Tennessee Department of Education 2005 AYP Workshops

1
Tennessee Department of Education2005 AYP
Workshops

• June 13 and June 14, 2005

2
Overview of Amendments

• Background The Tennessee Accountability Workbook
  establishes how Tennessee will implement NCLB.
• Tennessees 2005 Amendments
• Graduation Rate
• Value-Added Addendum to Safe Harbor (proposed)
• Special Education Flexibility

3
Graduation Rate

• Amendment 1
• Tennessee will move from using current-year to
  previous-year graduation rates for AYP.
• For example, 2006 AYP determinations will use
  2005-06 test data and 2004-05 graduation rates.
• 2004-05 graduation rates will still be reported
  on the 2005 Report Card.
• Rationales
• Gives districts adequate time to report summer
  school graduation rosters
• Gateway exam administration in mid-July
• NCLB requirement to make AYP determinations
  before school year

4
Graduation Rate

• Background
• NCLB requires states to use graduation rate as
  the high school additional indicator for AYP.
• NCLB has one major requirement for the graduation
  rate
• It defines graduates as students who exit high
  school with a regular diploma on-time
• Tennessee defines on-time graduates as students
  who graduate in four years and one summer, and
  ELL and special education students whose IEPs
  allow five years and one summer
• States cannot count students who receive
  completion certificates, special education
  diplomas, or GEDs as graduates.

5
Graduation Rate

• Tennessee uses the following formula to calculate
  the graduation rate

regular on-time graduates
regular on-time graduates regular late
graduates GEDs certificates of attendance
special education diplomas dropouts (9th grade
00-01, 10th grade 01-02, 11th grade 02-03, 12th
grade 03-04)
6
Graduation Rate

• States set graduation rate standards for AYP
• The Tennessee State Board of Education has set a
  standard of 90.
• High schools and districts must meet the 90
  standard or be on track to meet 90 by 2013-14.
• The baseline year is 2003-04. For example

7
Graduation Rate

• Implications
• Each district can view its graduation rate
  improvement tracks on the Tennessee Department of
  Education website (LEA Operations) at
• http//www.state.tn.us/education/mleaops.htm
• Attendance supervisors can log on using
  districts 3-digit user id

8
Graduation Rate

• Amendment 2
• In the transition from using current-year to
  previous-year graduation rates for AYP, Tennessee
  will substitute the 2004-05 event dropout rate
  for 2005 AYP determinations.
• Rationales
• Schools have already been held accountable for
  2003-04 graduation rates.
• This will recognize schools that have implemented
  successful dropout prevention efforts to improve
  their graduation rates.

9
Graduation Rate

• Background
• The event dropout rate captures the percentage of
  students who drop out of a school or district in
  a given year
• Schools must meet the State Board standard for
  event dropout rate (TBD) or make improvement from
  the 2003-04 year.

9th 12th grade dropouts
9th 12th grade net enrollment
10
Graduation Rate Safe Harbor

• Amendment 3
• Tennessee will use the event dropout rate for
  safe harbor purposes for the following subgroups
• Students with disabilities
• English Language Learners
• Economically Disadvantaged
• Rationales
• Tennessee will not be able to calculate
  graduation rates by these 3 subgroups until
  2009-10 (using EIS data).
• In 2004, Tennessee did not apply safe harbor for
  these groups at the high school level.
• The US Department of Education suggested the
  event dropout as an acceptable substitute.

11
Graduation Rate

• Implication
• This will positively affect high schools where
  these subgroups are not meeting the academic
  proficiency targets but are making progress, if
  these subgroups have low dropout rates or are
  improving on the dropout rate.

12
Value Added

• Amendment
• Add a gain towards proficiency methodology to
  the current safe harbor exception.
• If a subgroup does not meet academic target and
  does not meet current safe harbor requirements,
  analyze individual student projections to Gateway
  exams.
• If students are projected to score proficient on
  Gateway exams, reclassify students as proficient.
• Rationale
• Response to U.S. Department of Education
  invitation to states to propose value-added
  models for AYP.
• Recognizes schools for placing individual
  students on path to proficiency.
• Allows for more accurate identification of
  schools for improvement.

13
Value Added

• Implications
• U.S. Department of Education is studying states
  value-added proposals and will issue guidance
  later this summer.

