No Child Left Behind Act

of 2001

Wisconsin Department of Public Instruction

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)
http://www.dpi.wi.gov/esea/pdf/wiaw.pdf

Submission Date: April 11, 2003

As Revised: May 14, 2003
Approved: May 20, 2003
Revised: May 14, 2004
Revised: August 4, 2004
Revised: January 6, 2005
Revised: March 7, 2006
 Wisconsin Consolidated State Application Accountability Workbook

Elizabeth Burmaster, State Superintendent

Margaret Planner, Assistant Superintendent
E-mail: [email protected]

April 2003

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race,
religion, age, national origin, ancestry, creed, pregnancy, marital or parental status, sexual
orientation, or physical, mental, emotional or learning disability.

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Table of Contents
Instructions for Completing Consolidated State Application Accountability Workbook ................................iv

PART I: Summary of Required Elements for State Accountability Systems ................................................ v

PART II: State Response and Activities for Meeting State Accountability System Requirements ............. viii

Introduction ..................................................................................................................................... viii

Principle 1: All Schools...................................................................................................................... 1

Principle 2: All Students .................................................................................................................... 9

Principle 3: Method of AYP Determinations.................................................................................... 12

Principle 4: Annual Decisions ......................................................................................................... 20

Principle 5: Subgroup Accountability .............................................................................................. 21

Principle 6: Based on Academic Assessments............................................................................... 30

Principle 7: Additional Indicators..................................................................................................... 31

Principle 8: Separate Decisions for Reading/Language Arts and Mathematics ............................. 35

Principle 9: System Validity and Reliability ..................................................................................... 36

Principle 10: Participation Rate......................................................................................................... 44

Appendixes:

Appendix A—Decision Making Process for Consolidated State Application-Accountability ................ 47

Appendix B—AYP Internal Committee................................................................................................. 48

Appendix C—ESEA Coordinating Committee...................................................................................... 49

Appendix D—Title I Committee of Practitioners ................................................................................... 50

Appendix E—ESEA Testing Advisory Committee................................................................................ 51

Appendix F—Collaborative Council Members...................................................................................... 53

Appendix G—State Superintendent Elizabeth Burmaster’s Parent Leadership Corps........................ 55

Appendix H—Wisconsin Council on Special Education ...................................................................... 56

Appendix I—Wisconsin Council of Administrators of Special Services................................................ 58

Appendix J—Regional Services Network............................................................................................. 60

Appendix K—State Superintendent’s Cabinet and Council ................................................................. 62

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Instructions for Completing Consolidated State Application Accountability Workbook

States that do not have final approval for some of these elements or that have not finalized a
decision on these elements by January 31 should, when completing the Workbook, indicate the
status of each element which is not yet official state policy and provide the anticipated date by
which the proposed policy will become effective. In each of these cases, states must include a
timeline of steps to complete to ensure that such elements are in place by May 1, 2003, and
implemented during the 2002-2003 school year. By no later than May 1, 2003, states must
submit to the Department final information for all sections of the Consolidated State Application
Accountability Workbook.

Transmittal Instructions

To expedite the receipt of this Consolidated State Application Accountability Workbook, please
send your submission via the Internet as a .doc file, pdf file, rtf or .txt file or provide the URL for
the site where your submission is posted on the Internet. Send electronic submissions to
[email protected].

A state that submits only a paper submission should mail the submission by express courier to:

Celia Sims
U.S. Department of Education
400 Maryland Ave., SW
Room 3W300
Washington, D.C. 20202-6400
(202) 401-0113

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PART I: Summary of Required Elements for State

Accountability Systems
Instructions
The following chart is an overview of states' implementation of the critical elements required for
approval of their state accountability systems. States must provide detailed implementation
information for each of these elements in Part II of this Consolidated State Application
Accountability Workbook.

For each of the elements listed in the following chart, states should indicate the current
implementation status in their state using the following legend:

F: State has a final policy, approved by all the required entities in the state (e.g., State Board
of Education, State Legislature), for implementing this element in its accountability system.

P: State has a proposed policy for implementing this element in its accountability system, but
must still receive approval by required entities in the state (e.g., State Board of Education,
State Legislature).

W: State is still working on formulating a policy to implement this element in its accountability
system.

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Summary of Implementation Status for Required Elements of

State Accountability Systems

Status State Accountability System Element

Principle 1: All Schools

F 1.1 Accountability system includes all schools and districts in the state.

1.2 Accountability system holds all schools to the same criteria.

F
1.3 Accountability system incorporates the academic achievement standards.
F
1.4 Accountability system provides information in a timely manner.
F
1.5 Accountability system includes report cards.
F
1.6 Accountability system includes rewards and sanctions.
P

Principle 2: All Students

F 2.1 The accountability system includes all students

2.2 The accountability system has a consistent definition of full academic year.
F
2.3 The accountability system properly includes mobile students.
F

Principle 3: Method of AYP Determinations

3.1 Accountability system expects all student subgroups, public schools, and LEAs to reach
F
proficiency by 2013-14.

3.2 Accountability system has a method for determining whether student subgroups, public
F
schools, and LEAs made adequate yearly progress.
3.2a Accountability system establishes a starting point.
F
3.2b Accountability system establishes statewide annual measurable objectives.
F
3.2c Accountability system establishes intermediate goals.
F

Principle 4: Annual Decisions

F 4.1 The accountability system determines annually the progress of schools and districts.

Principle 5: Subgroup Accountability

F 5.1 The accountability system includes all the required student subgroups.

5.2 The accountability system holds schools and LEAs accountable for the progress of student
F subgroups.

STATUS Legend:
F – Final state policy
P – Proposed policy, awaiting state approval
W – Working to formulate policy

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5.3 The accountability system includes students with disabilities.

F
5.4 The accountability system includes limited English proficient students.
F
5.5 The state has determined the minimum number of students sufficient to yield statistically
F reliable information for each purpose for which disaggregated data are used.

5.6 The state has strategies to protect the privacy of individual students in reporting
achievement results and in determining whether schools and LEAs are making adequate
F
yearly progress on the basis of disaggregated subgroups.

Principle 6: Based on Academic Assessments

F 6.1 Accountability system is based primarily on academic assessments.

Principle 7: Additional Indicators

F 7.1 Accountability system includes graduation rate for high schools.

7.2 Accountability system includes an additional academic indicator for elementary and middle
F schools.

7.3 Additional indicators are valid and reliable.

F

Principle 8: Separate Decisions for Reading/Language Arts and Mathematics

8.1 Accountability system holds students, schools and districts separately accountable for
F
reading/language arts and mathematics.

Principle 9: System Validity and Reliability

F 9.1 Accountability system produces reliable decisions.

9.2 Accountability system produces valid decisions.

F
9.3 State has a plan for addressing changes in assessment and student population.
F

Principle 10: Participation Rate

10.1 Accountability system has a means for calculating the rate of participation in the statewide
F
assessment.

10.2 Accountability system has a means for applying the 95% assessment criteria to student
F
subgroups and small schools.
STATUS Legend:
F – Final policy
P – Proposed Policy, awaiting state approval
W– Working to formulate policy

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PART II: State Response and Activities for Meeting State

Accountability System Requirements
Introduction
Wisconsin has a unified accountability system for all public school districts and public schools,
including charter schools. The Wisconsin Department of Public Instruction (WDPI) operates two
residential schools, one for the deaf and hard of hearing and one for the blind and visually
impaired. These schools are included in the state accountability system along with all other
public schools.

Under Wis. Stats. s.115.01, the definition of a public school results in a variety of grade-level
assignments to schools. In Wisconsin, the local school board may choose any configuration of
grades for a school. Local school boards also determine grade levels assigned to a defined
public school (Elementary/Secondary, Elementary, Middle, Junior High, Senior High). Textbook
selection, curriculum and other issues are under local control in each of these 426 independent
school districts.

Public school district sizes range from 92 to 97,300 students. The average public school district
enrolls fewer than 1,000 students (median 971, mode 340, mean 1,997). Most public school
districts other than Milwaukee are quite small as shown in the following table.
Number of Public School Districts by Size
Student Enrollment Number of Districts
97,300 1
5,000 to 25000 26
1,000 to 4,900 187
500 to 998 126
Less than 500 86
Total 426

Most public schools in Wisconsin are also small. While they range in size from under 10 to
2,300 students, the average school enrolls 390 students. About 300 schools have fewer than
100 students; only 113 schools enroll more than 1,000 students. The following table describes
the numbers of schools and their sizes in Wisconsin (2003):

Wisconsin Public Schools by School Type

Number WI Students Average School

School Type
Public Schools Enrolled Size Enrollment
Elementary/ 7,340 110
67
Secondary
Elementary Schools 1256 408,506 326
Middle Schools 345 162,398 472
Junior High Schools 48 14,406 304
Senior High School 540 286,711 535
Total in 2003 2256 schools 879,361 390 students
Source: WINSS 3-03

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Wisconsin’s public school population has limited diversity. The largest racial/ethnic group is
White with 80% followed by Black students comprising the second largest group at 9%.
Approximately 22% of Wisconsin students are identified as economically disadvantaged and
about 13% are students with disabilities. The following percents describe the public school
demographic characteristics as reflected by Full Academic Year (FAY) students in 4th, 8th, and
10th grades in 2001-02:

Percentage of WI FAY
Demographic Characteristic Public School Population
American Indian/Alaskan Native 1.5%
Asian/Pacific Islander 3.3%
Black (Not of Hispanic Origin) 9.3%
Hispanic 4.4%
White (Not of Hispanic Origin) 80.9%
Race/Ethnicity Missing or Invalid 0.6%
Limited English Proficient 2.8%
Students with Disabilities 13.3%
Economically Disadvantaged 21.8%
NOTE: At a grade level, Wisconsin educates from 58,000 to 72,000 public school students.

Students with disabilities comprise a widely diverse group as evidenced in the State Prevalence
Rates as of December 1, 2001:
Autism 0.25%
Cognitive Disability 1.29%
Deaf-Blind <.01%
Emotional Behavioral Disability 1.63%
Hearing Impairment 0.16%
Specific Learning Disability 5.09%
Other Health Impairment 0.79%
Orthopedic Impairment 0.15%
Significant Developmental Delay 0.24%
Speech or Language Impairment 2.73%
Traumatic Brain Injury 0.03%
Visual Impairment 0.04%
All Disabilities 12.4%
NOTE: These are all percents of all students ENROLLED (not just percents of students
with disabilities).

Wisconsin Excellence in Academics

In national comparisons of reading and mathematics achievement, Wisconsin has consistently
produced high scores.
• On the American College Test (ACT): Ranked #1 in the seven years
• On the Scholastic Achievement Test (SAT): Ranked above national average in the last ten
years
• On the National Assessment of Educational Progress (NAEP): Ranked #6 overall from 1990
through 1996 in reading and math. Wisconsin typically has higher proficiency rates than the
central region, most other regions, and the nation (within 5 to 7 percentage points “At or
Above Proficient”). Wisconsin’s NAEP Average Scale Scores rank within the top 5 or 6 states
in Reading and Mathematics.

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• On the TerraNova shelf-test (CTB-McGraw-Hill, 1997 - 2002) proficiency rates were higher
than the national norm group by 14 to 21 percentage points in Reading and 14 to 23
percentage points in Mathematics (grades 4, 8, 10 in the most recent results).
• Winner of National Academic Decathlon, 2002.

Wisconsin Student Assessment System

In Wisconsin, one way that students demonstrate their progress toward achieving the academic
standards in reading, English language arts, mathematics, science, and social studies is
through participation in the Wisconsin Student Assessment System (WSAS). At present the
WSAS includes both regular assessments taken by nearly all students and alternate
assessments taken by certain students with limited English proficiency or disabilities. WSAS
regular assessments include two statewide standardized testing programs, the Wisconsin
Reading Comprehension Test (WRCT): An Assessment of Primary-Level Reading at Grade 3
and the Wisconsin Knowledge and Concepts Examinations (WKCE) at grades 4, 8, and 10.
WSAS regular assessments also include DPI-approved, locally-adopted and locally-scored
supplemental assessments. WSAS alternate assessments are alternatives to WSAS regular
assessments. The alternative assessments consist of DPI-approved protocols and rubrics for
the local collection and local scoring of student work.

Wisconsin Knowledge and Concepts Examinations

At Grades 4, 8, and 10
The Wisconsin Knowledge and Concepts Examinations (WKCE) are given annually to students
at grades 4, 8, and 10. These standardized tests include commercially-developed questions
used in schools across the country and questions developed specifically for Wisconsin to
improve coverage of Wisconsin academic standards. The WKCE measures achievement in
reading, language arts, mathematics, science, and social studies using multiple-choice and
short-answer questions. Students also provide a rough draft writing sample. Total WKCE test
time varies by grade and may range from 5 to 7.5 hours.
Effective September 1, 2002, WKCE scores are used as one of several criteria for advancing
students from fourth to fifth grade and from eighth to ninth grade. The other criteria are
academic performance, teacher recommendations based on academic performance, and any
other academic criteria specified by the local school board. Fourth and eighth graders in the
2002-03 school year will be the first group affected by this policy.

WSAS Alternate Assessments

At Grades 3, 4, 8, and 10
WSAS Alternate Assessments are standards-based alternatives to WKCE tests at grades 4, 8,
and 10 and consist of DPI-approved protocols and rubrics for the local collection and local
scoring of student work. Nearly all students at grades 4, 8, and 10, including most students with
disabilities and students with limited English proficiency are expected to take the WKCE, with
allowable accommodations as needed. WSAS Alternate Assessments are given in lieu of
specific WKCE subject area tests to two student groups: (1) students with more severe
disabilities if the local IEP team determines that the students are not able to demonstrate at
least some of the knowledge and skills WKCE subject area tests and (2) students whose first
language is not English and whose academic English skills are at a beginning level.

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Adequate Yearly Progress in Wisconsin, At-a-Glance

Critical Element Overview of Wisconsin’s AYP Plan

An AYP determination is made for all public school districts,
1. All Schools all public schools, and all required student subgroups. The
targets and criteria will be the same for the public school
districts and public schools, and all required student
subgroups.

Approximately 136 Wisconsin public schools do not have a

grade in which state assessment is conducted. Several
accountability paths are available, depending on their grade
configuration.

Wisconsin’s performance levels determined by the WSAS:

• Advanced
• Proficient
• Basic
• Minimal

Wisconsin’s performance for all students remains high in

comparison to most states. Typically 14 to 25% more WI
students are proficient than in the national norm groups. WI
generally scores 1st in the nation on ACT.

WKCE administrations occur in November and the results are

available to students in February, districts and school-level in
March, and state level in April. AYP determinations will be
made during May with final notifications in June, allowing time
for notification to parents of school choice and supplemental
educational service options.

The state already makes most of the State Report Card

information available through Accountability Reports.
Additional elements will be added for 2003-04. WI is
developing a student record system to ensure that all of the
required data elements are included and will present
information consistent with the regulations.

All students are included in Wisconsin’s accountability

2. All Students system. Total enrolled and tested for a full academic year
(FAY) is the denominator for accountability purposes, except
for 95% rate where total enrollment at the time of testing is
the denominator.

Student enrollment information is collected as part of the

WSAS testing information and compared with the annual fall
school census data collection that occurs just prior to the Pre-
Id data collection for WKCE. Since 1997, full academic year
(FAY) has been defined for state and federal accountability
purposes as follows:

• School – students continuously enrolled in a school

during the annual fall census of the prior year to the

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Critical Element Overview of Wisconsin’s AYP Plan

current year (12 months). For students that move
together from one school to the next at transitional grades
(often 3, 5, 9), they are enrolled for a full academic year if
they have been in the district FAY.

• District – Students continuously enrolled in the district

from the fall census of the prior year to the current year
(12 months).

• Students will be accounted for as part of the school’s AYP

in the whole FAY group and any subgroups that meet the
cell size limitation. Students not captured as part of the
school’s AYP will be accounted for as part of the district’s
AYP determination.

Measurable objectives and targets have been established to

3. Method of AYP
yield 100% proficiency for public school districts, public
Determinations schools, and required subgroups by 2013-14. Using the

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Critical Element Overview of Wisconsin’s AYP Plan

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Critical Element Overview of Wisconsin’s AYP Plan

AYP determinations are made annually for each WI public
4. Annual Decisions school and school district. WI’s single accountability system
applies to all public schools and LEAs. All NCLB reporting
requirements have been incorporated into annual
determinations.

