Z        20 %             200              200
  --------------- ---------------- ---------------- ----------------------

**Evidence:**

Board action, August 15, 2003

Board Action, May 30, 2007

**3.2b What are the State's annual measurable objectives for determining
Adequate Yearly Progress?**

Idaho has established annual measurable objectives/intermediate goals
for reading and mathematics. These goals/objectives will identify a
single percent of students who must meet or exceed the proficient level
of performance on the ISAT and the Idaho Alternate Assessment.

Idaho has set annual measurable objectives/intermediate goals separately
for reading and mathematics. Beginning in 2003-2004 the annual
intermediate goals/objectives will be used to determine AYP and serve as
a guide to public schools in reaching the target goal by the end of the
2012-13 school year. The goals/objectives are the same for all public
schools and LEAs for each grade configuration. The goals/objectives may
be the same for more than one year. Idaho has set the goals/objectives
and will use them to determine AYP for each public school and LEA by
each student subgroup through 2012-13. (Refer to Section 3.1.)

+----------+--------+--------+----------+--------+-------+----------+
|          | 2      | 2      | 2006-07  | 2      | 20    | 2013-14  |
|          | 002-03 | 004-05 |          | 009-10 | 11-12 |          |
|          |        |        | 2007-08  |        |       |          |
|          | 2      | 2      |          | 2      | 20    |          |
|          | 003-04 | 005-06 | 2        | 010-11 | 12-13 |          |
|          |        |        | 008-2009 |        |       |          |
+----------+--------+--------+----------+--------+-------+----------+
|          |        |        |          |        |       |          |
+----------+--------+--------+----------+--------+-------+----------+
| Reading  | 66%    | 72%    | 78%      | 85%    | 92%   | 100%     |
+----------+--------+--------+----------+--------+-------+----------+
|          |        |        |          |        |       |          |
+----------+--------+--------+----------+--------+-------+----------+
| Math     | 51%    | 60%    | 70%      | 80%    | 90%   | 100%     |
+----------+--------+--------+----------+--------+-------+----------+
|          |        |        |          |        |       |          |
+----------+--------+--------+----------+--------+-------+----------+
| Language | 66%    | 72%    | 78%      | 85%    | 92%   | 100%     |
| Usage    |        |        |          |        |       |          |
+----------+--------+--------+----------+--------+-------+----------+
|          |        |        |          |        |       |          |
+----------+--------+--------+----------+--------+-------+----------+

**Evidence:**

Board action, August 15, 2003

Board Information, February 21, 2008

**3.2c What are the State's intermediate goals for determining Adequate
Yearly Progress?**

Idaho has set intermediate goals that will be applied to all school
configurations (elementary, middle, and high school) by allowing
multiple years at a specific target level. These targets lead to the
ultimate goal of having 100% of students proficient in 2013-14. See
chart in Section 3.2b (Previous page).

Idaho Peer Review for 2006 required significant changes in the ISAT. As
such, revised proficiency level descriptors were developed in March
2007. Based on revised PLDs and Spring 07 student data, performance
standards were reset in May 2007. Idaho has revised the AMAO
progression, maintaining 2006-2008 goals for an additional year.

**Evidence:**

Board action, August 2006

Board Information, 2006

**PRINCIPLE 4. State makes annual decisions about the achievement of all
public schools and LEAs.**

4.1 How does the State Accountability System make an annual
determination of whether each public school and LEA in the State makes
AYP?

Idaho makes annual determinations of AYP for all public schools and
LEAs. Idaho Code requires that ISDE publish an annual report of school,
LEA, and state performance. Idaho Code § 33-4502 and IDAPA 08.02.03,
Section 112, require annual decisions before the beginning of each
school year regarding school performance.

Information used for AYP determination includes:

-   The proficiency status of each student tested in the state based on
    the assessment results for the student. (Each student will have a
    total mathematics and a reading score and students' proficiency will
    be determined for each test as provided by the testing company
    contracted to score and report test results.)