14
Special Education

• Amendment
• Tennessee commits to adopting modified
  achievement standards for special education
  students.
• For 2005 only, Tennessee will calculate adjusted
  proficiency rates for special education subgroups
  in schools/districts in which only the special
  education subgroup did not meet AYP.
• Rationale
• Response to interim flexibility offered by the
  U.S. Department of Education.

15
Special Education

• Implications
• Will help schools/districts where the special
  education subgroups are close to meeting academic
  targets.

16
ABCs of Accountability
17
ABCs of Accountability

• All students are assessed and included in
  accountability calculations
• Break the data into subgroups and hold the state,
  district, and school accountable for all students
  and 7 required subgroups
• Continuous improvement required for all 3
  accountability cells math, reading/language
  arts, and additional indicator

18
Basics of Accountability

• Tennessee has a single statewide accountability
  system that will be effective in ensuring that
  all LEAs and schools make adequate yearly
  progress.
• Tennessees accountability system implements the
  requirements of both NCLB and EIA.
• The accountability system includes both rewards
  and sanctions.

19
Basics of Accountability

• Based on academic standards and aligned
  assessments
• Includes achievement of all students
• Includes 9 subgroups for accountability
• All students
• Race/Ethnicity (5 groups white, black, Hispanic,
  Asian, Native American)
• Students with Disabilities
• Limited English Proficient Students (English
  Language Learners)
• Economically Disadvantaged Students

20
Content and Achievement Standards

• Content Standards are what we expect students to
  know and be able to do in specific content areas
  at each grade level. You can find these content
  (or academic) standards at www.state.tn.us/educati
  on/mcurriculum.htm
• Achievement standards are how well students need
  to know and perform the content standards at each
  grade level to be considered proficient or
  advanced.
• Three proficiency levels in Tennessee
• Advanced
• Proficient
• Below Proficient
• The State has determined the cut-off scores for
  the 3 proficiency levels for grades 3-8 and for
  the Gateway exams.

21
Minimum Subgroup Size

• Based on sound statistical methodology, a State
  must determine and justify the minimum number of
  students (the N count) sufficient to yield
  statistically reliable information for
  identifying schools in need of improvement.
  Tennessee has an N of 45 for accountability
  purposes. That means that a school must have at
  least 45 students in a subgroup to be held
  accountable for that subgroups performance.

22
Accountability for a Full Academic Year

• Only those students who were in the school, LEA,
  or state for a full academic year are included in
  the accountability analysis.
• Tennessee defines fully enrolled as being
  continuously enrolled for at least one day of the
  first reporting period until the test
  administration.

23
Defining AYP
100
Goal All Proficient
90
Intermediate Goals increase in equal increments
80
70
60
Annual Objectives performance target for all
50
40
30
Starting Point
20
10
03-04
07-08
05-06
02-03
06-07
08-09
10-11
11-12
12-13
13-14
09-10
04-05
01-02
24
Participation Rate

• NCLB requires that all students in the required
  grades must participate in the state assessments.
  
• 95 of all students in the school and LEA and in
  each subgroup that makes an N of 45 must have
  participated in the State assessment or the
  school or LEA does not meet AYP.

25
The 3 Cells of Accountability

• MATH
• 95 participation rate
• Meet the benchmark through the use of a 95
  confidence interval or through safe harbor
• READING/LANGUAGE
• 95 participation rate
• Meet the benchmark through the use of a 95
  confidence interval or through safe harbor
• ADDITIONAL INDICATOR (attendance and graduation
  rate)

26
Adequate Yearly Progress

• Spring 2005
• Grades 3, 5, and 8 in math, reading, language
  arts, and writing (grades 5 and 8)
• High Schools (Gateway Math, Gateway English, and
  11th grade writing
• Starting in Spring 2006
• All grades 3 through 8 in math, reading, language
  arts, and writing (grades 5 and 8)
• Science is assessed but never included in AYP
  calculations.

27
Elementary and Middle School Benchmarks
28
High School Benchmarks
29
Confidence Interval

• The State applies a 95 confidence interval to
  make AYP calculations. The confidence interval
  allows wiggle room around the benchmark. If
  there are a small number of N counts (test
  scores), then the wiggle room is greater than
  when there are a larger number of N counts (test
  scores).