Information used to disaggregate students into the required

5. Subgroup subgroups is collected as part of the WSAS administration
Accountability process. All required subgroup assessment data is currently
available:

The racial/ethnic groups are the same as the groups used

on the Enrollment Report (PI-1290), and the IDEA Federal
Student Data Report (PI-2197) Wisconsin Administrative
Code, and are as follows:
Asian/Pacific Islander,
Black, Not of Hispanic Origin,
Hispanic,
American Indian/Alaskan Native,
White, Not of Hispanic Origin.

An "economically disadvantaged" student is a student who

is a member of a household that meets the income eligibility
guidelines for free or reduced-price meals (less than or
equal to 185% of Federal Poverty Guidelines) under the
National School Lunch Program.
A "student with a disability," i.e., SwD, is a student who is
considered eligible for the December 1 federal child count
as reported by the district to the WDPI on the IDEA Federal
Student Data Report (PI-2197) Wisconsin Administrative
Code.

A student with limited English proficiency is a student who

scores at one of five limited proficiency levels on a WDPI
approved English proficiency assessment instrument, as
defined in Wisconsin Administrative Rule PI 13. See
http://www.legis.state.wi.us/rsb/code/pi/pi013.pdf .
WDPI has been reporting disaggregated subgroup results
since 1997 on the WSAS tests. Each public school district as
a whole and all of its required subgroups must reach annual
performance targets in reading and math in order for the LEA
to make AYP.
Each school as a whole and all of its required subgroups
must reach annual performance targets in reading and math
in order for the school to make AYP.
All students with disabilities participate in the WSAS, either
through WKCE or the Wisconsin Alternate Assessment for
Students with Disabilities (WAA-SwD). All the WKCE and
WAA results for students with disabilities are included as part
of the AYP equation. Currently, less than 2.5% of Wisconsin
students take the WAA-SwD. WAA-SwD performance levels

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Critical Element Overview of Wisconsin’s AYP Plan

are designed to report achievement below the range tested
on WKCE as Pre-Requisite Skill levels 1–4.
Provision for counting the few students with most
significant cognitive disabilities using alternate
academic achievement standards per §200.1(d) for
students with the most significant cognitive disabilities
(up to 1%, pending final regulations of the all students
enrolled in the grades assessed may be evaluated
against the alternate academic achievement standards)
and included as proficient in the AYP calculation.
All WSAS results for limited English proficient students are
included as part of the AYP equation, including the results for
the students taking the WKCE or Wisconsin Alternate
Assessment for Limited English Proficient Students (WAA-LEP).
Limited English proficient students may take WKCE at any
proficiency level if the determination is made that the
assessment will be valid and reliable with accommodations
as needed. LEP students must take the alternate assessment
at beginner English proficiency levels (Levels 1 and 2),
however, if they also participate in WKCE, the WKCE score is
used for school accountability. LEP students who are
intermediate or higher (Level 3 and above) must take WKCE,
with accommodations as needed. In 2001-02, approximately
40% of the LEP students participated in the WAA–LEP.
For privacy purposes, the minimum number of students in a
group required for WKCE reporting is six. See section 5.6 for
additional information about direct and indirect disclosure.
The AYP determination does not reveal personally
identifiable information.

For the purpose of accountability, the minimum number of

students will be 40, with the exception of the students with
disabilities subgroup that has a minimum cell size of 50. If a
school or district has the minimum number of students in a
required subgroup, then that school or district must meet
Wisconsin annual performance targets. Schools and districts
must meet the annual objectives and intermediate goals set
by the state. If the minimum cell size has not been met, the
proficiency rates will be aggregated across two or more years
until the minimum cell size has been met.

Wisconsin’s Student Assessment System includes reading

6. Based on Academic and math assessments for students in grades 4, 8, and 10. In
Assessments 2005-06, assessments will be added for grades 3, and 5 – 7.
Results of all reading and math assessments will be used in
making AYP determinations.

Under Wisconsin law, local school boards are responsible for

7. Additional Indicators establishing the requirements for high school graduation.
Requirements vary from district to district. However, WI
calculates graduation rates in a uniform manner for all school

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Critical Element Overview of Wisconsin’s AYP Plan

districts. The graduation rate does not include students who
obtain a GED or certificate of completion.

The graduation rate is a cumulative or longitudinal rate that

considers the number of students who actually graduate as a
percent of those who were in membership over grades 9
through 12. The number of dropouts is included in the
denominator of the membership. High schools will be
required to meet the target of 90% of the average statewide
graduation rate, or growth.

The indicator that will be used in determining AYP for

elementary and middle schools will be attendance. This data
element is collected for all schools and LEAs and reported on
the School Performance Report. It is measured in the same
way for all districts and schools. Elementary and middle
schools will be required to meet the target of 90% of the
average statewide attendance rate, or growth.

A separate determination is made annually in reading and

8. Separate Decisions math. A public school district or public school must reach
for performance targets in both content areas in order to make
Reading/Mathematics AYP.

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Critical Element Overview of Wisconsin’s AYP Plan

To increase the reliability of AYP determinations at the
9. System Validity and district, school, and subgroup level for accountability
Reliability decisions, WDPI will use a confidence interval.

Wisconsin’s review process is consistent with the

requirements of NCLB with regard to submission of evidence
and timelines. Schools may appeal AYP determinations,
submit evidence, and expect a final determination within the
30-day timeline prescribed by NCLB legislation.

Wisconsin will add new reading and mathematics

assessments at grades 3, 5, 6, and 7 by 2005-06. Wisconsin
will set new proficiency standards for these examinations.
Wisconsin will evaluate the baselines/annual objectives at the
time of implementing the new tests.

The technical quality of the examinations used for the current

WKCE meets all nationally recognized standards for validity
and reliability.

Public school districts currently supply a test booklet with

10. Participation Rate demographic data for all students enrolled at the time of
testing whether or not they complete the WKCE. Students
who take the test and those who do not are included in the
Wisconsin accountability system.

To make AYP, a minimum of 95% of all students and

subgroups must participate in the assessments.

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

schools and LEAs.

CRITICAL ELEMENT 1.1

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

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

Sections 118.30(1m) and 118.30(1r) Wis. Stats., require each school board of a public school
district and operator of a public charter school to administer the statewide assessments to all
enrolled pupils. These results are used for statewide accountability purposes including
determining the adequate yearly progress of each public school district and public school.

Under s.115.01 Wis. Stats, the definition of a public school results in a variety of grade-level
assignments to schools. Local school boards determine grades assigned to a defined public
school. Currently, Wisconsin has approximately 136 elementary and secondary public
schools with grade-level definitions that do not include grades 4, 8, or 10, thus confounding
the accountability for every public school.

Wisconsin establishes an accountability process and procedures that will hold all public
schools accountable for student performance. Multi-district charter schools will be evaluated
at the full academic year (FAY) school-level; district FAY will be calculated at the student’s
district of residence.

For the 136 schools that do not have a grade(s) in which fall statewide assessment occurs,
several accountability paths beginning in the 2005-06 will be available. First, those schools
that include a grade 3, 5, 6, or 7, will be part of statewide assessment with the expansion to
testing in grades 3-8, as required in No Child Left Behind. Second, for those schools that
have a direct connection through a feeder or paired system, the “sending” school will link.
There are 63 or fewer schools that do not link, and, therefore, accountability will be
determined through a standardized self-evaluation and performance on the respective other
academic indicator for the level.

During the interim, beginning with 2002-03 testing schools falling into these categories will be
evaluated on a case-by-case basis using the state’s identified other academic indicator
(graduation or attendance rates) and the school’s identified academic performance indicators.
Progress will be determined using Wisconsin’s annual measurable objectives for reading and
mathematics.

A system for this standardized self-evaluation will be developed and periodically evaluated by
the DPI Internal AYP Committee with input from state stakeholders.

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CRITICAL ELEMENT 1.2

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

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

Wisconsin has a unified accountability system for all public school districts and schools within
districts, including charter schools. The Wisconsin Department of Public Instruction (WDPI)
operates two residential schools, one for the deaf and hard of hearing and one for the blind
and visually impaired. These schools are included in the state accountability system.

Wis. Stats. s.118.30, states that all Wisconsin public schools including charter schools are
part of the Wisconsin accountability system. Wisconsin has a single, uniform test
administration window for all schools.

Under state law, school boards are required to test all students (s. 118.30, Wis. Stats.). Also,
pursuant to state law [s. 115.38 and s. 13.172(2)], the state superintendent is required to
annually identify those schools and districts that are low in performance on the statewide
examinations administered under s. 118.30. The federal No Child Left Behind Act further
requires public notice of low performance schools that receive Title I funding.

Under both state and federal law, the state superintendent makes achievement information
available by public school and public school district. Assessment data are published on the
agency website under an agency-developed program described as the Wisconsin
Informational Network for Successful Schools (http://www.dpi.state.wi.us/sig/index.html).
Achievement information is also provided in electronic form to required state record
depositories, the legislature, and local public school districts.

Wisconsin has a rigorous accountability system that includes tests in reading, mathematics,
language arts, science, and social studies. The content tested reflects the Wisconsin Model
Academic Standards. Currently, Wisconsin holds all public schools accountable. Title I
schools are held accountable consistent with NCLB and non-Title I public schools are held
accountable by state plan as articulated in Wisconsin Public Schools – Levels of
Accountability (Chart 1.6). The Wisconsin AYP definition has been integrated into the state’s
single accountability system known as Wisconsin Student Assessment System.

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CRITICAL ELEMENT 1.3

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?

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

Wisconsin has defined four levels of student achievement: Minimal, Basic, Proficient, and
Advanced for each subject area tested. The definitions for each are listed below:
Advanced: Demonstrates in-depth understanding of academic knowledge and
skills tested.
Proficient: Demonstrates competency in the academic knowledge and skills
tested.
Basic: Demonstrates some academic knowledge and skills tested.
Minimal: Demonstrates very limited academic knowledge and skills tested.
Under a timeline waiver agreement with the U.S. Department of Education, WDPI enhanced
its statewide testing program and expanded its assessment design to assure full participation
by all public school students in grades 4, 8, and 10 as required by current law. The contract
testing services vendor conducted a standard-setting process to establish student
achievement standards with cut-scores for the state’s four proficiency categories: minimal,
basic, proficient, and advanced on the enhanced Wisconsin Knowledge and Concepts
Examinations (WKCE).

In February 2003, the state’s testing services vendor used the Bookmark Process (see
http://www.dpi.state.wi.us/oea/ctbbkmrk03.html) to generate recommended cut-scores for the
four proficiency categories. After review by a national expert technical panel and final
approval by the state superintendent, the new cut-scores will be applied to the student, public
school, public school district, and state proficiency reports. The school, district, and state-level
reports will be the foundation for applying new accountability requirements to all schools in
the state as required by NCLB by June 30, 2003.

As assessment instruments change over time (e.g., new grade 3-8 testing) and new
proficiency score standards are set, the definitions of achievement levels are expected to
remain constant. As a result of standard-setting, grade-level proficiency category descriptors
are generated for each grade level tested. A validation study of the proficiency score cut-
points will be conducted to ensure that actual student performance matches definitions of
student performance when performance level cut-points are set on new state assessments in
2005-06 (to be developed under RFP) and empirical data are available.

WDPI has revised its accountability model and will design the software to further facilitate
reporting requirements described in NCLB. The accountability model has been developed by
the Internal AYP Committee and then reviewed by external groups such as but not limited to
the ESEA Advisory Committee and the Collaborative Council. The outcome of the application
of new cut-scores to establish proficiency categories will be posted on the WINSS website
(http://www.dpi.state.wi.us/sig/index.html) and published as required by federal law.

Training and standardization for the collection of Wisconsin Alternate Assessment–Students

with Disabilities (WAA–SwD) and proficiency data was completed in Fall 2002. This was the
result of a lengthy process in evaluating achievement standards for the WAA–SwD required
for IEP students not able to participate in the Wisconsin Knowledge and Concepts
Examinations with or without accommodations. The Pre-skill levels for WAA–SwD measure
achievement below the range tested on WKCE.

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CRITICAL ELEMENT 1.4

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

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

In prior years, Wisconsin public schools received individual student and school test results
about 10 weeks after the test window. See: http://www.dpi.state.wi.us/dpi/oea/dates.html. A
web-based, informal calculator was made available on the web for districts to determine their
own progress prior to notification. See:
http://www.dpi.state.wi.us/dpi/oea/acct_sch.html#graph00.

Wisconsin provided public schools and public school districts with AYP decisions based on
the 2001-02 test administration prior to the 2002-03 school year. For annual press release of
student performance, see http://www.dpi.state.wi.us/dltcl/eis/pdf/dpi2002_67.pdf.

In school year 2002-03, Wisconsin changed its testing window to provide timely results to
public school districts and public schools consistent with the requirements of NCLB. The new
November testing window allows time for initial identification of schools identified for
improvement and the review process. If a public school is designated as a school identified
for improvement, time exists to implement the Title I sanctions under the law.
Because of the changes in assessment measures required under Wisconsin’s timeline
waiver, a standards-setting process was conducted in February 2003 on the Enhanced
WKCE. For school year 2002-03, the score reporting for statewide testing will roll-out in
phases that begin in April 2003. Notification to public schools and public school districts of
preliminary identification as a school identified for improvement will occur no later than June
30, 2003. Final notification is scheduled for August 30, 2003.
In subsequent years, the November testing window will allow the return of test data to public
schools and public school districts early in the second semester of each school year to make
timely use of statewide assessment data for accountability purposes described in both federal
and state law.
With a possible shortened turnaround of AYP notifications anticipated as systems are put in
place, the testing program timeline will be as follows:
October • Pre-Id diskettes due to contractor from districts for November test administration.
November • Test Administration of WKCE (3 week window). WAA - (September-end of WKCE).
February • Phase 1: Individual Student Reports shipped to districts.
March • Phase 2 School and District Reports shipped to districts.
April • State receives eDISA data files to review for logic, suppression; check potential
counts, multi-district charter issues, valid codes, etc. Fields are arranged, missing
data added, file cleaned-up. Two different layouts are required for web reporting.
• Contractor sends Phase 3 State Report of WKCE results.
May • WKCE State Report and School Performance Report are posted on the web site
• School and district Adequate Yearly Progress are calculated. Schools and LEAs will
receive preliminary notification in May.
• School districts and schools examine AYP and schools/LEAs identified for
June improvement Status and notify WDPI of any possible errors by June 30th.
July • DPI Press Release of WKCE data and final Title I sanctioned schools and districts
identified for improvement by July 31st .

The WI established timelines meet the requirements of the law.

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CRITICAL ELEMENT 1.5

1.5 Does the State Accountability System produce an annual State Report Card?

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

The current State Accountability System does produce an annual state report card called the
“school performance report.” The data that must be included in the state’s school
performance report are listed in s. 115.38, Wis. Stats, and are reported on the department’s
WINSS website, http://www.dpi.state.wi.us/sig/index.html (click on “Data Analysis”).
Wisconsin is working to enhance the WINSS website to include as much of the NCLB report
card data as feasible this academic year. Wisconsin has been providing the information
required by s. 1111(h)(1)(C)(i), (iii), (iv), (v), and (vi) on WINSS since fall 2000. Changes will
be made in reporting 2002-03 assessment data on WINSS to comply with (ii) and (vii) and to
include more information about alternate and supplemental assessment results.
Wisconsin will further enhance existing data collections to fully comply with the remaining
NCLB report card requirements at the earliest possible date. For Wisconsin, unlike many
other states with a history of a more centralized educational system, these remaining report
card requirements will require significant change from past practice. See
http://www.dpi.state.wi.us/dpi/esea/bul_0210.html.
Because Wisconsin teacher data for 2002-03 was collected prior to release of the final
regulations in December 2002, the data required to report percentages of teachers who are
highly qualified will not be available until 2003-04 data are collected. When these 2003-04
data are available, they will be posted on WINSS along with information about the
percentages in high poverty vs. low poverty schools to more fully comply with (viii). Our
existing data collection is currently being revised for 2003-04 so this timeline can be met. See
http://www.dpi.state.wi.us/dpi/esea/bul_0204.html for information about the relationship
between the definition of “highly qualified” and our state teacher licensing system.
Complete data required for disaggregation of other academic indicators will be available in
2004-05 for attendance rates and 2007-08 for graduation rates. Attendance and graduation
rates are part of a summary data collection, and are currently disaggregated by race/ethnicity
but not by other demographic characteristics. Since cohort dropouts are used in the
calculation of graduation rates, and since dropouts are currently collected only by
race/ethnicity and by disability status, more complete disaggregated data will need to be
collected over a period of several years. To collect the data required for complete
disaggregation of attendance, graduation, and cohort dropouts, WDPI plans to move to a
statewide student record system. This is a major change that will be possible to implement in
2004-05.
Wisconsin plans to include the data required to meet both the state and LEA Report Card
requirements on the department's WINSS website. A concise Wisconsin-at-a-Glance report
will be included on WINSS in addition to the more detailed data required by ESEA. LEAs will
have several options for complying with LEA Report Card requirements.