-   Whether each student has completed a full academic year at the
    school, LEA, or state level as determined by a comparison of the
    roster of students enrolled from the end of the first eight weeks or
    fifty-six (56) calendar days of the school year who were
    continuously enrolled through the spring testing window. A student
    is continuously enrolled if he/she has not transferred or
    dropped-out of the public school. Students who are serving
    suspensions are still considered to be enrolled students. Students
    who are expelled but return to another school in the same district
    are considered continuously enrolled to determine the district AYP.

```{=html}
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```
-   The number of students enrolled for a full academic year determined
    by comparing the number of continuously enrolled students with the
    number of tested students.

-   The percent of students enrolled for a full academic year.

-   The graduation rate for public high schools as determined by the
    formula indicated in Section 7.1 with information coming from the
    current Tenth Month Enrollment Report (June) and prior year dropout
    reports (by student)

-   Performance on the additional academic indicators: See Section 7.2
    for description of the third academic indicator for public
    elementary and middle schools.

Disaggregated test results, percent tested, and a third academic
indicator and for elementary and middle schools the academic indicator
described in Section 7.2 across all required subgroups. Disaggregation
of the 2006-2007 graduation rate will be available for AYP
determinations in 2007-2008.

[]{.mark}

All required subgroups are identified based on subgroup membership
indicated in the March testing collection. Idaho will notify schools and
LEAs of any subgroup that initially does not achieve AYP in one year on
any indicator (i.e., reading, mathematics, participation rate,
additional academic indicator, or graduation rate).

Each school, LEA, and sub-group will be required to meet the
intermediate goals. Each school and LEA, including all subgroups, will
be required to meet the 95% assessment participation rate indicator.

An LEA is identified for improvement when it misses AYP in the same
subject and same grade span for two consecutive years, or misses the
other academic indicator in the same grade span for two consecutive
years. This language compares to model 3 of Attachment A of Assistant
Secretary Harry Johnson's March 7, 2006, letter to states. No change is
being made in the process already used; only the clarification language
is being added.

Public schools will be accountable for all students who have been
enrolled in the school for a full academic year. The LEA is accountable
for all students who have been enrolled for a full academic year in that
LEA. The State Education Agency (SEA) is accountable for all students
who have been enrolled for a full academic year in state schools. (See
Section 2.2.)

The decision about whether a school has achieved AYP is the
responsibility of the State Board of Education. All accountability
decisions will be based on the information collected by the state
contractor, using the following electronic collections:

-   Enrollment of Students at the end of the first eight weeks or
    fifty-six calendar days of the school year

-   Class Roster File

-   Tenth Month Enrollment Report (June)

-   Total Year Student Registration Record

-   Assessment Results by Student

**Evidence:**

Idaho State Code § 33-4502

IDAPA 08.02.03

Board action, August 15, 2003

PRINCIPLE 5. All public schools and LEAs are held accountable for the
achievement of individual subgroups.

**5.1 How does the definition of Adequate Yearly Progress include all
the required student subgroups?**

Idaho's definition of AYP includes measuring and reporting the
achievement of subgroups of students by the indicators and subgroups
that appear in Chart 6 (Accountability Subgroups and Academic
Indicators). Currently, Idaho reports LEA and state performance by the
required student subgroups. The Idaho Report Card can be viewed at
ISDE's website. Districts create Reports Cards for individual schools
within their respective districts. Reports Cards are available to the
public from each LEA.

Chart 6. Accountability Subgroups and Academic Indicators

+-----------+--------+---------+--------+---------+-----------------+
|           | Ac     |         | P      |         | Gradua          |
|           | ademic |         | artici |         | tion/Additional |
|           | Indi   |         | pation |         | Academic        |
|           | cators |         | Rate   |         | Indicator\*     |
+-----------+--------+---------+--------+---------+-----------------+
|           | R      | Math    | R      | Math    |                 |
|           | eading | ematics | eading | ematics |                 |
|           |        |         |        |         |                 |
|           | \%     | \%      |        |         |                 |
|           | M      | Meeting |        |         |                 |
|           | eeting | S       |        |         |                 |
|           | St     | tandard |        |         |                 |
|           | andard |         |        |         |                 |
+-----------+--------+---------+--------+---------+-----------------+
| All       |        |         |        |         |                 |
| Students  |        |         |        |         |                 |
+-----------+--------+---------+--------+---------+-----------------+
| Eco       |        |         |        |         |                 |
| nomically |        |         |        |         |                 |
|           |        |         |        |         |                 |
| Disa      |        |         |        |         |                 |
| dvantaged |        |         |        |         |                 |
+-----------+--------+---------+--------+---------+-----------------+
| American  |        |         |        |         |                 |
| India     |        |         |        |         |                 |
| n/Alaskan |        |         |        |         |                 |
| Native    |        |         |        |         |                 |
+-----------+--------+---------+--------+---------+-----------------+
| Asian     |        |         |        |         |                 |