30
Safe Harbor Provision

• A subgroup which does not meet the annual
  measurable objective in either math or
  reading/language arts can still meet AYP if
• The percent of below proficient students in that
  subgroup decreased by 10 from the prior year
  and,
• That subgroup meets the objective or improvement
  for the additional indicator.

31
Special Populations

• English Language Learners
• CELLA test for reading/language arts (proficient
  standard same as regular grade level TCAP
  standard)
• Take the math portion of TCAP
• May use accommodations
• First year ELL students take the assessments but
  removed from accountability calculations

32
Special Populations

• Students with Disabilities
• 1 of total AYP scores of district may include
  proficient scores from alternate assessment used
  with students with disabilities
• These severely cognitively disabled students
  held to different academic standards.
• The U.S. Department of Education has announced
  new flexibility for an additional 2 of gap
  special education students.

33
High Priority Schools

• A school or LEA must fail the same cell for two
  consecutive years to be identified as high
  priority.
• A school or LEA must fail the same cell again to
  move to the next high priority category.
• To exit that category of high priority, a school
  or LEA must meet AYP in that cell for two
  consecutive years.

34
Appeals Process

• Each school and LEA that is identified as high
  priority has the opportunity to appeal.
• 30 days to decide final status of appeal
• Appeal must be in error for statistical or other
  substantive reasons

35
Tennessee School Accountability Chart
36
High Priority Local Educational Agencies (LEAs)

• Districts also get identified as high priority
  when they fail both levels (elementary/middle and
  high school) in the same cell for two consecutive
  years.
• Revise district consolidated plan
• Reserve 10 of Title I allocation for
  professional development
• Commissioner notifies the parents of districts
  status
• Districts proceed to corrective action category
  if they fail AYP after 4 years of not making AYP.

37
Potential Augmentation of AYP to Include a
Value-Added Component for Elementary/Middle
Schools
38
Potential Augmentation of AYP to Include a
Value-Added Component for Elementary/Middle
Schools

• Proposed Amendment
• Tennessee requests an amendment to its
  Accountability Workbook to allow the use of
  individual student projections to future
  proficiency levels as an addition to its present
  Safe Harbor provisions.

39
Assumptions

• The existing AYP process is NOT to be replaced
  rather, any augmentation will be for the purpose
  of positively recognizing individual schools
  whose students are making commendable academic
  progress.
• Schools who PASS with existing AYP procedures
  will still PASS.
• Schools who FAIL with existing AYP procedures
  will be given the opportunity to PASS with
  approved Value-Added Assessment (VAA) measures.

40
Why should augmentation of AYP be utilized?

• A real-life example
• School A has students entering the third grade
  with scores sufficiently high that this school is
  not at risk of meeting the proficiency standards.
  Yet by fifth grade, this same cohort of students
  achievement levels have dropped tremendously.
  School A passes AYP.
• School Bs students enter third grade with very
  low scores, but they make excellent progress. By
  fifth grade, this same cohort of students has
  higher achievement scores than School As
  students. However, School B fails AYP.

41
TVAAS Restricted Website Diagnostic Report
At School A, only the lowest achieving students
are making adequate progress. All other students
are losing ground. This school made AYP because
its 3rd graders entered at a high level of
achievement.
42
At School B, students at all achievement levels
are making better than average progress.
However, School B failed to make AYP because its
students entered the third grade at a low
achievement level.
43
What reports on TVAAS show student projections?
44
Custom Student ReportChildren with sufficient
previous test scores will have a student
projection on the Custom Student Report
45
Select choices
46
(No Transcript)
47
Historical data for every child
48
Projection toward Graduation Requirements
49
How will projections be used for AYP?