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CRITICAL ELEMENT 1.5

Under state law, LEAs are currently required to publish and distribute to all parents a school
performance report. This school performance report is a paper report and already includes
extensive NCLB-required district and school information such as state assessment results,
dropouts, graduation, attendance, staff data, and other pertinent information. Given these
requirements under state law, LEAs will have several choices:
(1) supplement the preexisting 115.38 school performance report as necessary with data required
by NCLB,
(2) include the URL for a website (e.g. WINSS or district website) on the preexisting 115.38 school
performance report (or some other document that is distributed to all parents) with information
about how to access the website for parents without home web access (local public library,
school) and what data are included on the website,
(3) submit an alternative plan to DPI for the collection and reporting of local report card data under
s. 1111(h)(2).
Public school districts choosing option #1 can use the local data collected by the state after
edits, calculations, rollups, and privacy rules have been applied which will reduce the local
programming burden and provide uniform and consistent data statewide.
Wisconsin will ensure that each LEA complies with the LEA Report Card requirements by
reviewing evidence of compliance provided by a sample of school districts every year.
Reporting content and timeframes for LEAs will be the same as the timeframe described
above for Wisconsin to promote consistency, avoid duplication of effort, and protect student
privacy.
To the extent practicable, Wisconsin will ensure that report card information is in languages of
significant populations in Wisconsin; e.g., Spanish, by annually monitoring such practices in
districts with various populations and sharing model practices provided by districts.
The NCLB Report Card Steering Committee is coordinating further research of this element.
Once researched, several possibilities/options for more specific guidance and technical
assistance for LEAs and monitoring plans will be presented to the Internal AYP Committee for
review. Additionally, feedback will be sought from the external ESEA Testing Advisory
Committee, the Collaborative Council (the major education stakeholders), and other external
advisory groups to the state superintendent.
See attached timeline provided in “Task Order for Data Improvement – Deliverable 1.”
See sample reports – District report cards.

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CRITICAL ELEMENT 1.6

1.6 How does the State Accountability System include rewards and sanctions for public
schools and LEAs? 1

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

The Wisconsin State Superintendent of Public Instruction is required by Wis. Stats. 115.38 (2)
and 115.38 (4) to annually identify low-performing schools.
WDPI holds all public schools and public school districts to the same level of accountability
(see attachment). WDPI has adopted the sanctions for Title I schools to come into compliance
with NCLB. Starting in school year 2002-03, WDPI implemented the choice and supplemental
educational services provisions required under NCLB. Wisconsin will continue to assess the
progress of all public schools and districts in the state toward the goal of 100% proficiency in
reading and mathematics by the end of the 2013-14 school year. WDPI is awaiting guidance
on sanctions for LEAs and will modify accountability requirements as information becomes
available.
Wisconsin will annually, beginning in the 2003-04 school year, reward schools who have
made the greatest gains in closing the achievement gap or have high poverty and have
consistently exceeded their Annual Measurable Progress objectives. Schools will be
designated as distinguished schools by the state superintendent and rewards may include
monetary or staff development incentives.
See http://www.dpi.state.wi.us/dpi/esea/index.html.

1
The state must provide rewards and sanctions for all public schools and LEAs for making adequate yearly progress,
except that the State is not required to hold schools and LEAs not receiving Title I funds to the requirements of
section 1116 of NCLB [§200.12(b)(40)].
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 Wisconsin Consolidated State Application Accountability Workbook

Chart 1.6
WISCONSIN PUBLIC SCHOOLS – LEVELS OF ACCOUNTABILITY
Accountability
Levels AYP Federal Title I Sanctions State Requirements
Participation, 2-Year School Supplemental
Non-Title I Title I Reading, Math, School Corrective Additional Title I
Graduation/Attend Improvement Educational Restructuring All Schools
Schools Schools Choice Action Requirements
ance Indicators Plan Services
Met AYP for two Recognition will be provided to the schools that have
made the greatest gains in closing the achievement
Excellent Excellent consecutive gap or those with high poverty that have consistently
years. exceeded their AYP objectives.
Met AYP for one
Effective Effective of last two years.
Implement
Level 1 SIFI: 2-year plan in
at start of Also submit documentation
Missed AYP for 2 place at start of
next of school choice provisions
consecutive next school year
school Keep a 2-year school to DPI.
Continuous years. 1
year 2 improvement plan on
Improvement
Level 2 SIFI: Updated 2-year file in the district. Also submit documentation
2nd year of Implement at
Missed AYP for 3 plan in place at of school choice and
school start of next
consecutive start of next supplemental educational
choice2 school year 3
years. school year 1 service provisions to DPI.
May request Also submit documentation
consultation and of corrective action, school
Continuous Corrective Level 3 SIFI: Updated 2-year 2nd year of
3rd year of review of 2-year choice, and supplemental
Missed AYP for 4 plan in place at supplemental Take corrective
Improvement Action consecutive start of next
school
educational action. 4
school improvement educational service
choice2 plan. provisions to DPI.
years. school year 1 services3
Work collaboratively with DPI School Support Teams
assigned to assist schools/districts with greatest need.6
Also submit documentation
Restructuring Submit 2-year school of restructuring plan,
Level 4 SIFI: 3rd year of
Updated 2-year plan with improvement plan for corrective action, school
Missed AYP for 5 4thyear of supplemental 2nd year of
plan in place at alternative review, consultation, choice, and supplemental
Restructuring or more school educational corrective
start of next governance in and/or intervention. educational service
consecutive choice2 services3 action4
school year 1 place by next provisions to DPI.
years.
year. 5 Work collaboratively with DPI School Support Teams
assigned to assist schools/districts with greatest need.6
SIFI: School Identified for Improvement
1
Use existing district/school improvement plan format, or access the DPI School Improvement Planning Tool on the WINSS website.
2
Districts provide a choice of at least two schools that are not in SIFI status, if two such schools exist in the district. Transportation must be provided until AYP has been met for two consecutive years.
3
Districts/schools select from the list of DPI-approved supplemental service providers.
4
Corrective action includes at least one of the following: replace relevant school staff, institute new curricular program, decrease school-level management, appoint an outside expert to advise the school on
its progress, extend the school year or school day, or restructure the internal organization of the school.
5
Alternative governance may include any of the following: reopen as a charter school, replace all/most of the school staff relevant to the failure to make AYP, enter into a contract with a private
management company, or other major restructuring that makes fundamental reform to the school’s staffing and governance.
6
Assistance from School Support Teams will be prioritized to the neediest schools as resources and funding allow. The neediest schools will be identified through a combination of factors including:
number of years in SIFI status, percentage of students who have not met proficiency, level of poverty, and recent trends in achievement data showing degree of growth.

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

CRITICAL ELEMENT 2.1

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

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

Wis. Stats. s. 118.30 (1m) requires the participation of all public and charter schools in the
Wisconsin Knowledge and Concepts Examination (WKCE), the statewide assessment used
for state accountability at grades 4, 8, and 10 in Wisconsin. See Wis. Stats. s. 115.01 for
definition of public schools.

All students enrolled in public schools are required to participate in the Wisconsin Student
Assessment System. Most students participate by taking the Wisconsin Knowledge and
Concepts Examinations (WKCE). For accountability purposes, the scores of students with
disabilities who are educated outside of their home district are included in the accountability
measure in the district of their residence. See state laws:
http://www.dpi.state.wi.us/dpi/oea/wsaslaw.html.

All students enrolled in a school for a full academic year (FAY) are accounted for in the
Wisconsin accountability system. See http://www.dpi.state.wi.us/oea/lawsrule.html.

Appropriate accommodations are available to permit most students with disabilities to

participate in the WKCE. Students with severe and complex disabilities for whom participation
in the WKCE is not feasible or educationally appropriate participate in the Wisconsin Alternate
Assessment-Students with Disabilities (WAA-SwD). Students with limited English proficiency
(LEP) participate in the Wisconsin Alternate Assessment-Limited English Proficient (WAA-
LEP) at levels 1 and 2 (beginners) and may also participate in WKCE at those levels as
deemed valid and reliable. By LEP level 3 (intermediate), these students must participate in
WKCE with accommodations as needed. After three consecutive years in the United States,
students with LEP must take WKCE, with accommodations as needed, irrespective of LEP
level attained. Students with disabilities participate in WAA-SwD and students with limited
English participate in WAA-LEP. See http://www.dpi.state.wi.us/dpi/oea/specneed.html.

Overall participation rates in WI state assessments are very high. While current state law
provides for a parent opt-out of statewide testing, past experience indicates that a combined
total less than 0.1% of all students in grades 4, 8, and 10 are excused from testing by
parents. WDPI plans to monitor the number of non-participating students as a result of parent
opt-out, and will work with the state legislature on this issue if needed.

In summary, under current state law s.118.30 Wis. Stats., all local school boards are required
to test all students, including those enrolled in charter schools, using tests provided by the
state superintendent [s. 118.30 (1r)]. This testing requirement covers the Wisconsin Model
Academic Standards and under a contract with the WDPI testing vendor covers all students in
grades 4, 8, and 10. To the extent possible, accommodations are allowed on these statewide
assessments for students with disabilities and limited English language proficiency. For
special needs students for whom accommodations on a written assessment are not feasible,
the state provides alternate assessments which are reported in the statewide accountability
system effective in school year 2002-03.

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CRITICAL ELEMENT 2.2

2.2 How does Wisconsin define “full academic year” for identifying students in AYP
decisions?

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

For reporting purposes, the Wisconsin assessment results are provided for all students,
regardless of length of time in the district. For accountability purposes, Wisconsin defines a
"full academic year” (FAY) as the time period for a student who, at the time of test
administration, has been continuously enrolled since the third Friday of the September
enrollment report of the previous academic year. This definition is applied to all students
enrolled in Wisconsin public schools and has been in use since 1996-97 for accountability
determinations. Since 1996-97, public release of student performance has been in two
dimensions, reporting on all students and holding accountability for FAY students using the
Wisconsin definition. The third Friday count is used for its accuracy in that school funding is
based on the numbers generated. It has been the only annual, student-level school census
conducted statewide for over 25 years. See http://www.dpi.state.wi.us/oea/demodfhd03.html.

A student is considered to be in "enrollment status in the district" from the date the student
begins to attend any school(s) in the district. Enrollment status is considered "continuous" if it
is not interrupted by enrollment status in another district. Movement between schools in a
district does not interrupt "enrollment status in the district." Some districts that have only one
school for each grade span have schools where the lowest grade is at the tested grade.
Those students are considered to be FAY if they were also in the district for at least one full
academic year. See: http://www.dpi.state.wi.us/dpi/oea/demodfhd03.html#SFAY

A student is considered to be in "enrollment status in the school" from the date the student
begins to attend that school. Enrollment status is considered "continuous" if it is not
interrupted by enrollment status in another school.

The Wisconsin definition for FAY provides WDPI with its primary mechanism to ensure the
accuracy of the FAY data determination and accounting for all students. In addition, the
Wisconsin definition allows for sufficient time for schools to administer the various
components of the assessment system. For example, the test window opens the first day of
the school year for students participating in the WAA-SwD and WAA-LEP along with other
state measures administered at the local level.

Maintaining the current system of FAY definitions has been supported by the Internal AYP
Committee, the external ESEA Testing Advisory Committee, the Collaborative Council (the
major education stakeholders), and other external advisory groups to the state
superintendent.

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CRITICAL ELEMENT 2.3

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

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

The Wisconsin Student Assessment System (WSAS) reports are provided for all students
who were enrolled at the time of testing, regardless of length of time in the district. These
definitions and procedures apply to all Wisconsin public school districts and schools.

Wisconsin does not have an individual student record system at the present time. The
responsibility for determining which students have attended the same public school and/or
public school district for a full academic year rests with the public school district, thus efficient,
accurate collection of student information is essential for the production of accurate reports for
the Wisconsin Student Assessment System.

WDPI verifies demographic data each year to identify discrepancies in enrollment and follows
up with individual districts to ensure that all students have been accounted for in the
assessment process. Districts receive state funding based on the number of students enrolled
in their school district at the time of the student-level school census; therefore, the incentive to
provide accurate student enrollment information to the WDPI is fiscally important to each
district.

The WDPI encourages districts to submit unique, permanent ID numbers to the test vendors
for each of their students. This will enable districts to link student test results this year with
student test results in future years, and also with locally maintained files containing
demographic, program participation, and other data. Electronically linking these files will
improve the quality of information available for local program evaluation purposes, and will
enable districts to more efficiently produce summary statistics which may be required under
NCLB and other educational programs. In addition, student Pre-Id software is provided to
each district for the development of labels. These Pre-Id labels assist in ensuring that all
students are accounted for in the assessment process.

Wisconsin employs a migrant student recruiter who works with districts, schools, families, and
students to identify and appropriately assess and place migrant students in academic
programs. The New Generation System (NGS) provides demographic data to identify migrant
students enrolled in Wisconsin public schools and those that have left the state. WDPI
cooperates with other states to ensure that all migrant student records are provided to
schools wherever the student resides to ensure appropriate academic placement. Each
migrant student is accounted for in the assessment system through Pre-Id test labels which
are designed to identify migrant students as a discrete category. Upon implementation of an
individual student record system, electronic comparisons between NGS and Pre-Id labels will
improve confidence that all migrant students are accounted for in the assessment system.

In the future, the WDPI will issue a Request For Proposal (RFP) for a statewide student
record system that offers the potential to create more precise identification. This system will
allow Wisconsin to identify students who have been enrolled for a full academic year within a
single school, multiple schools within the same district, or across multiple districts statewide. It
is anticipated that a statewide student record system will be implemented by the 2004-05
school year.

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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 no
later than 2013-14.

CRITICAL ELEMENT 3.1

3.1 How does the state’s definition of adequate yearly progress require all students to be
proficient in reading/language arts and mathematics by the 2013-14 academic year?

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

Closing the achievement gap is the New Wisconsin Promise made by State Superintendent,
Elizabeth Burmaster. The annual measurable objectives and intermediate goals will be
determined based on the 2001-02 starting points and the ultimate goal of 100% proficient by
2013-14.

Wisconsin’s timeline for meeting the requirement that all students will meet or exceed the
state’s proficiency goal of 100% academic achievement in reading and mathematics not later
than 2013-14 is as follows:
Using WKCE assessment data from the 2001-02 school year for the starting point,
Wisconsin has established a separate starting point in reading and in mathematics for the
percentage of students meeting or exceeding the state’s proficient level of academic
achievement.
The baseline data will be used for the 2002-03 and 2003-04 school years. Intermediate
goals will be incremental and take effect with the 2004-05, 2007-08, 2010-11, 2011-12,
2012-13, and 2013-14 school years. (See Figure 3.2c, page 18.)
The WDPI Internal AYP Committee has researched this element and considered several
possibilities/options. Support was received from the external ESEA Testing Advisory
Committee, the Collaborative Council (the major education stakeholders), and other external
advisory groups to the state superintendent.
NCLB requires definitions of accountability, sanctions, and rewards at the school level;
therefore, Wisconsin will combine all proficiency performance at a school-level. Consequently,
those Wisconsin schools that currently house 4th and 8th grades, 8th and 10th grades, or 4th,
8th, and 10th grades will be considered one unit. Although the number of schools affected at
the current time is small, the number will substantially increase in 2005-06 with
implementation of testing at grades 3-8.
Districts will be identified for improvement when they do not make AYP in the same subject
and all grade spans for two consecutive years—elementary (grades 3-5), middle (grades 6-8),
and high school (grade 10).
Districts will be identified for improvement when they do not meet the other indicator objective
in all grade spans for two consecutive years—elementary (grades 3-5), middle (grades 6-8),
and high school (grade 10). The other indicator at elementary and middle schools is
attendance, and at high school is graduation.

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CRITICAL ELEMENT 3.2a

3.2a What is the Wisconsin’s starting point for calculating Adequate Yearly Progress?