+-----------+--------+---------+--------+---------+-----------------+
| Blac      |        |         |        |         |                 |
| k/African |        |         |        |         |                 |
| American  |        |         |        |         |                 |
+-----------+--------+---------+--------+---------+-----------------+
| Native    |        |         |        |         |                 |
| Hawai     |        |         |        |         |                 |
| ian/Other |        |         |        |         |                 |
| Pacific   |        |         |        |         |                 |
| Islander  |        |         |        |         |                 |
+-----------+--------+---------+--------+---------+-----------------+
| White     |        |         |        |         |                 |
+-----------+--------+---------+--------+---------+-----------------+
| Hispanic  |        |         |        |         |                 |
| or Latino |        |         |        |         |                 |
| Ethnicity |        |         |        |         |                 |
+-----------+--------+---------+--------+---------+-----------------+
| Students  |        |         |        |         |                 |
| with      |        |         |        |         |                 |
| Dis       |        |         |        |         |                 |
| abilities |        |         |        |         |                 |
+-----------+--------+---------+--------+---------+-----------------+
| LEP       |        |         |        |         |                 |
| Students  |        |         |        |         |                 |
+-----------+--------+---------+--------+---------+-----------------+

\* The school/LEA will not be required to disaggregate graduation rate
and additional academic indicator data into the subgroups [for
accountability]{.underline} unless the school/LEA is using the "Safe
Harbor" provision to achieve AYP.

Idaho's definition of AYP requires all student subgroups to be
proficient in reading and mathematics by the end of the 2012-13 school
year. (See Section 3.1.)

**Evidence:**

Idaho Report Card
<http://www.sde.idaho.gov/ipd/reportcard/SchoolReportCard.asp>

IDAPA 08.02.03

**5.2 How are public schools and LEAs held accountable** **for the
progress of student subgroups in the determination of Adequate Yearly
Progress?**

Data Recognition Corporation, Idaho's assessment contractor, collects
all data on all student subgroups. This data is then provided to the
state and used to match student enrollment data with test results and
other indicators to determine AYP for all required subgroups. School
determinations of AYP are computed in this system. Each subgroup within
the school or LEA must meet the objective for each indicator (assessment
proficiency rate and participation rate) in order to achieve AYP.

Idaho uses a uniform averaging procedure across grade levels in a
school, LEA, or state to produce a single assessment score for reading
and a single assessment score for mathematics. Test results in 2003
provided starting points for determining intermediate goals and annual
measurable objectives for schools at those grade configurations. (See
Section 3.1) Additionally, Idaho applies the 95% participation rate to
student subgroups.

For AYP determination, the additional academic indicator calculation is
used for accountability at the school/LEA levels, but is not calculated
for each subgroup. However, for schools/LEAs that must use the "Safe
Harbor" provision to achieve AYP the academic indicator must then be met
by the subgroup(s) that failed to achieve AYP on the assessment scores.

Idaho will notify public schools and LEAs of any subgroup that does not
achieve AYP in one year on any indicator (i.e., reading, mathematics,
participation rate, additional academic indicator, or graduation rate).
However, if that school/LEA successfully achieves AYP for that same
indicator the following year, that school and LEA will be considered to
have achieved the AYP standard and will not be identified as a school in
need of improvement. This approach will reduce the error of false
identification of schools in need of improvement based on that standard.

The Idaho Report Card will chart the progress of all groups of students
and the status of each group in relation to annual measurable objectives
based on the percent of students at the proficient level for reading,
mathematics, the participation rate, and additional academic indicators.
ISDE will provide the participating school, LEA, and state with the
annual Report Card by the end of September with results.

**Evidence:**

IDAPA 08.02.03

5.3 How are students with disabilities included in the State's
definition of Adequate Yearly Progress?

Students with disabilities, as defined under Section 602(3) of IDEA and
State Board policy are required to participate in all statewide
achievement tests in Idaho. For AYP purposes, Board policy also
stipulates that students with disabilities who have been enrolled in a
public school for a full academic year will be included in the
accountability formula. Students with disabilities must participate
either in the ISAT, with or without accommodations and adaptations, or
in the Idaho Alternate Assessment (IAA). The participation and
proficiency results for the students with disabilities will be included
in all AYP determinations.

Idaho notifies schools and LEAs of the AYP status for the student with
disabilities subgroup on each indicator (i.e., reading and mathematics
proficiency and participation rates, graduation rate, or the performance
rate on the additional academic indicator). If a school and/or LEA
successfully achieves AYP for that same indicator the following year,
that school and/or LEA will be considered to have achieved the AYP
standard and will not be identified for school improvement based on the
AYP standard.

The IAA is for special education students with significant disabilities,
whose cognitive impairment may prevent them from attaining grade-level
knowledge and skills, even with effective instruction and modifications.
The IEP team determines whether a student is eligible to take an
alternate assessment by using the state guidelines. The IAA is aligned
to extended knowledge and skills, which are aligned to the Idaho
Achievement Standards. Extended knowledge and skills differ in