• If a students projections are greater than the
  standards for Gateway Math and Gateway English
  (the State Board Requirement for high school
  graduation and the high school AYP academic
  measures), then this student will be considered
  Proficient in the subsequent Safe Harbor
  calculationsany student whose projections do not
  meet the high school graduation standards, even
  if they tested proficient in the current grade,
  will be considered Not Proficient.
• All students in the school will be evaluated
  using the projections for Gateway Math and
  Gateway Language.
• Once the projections are evaluated, all of the
  existing AYP calculations and reporting rules
  will then be applied, including all subgroup
  disaggregations, to determine if this school has
  met AYP. With this process, a school that meets
  Safe Harbor in this manner will have insured
  that all sub-groups and all ranges of prior
  achievement will have made progress toward
  meaningful future standards

50
(No Transcript)
51
Special Education and AYP
Alternate Assessment Update Interim Flexibility
52
Alternate Assessment Update

• Currently, there are two assessments under the
  umbrella of TCAP-Alt
• TCAP-Alt Portfolio Option
• TCAP-Alt ASA
• The RFP for the development of a new ASA has been
  posted.
• It is anticipated that a performance-based
  assessment for this portion of TCAP-Alt will be
  available for the Spring 2006 administration.

New information regarding the inclusion of an
additional 2 of students with academic
disabilities in alternate assessment scored
against modified achievement standards was
released on April 7, 2005.
53
Who May Participate in Alternate Assessment?

• Current System
• Students with the most significant cognitive
  disabilities who meet TCAP-Alt Participation
  Guidelines. (See http//www.state.tn.us/education/
  speced/setcapaltformspacket.pdf for further
  information.)
• Assessment scored against alternate achievement
  standards.
• Work in progress to obtain State Board approval
  for alternate performance indicators aligned with
  Curriculum Frameworks and for alternate
  achievement standards.

54
Who May Participate in Alternate Assessment?

• Additional 2
• Guidelines for participation of additional
  students with academic disabilities forthcoming.
• Assessment scored against modified achievement
  standards.
• Federal guidance and technical assistance
  regarding development of modified achievement
  standards and appropriate assessments
  forthcoming.
• These students will NOT participate in TCAP-Alt
  ASA or PA. Possible development of an additional
  alternate assessment.

55

• Which students scores may count towards
  proficiency using alternate assessment?
• Current System 1
• The number of proficient and advanced scores
  based on alternate achievement standards included
  in AYP calculations at the State and LEA levels,
  separately, may not exceed 1.0 percent of all
  students in the grades assessed.
• Student must score as proficient in order to be
  counted as proficient.
• If more than 1 of students within a system score
  as proficient (or advanced) on alternate
  assessment based on alternate achievement
  standards, then the system will be notified, and
  required to provide justification. Development
  of waiver process to be determined.

56
Who May Participate in Alternate Assessment?

• Additional 2
• The number of proficient and advanced scores
  based on modified achievement standards included
  in AYP calculations at the State and LEA levels,
  separately, may not exceed 2.0 percent of all
  students in the grades assessed.
• Student must score as proficient in order to be
  counted as proficient.
• If more than 2 of students within a system score
  as proficient (or advanced) on alternate
  assessment based on alternate achievement
  standards, then the system will be notified, and
  required to provide justification. Development
  of waiver process to be determined.

57
Whats Next?

• The U.S. Department of Education is working to
  complete final regulations on modified
  achievement standards. In the meantime, there
  are interim options.
• TN will implement the following flexibility
• Option would apply only to schools and districts
  that did not make AYP based solely on the
  students with disabilities (SWD) subgroup.
• Mathematical adjustment may be made to the
  proficiency rate in order to provide additional
  credit to schools or districts that missed the
  AYP target solely based on the achievement of
  students with disabilities.

58

• States may calculate a proxy to determine the
  percentage of SPED students that is equivalent to
  2.0 percent of students assessed. Proxy will
  then be added to the percent of students with a
  disability who are proficient
• States may calculate a proxy to determine the
  percentage of SPED students that is equivalent to
  2.0 percent of students assessed.
• Proxy will then be added to the percent of
  students with a disability who are proficient.
• State may use adjusted percent proficient to
  reexamine if the school made AYP for 2004-2005
  school year.

59
How Does It Work?

• Calculate what 2.0 percent of the total number of
  students assessed within the State equates to
  solely within the SWD subgroup by dividing 2.0 by
  the percentage of students who have disabilities.
  This number, which will be a constant for every
  school, will be the basis for flexibility in
  school AYP determinations.
• Identify all schools that did not make AYP solely
  on the basis of the SWD subgroup and the
  proficiency rate of those students in each
  school.
• Calculate the adjusted percent proficient for
  each school's SWD subgroup. This adjustment is
  equal to the sum of the actual percent of
  proficient scores of this subgroup plus the proxy
  percent calculated in Step 1.