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

Per §200.16(a), WDPI will use baseline data from the 2001-02 school year to establish
separate starting points in reading and mathematics. The starting points serve as a baseline
for measuring the percentage of students meeting or exceeding the state’s proficient level of
academic achievement. Each starting point is based on the percentage of proficient students
in the public school at the 20th percentile of the state’s student enrollment among all schools
ranked by the percentage of students at or above the proficient level. This method yields a
higher starting point than using the statewide percentage of proficient students in the lowest-
achieving student subgroup, and therefore is the starting point that Wisconsin will use to
comply with NCLB.
The primary instrument used for accountability purposes since 1996-97 to assess the
achievement of students in grades 4, 8, and 10 is the Wisconsin Knowledge & Concepts
Examinations (WKCE) published by CTB/McGraw-Hill as TerraNova Multiple Assessments
edition. The data from this instrument has proven to be reliable and valid over a number of
test administrations, and therefore is the most appropriate data for determining the starting
point. Substantial documentation exists in favor of the validity of using TerraNova test scores
for assessing both individual student achievement and program effectiveness. In particular,
there are strong arguments for the content and construct validity of the TerraNova test.

Over the next 12 years, there will be many transitions to new exams and/or grade levels
tested (e.g., 2005-06). WDPI will evaluate student performance on each change in
assessment instruments over time before making any adjustments to the accountability
system. Schools have based improvement plans over the past five years on their WSAS
results. These data have proven very stable and reliable. Additionally, some Wisconsin
schools already have been identified for improvement under federal guidelines and are
required to provide supplemental educational services and school choice based on these
data.

Wisconsin has reviewed state assessment results for the 2001-02 school year data to
determine starting points for reading and mathematics. These starting points are 61% for
Reading and Mathematics for 37%. All students in tested grades (4, 8, 10), including those
with limited English proficiency and students with disabilities, are included in establishing the
starting points.
The reading and mathematics starting points will be applied to each public school and public
school district as well as to each subgroup at the public school and public school district to
determine adequate yearly progress (AYP) status. Charter schools in Wisconsin are defined
as public schools under state statute s. 118.40 Wis. Stats. As such, charter schools are
required to participate in the Wisconsin accountability system.
Schools (districts) are deemed as “schools identified for improvement” (SIFI) status when a
school (district) fails to meet AYP for two consecutive years in the same content area.
Districts will be identified for improvement when they do not make AYP in the same subject
and all grade spans for two consecutive years—elementary (grades 3-5), middle (grades 6-8),
and high school (grade 10).
To determine whether or not a school (subgroup, district) makes Adequate Yearly Progress
(AYP), Wisconsin will use the following steps:

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CRITICAL ELEMENT 3.2a

Wisconsin AYP Calculation Steps

1. Calculate the 95% participation in statewide assessment rate for all-students and each
appropriate subgroup with sufficient cell size.
2. Determine whether all students and subgroups within each school meet the minimum “cell size”
number for reliable AYP decisions.
3. Verify the number of students who meet the definition of being in the school (or district) for a full
academic year (FAY).
4. Calculate the high school graduation rate and/or attendance rate for high schools, elementary,
and middle schools; compare to 90% of state rate and/or calculate improvement from the
previous year.
5. Calculate separately for reading and mathematics the proficiency index of students at a school
(in tested grades). The proficiency index is calculated by awarding one index point for each
proficient/advanced student and one-half index point for each basic student. Index points are
then summed and divided by the number of FAY tested students.
6. Compare the two year average proficiency index with the current year’s proficiency index (in step
5 above) and use the higher proficiency index for AYP for those schools with all-student cell size
of 40 or greater. In 2005-06 only, the two-year average will be calculated based on grades that
were tested in both the current and prior years (i.e., 4, 8, and 10).
7. Calculate the proficiency index for each appropriate subgroup.
8. Compare the proficiency indices of all students and each subgroup against annual measurable
objectives, e.g., starting point (for the school, district, state).
9. Compute safe harbor calculations using a 75% confidence interval at the (p=.25 level) for those
groups that do not meet or exceed the annual measurable objectives for positive gains only. A
school or district will need to have made progress in order for the Safe Harbor confidence to be
applied.
10. Apply a 99% confidence interval (p=.01 level) for AYP decisions regarding reading and
mathematics proficiency indices.
Subgroups not considered in the AYP steps above will be rolled up to the district level, per §200.7(d)
where subgroups too small to be reported or identified at one level must be included at the next level,
assuming the subgroup reaches the appropriate size. Schools too small for any subgroup evaluation
will be evaluated using criteria consistent with any supplementary non-regulatory guidance to be issued
by the USED. The very small schools (about 75 after 2005) with fewer than 10 students enrolled in
grades 3-8, and grade 10 will be evaluated annually for their progress over three or more years. Since
the very small schools’ progress cannot be reliably calculated, the WDPI in consultation with the LEA
will take a closer look at their achievement data and evaluate progress on a case-by-case basis.
Safe Harbor Provision
If any group of students in a school or district does not meet the annual measurable objectives, the school (or
district) makes AYP if:
(1) 95% participation
(2) (a) The percentage of students in that group below the proficient achievement level decreased by at least
10 percent from the preceding year; or (b) the percentage of proficient students increased and the not-
proficient index (100 – proficient index) decreased by at least 10 percent from the preceding year, and
(3) That group made progress on the other academic indicator.
A 75% confidence interval at the (p=.25 level) for positive gains only will be used for Safe Harbor
decisions.
Any public school or public school district that meets or exceeds the annual measurable objectives for
all students and appropriate subgroups (or makes safe harbor provision as prescribed under NCLB),
has 95% WSAS participation rate, and meets the all student other academic indicator is classified as
making AYP. Public schools or public school districts that do not meet any one of these annual
progress requirements are considered as not making AYP.
A proxy indicator will be required for subgroup safe harbor calculations during a phase-in process.
Complete data required for disaggregation of other academic indicators will be available in 2004-05 for
attendance rates and 2007-08 for graduation rates. Until these other academic indicators are fully
disaggregated, science proficiency will be used for the subgroup safe harbor provision.
The WDPI Internal AYP Committee has researched this element and after considering several options
has recommended this action. Support was received from the external ESEA Testing Advisory
Committee, the Collaborative Council (the major education stakeholders), and other external advisory
groups to the state superintendent.

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No
Is 95% WSAS participation rate met
for All Students and subgroups?

N Yes
Combine two No
(three if needed) year’s Is minimum cell size met for
data for all students FAY Students? Overview of
Wisconsin’s
Is minimum cell size met for Yes AYP Process
all students and subgroups?

No

Pass Individualized Alternative Does school meet other academic

Progress Review?
(very small schools)
indicator (graduation rate or attendance)
No
for All Students?
No Yes

Yes

Does (reading/math) proficiency index for this year or

average of last two years meet annual measurable
objective for all students and subgroups?

Yes No

Adequate Yearly Yes

Progress! Is Safe Harbor met?

No

No

Reconsideration confirms
original decision No Adequate
(No AYP) Yes
Yearly Progress

Yes

Request reconsideration process? (Provide data evidence to correct error)

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CRITICAL ELEMENT 3.2b

3.2b What are Wisconsin’s annual measurable objectives for determining adequate yearly
progress?

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

WDPI will use separate starting points for reading and mathematics that define the baseline for
the minimum percentage of students who are required to meet or exceed the proficient level on
academic assessments. The annual measurable objectives and intermediate goals will be
applied to all student groups outlined in NCLB sec. 1111(b)(2)(C)(v).

WDPI’s annual measurable objectives use the same percent proficient/advanced as the most
recent intermediate goal to determine AYP status. The reading and mathematics annual
measurable objectives will be applied to each public school and public school district, as well as
to each subgroup at the public school and public school district.

Measurable objectives are consistent with intermediate goals, which are consistent with the WI
accountability starting points. Measurable objectives are set to ensure 100% proficiency within
the timeline (See Figure 1 in 3.2c). Measurable objectives and goals are the same for public
schools and public school districts, and for all required subgroups of students at all levels
(elementary, middle, and high school). WKCE is administered only once a year in the fall.
Therefore, students have a single opportunity to take the test each year.

PERCENT OF WI STUDENTS WHO NEED TO SCORE AT PROFICIENT/ADVANCED

Annual Measurable Objectives (AMO)

READING MATHEMATICS
Starting Point 2001-02 61% 37%
2002-03 61% 37%
2003-04 61% 37%
Intermediate Goal 2004-05 67.5% 47.5%
(Begin new 3-8 tests) 2005-06 67.5% 47.5%
2006-07 67.5% 47.5%
Intermediate Goal 2007-08 74% 58%
2008-09 74% 58%
2009-10 74% 58%
Intermediate Goal 2010-11 80.5% 68.5%
Intermediate Goal 2011-12 87% 79%
Intermediate Goal 2012-13 93.5% 89.5%
Goal: All Proficient 2013-14 100% 100%

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CRITICAL ELEMENT 3.2c

3.2c What are Wisconsin’s intermediate goals for determining adequate yearly progress?

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

WDPI has proposed a timeline by which all students will reach the proficient level of
achievement on the Wisconsin Student Assessment System by the year 2014. The goal is for
all students to meet or exceed the state’s proficient level of academic achievement within
each established timeline leading to all students being proficient in reading and mathematics
by the year 2014.

Using data from the 2001-02 school year, Wisconsin has proposed starting points in reading
and in mathematics for measuring the percentage of students meeting or exceeding the
state’s proficient level of academic achievement.

The proposed model (Figure 3.2c, page 18), illustrates Wisconsin’s baseline and intermediate
goals. The baseline goals will be used for the 2002-03 and 2003-04 school years. Equal
interval increases (“Intermediate Goals”) are proposed to take effect with the 2004-05, 2007-
08, 2010-11, 2011-12, 2012-13, and 2013-14 school years. The 2013-14 goal is 100%
proficient or advanced.

WISCONSIN INTERMEDIATE GOALS FOR READING AND MATHEMATICS

READING MATHEMATICS
Starting Point 2001-02 61% 37%
2004-05 67.5% 47.5%
2007-08 74% 58%
2010-11 80.5% 68.5%
2011-12 87% 79%
2012-13 93.5% 89.5%
Goal: All Proficient 2013-14 100% 100%

These goals will be applied to all public schools and all districts in the state, including all
students and appropriate subgroups.

The annual intermediate goals are structured to account for the inclusion of additional
assessments at grades 3, 5, 6, and 7 in 2005 with a reconsideration of annual goals in 2008.
Confidence in the new assessments, the focus on subgroup achievement, the increased
number of highly qualified teachers and the inclusion of research-based academic programs
will result in all students poised to accomplish annual equal interval increases each year
beginning in 2011.

The WDPI Internal AYP Committee has researched this element and considered several
possibilities/options. Support was received from the external ESEA Testing Advisory
Committee, the Collaborative Council (the major education stakeholders), and other external
advisory groups to the state superintendent.

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Figure 3.2c

PROPOSED MODEL FOR WISCONSIN

BASELINE AND ANNUAL INTERMEDIATE GOALS

R/M (100%)

R
R

R M

R R R M

R R R M

READING R R
M M M

M M M

MATH M M

2001-02 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
baseline Add new tests Re-evaluate
grades 3-8 transition annual goals

Intermediate goals

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 Wisconsin Consolidated State Application Accountability Workbook

PRINCIPLE 4. State makes annual decisions about the achievement of all

public schools and LEAs.

CRITICAL ELEMENT 4.1

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

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

The Wisconsin accountability system, as required by law, annually determines the progress of
schools and districts. Wisconsin law requires the State Superintendent under Wis. Stats. s.
115.38 (4), to annually identify low performing schools based on the accountability tests
administered under Wis. Stats. s. 118.30. Adequate yearly progress (AYP) decisions are
made annually for each WI public school. Beginning in 2002-03, AYP determinations will also
be made per NCLB for each public school district in Wisconsin.

The WDPI will annually review assessment data and other academic indicators for each
public school and each public school district to determine if the public school, public school
district, and state of Wisconsin meet the necessary AYP criteria. These determinations will be
provided in a timely manner to each public school district for their review and comment.

Designation of schools identified for improvement will be predicated upon failing to make AYP
requirements in the same content area for two consecutive years. This approach is consistent
with the NCLB goal of successfully remediating subject performance deficiencies and will
mitigate the potential for falsely inferring that a public school or public school district is not
meeting AYP standards.

Designation of districts identified for improvement will be predicated upon failing to make AYP
in the same subject and all grade spans for two consecutive years—elementary (grades 3-5),
middle (grades 6-8), and high school (grade 10). This approach is consistent with the NCLB
goal of successfully remediating academic performance deficiencies and will mitigate the
potential for falsely inferring that a school district needs technical assistance to improve
performance. If a district meets AYP in at least one of the grade spans, it will not enter into or
advance in improvement status in an area.

To increase the reliability of AYP decisions, Wisconsin will combine two years’ data for
accountability purposes. Both the current year’s data and the two year combined rate will be
calculated. The higher of the two will be compared to the annual measurable goal in the AYP
determination. See the WI AYP Calculation steps in workbook section 3.2a.

The WDPI Internal AYP Committee has researched this element and considered several
possibilities/options. Support was received from the external ESEA Testing Advisory
Committee, the Collaborative Council (the major education stakeholders), and other external
advisory groups to the state superintendent.

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

CRITICAL ELEMENT 5.1

5.1 How does the definition of adequate yearly progress include all the required student
subgroups?

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

Wisconsin has disaggregated results on state assessments since 1996-97. Assessment

proficiency and participation results used for accountability purposes are disaggregated to
determine AYP. The performance of all students enrolled for a full academic year, as well as
the following subgroups, outlined in NCLB sec. 1111(b)(2)(C)(v), are measured against
established annual proficiency objectives and participation goals.
• The racial/ethnic groups are the same as the groups used on the Enrollment Report (PI-1290), and on the
IDEA Federal Student Data Report (PI-2197) Wisconsin Administrative Code, and are as follows:
Asian/Pacific Islander,
Black, Not of Hispanic Origin,
Hispanic,
American Indian/Alaskan Native,
White, Not of Hispanic Origin
• An "economically disadvantaged" student is a student who is a member of a household that meets the
income eligibility guidelines for free or reduced-price meals (less than or equal to 185% of Federal
Poverty Guidelines) under the National School Lunch Program.

• A "student with a disability," i.e., SwD, is a student who is considered eligible for the December 1 federal
child count as reported by the district to the WDPI on the IDEA Federal Student Data Report (PI-2197)
Wisconsin Administrative Code.

• A student with limited English proficiency is a student who scores at one of five limited proficiency levels
on a WDPI approved English proficiency assessment instrument, as defined in Wisconsin Administrative
Rule PI 13. See http://www.legis.state.wi.us/rsb/code/pi/pi013.pdf

All public schools and public school districts will be accountable for the performance of
student subgroups—including major racial/ethnic subgroups, students with disabilities, limited
English proficient students, and economically disadvantaged students—through the AYP
determination.

The test contractor aggregates these data for the state and provides an electronic file on the
web. This file includes state, public school district, and public school data that are
disaggregated by these groups. Graduation and attendance rates are currently disaggregated
by all categories except Economic Disadvantage, Students with Disabilities, and Limited
English Proficiency. A statewide student record system is being planned and when
implemented, accuracy of subgroup and other indicator identification will increase.
Implementation is planned in 2004-05.

The WDPI Internal AYP Committee has researched this element and considered several
possibilities/options. Support was received from the external ESEA Testing Advisory
Committee, the Collaborative Council (the major education stakeholders), and other external
group recommendations to the state superintendent.
The on-line report is at http://www.dpi.state.wi.us/sig/index/html WSAS data collection system
definitions and instruments in use are located at
http://www.dpi.state.wi.us/oea/wsasdata.html.

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CRITICAL ELEMENT 5.2

5.2 How are public schools and LEAs held accountable for the progress of student subgroups
in the determination of adequate yearly progress?

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

All student subgroups of 40 or more must meet Wisconsin’s established annual, measurable
performance objectives in order for a school or district to make AYP, with the exception of
students with disabilities who must meet a subgroup size of 50.

If a student subgroup, as outlined in NCLB sec. 1111(b)(2)(C)(v), contains the minimum

number of students required to yield statistically reliable information about a public school or
public school district population, then that subgroup is required to meet the proficiency target
and the 95% participation target to make adequate yearly progress (AYP). Annual
assessment results are “rolled up” to the public school district to hold public school districts
accountable. For each public school and public school district, subgroup proficiency levels
and AYP determinations will be made following the same reporting rules used to determine
proficiency levels and AYP determinations for students in the aggregate. A 99% confidence
interval (p=.01 level) will be applied to AYP decisions regarding reading and mathematics
proficiency rates.