complexity and scope from the general education knowledge and skills.
The IAA has a clearly defined scoring criteria and procedure and a
reporting format that identifies the same performance levels as students
taking the ISAT. All students taking the IAA are included in the
calculations of adequate yearly progress (AYP) as either proficient (and
above) or not yet proficient at the school, LEA and state level in
reading and math and participation rates. The percent of students in the
Alternate Assessment to ISAT will not exceed 1% of all students in the
grades assessed at the LEA and the state levels. If it is projected that
an LEA may exceed the 1% cap due to unusual circumstances, the LEA must
use the state appeal process for approval.

As in 2006-2007, for calculating AYP for 2007-2008 Idaho will again take
advantage of the additional flexibility offered for students with
disabilities. Using the federal guidelines (May 10, 2005) for a
transition option number 1, a proxy equivalent to two percent of the
total number of students assessed will be calculated to allow an
additional credit to schools or districts that miss the Adequate Yearly
Progress (AYP) targets solely because of students with disabilities.
This proxy percentage will be applied uniformly to all relevant schools
and districts. 19 points were added in the two previous years, and in
2007 five districts and 19 schools benefited.

**Evidence:**

IDAPA 08.02.03

<http://www.sde.state.id.us/SpecialEd/AltAssessment/iaamanual.pdf>

5.4 How are students with limited English proficiency included in the
State's definition of Adequate Yearly Progress?

All LEP students in Idaho public schools are required to participate in
the Plan using appropriate accommodations and modifications. LEP, when
used with reference to individuals, represents:

-   Individuals whose native language is a language other than English.

-   Individuals who come from environments where a language other than
    English is dominant.

-   Individuals who are American Indian and Alaskan natives and who come
    from environments where a language other than English has had a
    significant impact on their level of English language proficiency,
    and who, by reason thereof, have sufficient difficulty speaking,
    reading, writing, or understanding the English language to deny such
    individuals the opportunity to learn successfully in classrooms,
    where the language of instruction is English.

The following language is from IDAPA 08.02.03: "Limited English
Proficient (LEP) students[,]{.underline} as defined in Subsection
112.03.d.iv., who receive a score in the low range on the State Board of
Education approved language acquisition proficiency test and have an
Education Learning Plan (ELP), shall be given the ISAT with
accommodations or adaptations as outlined in the ELP. For AYP purposes
students can be categorized as LEP students for two (2) years after
testing proficient on the language proficiency test and exiting the LEP
program. LEP students who do not have an ELP or a language acquisition
score will be given the regular ISAT without accommodations or
adaptations. LEP students who are enrolled in their first year of school
in the United States may take the English Proficiency test in lieu of
the reading/language usage ISAT but will still be required to take the
math, and science in grades offered, ISAT with accommodations or
adaptations as determined by the ELP and language proficiency score.
Their participation will count positively in the 95% participation
requirement for both the reading and math assessment. However, neither
the math nor reading scores will be counted in the proficiency
calculations."

All of the required subgroups, including LEP students as described
above, who are enrolled in an Idaho public school for a full academic
year will be included in the performance level measures that determine
AYP and accountability status of schools, and the approval status of
schools, LEAs, and the state.

Idaho will notify schools and LEAs of the LEP subgroup that initially
does not achieve AYP in one year on any indicator (i.e., reading,
mathematics, participation rate, additional academic indicator, or
graduation rate).

Board rule addresses the participation of LEP students and also outlines
the criteria that a school-based team must evaluate each individual LEP
student to determine the appropriate participation in the ISAT. LEAs may
approve assessment with accommodations and modifications on a
case-by-case basis for individual students.

For an LEP student who is also identified as a student with disabilities
under IDEA, the IEP team will determine whether the student participates
in the ISAT or meets the criteria for the Idaho Alternate Assessment.

**Evidence:**

[IDAPA 08.02.03, §§111.04 and
112](http://www2.state.id.us/adm/adminrules/rules/idapa08/0203.pdf)

5.5 What is the State's definition of the minimum number of students in
a subgroup required for reporting purposes? For accountability purposes?

[Reporting Purposes]{.underline}

ISDE's minimum "n" for reporting is 10 students. Idaho Report Card does
not report student data for less than 10 students. In addition, when the
cell being reported is greater then 95% or less than 5%, only the
symbols \>95% or \< 5% will be reported. This will further reduce the
possibility of inadvertently identifying information about individual
students.

Board rule outlines the achievement performance measures for reporting
the school's total students and each subgroup (migrant students, student
gender, students with disabilities, LEP students, economically
disadvantaged students, race/ethnicity to include American
Indian/Alaskan Native, Asian, Black/African American, Native
Hawaiian/Other Pacific Islander, White, and Hispanic or Latino
Ethnicity), which contains 10 or more students.

[Accountability Purposes]{.underline}

ISDE's minimum "n" for accountability is 34 students. The minimum "n" of
34 will apply to ISAT, including Idaho Alternative Assessment test
scores. Idaho examined the impact of the various "n" values that are
statistically defensible for making valid and reliable AYP decisions.
The "n" value of 34 provides confidence intervals of .05 and a power of
.80, both of which are statistically acceptable.

For a comparative perspective, the following chart shows the impact of
various "n" values on the number of schools that would be excluded at
each value.

+-------------+-------------+-------------+-------------+-------------+