60

• Compare this adjusted percent proficient for each
  school identified in Step 2 to the State's annual
  measurable objective (AMO). This comparison must
  be conducted without the use of confidence
  intervals or other statistical treatments.
• If the adjusted proficiency rate for the school's
  SWD subgroup meets or exceeds the State's AMO,
  the school may be considered to have made AYP for
  the 2004-05 school year.
• If the adjusted proficiency rate for the school's
  SWD subgroup does not meet or exceed the State's
  AMO, the school did not make AYP for the 2004-05
  school year.

61

• This process should be followed for reading and
  mathematics separately and also repeated at the
  district level, as needed.
• The actual percent proficient must be reported to
  parents and the public the State may also report
  the adjusted percent proficient.
• For more information, visit
• http//www.ed.gov/policy/elsec/guid/raising/disab-
  options.html

62
NCLB Online Appeals
63
NCLB Online Appeals 2005

• Through the NCLB Appeals website you may have the
  opportunity, based upon your system or school
  eligibility for appeal, to submit one or more
  appeals.
• A system or school must be on either the Target
  or High Priority Lists to be eligible for appeal.
• Appeal categories
• Safe Harbor
• Natural Disaster
• Coding Errors for
• Attendance rate
• Event Dropout rate
• Student level data

64
NCLB Online Appeals 2005

• All appeals must be submitted electronically
  and processed through this NCLB appeals website.
• You will be prompted for responses and taken
  screen by screen through the online appeal
  process.
• Only one appeal at a time can be submitted.
• If your system and/or school(s) are eligible
  for more than one appeal, you will submit each
  appeal separately.
• Supporting documentation is required for all
  appeals.
• If the proper supporting documentation is not
  received with the original submission of an
  appeal, the appeal will be denied.

65
NCLB Online Appeals 2005

• Each appeal must be complete and accurate when
  submitted. A confirmation email will be sent
  confirming the receipt of the appeal.
• All appeal decisions will be made by TDOE at
  the same time and systems notified of the
  final decision.
• Appeal decisions will be final and no
  resubmission of data will be permitted in an
  attempt to affect the final decision. For
  this reason, make sure the appeal is complete and
  accurate when submitted!

66
NCLB Online Appeals 2005

• Timeline for Submitting Appeals
• July 1, 2005 AYP Status available and Begin
  date for systems to start submitting online
  appeals (Dates subject to change,
  dependent upon the receipt of data.)
• July 15, 2005 Deadline for system to submit
  online appeals (Online appeals must be
  submitted from July 1st 15th to be heard.)
• July 15 22, 2005 Appeals heard by TDOE
  Appeals Committee and sent for recalculation
  of AYP
• August 1, 2005 Systems notified of Appeal
  Outcome (Dates subject to change,
  dependent upon the receipt of recalculated data.)

67
NCLB Status Report

• Appeal Eligibility is based on the NCLB Status
  Report showing AYP has not been met, placing a
  system/school on the Target or High Priority
  Lists. Y in a cell indicates that AYP was
  met.
• N in a cell indicates that AYP was not met.
• The SH Math SH Read cells indicate the
  Safe Harbor Status. This year, the Safe Harbor
  cells will contain one of the values shown below.
• Eligible indicates that the cell is
  eligible for safe harbor but there was not
  sufficient data to prove the additional indicator
  was met. An appeal is required to prove the
  additional indicator has been met.
• Not Eligible indicates that the cell is not
  eligible for safe harbor because there was not a
  10 reduction is the Below Proficient for that
  cell or that AYP was not met for Tested. An
  appeal is required that will first show
  eligibility and then prove the additional
  indicator has been met.
• Met indicates that sufficient data was
  available to prove the additional indicator was
  met and the cell has met safe harbor. No appeal
  is necessary.
• Not Met indicates that sufficient data was
  available to prove the additional indicator was
  not met and thus, the cell did not meet safe
  harbor. An appeal is required to prove
  additional indicator has been met.