Performance of students not enrolled for a full academic year is reported in the state report
card, the School Performance Report, but it is not included in the AYP determination.

In determining whether each public school or public school district meets the annual
measurable objectives, Wisconsin will calculate, for each subgroup, the percent of the
students enrolled for a full academic year who achieve the proficient/advanced levels. If one
or more subgroups fail to meet the annual measurable objective, then the school or district
makes AYP if both following conditions are met (a confidence interval of 75% (p=.25 level) will
be applied to all Safe Harbor decisions):

The percentage of tested students in that subgroup below the proficient achievement level
decreases by at least ten (10) percent from the preceding year.
The students in that subgroup meet the threshold or make progress on the other
academic indicator.

The WDPI Internal AYP Committee has researched this element and considered several
possibilities/options. Support was received from the external ESEA Testing Advisory
Committee, the Collaborative Council (the major education stakeholders), and other external
advisory groups to the state superintendent.

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CRITICAL ELEMENT 5.3

5.3 How are students with disabilities included in the state’s definition of adequate yearly
progress?

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

All students must take either WKCE assessments (with or without appropriate
accommodations) or WSAS alternate assessments in each of the content areas covered by
WSAS. Only the most severely cognitively disabled students, those students who cannot
meaningfully participate in the WKCE assessment even with accommodations, participate in
alternate assessments. Students participating in the WAA-SwD alternate assessment
produce scores reported as Pre-Skill levels 1-4 (pre-minimal). Results for WSAS alternate
assessments are reported in the state accountability system and included in AYP
calculations. Wisconsin’s alternate assessment for students with disabilities is aligned with the
Wisconsin Model Academic Standards and the state accountability system.

All students with disabilities in Wisconsin must participate in statewide assessments, either
WKCE or the WSAS-Alternate Assessment (WAA for Students with Disabilities), with or
without testing accommodations. The Individualized Education Program (IEP) Team makes
the case-by-case determination as to what assessment each student with a disability will
participate in and identifies the testing accommodations that are needed in order for the
student to participate in the assessment in accordance with Section 300.347 of the Code of
Federal Regulations. See related state laws at: http://folio.legis.state.wi.us/cgi-
bin/om_isapi.dll?clientID=408562&infobase=stats.nfo&jump=ch.%20115,
http://www.dpi.state.wi.us/dpi/dlsea/een/assessmt.html, and s. 115.76 Wis. Stats. Children
with Disabilities.

All students with disabilities are included in the accountability system. No distinction is made
according to whether students with disabilities taking the WKCE used or did not use
accommodations. The determination of adequate yearly progress is based on the
performance of all students who take the WKCE and the alternate assessments as well as on
the performance of each required disaggregated group. See:
http://www.dpi.state.wi.us/sig/index/html.

See the "DPI Guidelines to Facilitate the Participation of Students with Special Needs in State
Assessments" at http://www.dpi.state.wi.us/oea/specneed.html. See also, “Wisconsin
Alternate Assessment for Children with Disabilities” at:
http://www.dpi.state.wi.us/dpi/dlsea/een/assmt-waa.html.
When measuring adequate yearly progress, schools and school districts may count the “proficient”
scores of students who participated in WSAS - Alternate Assessment. However, the number of
students cannot exceed one percent of the total population in the grades tested. School districts may
apply for a higher limit if they can demonstrate that they have a larger population of students with
significant cognitive disabilities. The Wisconsin Department of Public Instruction may request a waiver
from the one percent provision if the percentage overall in the state exceeds one percent.

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CRITICAL ELEMENT 5.4

5.4 How are students with limited English proficiency included in the state’s definition of
adequate yearly progress?
STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

All LEP students in Wisconsin participate in the Wisconsin Student Assessment System
(WSAS) and all scores are counted for AYP purposes. When a student who speaks another
language enters a Wisconsin school, that student’s English proficiency is assessed on a six-
point scale with Level 1 being a student who speaks almost no English, and Level 6 being a
student who has reached native-like, age-appropriate proficiency. This assessment of English
proficiency is conducted with a WDPI approved instrument. WDPI has begun the process of
developing its own standards-based English proficiency instrument. During this interim period,
we allow the use of one of four commercially available instruments for which clear, comparable
standards have been set through a standard setting process involving measurement experts
and LEP educators and educational leaders. (The report on English proficiency standard-
setting process is available upon request). Wisconsin’s annual measurable goals for attaining
full English language proficiency are based on these standards as measured by the approved
instruments mentioned in this paragraph.
WDPI has developed an alternative form of our academic assessment. This parallels the
tested content standards and is now (2003-04) scaled to the same academic proficiency
categories as the statewide standardized assessments. (During the 2002-03 test
administration, the reading assessment was scored in two separate categories, pre-
production and early production, with both corresponding to the minimal category. WDPI has
remedied this issue of scale for the 2003-04 testing cycle.) The alternative form is called the
Wisconsin Alternate Assessment for Students with Limited English Proficiency (WAA-LEP)
and is used with beginner LEP students (Levels 1 and 2) for whom participation on the
WKCE, even with allowable accommodations, would not be valid or reliable.
All students must take either WKCE assessments (with or without appropriate
accommodations) or WAA-LEP in each of the content areas covered by the Wisconsin
Student Assessment System (WSAS). Students with limited English proficiency at Levels 1 or
2 (beginners) are required to take a WAA-LEP, but may also participate in the WKCE with
allowable accommodations as needed. Students at Level 3 (intermediate) or higher are
required to take the WKCE assessment, with allowable accommodations as needed.
Students at Level 6 (formerly LEP) are fully English proficient and take WKCE without
accommodations.
Wisconsin will allow schools and districts to count former LEP students in the LEP subgroup
for up to two years for those students who are no longer considered to be LEP under state
rules. LEP students in Level 6 under Wisconsin’s rules (formerly LEP) will be allowed to be
counted in AYP determinations for up to two years in the LEP subgroup.
Beginning in 2003-04, results for WAA-LEP will be reported in the state accountability system
on the same academic proficiency scale in all tested subject areas. The reading alternate test
forms are being scaled to the regular performance categories to meet full compliance with
NCLB.
The WAA-LEP has undergone a formal alignment process to ensure content validity (depth
and scope). Currently, the WDPI has commissioned a validation study of Wisconsin’s
Alternate Assessment for Students with Limited English Proficiency with the Wisconsin Model
Academic Standards and the state accountability system (conducted using the 2002-03
administration). This study will further examine content and predictive validity of the two
systems as well as reliability of the alternate assessment. Results of the study will be
available by June 2003. Future studies are being planned as enhancements to the system are
implemented.

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CRITICAL ELEMENT 5.4

See following evidence regarding Wisconsin Alternate Assessment for Limited English
Proficient Students (WAA-LEP).
For more information about LEP levels and the assessment of limited English proficient
students see Wisconsin State Administrative Rule PI 13:
http://www.dpi.state.wi.us/dlsea/equity/pdf/emergncy.pdf, "DPI Guidelines to Facilitate the
Participation of Students with Special Needs in State Assessments."
http://www.dpi.state.wi.us/oea/specneed.html and
http://www.dpi.state.wi.us/dpi/dlsea/equity/biling.html Information about of state-approved
English proficiency tests is located at http://www.dpi.state.wi.us/dpi/dlsea/equity/eqtests.html.
See related state laws at: http://www.dpi.state.wi.us/dpi/oea/wsaslaw.html . For performance
of students with limited English proficiency, see: http://www.dpi.state.wi.us/sig/index.html.

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CRITICAL ELEMENT 5.5

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

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

For purposes of reporting, Wisconsin requires that all subgroups have at least six students.
WDPI provides the enrollment counts for the student group (e.g., gender, race/ethnicity,
economic status, etc.) but suppresses the summary WSAS performance/participation data
about these students if the number of students enrolled in the group is five or fewer.

For purposes of accountability, a cell size of 40 has been selected. Analyses suggest that
substantial improvement in measurement precision due to reductions in cohort effects are
achieved as the sample size increases to 40.

For calculations of adequate yearly progress, including participation, annual measurable

objectives, safe harbor calculations, and other academic indicators, a group size of 40 will be
used (except for students with disabilities). This cell size will be applied to all FAY students
and subgroups across the state. A cell size of 40 has been evaluated to maximize valid and
reliable decisions and include all schools in the AYP decision process.

In instances in which there are fewer students than the minimum cell size in the all student
group within a school and/or district, the AYP calculation for FAY students will be
accumulated over two or three years; for subgroups they will roll-up to the next level–the
district calculations. Results from very small schools where the aggregate FAY group of
students is less than 40 (with three years’ data), will be reviewed on an individual basis to
ensure that annual movement toward 100% proficiency is occurring.

Unique among the subgroups required for accountability in NCLB, students with disabilities
present measurement issues that Wisconsin has determined to address through a larger cell
size. A larger cell size supports valid and reliable decisions about this subgroup. After careful
analysis of the variability of the Wisconsin student population with disabilities, it has been
determined that for valid and reliable decisions the minimum cell size for accountability
purposes is set at 50. (Reference students with disabilities paper in evidence 5.3).

Support and research from special education stakeholder groups for this larger cell size:
• The State Superintendent’s Special Education Advisory Council
• Wisconsin’s Parent Training and Information Center (FACETS)
• The Executive Board of the Wisconsin Council of Administrators of Special Services
• The Regional Services Network
• Other groups and individuals including teachers, school boards members and parents

Rationale for larger cell size for students with disabilities:

• Criteria in IDEA require that disability must “adversely affect a child’s educational
performance.”
• IEP teams must consider how the disability affects child’s “involvement and progress
in general curriculum.”

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CRITICAL ELEMENT 5.5

• Up to 1/3 of students with disabilities are not able to achieve or demonstrate proficiency
even with accommodations, due to their disability.
• Of the 12.4% of students in WI who have disabilities, almost 1/6 do not have the
potential for average intellectual functioning.
• Even with time, highly qualified teachers and research-based practice, these students
do not have the ability to achieve at the proficient level.
• Other students, who otherwise have the potential for average intellectual functioning,
may not be able to demonstrate proficiency, due to the interference of the disability.
• Students with emotional/behavioral disabilities may manifest their disability through
refusal to participate in statewide assessment or purposeful entry of erroneous
answers.
• Children who are deaf or hard of hearing are set apart from those with other
disabilities due to lack of access to communication which in turn profoundly affects
most aspects of the educational process.
• Children who are blind or visually impaired are uniquely affected by limitations on
incidental learning in natural environments and structured learning in educational
settings that depend largely on vision.
• Accommodations, used extensively for students with disabilities, may influence scores
in unknown ways.
• With the single exception of this subgroup, assignment to a subgroup is generally
clearly defined. There is significant variance in identification rates of students with
disabilities among districts in WI (6%-27%).
The WDPI Internal AYP Committee has researched this element and considered several
possibilities/options. Support was received from the external ESEA Testing Advisory
Committee, the Collaborative Council (the major education stakeholders), and other external
advisory groups to the state superintendent.

See the following, Information about “Students with Disabilities in Wisconsin.”

See discussion of indirect disclosure rules section 5.6

See Impact Evidence

See 9.1 for reliability information

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CRITICAL ELEMENT 5.6

5.6 How does the State Accountability System protect the privacy of students when reporting
results and when determining AYP?
STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

For local use, Wisconsin reports the enrollment counts for the student subgroup (e.g., gender,
race/ethnicity, economic status, etc.), but suppresses the summary WSAS
performance/participation data about these students if the number of students enrolled in the
group is five or fewer for public reporting purposes.
WDPI is concerned about both direct and indirect disclosure. Indirect disclosure occurs when
data are reported both for all Full Academic Year (FAY) students in a group (e.g., FAY
students enrolled in grade 4) and for a large subset of this group (e.g., FAY students without
disabilities in grade 4) leaving only a small subset (e.g., FAY students with disabilities in
grade 4) not reported.
In order to make reliable decisions as to which schools are identified for improvement, the
Wisconsin Department of Public Instruction suppresses assessment data for small groups of
students. The minimum accountability student group size is 40 students enrolled for a full
academic year, and 40 students enrolled in a subgroup (50 for students with disabilities) for a
full academic year. When reporting results, if it is possible to determine personally identifiable
information about an individual, the WDPI suppresses those student group assessment
results.
When small student group sizes allow an audience to discern personally identifiable
information about an individual, that individual’s Family Education Rights and Privacy Act
(FERPA) rights may be violated. However, public education agencies must balance the
public’s right to know how their tax-supported institution is functioning with the privacy rights
of individuals. Within this context, a school can release summary data about the students it
enrolls. On the other hand, personally identifiable data are considered confidential and must
be protected (e.g., individual state-wide assessment performance).
The Wisconsin Department of Public Instruction has developed customized policies and
procedures to delicately balance the public’s right to know, educators’ need to know, and the
individual’s right to privacy.
Protection Against Disclosure of Confidential Information:
Ensuring that the value for an individual is not disclosed in violation of that individual’s confidentiality
rights and privileges

Small Count Disclosure occurs when a cell frequency is small enough for every individual in that
cell to be personally identifiable. With three individuals, one individual is unlikely to discern the
values of either of the others. With five individuals, it becomes extremely unlikely that a single
individual (or a very small group, such as twins in the same grade and school) will be able to discern
the values of the other students.
Direct Disclosure occurs when small count assessment data are provided without any
suppression. When cell frequencies are five or fewer, assessment results data are suppressed.
Indirect Disclosure occurs when data are reported both for all students in a group and for a large
subset of this group leaving only a small subset not reported. In these cases assessment results for
the large subset must be suppressed in order to protect the confidentiality of individuals in the
original (small count) suppressed cell.
Separate Sources Disclosure occurs when the related information is available from a source other
than the one in which values are being suppressed (e.g., a suppressed school report and an
unsuppressed district report). To avoid separate sources disclosure only unsuppressed school data
are aggregated and reported at the district level, and a column (called “Number included in %’s” is
added to the district level report indicating that a subset of the district level data are reported.

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CRITICAL ELEMENT 5.6

When addressing indirect disclosure issues, the highest priority is given to publicly reporting
data in the “Students in Single School FAY” row of the report. In all cases, if the number of
students enrolled FAY is more than five, then WSAS performance/participation data is
reported for accountability purposes.

See the “Data Analysis” section of WINSS: http://www.dpi.state.wi.us/data/questions.asp or

http://www2.dpi.state.wi.us/wsas/default.asp for examples of suppressed and reported
assessment data. See: http://www.dpi.state.wi.us/oea/priv_more.html for more information
about the protection of student privacy rights.

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PRINCIPLE 6. State definition of AYP is based primarily on the state’s

academic assessments.

CRITICAL ELEMENT 6.1

6.1 How is the state’s definition of adequate yearly progress based primarily on academic
assessments?

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

Reading and mathematics assessment scores are the primary determinant of AYP. The
following assessments have been administered or are planned as the basis of the
accountability system:
Instrument Grades Content Areas
Wisconsin Knowledge & Concepts Examinations
1997–2002 (WKCE): TerraNova Multiple Assessments (shelf-test)
4, 8, 10 Reading, Math
WI Student Assessment System (WSAS): WKCE
2002–2005 (Enhanced TerraNova) plus WI Alternate Assessments 4, 8, 10 Reading, Math
(WAA-SwD) (WAA-LEP)
2005–2014 WSAS: Customized WKCE plus WAA-LEP & SwD 3–8, 10 Reading, Math

WKCE assessments also include science administered at grades 4, 8, and 10. Wisconsin is
moving from enhanced shelf tests to customized instruments. The alternate assessments,
WAA-LEP and WAA-SwD, will follow the same schedule of implementation as the WKCE.

The required additional academic indicators (NCLB sec. 1111(b)(2)(C)(vi)) are part of the
AYP calculation to determine whether each subgroup, public school, and public school district
meets the annual measurable objectives. WDPI will calculate the percent of the students
enrolled for a full academic year who achieve the proficient/advanced, examine participation
rates, and employ the safe harbor provision as prescribed under NCLB. Each of these
calculations is based on reading and mathematics assessments administered under s. 118.30
Wis. Stats.

A “Starting Point” proficiency level has been proposed using the 2001-02 WKCE. The
“Starting Point” proficiency level will be raised in equal intervals over 12 years, requiring 100%
proficiency by 2013-14. These intermediate goals will be used as the annual measurable
objectives upon which AYP will be based.