| Fall        | Number of   | Elementary  | A           | Exceptional |
| Enrollment  | Schools     |             | lternative/ | Child       |
|             |             |             |             |             |
|             |             |             | Secondary   |             |
+-------------+-------------+-------------+-------------+-------------+
| [\<]{       | 66          | 29          | 27          | 2           |
| .underline} |             |             |             |             |
| 50          |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| [\<]{       | 60          | 27          | 23          | 2           |
| .underline} |             |             |             |             |
| 40          |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| [\<]{       | 51          | 25          | 17          | 2           |
| .underline} |             |             |             |             |
| 34          |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+

As the chart illustrates an "n" of 34 includes 15 schools in the
calculation that would not be reported with an "n" of 50. Idaho has a
very homogeneous student population. Approximately 86% of students are
White, 11% are Hispanic or Latino ethnicity, and 3% is identified as
Black/African American, Asian, or American Indian/Alaskan Native.

With an "n" greater than 34 the probability is high that whole subgroups
of the population would be excluded from performance calculations. Idaho
will use grouping techniques consistent with federal guidelines to group
students across grade-level averaging to reach reportable student
numbers.

Beginning in 2002-2003 Idaho introduced the ISAT in grades 4, 8, and 10.
With this phased-in introduction, many subgroups did not appear to have
missed a target in reading or math because there were less than 34
students (see section 5.5). With the introduction of more grades, more
subgroups now have 34 or more students. To avoid the over-identification
of schools and districts in "need of improvement," Idaho will apply safe
harbor (the reduction of not proficient students by 10%) to subgroups'
results from 2003 even when the "n" is less than 34.

-   The safe harbor formula used is

> [% of not proficient students, year 1 - % of not proficient students,
> year 2]{.underline}
>
> \% of not proficient students, year 1

-   Idaho will use the % of not proficient students in year 1 even when
    "n" is less than 34

-   The "n" for year 2 data must be equal to or greater than 34

Completion of the introduction of the ISAT in grades 3-8 and 10 reduced
the use of data from groups less than 34 to apply Part 1 of safe harbor.

Board policy outlines the achievement performance level measures for
accountability as the "school's total students and each subgroup
(students with disabilities, Limited English Proficient, economically
disadvantaged, and racial/ethnic to include American Indian/Alaskan
Native, Asian, Black/African American, Native Hawaiian/Other Pacific
Islander, White, and Hispanic or Latino Ethnicity) that contains 34 or
more students."

**Evidence:**

IDAPA 08.02.03

6.  **How does the State Accountability System protect the privacy of
    students when reporting results and when determining AYP?**

Idaho uses a minimum "n" of 10 for reporting of school and LEA results.
This minimum is acceptable for Family Educational Rights and Privacy Act
(FERPA) requirements. Additionally, the Board policy assures the privacy
rights of all students.

Individual student results are not public record. In order to assure
that individual students cannot be identified, school results are not
publicly reported or displayed when the number of students in a subgroup
is less than 10. Asterisks will be used on the Idaho Report Card when
data has been suppressed.

Results greater than 95% will be reported as "\> 95%" and results less
that 5% will be reported as "\< 5%" in order to prevent reporting
information that would violate the privacy of individual students.

Evidence:

IDAPA 08.02.03, §111.05

PRINCIPLE 6. State definition of AYP is based primarily on the State's
academic assessments.

6.1 How is the State's definition of Adequate Yearly Progress based
primarily on academic assessments?

Idaho's definition for AYP is based primarily on reading and mathematics
assessments for all student subgroups. The 2002-2003 test results served
as the baseline data years for the assessment indicators.

To achieve AYP, all student subgroups are required to meet the state's
definition of proficient for reading and mathematics by the 2012-13
school year. Beginning in the 2004-05 school year, each school and LEA
was required to increase the percent of students at the proficient level
in that school or LEA consistent with intermediate annual measurable
achievement objectives that were originally based on 2002-2003 baseline
data.

The assessments that will be used to determine AYP calculations for
schools and LEAs in Idaho are designated by "X" and on the following
chart:

**Chart 7. Idaho's Accountability Assessments**

  ----------- -------------------- ------------------- -------------------
              ISAT                                     

  Grade       Reading              Mathematics         \*Science

  K                                                    

  1                                                    

  2                                                    

  3           X                    X                   

  4           X                    X                   

  5           X                    X                   X

  6           X                    X                   

  7           X                    X                   X

  8           X                    X                   

  9                                                    

  10          X                    X                   X

  11                                                   

  12                                                   
  ----------- -------------------- ------------------- -------------------

\*Science will be *reported only* as required for 2008.

The same performance level standards are applied to public schools and
LEAs, disaggregating the data into the federally-defined subgroups to
determine the minimum percent of students [at or above the state's
identified proficient performance level]{.underline} for the respective