68
NCLB Status Report
Sample NCLB K-8 Status Report
Y indicates that AYP was met for the cell.
No Data indicates that there was insufficient
attendance data available to prove the additional
indicator.
N indicates that AYP was not met for the cell.
The NCLB Status Reports will contain a value
other than Y or N for the Safe Harbor cells
this year. The valid values, as described on the
previous page, are Eligible, Not Eligible, Met,
Not Met.
69
NCLB Status Report
Sample NCLB High School Status Report
Y indicates that AYP was met for the cell.
N indicates that AYP was not met for the cell.
The NCLB Status Reports will contain a value
other than Y or N for the Safe Harbor cells
this year. The valid values, as described on a
previous page, are Eligible, Not Eligible, Met,
Not Met.
70
Safe Harbor Appeals

• A SAFE HARBOR Appeal may be submitted to prove
  the additional indicator has been met, or
  improvement made, for the eligible subgroup. To
  be eligible for safe harbor, the system or school
  must have a 10 decrease in the Below
  Proficient and the Tested must meet AYP.
• K-8 Safe Harbor Appeal Requirements
• Detailed Description of Subgroup(s) and Cell(s)
  Being Appealed
• Attendance Rate Report for 2004-05
• Attendance Rate Report for 2003-04 to show
  improvement
• (Report details explained on subsequent
  pages)
• 9-12 Safe Harbor Appeal Requirements
• Detailed Description of Subgroup(s) and Cell(s)
  Being Appealed
• Dropout Event Rate Report for 2004-05
• Dropout Event Rate Report for 2003-04 to show
  improvement
• (Report details explained on subsequent
  pages)

71
Safe Harbor Appeals
K-8 Safe Harbor Appeal Requirements DetailedFor
K-8, an Attendance Rate of 93 or improvement
over last years rate is required to meet safe
harbor. The appeal requires a detailed
description of the subgroup(s) and cell(s) being
appealed explaining the reason for the appeal.
This appeal also requires a report, similar to
the examples shown on the next page, listing all
students, for the eligible subgroup, for all
grades K-8 (not just 3,5,8) by school, showing
student name, SSN or PIN, ADA/ADM and the total
ADA/ADM for the school and/or system for 2004-05
with the new attendance rate calculated as it is
believed it to be. (If the 2004-05 attendance
rate does not meet the 93 benchmark but is an
improvement over the 2003-04 rate, the same
report(s) for 2003-04 must also be submitted with
the appeal to show improvement.) 9-12 Safe
Harbor Appeal Requirements DetailedFor 9-12, an
Event Dropout Rate of ______ or improvement over
last years rate is required to meet safe harbor.
The appeal requires a detailed description of
the subgroup(s) and cell(s) being appealed
explaining the reason for the appeal. This
appeal also requires a report, similar to the
example shown on a subsequent page, detailing the
2004-05 event dropout rate and the 2003-04 event
dropout rate for the subgroup eligible for safe
harbor.
72
Safe Harbor Appeals
Sample K-8 attendance rate reports to be
submitted with an appeal (These are only
suggested formats for reports. The format chosen
for submission is up to the district. The goal
is to ensure that the correct data elements are
included to support the appeal.)
Sample School Level Attendance Rate Report
Sample System Level Attendance Rate Report (A
system level appeal would require a student level
report for each school as shown above with the
totals for each school totaled for the system as
shown below.)
The ADA, ADM, and calculated Attendance Rate must
be included on reports submitted to support the
appeal. The TDOE will use these fields to
confirm the calculations submitted are correct.
73
Safe Harbor Appeals
Sample 9-12 event drop out rate report to be
submitted with an appeal (This is only a
suggested format for reports. The format chosen
for submission is up to the district. The goal
is to ensure that the correct data elements are
included to support the appeal.)
This sample shows the rate for a single subgroup.
Be sure to clearly identify the subgroup being
appealed when creating your report. To show
improvement, include a report for both the
2003-04 2004-05 school years.
Sample System Level Event Dropout Rate Report
Tennessee calculates the event dropout rate using
the following formula
To calculate the event dropout rate for a
subgroup, only include the students in that
subgroup
74
Natural Disaster Appeals