WDPI will annually review WSAS assessment data for each public school and public school
district to determine if the public school and public school district have met the annual
measurable objectives. WSAS participation data will be reviewed annually, to ensure that at
least 95% of students in each subgroup in every public school and in every public school
district participate in the WSAS.

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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
attendance rates).

CRITICAL ELEMENT 7.1

7.1 What is the state definition for the public high school graduation rate?

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

The definitions for the following terms provide guidance to Wisconsin in defining graduation
rate:

Graduation rate: The number of “graduates” divided by the number of “graduates” plus
“cohort dropouts” over four years, expressed as a percentage.

Graduate: A student who met graduation requirements for a regular diploma during a school
year prior to the beginning of the fall semester of the next school year. This would include any
student who graduated at mid-year, who transferred into or re-entered the high school during
the year (even if the student was not included in the third Friday in September school
enrollment count), who graduated in the spring of the school year, or who accumulated
required credits during summer school. Students who receive an alternative diploma such as
a HSED, GED, or “certificate of attendance” are not counted as graduates.

Dropout: A student who was enrolled in the school at some time during a school year; was
not enrolled at the beginning of the next school year (third Friday in September); has not
graduated from high school or completed a state or district-approved educational program;
and does not meet any of the following exclusionary conditions:
1. Has not transferred to another public school district, private school, or state- or
district-approved educational program;
2. Is temporarily absent due to expulsion, suspension, or school-approved illness; or
3. Has died.

Cohort dropout: Any student who was a 12th grade dropout for the year reported, an 11th
grade dropout for the prior year, a 10th grade dropout for 2 years prior, or a 9th grade dropout
for 3 years prior.

WDPI believes this definition is consistent with the requirements of 34 C.F.R. §200.19, NCLB.

WDPI currently has a summary data collection and no statewide student record system. Prior
to NCLB, WDPI did not collect data about graduates or dropouts by English proficiency or
students with disabilities or economic status. Dropout data for students with disabilities at the
public school level was not initiated until 2001-02. WDPI is proposing to move to a statewide
student record system that will include demographic data needed for full disaggregation. This
anticipated move in 2004-05 will provide for complete disaggregation and additional edit
checks to ensure accuracy. For example, the student identification system will be used, in
part, to ensure WDPI is not counting any dropouts as transfers or vice versa. Wisconsin’s
current definition of dropout already incorporates this requirement. Wisconsin has chosen a
vendor for constructing a statewide student record system and Wisconsin expects to
incorporate the reporting mechanism as soon as the data becomes available.

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CRITICAL ELEMENT 7.1

The graduation rate objective will be 90% of the statewide average for 2001-02, or growth. In
2001-02 the statewide average graduation rate was 90.83%. A 99% confidence interval
(p=.01 level) will be applied to AYP decisions regarding reading and mathematics proficiency
rates.

Fully disaggregated graduation data will be available in 2008-09 (based on the 2004-05
cohort).

A proxy indicator will be required for subgroup safe harbor calculations during the phase-in
process. Until these other academic indicators are fully disaggregated, science proficiency will
be used for the subgroup safe harbor provision.

The WDPI Internal AYP Committee has researched this element and considered several
possibilities/options. Support was received from the external ESEA Testing Advisory
Committee, the Collaborative Council (the major education stakeholders), and other external
advisory groups to the state superintendent.
See: http://www.dpi.state.wi.us/spr/spr_docs.html.

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CRITICAL ELEMENT 7.2

7.2 What is the state’s additional academic indicator for public elementary schools for the
definition of AYP? For public middle schools for the definition of AYP?

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

Wisconsin’s additional academic indicator for public schools containing elementary and middle
grades (and no high school) is attendance. These data are currently part of a summary data
collection and are available by gender and by race, but not by disability, economic status, or
English proficiency status. WDPI proposes to move to a statewide student record system that
will include demographic data needed for full disaggregation. Fully disaggregated data will be
available in 2004-05 2006-07. The attendance indicator will be 90% of the statewide average
for 2001-02, or growth.
A proxy indicator will be required for subgroup safe harbor calculations during a phase-in
process. Until these other academic indicators are fully disaggregated, science proficiency will
be used for the subgroup safe harbor provision.
The WDPI Internal AYP Committee has researched this element and considered several
possibilities/options. Support was received from the external ESEA Testing Advisory
Committee, the Collaborative Council (the major education stakeholders), and other external
advisory groups to the state superintendent.

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CRITICAL ELEMENT 7.3

7.3 Are the state’s other academic indicators valid and reliable?

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

The graduation rates calculated for schools and districts/LEAs are valid and reliable. The
formula used to calculate graduation rates are computed according to a nationally recognized
definition, and are consistent with procedures specified under NCLB.

For both graduation rate and average daily attendance, data for these comparisons is based
on information collected in state and school district student information systems. WDPI will
incorporate spot audits into on-site services to check accuracy of data. Graduation rates and
average daily attendance calculated using individual student records in Wisconsin (to be
implemented in 2004-05 2008-09 for graduation and 2006-07 for attendance) will increase
validity and reliability.

WDPI’s current summary data collection includes edit and logic checks to increase the
accuracy of the reporting. Districts are given the opportunity to check summaries of raw data
reported for reasonableness prior to publication. The state data collection and verification
process includes both automated and manual edit and logic checks. The number and types of
data checks will increase as Wisconsin moves to a proposed student level data collection.

Data Auditing and Correction Procedures

Data collection software is provided to the LEA for major data submissions including but not limited to
student enrollment, staff assignment, and the State School Performance Report data. These
automated data collection systems contain extensive editing, data cross checking, data reasonability
checking, and error reporting at the source of the collection – the LEA. Files of data are not considered
finally submitted to the WDPI until errors are corrected.

Once the data is submitted to the WDPI, additional editing and checking are done:

1. Data are run through software for reasonability and logic errors. The results are reviewed by
DPI staff.

2. When discrepancies are discovered, the LEA is contacted to verify data and make corrections
if necessary.

3. As an additional reasonability check on the State School Performance Report data, two-year
comparisons are run; this data includes graduation and attendance. Discrepancies are
resolved through the review of source data.

4. Data are then placed in standard, production reports on a “private” password protected web
site for review by LEA. This allows them to see their data in context and review it for accuracy
against state totals, etc.

See: http://www.dpi.state.wi.us/spr/spr_docs.html.

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

achievement objectives.

CRITICAL ELEMENT 8.1

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

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

Since 1997, adequate yearly progress has been calculated separately for each academic
content area tested. WDPI’s AYP under NCLB will retain separate calculations for reading
and mathematics for each public school, subgroup, and public school district based on the
academic proficiency standards for the Wisconsin Student Assessment System: Wisconsin
Knowledge & Concepts Examinations.

The Wisconsin adequate yearly progress (AYP) calculations will examine separately the
percent of students proficient and advanced in reading and mathematics, as well as their
rates of participation in reading and mathematics examinations. In determining whether each
subgroup, public school, and public school district meets the annual measurable objectives,
WDPI will calculate – separately for reading and for mathematics – a proficiency index based
on the number of tested students enrolled for a full academic year (FAY), examine
participation rates, and employ a safe harbor provision as prescribed under NCLB.

WDPI has separately defined for reading and mathematics the statewide annual measurable
objectives that identify a minimum proficiency index. The annual measurable objectives for
reading and mathematics will be applied to each public school and public school district as
well as to each subgroup at the public school and public school district to determine AYP
status. Data from school year 2001-02 were used to establish annual measurable objectives
(see 3.2b).

Determination of schools identified for improvement status will be predicated upon failing to
make AYP requirements in the same content area for at least two consecutive years.

Districts will be identified for improvement when they do not make AYP in the same subject
and all grade spans for two consecutive years—elementary (grades 3-5), middle (grades 6-8),
and high school (grade 10).

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PRINCIPLE 9 State Accountability System is statistically valid and reliable.

CRITICAL ELEMENT 9.1

9.1 How do AYP determinations meet the state’s standard for acceptable reliability?
STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

The incorporation of procedures to reduce error in the AYP process begins with valid and reliable
assessments and other indicators. It continues with procedures to ensure data comparability, and
controls for decision errors related to fluctuations unrelated to student academic achievement. There is
no single “statistical” test that can be applied to accurately estimate the reliability of the state’s AYP
decisions.
The Wisconsin AYP decision model (see 3.2) includes the following error reduction procedures:
• Use of the same criteria for all public schools and districts (see Critical Element 1.2)
• Inclusion of all students (see Critical Elements 2.1, 5.3, and 5.4)
• Valid and reliable assessments and other academic indicators (see Critical Element 7.3)
• A confidence interval of 99% (p=.01 level) will be applied for AYP decisions regarding
reading and mathematics proficiency rates.
• A confidence interval of 75% (p=.25 level) will be applied to all Safe Harbor decisions.
WDPI’s assessment system instruments (WKCE, WAA-LEP, WAA-SwD) have been designed to
ensure measurement reliability. WDPI refined the statewide assessment through contract with its
testing services vendor and enhanced alignment with the Wisconsin Model Academic Standards. The
WDPI monitors the testing system accuracy at each stage of the assessment process.
Determining the minimum subgroup size for calculating AYP requires the WDPI to use statistically
reliable data to avoid misidentifying schools identified for improvement. As the minimum subgroup size
increases, confidence that we are making “correct” decisions increases.
WDPI examined the number of schools that would be excluded at different grade levels and subgroup
sizes (Table 9.1, Part A). WDPI used the one-tailed z-test process outlined on pages 66 and 67 of the
CCSSO document, Making Valid and Reliable Decisions in Determining AYP, as a measure of
variability given different subgroup sizes, target scores, and grade levels (Table 9.1, Parts B and C).
By examining the data in Table 9.1, it is possible to maximize the percent of schools included, while
minimizing the error in making AYP decisions. By looking at the vertical line through Table 9.1, Parts B
and C, implications of various cell sizes become clear. By using a cell size of 40, WDPI includes two-
thirds of schools at 4th, 8th and 10th grade (shaded in Table 9.1, Part A), while maintaining an error of
less than 10 percentage points (shaded in Table 9.1, Parts B and C).
The cell size of 40 includes over 66% of all schools. These schools enroll over 95% of all students
statewide. After consideration of two-year’s proficiency data, more than 85% of the schools are
included. In 2005-06 with implementation of additional testing in grades 3, 5, 6, and 7, virtually all
schools will be included within the AYP model.
For those schools not included at this cell size, data from previous years (no earlier than 2001-02)
will be accumulated for up to three years until the minimum cell size was met for the calculation. In
2005-06, when additional grade level assessments are brought online, the number of students
assessed in schools will increase dramatically further increasing the number of schools and
students included in this calculation. Evaluating those schools with average annual FAY enrollment
of less than 10 students would take over three years and would not adequately reflect changes
over time in the school. These schools will be evaluated on an individual basis.

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CRITICAL ELEMENT 9.1

Tables of the probability (based on one-tailed z-test) of making an incorrect decision based on
number of students, actual percent proficient/advanced, and the target score have been developed
to insure the reliability of this process as well as the process the state will follow in considering
requests for further review under section 1116. (See Exhibit 9.1A and 9.1B).
To maximize reliable and valid decisions, Wisconsin has chosen a student-level, data-based
approach – a proficiency index for each content area will be used in calculating AYP decisions only
(not for reporting). Allowing the averaging of two years data, outlined in process for calculating
AYP, will stabilize the data. This will diminish the effect of a single uncharacteristic result, thus
increasing reliability.
As the new accountability system is implemented, WDPI will continue to examine data related to
the reliability and validity of the decisions made about public schools and public school districts.
This information will be shared with public schools and public school districts and used to refine the
system as appropriate.

Change in the proportion of students who are proficient or advanced on the Wisconsin statewide
examinations is related to size of the cohort enrolled in the school at the tested grades. (See the
scatter plot (Exhibit 9.1c) for changes in statewide reading proficiency between the most recent two
years’ reading achievement.) Clearly, there is greater volatility in the changes in achievement in
smaller populations. Mathematics AYP proficiency decisions have similar variability in size of tested
grade enrollments. These changes are not supported by trend data.

The desired inference in AYP decisions is about the school or district, not the specific cohort of
students on whom achievement data were obtained. Therefore, the construction of a “confidence
interval” around the observed p (proportion) is necessary. The confidence interval clearly shows
the relationship between (a) the degree of uncertainty accompanying a proportion and (b) the
number of students enrolled. Each AYP decision regarding reading and mathematics proficiency
rates will be compared with a 99% confidence interval (75% for Safe Harbor). Wisconsin plans to
use the formula (Exhibit 9.1c) for calculating the confidence interval based on the binomial
distribution and attributed to Ghosh (1979).

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Table 9.1 Maximizing Inclusion while Minimizing Error

Initial Percentage of Schools Included with Various Cell Sizes by Grade Level (2001-02 FAY)

Cell Size
Part A >0 >=2 >=3 >=6 >=10 >=15 >=20 >=25 >=30 >=35 >=40 >=45 >=50 >=100 >=200 >=500
4th 100.0% 99.7% 99.4% 98.8% 97.7% 93.8% 86.2% 81.3% 75.1% 67.7% 58.8% 49.5% 41.6% 3.9% 0.1% 0.0%
Grade 8th 100.0% 98.6% 97.7% 96.5% 94.6% 91.6% 86.9% 82.5% 79.0% 75.3% 73.1% 67.8% 64.2% 40.4% 18.5% 0.0%
10th 100.0% 97.2% 95.6% 92.2% 89.5% 87.7% 84.5% 83.3% 81.5% 77.7% 74.2% 71.6% 66.4% 43.9% 26.8% 1.8%

Points to add to schools % advanced and proficient to be 95% sure that decision is correct (based on sampling)

Number of Students Tested in School/District (Cell Size)

Part B 1 2 3 6 10 15 20 25 30 35 40 45 50 100 200 500
2002 37.0% 79% 56% 46% 32% 25% 21% 18% 16% 15% 13% 13% 12% 11% 8% 6% 4%
2005 47.5% 82% 58% 47% 34% 26% 21% 18% 16% 15% 14% 13% 12% 12% 8% 6% 4%
2008 58.0% 81% 57% 47% 33% 26% 21% 18% 16% 15% 14% 13% 12% 11% 8% 6% 4%
2011 68.5% 76% 54% 44% 31% 24% 20% 17% 15% 14% 13% 12% 11% 11% 8% 5% 3%
2012 79.0% 67% 47% 39% 27% 21% 17% 15% 13% 12% 11% 11% 10% 9% 7% 5% 3%
2013 89.5% 50% 36% 29% 21% 16% 13% 11% 10% 9% 9% 8% 8% 7% 5% 4% 2%
2014 100.0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Number of Students Tested in School/District (Cell Size)

Part C 1 2 3 6 10 15 20 25 30 35 40 45 50 100 200 500
2002 61.0% 80% 56% 46% 33% 25% 21% 18% 16% 15% 13% 13% 12% 11% 8% 6% 4%
2005 67.5% 77% 54% 44% 31% 24% 20% 17% 15% 14% 13% 12% 11% 11% 8% 5% 3%
2008 74.0% 72% 51% 41% 29% 23% 18% 16% 14% 13% 12% 11% 11% 10% 7% 5% 3%
2011 80.5% 65% 46% 37% 26% 20% 17% 14% 13% 12% 11% 10% 10% 9% 6% 5% 3%
2012 87.0% 55% 39% 32% 22% 17% 14% 12% 11% 10% 9% 9% 8% 8% 5% 4% 2%
2013 93.5% 40% 28% 23% 16% 13% 10% 9% 8% 7% 7% 6% 6% 6% 4% 3% 2%
2014 100.0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

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Exhibit 9.1A

Examination of confidence at various achievement levels with the Reading starting point target.