grade spans using the starting point calculations outlined in section
3.2b and Chart 5. These calculations first identified the percent of
students achieving AYP for 2003-04; determined AYP intermediate
goals/annual objectives based on state performance through 2012--14; and
determined annual growth objectives based on school performance up to
2012--14.

In addition to meeting the 95% assessment participation rate, the
graduation rate will be used as the additional indicator for public high
schools. Disaggregation of the graduation rate for 2006-2007 will be
available for AYP determination in the 2007-2008 school year. Beginning
in 2004-2005 the third indicator as described in Section 7.2 will be
used for elementary and middle public schools for determining AYP.

**Evidence:**

Board action, January 26, 2004

IDAPA 08.02.03

**PRINCIPLE 7. State definition of AYP includes graduation rates for
public high schools and an additional indicator selected by the state
for public middle and public elementary schools (such as alternative
performance measure rates).**

**7.1 What is Idaho's definition for public school graduation rate?**

For Idaho, the graduation rate has been measured through AYP
determinations made in 2007 using the number of students who graduate
from a public high school with a regular diploma (not including a GED or
any other diploma not fully aligned with the state's academic standards)
in five years. Idaho includes in the graduation rate the number of
students with disabilities who are entitled to services up to the age of
21 where the Individual Education Plan warrants the additional time to
meet graduation requirements. The number of high school graduates and
dropouts by grade has been reported to ISDE for the last five years.

The graduation rate formula beginning in fall 2008 data collection and
used in the calculation for the class of 2007 in AYP determination for
the State of Idaho for 2008 uses a denominator of current year
graduates, plus current year 12^th^ grade dropouts, plus prior year
11^th^ grade dropouts, plus two years prior 10^th^ grade dropouts, plus
three years prior 9^th^ grade dropouts.

A

= Graduation Rate

A+B+C+D+E

A = Current Year Graduates

B = Current Year 12^th^ Grade Dropouts

C = Prior Year 11^th^ Grade Dropouts

D = Two Years Prior 10^th^ Grade Dropouts

E = Three Years Prior 9^th^ Grade Dropouts

Idaho uses the formula for graduation rate from the National Center for
Educational Statistics (NCES). Graduation rate (G) is defined by NCES as
the proportion of students that begin in ninth grade and go on to
complete twelfth grade with a diploma. Idaho includes students who
complete high school under the IEP exception. A General

Education Development (GED) certificate does not meet requirements that
are comparable for receipt of a regular high school diploma.

> $$G = c_{\text{st}}^{\text{long}} = \frac{g_{\text{st}}}{g_{\text{st}} + d_{\text{st}}^{\text{12}} + d_{s(t - 1)}^{\text{11}} + d_{s(t - 2)}^{\text{10}} + d_{s(t - 3)}^{9}}$$

Where

> G = graduation rate.
>
> $c_{\text{st}}^{\text{long}}$ = four-year completion rate for state
> *s* at year *t*.
>
> $g_{\text{st}}$ = number of high school completers at year *t*.
>
> $d_{\text{st}}^{\text{12}}$ = number of grade 12 dropouts at year *t*.
>
> $d_{s(t - 1)}^{\text{11}}$ = number of grade 11 dropouts at year
> *t*-1.
>
> $d_{s(t - 2)}^{\text{10}}$ = number of grade 10 dropouts at year
> *t*-2.
>
> $d_{s(t - 3)}^{9}$ = number of grade 9 dropouts at year *t*-3.

The Board established the graduation rate standard of 90%. Schools will
be considered as having achieved AYP if they meet or exceed the standard
or if they have made improvement toward the standard.

Idaho will first determine whether each school met the 90% target or
improved its graduation rate over the previous year.

All schools with over 100 in the graduating cohort will continue to have
AYP determined by this formula.

Schools with graduating cohorts from 35-100 will have graduation rates
calculated to determine whether they have improved or reached 90%. A
three year rolling average of graduation rates will be applied to
calculate AYP when they fail to meet 90%.

For small schools below the minimum "n" (with 34 or fewer students in
the cohort, Idaho will conduct a small school review by

-   First determining whether the school has met the 90% target or
    improved its graduation rate over the previous year.

-   Second, a three year rolling average of graduation rates will be
    applied to calculate AYP when they fail to meet 90%.

-   Finally, AYP determination will be based on whether the school lost
    no more than 1 student per year.

[]{.mark}

For subgroups with less than 10, the 90% or improvement rule will be
applied at the LEA and state levels.

For AYP determination, the graduation rate calculation will be used for
accountability at the school/LEA levels, but will not be calculated for
each subgroup. However, for schools/LEAs that must use the "Safe Harbor"
provision to achieve AYP for the achievement indicator, the graduation
rate standard must then be met by the subgroup(s) that failed to achieve
AYP on the assessment standards.

While the state has been able to calculate the graduation rate for the
student population as a whole, in order to provide for disaggregation of
data by subgroups Idaho implemented in the fall 2008 collection detailed
data that will allow the calculation of subgroup graduation rates for
"Safe Harbor" determinations for the 2007 graduating class, which will
be reported in 2008 AYP determinations.

The formula for calculating the graduation rate for the class of 2007
will be based on four year completers and will be used in the AYP
calculation for 2008. With the implementation of a unique student
identifier within the next year districts within Idaho will be better
able to track transfers of students within the state.

[]{.mark}

**Evidence:**

Board action October 2, 2003

IDAPA 08.02.03

7.2 What is the State's additional academic indicator for public
elementary schools and public middle schools for the definition of AYP?

The Idaho State Board of Education approved beginning in the 2004-2005
school year an additional academic indicator for elementary and middle
schools. Districts may choose among the following three options:

-   Meet or exceed previous Language Usage ISAT proficiency rates, or

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-   Reduce the percentage of students that score at the below basic