• A NATURAL DISASTER Appeal may be submitted for
  K-8 Attendance and/or Participation Rate (
  Tested) for both K-8 and 9-12.
• K-8 Attendance Rate Natural Disaster Appeal
  Requirements
• Detailed Description of Subgroup(s) and Cell(s)
  Being Appealed
• Newspaper Articles Supporting the Natural
  Disaster
• Other Documentation that may Support the
  Natural Disaster
• K-8 Participation Rate Natural Disaster Appeal
  Requirements
• Detailed Description of Subgroup(s) and Cell(s)
  Being Appealed
• Newspaper Articles Supporting the Natural
  Disaster
• Other Documentation that may Support the
  Natural Disaster
• 9-12 Participation Rate Natural Disaster Appeal
  Requirements
• Detailed Description of Subgroup(s) and Cell(s)
  Being Appealed
• Newspaper Articles Supporting the Natural
  Disaster
• Other Documentation that may Support the Natural
  Disaster

75
Natural Disaster Appeals
Natural Disaster Appeal Requirements
DetailedAll natural disaster appeals require a
detailed description of the appeal and newspaper
articles or similar documentation supporting the
natural disaster. The document must be in
electronic format. You may either scan a
newspaper article or copy an online news article
from a website into a word document.
Sample newspaper article to be submitted with an
appeal
76
Coding Error Appeals

• A CODING ERROR Appeal may be submitted for K-8
  Attendance, 9-12 Event Dropout Rate, or K-12
  Student Level Coding Errors.
• K-8 Attendance Rate Coding Error Appeal
  Requirements
• Detailed Description of Subgroup(s) and Cell(s)
  Being Appealed
• Attendance Rate Report for 2004-05
• Attendance Rate Report for 2003-04 to show 2 year
  average
• (Report details explained on subsequent
  pages)
• 9-12 Event Dropout Rate Coding Error Appeal
  Requirements
• Detailed Description of Subgroup(s) and Cell(s)
  Being Appealed
• Dropout Event Rate Report for 2004-05
• Dropout Event Rate Report for 2003-04 to show
  improvement
• (Report details explained on subsequent
  pages)
• K-8 9-12 Student Coding Error Appeal
  Requirements
• Detailed Description of Subgroup(s) and Cell(s)
  Being Appealed
• Report of Students Showing Original Data and
  Changed Data
• Individual Documentation for Each Student
  Supporting Change
• (Report details explained on subsequent
  pages)