Percent chance (rounded to the nearest percent) of wrong decision based on sampling error
with a target percent proficient of : 61%

Cell Size
5 10 15 20 25 30 35 40 45 50 55 60 65 70 75
60% 48% 48% 47% 46% 46% 46% 45% 45% 45% 44% 44% 44% 44% 43% 43%
59% 46% 45% 44% 43% 42% 41% 41% 40% 39% 39% 38% 38% 37% 37% 36%
58% 45% 42% 41% 39% 38% 37% 36% 35% 34% 33% 33% 32% 31% 31% 30%
57% 43% 40% 38% 36% 34% 33% 32% 31% 29% 28% 27% 26% 25% 25% 24%
56% 41% 37% 35% 33% 31% 29% 27% 26% 25% 24% 22% 21% 21% 20% 19%
55% 39% 35% 32% 29% 27% 25% 24% 22% 21% 19% 18% 17% 16% 15% 14%
54% 37% 33% 29% 26% 24% 22% 20% 18% 17% 16% 14% 13% 13% 12% 11%
53% 36% 31% 26% 23% 21% 19% 17% 15% 14% 13% 11% 10% 9% 9% 8%
52% 34% 28% 24% 21% 18% 16% 14% 12% 11% 10% 9% 8% 7% 6% 6%
51% 33% 26% 21% 18% 15% 13% 11% 10% 9% 7% 6% 6% 5% 4% 4%
50% 31% 24% 19% 16% 13% 11% 9% 8% 7% 6% 5% 4% 4% 3% 3%
49% 29% 22% 17% 14% 11% 9% 7% 6% 5% 4% 3% 3% 2% 2% 2%
48% 28% 20% 15% 12% 9% 7% 6% 5% 4% 3% 2% 2% 2% 1% 1%
47% 26% 18% 13% 10% 8% 6% 5% 4% 3% 2% 2% 1% 1% 1% 1%
46% 25% 17% 12% 9% 6% 5% 4% 3% 2% 2% 1% 1% 1% 1% 0%
45% 23% 15% 10% 7% 5% 4% 3% 2% 1% 1% 1% 1% 0% 0% 0%
44% 22% 14% 9% 6% 4% 3% 2% 1% 1% 1% 0% 0% 0% 0% 0%
43% 21% 12% 8% 5% 3% 2% 1% 1% 1% 0% 0% 0% 0% 0% 0%
Observed % 42% 19% 11% 7% 4% 3% 2% 1% 1% 0% 0% 0% 0% 0% 0% 0%
Proficient 41% 18% 10% 6% 3% 2% 1% 1% 0% 0% 0% 0% 0% 0% 0% 0%
40% 17% 9% 5% 3% 2% 1% 1% 0% 0% 0% 0% 0% 0% 0% 0%
39% 16% 8% 4% 2% 1% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0%
38% 15% 7% 3% 2% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
37% 14% 6% 3% 1% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
36% 13% 5% 2% 1% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
35% 12% 5% 2% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
34% 11% 4% 2% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
33% 10% 4% 1% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
32% 9% 3% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
31% 9% 3% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
30% 8% 2% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
29% 7% 2% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
28% 7% 2% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
27% 6% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
26% 5% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
25% 5% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
24% 5% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

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Exhibit 9.1B

Examination of confidence at various achievement levels with the Mathematics starting point
target.

Percent chance (rounded to nearest percent) of wrong decision based on sampling error
with a target percentage proficient of: 37%

Cell Size
3 6 10 15 20 25 30 35 40 45 50 55 60 65
36% 49% 48% 48% 47% 46% 46% 46% 45% 45% 45% 44% 44% 44% 44%
35% 47% 46% 45% 44% 43% 42% 41% 41% 40% 39% 39% 38% 37% 37%
34% 46% 44% 42% 41% 39% 38% 37% 36% 35% 34% 33% 32% 32% 31%
33% 44% 42% 40% 37% 36% 34% 33% 31% 30% 29% 28% 27% 26% 25%
32% 43% 40% 37% 34% 32% 31% 29% 27% 26% 25% 23% 22% 21% 20%
31% 42% 38% 35% 32% 29% 27% 25% 23% 22% 20% 19% 18% 17% 16%
30% 40% 36% 33% 29% 26% 24% 21% 20% 18% 17% 15% 14% 13% 12%
29% 39% 34% 30% 26% 23% 21% 18% 16% 15% 13% 12% 11% 10% 9%
28% 37% 33% 28% 24% 20% 18% 15% 14% 12% 11% 10% 8% 7% 7%
27% 36% 31% 26% 21% 18% 15% 13% 11% 10% 8% 7% 6% 5% 5%
26% 35% 29% 24% 19% 16% 13% 11% 9% 7% 6% 5% 5% 4% 3%
25% 33% 27% 22% 17% 13% 11% 9% 7% 6% 5% 4% 3% 3% 2%
24% 32% 26% 20% 15% 12% 9% 7% 6% 4% 4% 3% 2% 2% 2%
23% 31% 24% 18% 13% 10% 7% 6% 4% 3% 3% 2% 2% 1% 1%
22% 30% 22% 16% 12% 8% 6% 4% 3% 2% 2% 1% 1% 1% 1%
21% 28% 21% 15% 10% 7% 5% 4% 2% 2% 1% 1% 1% 1% 0%
20% 27% 19% 13% 9% 6% 4% 3% 2% 1% 1% 1% 0% 0% 0%
19% 26% 18% 12% 7% 5% 3% 2% 1% 1% 1% 0% 0% 0% 0%
Observed %
18% 25% 17% 11% 6% 4% 2% 2% 1% 1% 0% 0% 0% 0% 0%
Proficient
17% 24% 16% 10% 5% 3% 2% 1% 1% 0% 0% 0% 0% 0% 0%
16% 23% 14% 9% 5% 3% 2% 1% 1% 0% 0% 0% 0% 0% 0%
15% 22% 13% 7% 4% 2% 1% 1% 0% 0% 0% 0% 0% 0% 0%
14% 21% 12% 7% 3% 2% 1% 0% 0% 0% 0% 0% 0% 0% 0%
13% 19% 11% 6% 3% 1% 1% 0% 0% 0% 0% 0% 0% 0% 0%
12% 19% 10% 5% 2% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0%
11% 18% 10% 4% 2% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0%
10% 17% 9% 4% 2% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0%
9% 16% 8% 3% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
8% 15% 7% 3% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
7% 14% 6% 2% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
6% 13% 6% 2% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
5% 13% 5% 2% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
4% 12% 5% 2% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
3% 11% 4% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
2% 11% 4% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
1% 10% 3% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
0% 9% 3% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

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Exhibit 9.1C

Rationale for Confidence Interval

Preferred Formula for Calculating the Confidence Interval
Based on the Binomial Distribution and Attributed to Ghosh (1979)

PU = n p+ z2 + z p(1- p) + z2
n + z2 2n n 4n2…
where
PU upper limits of the 1-α CI (where α is .01, .25 Safe Harbor)
p is the sample observed proportion
N is the sample enrollment size
z is the two-tailed critical value (z=2.58 where α = .01

Wisconsin Reading Proficiency from 2002-03 to 2003-04

100%

90%

80%

70%

60%

50%

40%
Change in Percentage

30%

20%

10%

0%

-10%

-20%

-30%

-40%

-50%

Elementary Middle School High School

-60%
0 50 100 150 200 250 300 350 400 450 500
School Size-Students Enrolled in Tested Grades

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 Wisconsin Consolidated State Application Accountability Workbook

CRITICAL ELEMENT 9.2

9.2 What is the state's process for making valid AYP determinations?

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

WDPI has quality control checks built into each stage of the WSAS program. WDPI’s data
collection process provides software for collecting Pre-Id label demographic data for WSAS
testing purposes. Schools have several opportunities to verify the accuracy of coding prior to
the test window. In addition, demographic data can be verified by the schools at the time of
testing.
The WSAS examination results are produced in two phases to ensure the accuracy of the data.
At each phase, the test vendor has quality control procedures specified by contract. In addition,
the WDPI monitors the quality of the testing contractor’s products. Schools are provided a
seven-day period during Phase 1 reporting to verify the individual student results and the
aggregate school reports. Phase 2 reporting provides public school and public school district
results, as well as statewide data.
Based on annual student WSAS assessment data, preliminary AYP determinations are made.
WDPI uses a 30-day review period for AYP determination, consistent with NCLB. During this
period, schools have the opportunity to examine progress and verify that the calculations are
correct (e.g., rounding), and that the progress of students with disabilities and/or progress of
limited English proficient students has been correctly documented. WDPI also conducts
analyses of AYP decisions to ensure that the probability of error associated with each
subgroup decision is minimized.
Public schools or public school districts (or as required by NCLB, a majority of parents) may
appeal decisions made regarding failure to make AYP to the state and/or public school district.
A final decision is made within 30 days after the review period. The WDPI determines the
preliminary AYP designations for public schools and public school districts. Operationally,
public schools submit their appeal evidence to the public school district; if the public school
district agrees that there is merit in the review, it brings it to the WDPI for final determination
based on the merit of the evidence.
Review Process
Wisconsin plans to continue its existing process to support appeals by schools, districts, and,
as required, by a majority of parents. Currently, annual appeals of the AYP decision can be
made on statistical or other substantive reasons per Title I, Part A, sec.1116(b)(2). Review
requests are required to be submitted to the department 30 days after initial determination is
made based on the scoring and reporting cycle of annual statewide assessments in reading
and mathematics. The department reviews each request on a case-by-case basis.

The review process required for NCLB is described below. The review process will, to the
extent possible, be implemented within the following timeline (dates in right column are for
2002-03):
February 1 Phase 1 student and school data reports to schools and districts (April 15-30,
2003)
March 1–14 Phase 2 summary reports sent to schools, districts, and WDPI (May 16-27,
2003)
March 15 – AYP Analyses: Schools/Districts Identified for Improvement (May 27-June 27,
April 30 (SIFI) 2003)
May 1 WDPI provides preliminary AYP notification of schools/districts (June 30, 2003)
identified for improvement to schools/districts
WKCE Press Release of annual statewide results
June 1 Review due (July 31, 2003)
July 1 Finalize list of SIFI (August 29, 2003)

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CRITICAL ELEMENT 9.2

Case-by-case appeals depend on both the WDPI and the school or district finding errors for
statistical or substantive reasons described but not limited to:
1. Student information or their scores are mis-coded in full academic year.
2. Student information or their scores are mis-coded by subgroup.
3. Students scores are appealed to test vendor and re-scoring produces new performance
results.
4. There is a high probability that a decision error was made based on statistical evidence,
so the school/LEA provides evidence documenting proficiency of a sufficient number of
students to reconsider the AYP decision.
5. The cell-size required for reporting has been inappropriately ascribed to a school based
on errors in enrollment data.
6. Provisions for counting the few students with most significant cognitive disabilities
(generally defined as covering students with intellectual functioning and adaptive behavior
three or more standard deviations below the mean). Alternate academic achievement
standards in §200.1(d) may be used for these students to demonstrate proficiency.
Provision of proficiency documented by alternate assessments of students with the most
significant cognitive disabilities for up to 1% (pending final regulations) of all students
enrolled in the grades assessed may be evaluated against the alternate academic
achievement standards and included as proficient in the AYP calculation.
7. Student scores represent a significant reduction in reported enrollment tested because of
exceptional circumstances beyond control of the school or district, such as weather-
related events, public health events, national, regional or state security alerts, failures
associated with the state’s test vendor services contractor, etc.

The state’s procedures for handling accountability decisions for districts and schools will be
as follows:
Notification that a district suspects that its preliminary AYP identification is in error will be
provided to the WDPI by the specified date under signature of the district administrator.
Supporting evidence must be submitted with the notification letter.
Notification that a school principal (or a majority of parents) suspects that the identification
is in error will be provided to the WDPI by the date specified under the signature of the
district administrator. Supporting evidence must be submitted with the notification letter.
WDPI will consider all notifications and the supporting evidence and make a final
determination.
The accountability results will be made public immediately following final determination by
the state superintendent and within the 30-day window required under NCLB.
For 2001-02 WKCE, see Information for Schools Preliminarily Identified for Improvement
which can be found on the department’s web site at
http://www.dpi.state.wi.us/oea/annrvw02.html.
Wisconsin plans to use a technical advisory panel to assist in the evaluation and validation of
Wisconsin’s AYP system. A timeline and written implementation plan will be developed for
long-term data collection, studies of the improvement of student performance, and
identification of unintended consequences of the accountability system.

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CRITICAL ELEMENT 9.3

9.3 How has the state planned for incorporating into its definition of AYP anticipated changes
in assessments?

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

To ensure an accurate accountability system for anticipated changes in assessment, WDPI is

developing a set of decision rules to be incorporated into the AYP definitions. To ensure
continuity between the transition and customized assessment instruments, decision rules will
address issues such as:
Adequacy of equating studies to support reliability of performance measures between
current or new assessments and previous instruments.
Review of alignment of measured standards between assessment instruments to equate
teaching and learning expectations when assessments change.
Publication of interpolating tables to support development of longitudinal data analysis.
Standard-setting for new assessments will be adjusted to support alignment analysis and
equate scales across instrument changes and adjustments will be made as appropriate to
annual measurable goals.
Review and counsel from USED staff will be sought prior to the implementation of these types
of changes.

The following assessments have been administered or are planned as the basis AYP
determination for the accountability system:
Instrument Grades Content Areas
Wisconsin Knowledge & Concepts Examinations
1997–2002 4, 8, 10 Reading, Math
(WKCE): TerraNova Multiple Assessments (shelf-test)
WI Student Assessment System (WSAS): WKCE
2002–2005 (Enhanced TerraNova) plus WI Alternate Assessments 4, 8, 10 Reading, Math
(WAA-LEP, WAA-SwD)
2005–2014 WSAS: Customized WKCE plus WAA - LEP & SwD 3–8, 10 Reading, Math

WKCE assessments also include science administered at grades 4, 8, and 10. Annual
measurable goals will be re-evaluated and adjusted as appropriate after the new
assessments have been implemented in 2005-06, but will not change the timeline for
reaching 100% proficiency by 2013-14.

To address changes in school and district boundaries (including new schools and re-
configurations), WDPI considers accountability decisions when school and district
consolidations and expansions occur.

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

CRITICAL ELEMENT10.1

10.1 What is Wisconsin's method for calculating participation rates in the state assessments
for use in AYP determinations?

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

Wisconsin requires districts to report demographic data for all students enrolled in the tested
grades at the time of testing. This ensures that reports made by the state will account for all
students enrolled in a tested grade level in each public school and public school district.
WDPI uses a Pre-Id label procedure to increase the accuracy of the student level test data
files. However, about 15% of the test booklets currently have demographic data hand gridded.
The total number of students enrolled in the tested grade(s) at time of testing, as reported by
the public school district, is the participation-rate denominator. The number of students who
participated in with valid WSAS testing scores (including the WKCE, WAA-LEP, and WAA-
SwD) is the numerator for calculating participation rate. All students enrolled, as well as all of
the subgroups outlined in NCLB sec. 1111(b)(2)(C)(v) will be held accountable for reaching
the 95% participation goal at the public school and public district level.
Wisconsin will calculate participation rates based on total enrollments at the time of testing.
Little difference exists between the total number of students enrolled and total number FAY
students in public school and public school district data in Wisconsin. Data suppression rules
are based on the FAY enrollment counts for student groups. WSAS participation is
considered confidential data in Wisconsin, therefore, reporting disaggregated participation
rates for the total number of students enrolled will create new suppression issues.
Disaggregated participation rates for FAY students are already reported. There will be an
indirect disclosure issue if the difference between the FAY students and the total enrolled
students in any given group is small. Because of the size of Wisconsin school districts, this
will be an issue in all but the 14 largest districts, and even then may impact individual schools
depending upon subgroup population sizes.
Wisconsin will use data from the previous one or two years to average the participation rate
data for a school and/or subgroup as needed. If this two- or three-year average meets or
exceeds 95 percent, the school will meet this AYP requirement. In addition, schools may omit
from participation rate calculations those students who cannot take an assessment during the
entire testing window, including make-up dates, due to a significant medical emergency. A
significant medical emergency is a significant health impairment that renders the student
incapable of participating in any academic activities, including state assessments, for the
entire testing window. School districts may request students with a significant medical
emergency be exempted from the test participation calculation through the reconsideration
process. Districts will need written documentation from a physician of the medical emergency,
including evidence that the condition will prevent the student from participation in any
academic activities, including testing, for the entire testing window. Examples might include
hospitalization for a life-threatening condition or a serious accident involving extensive
rehabilitation.

A confidence interval of 99% (p=.01 level) will be applied for AYP decisions regarding reading
and mathematics proficiency rates.