    level on the reading and math ISAT, or

-   Increase the percentage of students that score at the advanced level
    on the reading and math ISAT.

The guidelines for the Language Usage proficiency rates will be the same
as for the previous two years. Schools/districts and any applicable
subgroup using safe harbor must do one of the following to meet the
Language Usage goal:

1.  Maintain the percent of proficient or advanced students from the
    previous year, or

2.  Increase the percent proficient or advanced students from previous
    year, or

3.  Achieve a proficiency rate above 76% (this target is set to increase
    as does the percentage expected for the reading/language arts
    assessment---see 3.1).

In addition, the guidelines below apply to increasing the percent of
advanced in reading and math or decreasing the percent of below basic in
reading and math:

1.  Increase in percent of advanced is an average of the percent of
    increase in reading and the increase in math delineated by the
    following formulas:

    a.  Formula for increase of advanced percent: ((Percent of advanced
        students in reading year 2 -- percent of advanced students in
        reading year 1) + (Percent of advanced students in math year 2
        -- percent of advanced students in math year 1)) / 2

    b.  Formula for decrease of below basic percent: ((Percent of below
        basic students in reading year 1 -- percent of below basic
        students in reading year 2) + (Percent of below basic students
        in math year 1 -- percent of below basic students in math year
        2)) / 2

2.  Districts must maintain the previous year's level or make progress
    in either the percent of advanced or percent of below basic students
    to have achieved the goal.

The following are general guidelines for all three options:

1.  Selection of an option is in force for a minimum of one year.
    Districts may change their selection annually by written
    notification to the Office of the State Board of Education by
    September 15th of each year. The selection will remain in effect
    unless notification is received by this date.

2.  Districts must select a choice that will be applied to all schools
    within that district, including charter schools. Charter schools not
    chartered by a district will make a decision as an LEA.

LEA choices must be made at the beginning of the school year. The
language usage option was assigned to LEAs that did not make the cut off
date for the 2004-2005 school year.

These gains are measured by performance on the ISAT tests, eliminating
the need for an additional statewide test. The language usage test is an
academic test that is developed and maintained according to the same
technical standards as the mathematics, reading, and science tests that
are components of the ISAT.

[]{.mark}

For the AYP determination, the additional academic indicator calculation
will be used for accountability at the school/LEA levels, but will not
be calculated for each subgroup. However, for schools/LEAs that must use
the "Safe Harbor" provision to achieve AYP for the achievement
indicator, the additional academic indicator standard must then be met
by the subgroup(s) that failed to achieve AYP on the assessment
standards.

**Evidence:**

Board action, January 26, 2004

7.3 Are the State's academic indicators valid and reliable?

Idaho has defined academic indicators that are valid and reliable as
demonstrated by the use of clear definitions (e.g., United States
Department of Education-recommended calculation formulas) for data
elements and the statewide collection and analysis of data by the Board
and ISDE. The Board and ISDE review data submitted by LEAs, including
school/LEA graduation and additional academic indicators, and publishes
the information in school/LEA/state Report Cards. All databases are
monitored to verify the accuracy of data.

Idaho's graduation rate calculation is consistent with the NCES
calculation (See Section 7.1) with the exception that Idaho includes a
provision that for students with disabilities who meet the criteria
established on his or her IEP that specifically address completion of
the student's secondary program more than four years can be taken to
graduate.

Idaho has contracted with outside vendors to conduct independent
reliability and validity studies of ISAT reading, mathematics, language
usage, and science assessments. Educators from each part of the state
will be involved in ongoing item writing and test development to provide
test items for each testing session. Alignment study results will be
used to guide the items writing sessions and assure that alignment is
maintained. The alternate assessment has been independently analyzed to
assure validity, reliability, and alignment.

**Evidence:**

Idaho State Department of Education website for Idaho Report Card

<http://www.sde.idaho.gov/ipd/reportcard/SchoolReportCard.asp>

PRINCIPLE 8. AYP is based on reading/language arts and mathematics
achievement objectives.

1.  **Does the state measure achievement in reading/language arts and
    mathematics separately for determining AYP?**

For accountability purposes, using the ISAT, achievement in reading and
mathematics are measured separately. (See Chart 3 in Section 3.1) During
the 2002--03 academic year, Idaho implemented the ISAT assessment
program on a statewide basis.

The starting points for all student groups were calculated using data
from all Idaho public schools.

[]{.mark}

**PRINCIPLE 9. State Accountability System is statistically valid and
reliable.**

**9.1 How do AYP determinations meet the State's standard for acceptable
reliability?**

Idaho will provide a process that creates evidence that AYP
determinations are reliable. The reliability of the Plan determinations
will be assured through:

-   Uniform averaging of proficiency categories across grade levels
    within the school and LEA to produce a single school or LEA score.

-   2002-03 scores were used as baseline for determining starting point.
    Idaho has established the trajectory of intermediate goals and
    annual objectives beginning in 2004-2005.

-   Statistical tests to support the minimum "n" decision.

-   A minimum subgroup size of 34 is being used for accountability.

-   External review for content standards alignment.

-   "Safe Harbor" provision and evidence that this rule increases