77
Coding Error Appeals
K-8 Attendance Coding Error Appeal Requirements
DetailedFor K-8, an Attendance Rate of 93 is
required to meet the benchmark. This appeal
requires a detailed description of the appeal and
a report, similar to the examples shown for the
safe harbor appeal, listing all students, for the
eligible subgroup, for all grades K-8 (not just
3,5,8) by school, showing student name, SSN or
PIN, ADA/ADM and the total ADA/ADM for the school
and/or system for 2004-05 with the new attendance
rate calculated as it is believed it to be. (If
the 2004-05 attendance rate does not meet the 93
benchmark, but the 2 year average for 2003-04 and
2004-05 meets the benchmark, the same report(s)
for 2003-04 must also be submitted with the
appeal to show the average.)9-12 Event Dropout
Rate Appeal Requirements DetailedFor 9-12, an
Event Dropout Rate of ______ is required to meet
the benchmark. This appeal requires a detailed
description of the appeal which lists the
individual students previously included in the
event dropout rate who have been removed. Also,
a report, similar to the example shown for the
safe harbor appeal, showing the 2004-05 event
dropout rate. K-8 9-12 Student Coding Error
Appeal Requirements DetailedThis appeal
requires a detailed description of the appeal and
report listing all affected students with the
original data and the changed data included. In
addition, documentation from the students school
records supporting the requested change is
required. For instance, if membership changes,
proof of enroll/withdraw dates must be provided.
If ethnicity changes, proof of original record
stating ethnicity, etc. Only students for which
documentation is received supporting the
requested change will be included in the appeal.
If sufficient supporting documentation is not
submitted with the appeal, the individual
students change will not be accepted as part of
the appeal.
78
Coding Error Appeals
Sample reports of students showing original data
and changed data to be submitted with an appeal
(These are only suggested formats for reports.
The format chosen for submission is up to the
district. The goal is to ensure that the correct
data elements are included to support the appeal.)
The Supporting Documentation noted on the report
must also be submitted with the appeal.
Original Data
Changed Data
The Supporting Documentation noted on the report
must also be submitted with the appeal.
Original Data
Changed Data
79
NCLB Online Appeals Screen Samples
All of the fields below are required to submit an
appeal. Please complete all of the following
fields, click Proceed, and you will be prompted
for responses and taken screen by screen through
the online appeal process.Only one appeal at a
time may be submitted.If eligible for more than
one appeal, you will submit each appeal
separately.
Dogwood Countyand/or one or more of its schools
are eligible for appeal.Please complete the
following fields and click Proceed to continue.
Proceed
80
NCLB Online Appeals Screen Samples
Only one appeal may be submitted at a time. If
the messages below indicate that both the system
and school(s) are eligible for appeal, you will
select only one, complete the process, and if
desired, return to submit another appeal.
Dogwood County is eligible for a system level
appeal.To proceed with a system level appeal,
click the Submit SYSTEM Appeal button.
Begin SYSTEM Appeal
Dogwood County has a school(s) eligible for a
school level appeal.To proceed with a school
level appeal,Select School from drop down and
click the Submit SCHOOL Appeal button.
Begin SCHOOL Appeal
81
Only one appeal may be submitted at a time. If
the system or school is eligible for more than
one appeal option, you will select only one,
complete the process, and if desired, return to
submit another appeal.
Dogwood Elementary is eligible for the following
appeal options.To proceed with an appeal, select
the appropriate BUTTON.
CODING ERROR Appeal
SAFE HARBOR Appeal
NATURAL DISASTER Appeal
2005 Tennessee No Child Left Behind AYP
At-a-Glance ReportDogwood Elementary Met
Federal Benchmark, x Did Not Meet Federal
Benchmark, lt45 Fewer than 45 members does not
have to report
82
Dogwood Elementary
Safe Harbor Appeal
SELECT A SUBGROUP TO APPEALOnly one subgroup may
be appealed at a time.
(Dropdown should include a selection for ALL
(entire system or school) and each of the 8
subgroups.)
SELECT BENCHMARK(s) TO APPEALMultiple benchmarks
may be checked for the subgroup selected above.
Prof/Adv Math
Prof/Adv Reading/Language/Writing
PROVIDE A BRIEF DESCRIPTION OF THE REASON FOR
APPEAL.(You will have the opportunity to upload
a formal letter, if desired, on an upcoming
screen.)

Proceed
(Subgroup required at least one benchmark
required but multiples allowed description
required.)
83
Dogwood Elementary
Safe Harbor Appeal
The following SUBGROUP and BENCHMARK(s) have been
selected for appeal.Supporting documentation is
required to complete the appeal submission.
SUBGROUP Students with
DisabilitiesBENCHMARK(s) Prof/Adv Math
Prof/Adv
Reading/Language/Writing
Please click the BROWSE button to locate the
file(s) to upload.(Select each supporting
document to upload, one at a time.)
The following file(s) have been
uploaded District_999_Safe_Harbor_K8_Attendance_R
eport.xlsDistrict_999_Safe_Harbor_K8_Appeal_Lette
r.doc Click the BROWSE button again to upload an
additional document.Once all documents are
listed, click the Proceed button.
Proceed
(At least 1 document must be uploaded for an
appeal.)
84
Please confirm the information below and click
the Submit Appeal button to complete and submit
the appeal. If any information is incorrect or
missing, click the Edit Appeal button to make
corrections. Appeal Name
999_07072005_A Date
07/07/2005 System/School
Dogwood Elementary Submitted By
Jane Doe, Director
jane.doe_at_k12tn.net
615-555-1212 Appeal
Level SCHOOL Appeal Option
Safe Harbor K-8 Subgroup
Students with Disabilities
Benchmark(s) Prof/Adv Math
Prof/Adv
Reading/Language/Writing Description
The subgroup, students with
disabilities, decreased the Below Proficient
by at least
10 and the system meets the additional indicator
for attendance with
a rate of 95.7 for all students with
disabilities grades K-8. Uploaded Docs
District_999_Safe_Harbor_K8_Attendance_Report.
xls
District_999_Safe_Harbor_K8_Appeal_Letter.doc
Submit Appeal
Print Appeal Confirmation
Edit Appeal