    reliability of decisions about schools.

**Evidence:**

##### 

##### Assessment Data analysis from ISAT 

2.  **What is the State's process for making valid AYP determinations?**

Idaho's Plan is designed for construct validity and ongoing analysis of
results.

Reliable assessments aligned with content standards will result in
accurate identification of schools and LEAs in need of improvement.
Accurate data collection and reporting will support the inferences drawn
from the System. Schools and LEAs will have access to an appeals
procedure following preliminary identification.

In order to increase the validity of accountability decisions, Board
policy includes the following Appeals Process:

1.  The Idaho State Board of Education, with the assistance of the Idaho
    State Department of Education, determines preliminary identification
    of all schools and LEAs that have not met AYP according to the state
    criteria. The LEA will notify all schools who are identified for
    school improvement.

2.  Within 30 days of preliminary identification, the agency
    (LEA/school) reviews its data and may challenge its identification.
    The agency (LEA/school) not meeting AYP may appeal its status and
    provide evidence to support the challenge to the agency making the
    identification (Idaho Board of Education or LEA).

3.  No later than thirty days after preliminary identification, the
    identifying agency reviews the appeal and makes a final
    determination of identification for school improvement.

A valid and reliable accountability system has been designed for the
ISAT assessment program that includes the requirements of NCLB. The new
accountability system will be designed to create the most advantageous
balance of 1) reliable results, 2) public confidence in the results, 3)
including all public schools in the accountability formula, and 4)
capacity building and development of resources to serve Idaho students
and schools.

As the Idaho Accountability System is revised, Idaho will regularly
examine the validity and reliability of the data related to the
determination of AYP and decision consistency for holding public schools
and LEAs accountable within this system. Updated analysis and reporting
of decision consistency will be shared with the public at appropriate
intervals.

**Evidence:**

IDAPA 08.02.03

3.  **How has the State planned for incorporating into its definition of
    AYP anticipated changes in assessment?**

Idaho used the ISAT on-grade-level tests and the Plan as the basis for
development of annual measurable objectives determined by the
computations for AYP during the transition period of 2002-03. Scores
derived from the annual spring administration of the ISAT will be used
to determine AYP for Idaho schools.

ISAT is delivered primarily on the computer. Idaho provides accommodated
versions of the assessment including pencil/paper, large print and
Braille for students requiring these accommodations. Online
administration of the test increases accuracy and reliability of test
results. New assessments that are implemented as part of the Plan will
employ similar computer technology to assure consistent accuracy and
reliability.

.

**Evidence:**

IDAPA 08.02.03

**PRINCIPLE 10. In order for a public school or LEA to make AYP, the
State ensures that it assessed at least 95 percent of the students
enrolled in each subgroup.**

**10.1 What is the State's method for calculating participation rates in
the state assessments for use in Adequate Yearly Progress
determinations?**

NCLB requires that a ***minimum*** of 95% of students enrolled in public
schools as well as 95% of students in ***each*** subpopulation take the
test. The 95% minimum precludes public schools from shielding
low-scoring students in subpopulations from AYP accountability. Failure
to include 95% of students automatically identifies the school as not
having achieved AYP. The 95% determination is made by dividing the
number of students assessed on the Spring ISAT by the number of students
reported on the class roster files:

$$\frac{T}{E} \geq \text{.}\text{95}$$

Where

T = number of students tested.

E = number of enrolled students reported for the March Average Daily
Attendance reporting period in the designated grade levels.

Invalid tests are included in the denominator, but not in the numerator.

In 2004 Idaho added to Board Rule the provision to use an average of the
most recent three years to determine whether an LEA meets or exceeds the
95% requirement.

IDAPA 08.02.03, Rules Governing Thoroughness, in section 03(b)1 states:

> If a school district does not meet the ninety-five percent (95%)
> participation target for the current year, the participation rate can
> be calculated by the most current three (3) year average of
> participation.

This change is in accord with the 2004 policy decision of the U.S.
Department of Education.

**Evidence:**

IDAPA 08.02.03

2.  **What is the State's policy for determining when the 95% assessed
    requirement should be applied?**

For determining AYP, Idaho will apply the 95% of total enrollment
participation requirement for grades tested for all schools and
subgroups unless the subgroup has less than the minimum "n." For
subgroups less than the minimum "n," the 95% assessed requirement will
be applied at the LEA and state levels.

Failure to include ninety-five percent (95%) of all students and
ninety-five percent (95%) of students in designated subgroups
automatically identifies the school as not having achieved AYP. The
ninety-five percent (95%) determination is made by dividing the number
of students assessed on the spring ISAT by the number of students
reported on the class roster file for the spring ISAT.

1)  If a school district does not meet the ninety-five percent (95%)
    participation target for the current year, the participation rate
    will be calculated by a three (3) year average of participation.

2)  Students who are absent for the entire state-approved testing window
    because of a significant medical emergency are exempt from taking
    the ISAT if such circumstances prohibit them from participating.

For groups of ten (10) or more students, absences for the state
assessment may not exceed five percent (5%) of the current enrollment or
two (2) students, whichever is greater. Groups of less than ten (10)
students will not have a participation determination.

**Evidence:**

IDAPA 08.02.03