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CRITICAL ELEMENT 10.2

10.2 What is the state's policy for determining when the 95% assessed requirement should be
applied?

STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS

Public schools and public school districts are required to administer the statewide test under s. 118.30
Wis. Stats. to all students enrolled at the time of testing. Once assessment results are received, the
process for determining adequate yearly progress (AYP) begins. To determine whether or not a school
(subgroup, district) makes AYP, Wisconsin will use the following steps:

Wisconsin AYP Calculation Steps

1. Calculate the 95% participation in statewide assessment rate for all-students and each appropriate
subgroup with sufficient cell size.
2. Determine whether all students and subgroups within each school meet the minimum “cell size”
number for reliable AYP decisions.
3. Verify the number of students who meet the definition of being in the school (or district) for a full
academic year (FAY).
4. Calculate the high school graduation rate and/or attendance rate for high schools, elementary, and
middle schools; compare to 90% of state rate and/or calculate improvement from the previous year.
5. Calculate separately for reading and mathematics the proficiency index of students at a school (in
tested grades). The proficiency index is calculated by awarding one index point for each
proficient/advanced student and one-half index point for each basic student. Index points are then
summed and divided by the number of FAY tested students.
6. Compare the two year average proficiency index with the current year’s proficiency index (in step 5
above) and use the higher proficiency index for AYP for those schools with all-student cell size of 40
or greater. In 2005-06 only, the two-year average will be calculated based on grades that were
tested in both the current and prior years (i.e., 4, 8, and 10).
7. Calculate the percent proficiency index for each appropriate subgroup.
8. Compare the proficiency indices of all students and each subgroup against annual measurable
objectives, e.g., starting point (for the school, district, state).
9. Compute safe harbor calculations using a 75% confidence interval at the (p=.25 level) for those
groups that do not meet or exceed the annual measurable objectives for positive gains only. A
school or district will need to have made progress in order for the Safe Harbor confidence to be
applied.
10. Apply a 99% confidence interval (p=.01 level) for AYP decisions regarding reading and
mathematics proficiency indices.
If a student subgroup, as outlined in NCLB sec. 1111(b)(2)(C)(v), contains the minimum number of
students required to yield statistically reliable information about a school population, then that subgroup
is required to meet the 95% participation target to make AYP. Assessment participation results are
“rolled up” to the public school district and state to hold public school districts and the WDPI
accountable. Per §200.20(e)(1), students who were not enrolled for a full academic year may not be
included in the AYP determination. Students not enrolled for a full academic year are reported in the
accountability system even though they are not included in the AYP determination.

Because Wisconsin places the highest priority on public school and public school district participation,
meeting or exceeding the 95% rate serves as the first checkpoint once the minimum cell size is met. If
the 95% benchmark is not met, a public school and/or public school district is deemed as not making
AYP, even though performance on mathematics, reading, and/or the other academic indicator may be
strong.

The policy will be applied to any required student accountability group with the minimum number of
students enrolled for a full academic year during the testing window.

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 Wisconsin Consolidated State Application Accountability Workbook

Appendix A

Decision Making Process for

Consolidated State Application - Accountability

State Superintendent of Schools

Governor Governor
Final Approval Working
together

Cabinet/Council
Recommends

Internal AYP Committee

Prepares
Recommendations

Advisory Groups – Review, comment, advise

ESEA ESEA
Committee of Collaborative
Coordinating Testing
Practitioners Council
Committee Advisory

Parent Special Executive Regional

Leadership Education Board of WI Services
Corps Advisory CASS Network

Internal AYP Committee

Develops Policy Options for Comment

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 Wisconsin Consolidated State Application Accountability Workbook

Appendix B
AYP Internal Committee
William J. Erpenbach, Lead
Independent Consultant Stephanie Petska
Director
Marsha Behnke Special Education Team
WKCE Program Manager 608-266-1781
Office of Educational Accountability
608-267-9283 Margaret Planner
Assistant State Superintendent
Barbara Bitters Division for Reading and Student Achievement
Director 608-266-5450
Equity Mission Team
608-266-9609 Lynette Russell
Assistant Director
Timothy Boals School Support Programs
Consultant, Bilingual/ESL Education Successful Schools Team
608-267-1290 608-267-3163

Maggie Burke Stephen Sanders

Assistant Director Instructional Technology Consultant
Office of Educational Accountability Division for Libraries, Technology, and
608-267-3164 Community Learning
608-266-7112
Philip Cranley
Education Program Specialist Christine Selk
Office of Educational Accountability Director
608-266-9798 Information Technology
Division for Libraries, Technology, and
Sue Grady Community Learning
Director 608-266-7049
Content and Learning Team
608-266-2364 Mike Thompson
Federal Policy Initiatives Advisor
Jack Kean Office of the State Superintendent
Assistant State Superintendent 608-266-3584
Division for Academic Excellence
608-266-3361 James Wall
Director
Susan Ketchum Successful Schools Team
Accountability Consultant 608-267-1072
Successful Schools Team
608-267-0425 Jean Whitcomb
Education Data Consultant
Dara Martinovich Office of Educational Accountability
Assessment Literacy Consultant 608-266-2937
Office of Educational Accountability
608-266-0890

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Appendix C
ESEA Coordinating Committee
Sue Grady, Director Stephanie Petska, Director
Content and Learning Special Education
608-266-2364 608-266-1781

Jane Grinde, Director Lynette Russell, Assistant Director

Bright Beginnings/Family-School- School Support Programs
Community Partnerships Successful Schools Team
608-266-9356 608-267-3163

Maxine Hough, Assistant Director Robert Sainsbury, Grants Supervisor

Successful Schools Team School Management Services
608-267-9146 608-266-2428

Kathryn Lind, Director Lori Slauson, Administrative Rules

Teacher Education/Professional Coordinator
Development Policy and Budget
608-266-1788 608-267-9127

Neah Lohr, Director Mike Thompson, Federal Policy Initiatives

Instructional Media and Technology Advisor (Committee Chair)
608-266-3856 608-266-3584

Office of Legal Services James Wall, Director

608-266-9353 Successful Schools Team
608-267-1072

Doug White, Director

Student Services/Prevention and Wellness
608-266-5198

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Appendix D
Title I Committee of Practitioners
Present COP Membership
Eduardo Arangua Jeff Hinds, President
Administrative Dean Title I Coordinator
Madison Area Technical College CESA #6
Alternative Learning Division P.O. Box 2568
211 North Carroll Street Oshkosh, WI 54903
Madison, WI 53703-2285 (920) 236-0562/work
(608) 258-2448/work FAX: (920) 424-3478
FAX: (608) 258-2464 E-mail: [email protected]
E-mail: [email protected]
Paul Bierman Donna Hodges
Principal Coordinator Title I/Even Start Family Literacy
South Elementary School AASD Alliance Center
420 Plum Street 3310 North Durkee
Reedsburg, WI 53959 Appleton, WI 54911
(608) 524-4306 (920) 832-6321
FAX: (608) 524-3421 FAX: (920) 832-6359
E-mail: [email protected] E-mail: [email protected]
Lowell Gillette Mary Mroczenski
1525 Neal Avenue Court North Title I Coordinator
Lake Elmo, MN 55042 Cushing Elementary School
(651) 436-2614/home 227 North Genesee Street
E-mail: [email protected] Delafield, WI 53018
(262) 646-6731 – ext. 231
FAX: (262) 646-6730
E-mail: [email protected]
Barb Grabow John Pfaff
Teacher Coordinator of Interventions
Abraham Lincoln Elementary School Sheboygan Area School District
Monroe School District 830 Virginia Avenue
2700 13th Avenue Sheboygan, WI 53081
Monroe, WI 53566 (920) 459-6718
(608) 325-3449/home FAX: (920) 803-7760
(608) 328-7857/work E-mail: [email protected]
FAX: (608) 328-7228
E-mail: [email protected]
Richard Savolainen Richard Thwaits
Title I Coordinator Title I Coordinator
Eau Claire Area School Merrill Area Public Schools
500 Main Street 1111 North Sales Street
Eau Claire, WI 54701 Merrill, WI 54452
(715) 833-3460 ext. 460 (715) 536-9421
FAX: (715) 833-3481 FAX: (715) 536-1788
E-mail: [email protected] E-mail: [email protected]
E-mail: [email protected]
Maggie Smith Margaret Wamugi
Parent Representative Even Start Coordinator
Milwaukee Public Schools - Room 250 c/o Head Start
5225 West Vliet Street 2096 Red Arrow Trail
Milwaukee, WI 53208 Madison, WI 53711
(414) 475-8150 - ext. 8150/work (608) 275-6740
FAX: (414) 475-8513 FAX: (608) 275-6756
E-mail: smithmm1(a)mail.milwaukeeK1:WI.US
Booker Street Sharon Wimer
Principal Teacher/Administrator
Wright Elementary School St. Joseph School
1033 Woodward Avenue 305 Walnut Street
Beloit, WI 53511 Dodgeville, WI 53533
(608) 364-6110/work (608) 935-3392/work
FAX: (608) 935-1722
E-mail: [email protected]

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Appendix E
ESEA Testing Advisory Committee

Russ Allen Jim Jirsa

Research & Professional Development Consultant Research and Evaluation Services
WEAC Madison Metropolitan School District
608-276-7711, ext. 293 608-663-4945
[email protected] [email protected]

Gary Besaw Rosalynn A. Kiefer

College of the Menominee Nation Director, Curric. & Instruction
715-799-5600 Fox Point-Bayside School District
[email protected] 414-247-4162
[email protected]
Linda Christensen
Director of Instruction Deb Lindsey
Verona Area School District Director, Office of Research and Assessment
608-845-4311 Milwaukee Public Schools
[email protected] 414-475-8751
[email protected]
Allan Cohen, Director
Testing and Evaluation Services Diane Messer
UW-Madison District Administrator
608-262-5863 Dodgeville School District
[email protected] 608-935-3307
[email protected]
Ivy Covert, Director
Bilingual-Multicultural Education Berland Meyer
Milwaukee Public Schools Ass’t. District Administrator
414-475-8091 Wausau School District
[email protected] 715-261-2515
[email protected]
Jim Hickey
Principal Bill Reis
McFarland High School District Administrator
608-838-4565 Middleton – Cross Plains School District
[email protected] 608-828-1500, ext. 1119
[email protected]
Anthony Hinden
Consultant Judy Sargent
Tomah Area School District Standards and Assessment Director
608-374-7210 CESA #7
[email protected] 920-492-5960, ext 631
[email protected]
Laurie Hittman
Director, Curric. & Instruction Frances Smith
Eau Claire Area School District District Administrator
715-833-3464 Glendale-River Hills School District
[email protected] 414-351-7170, ext 2103 or
[email protected]

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Sonya Stephens Fred Wollenburg

Director of Educational Accountability Director of Special Education
Kenosha Unified School District CESA #5
262-653-6259 608-742-8814, ext 224
[email protected] [email protected]

DPI Staff

Maggie Burke, Assistant Director Bob Kohl, NAEP Coordinator

Office of Educational Accountability Successful Schools Team
Department of Public Instruction Department of Public Instruction
608-267-3164 608-267-1281
[email protected] [email protected]

Anthony Evers Margaret Planner, Chair

Deputy State Superintendent Assistant State Superintendent
Department of Public Instruction Division for Reading & Student Achievement
608-266-1771 Department of Public Instruction
[email protected] 608-266-5450
[email protected]
Sue Grady, Director, Content and Learning
Division for Academic Excellence Lynette Russell, Assistant Director
Department of Public Instruction School Support Prorams
608-266-2364 Department of Public Instruction
[email protected] 608-267-2273
[email protected]
Maxine Hough, Assistant Director
Successful Schools Team James Wall, Director
Department of Public Instruction Successful Schools Team
608-267-9146 Department of Public Instruction
[email protected] 608-267-1072
[email protected]
Jack Kean, Assistant State Superintendent
Division for Academic Excellence
Department of Public Instruction
608-266-3361
[email protected]

ESEA Consultant
William J. Erpenbach
[email protected]

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Appendix F
Collaborative Council Members
Ken Cole Richard Terry
Executive Director Assistant Executive Director
Wisconsin Association of School Boards WEAC
122 West Washington Avenue, Suite 400 P.O. Box 8003
Madison, WI 53707-2715 Madison, WI 53708-8003

Jim Lynch Michael Butera

Associate Executive Director Executive Director
Association of Wisconsin School WEAC
Administrators P.O. Box 8003
4797 Hayes Road, Suite 103 Madison, WI 53708-8003
Madison, WI 53704-3292
Bob Beglinger
Tom Beattie, Executive Director President
Association of Wisconsin School Wisconsin Federation of Teachers
Administrators 1334 Applegate Road
4797 Hayes Road, Suite 103 Madison, WI 53713-3184
Madison, WI 53704-3292
Chuck Sambs
John Forester President
Director of Government Relations Wisconsin Association for Supervision and
School Administrators Alliance Curriculum Development (WASCD)
4797 Hayes Road School District of Hudson
Madison, WI 53704-3288 1401 Vine Street
Hudson, WI 54016
Miles Turner, Executive Director
Wisconsin Association of School District Tim Gavigan
Administrators Administrator
4797 Hayes Road CESA 1
Madison, WI 53704-3288 19601 West Bluemound Road, Suite 200
Brookfield, WI 53045-5931
Phil Knobel
Executive Director Gary Albrecht
Wisconsin Council of Administrators of Administrator
Special Education CESA 2
4797 Hayes Road, Suite 101 448 East High Street
Madison, WI 53704-3292 Milton, WI 53563-150

Don Mrdjenovich Gary Rooney

Executive Director Administrator
Wisconsin Association of School Business CESA 3
Officials 1300 Industrial Drive
4797 Hayes Rd, Suite 101 Fennimore, WI 53809
Madison, WI 53704-3288
Jerry Freimark
Katie Stout Administrator
Director of Teaching and Learning CESA 4
WEAC 923 East Garland Street
P.O. Box 8003 West Salem, WI 54669
Madison, WI 53708-8003

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Don Stevens Terry Olson

Administrator Administrator
CESA 5 CESA 10
P.O. Box 564 725 West Park Avenue
Portage, WI 53901-0564 Chippewa Falls, WI 54728-3276

Joan Wade Robert Rykal

Administrator Administrator
CESA 6 CESA 11
P.O. Box 2568 225 Ostermann Drive
Oshkosh, WI 54903-2568 Turtle Lake, WI 54889-9191

Carol Gerhardt Fred Schlichting

Administrator Administrator
CESA 7 CESA 12
595 Baeten Road 618 Beaser Avenue
Green Bay, WI 54303-5763 Ashland, WI 54808-2751

Bob Kellogg
Administrator
CESA 8
P.O. Box 320
Gillett, WI 54124-0320

Jerome Fiene
Administrator
CESA 9
P.O. Box 449
Tomahawk, WI 54487-0449

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Appendix G
State Superintendent Elizabeth Burmaster’s
Parent Leadership Corps
Tom Cogger
28745 S. Maple Hill Drive Andrew Gokee
Washburn, WI 54891 UWSP Native American Center
715/373-2108 205 Student Services Center
Stevens Point, WI 54481
Roxanne Starks 715/346-4147; [email protected]
6614 N. 84th Street
Milwaukee, WI 53224 Derrick Smith
414/358-1865; [email protected] 7533 Sawmill Road
Madison, WI 53717
Ginny Lukken 608/831-0525; [email protected]
9541 Hwy S
Mount Horeb, WI 53572 Diane Johnson
608/437-8954; [email protected] 2946 Turbot Drive
Madison, WI 53713
Thomas Thompson [email protected]
4540 Mormon Coulee Road
La Crosse, WI 54601 Jeff Smith
608/788-8820; [email protected] S7747 Norrish Road
Sharon Lee Eau Claire, WI 54701
2469 N. 22nd Street 715/835-9294; [email protected]
Milwaukee, WI 53206
414/263-7078 Rick Rolfsmeyer
7087 State Hwy 39
Mary Pelton Hollandale, WI 53544
4360 Hilton Head Court 608/967-2322; [email protected]
Oneida, WI 54155
920/405-1931; [email protected] Karen Paulzine
P. O. Box 443
Nancy A. Allen 81 W. Main St
2077 Uphoff Road Milltown, WI 54858
Cottage Grove, WI 53527 715/825-4690; [email protected]
608/839-5173; [email protected]
Marco Ortega and Claudia Alvarez
Peg Conrad 5162 Anton Drive #313
203 Canterbury Ct. Madison, WI 53719
Cambridge, WI 53523 (608) 273-3312
608/423-7063
608/277-7700. ext. 240; [email protected] Yolanda O’Quinn
GEF 3
Katie Ploch 125 S. Webster
4010 Naheda Trail Madison, WI 53702
Madison, WI 53711 608/267-9153; yolanda.o’[email protected]
608/661-0445; [email protected]
Touane Baccam
Patty Ruth 2405 Apache Drive
1501 Meadow Court Madison, WI 53711
Port Washington, WI 53074 (608) 276-7461
262/284-4762; [email protected]

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Appendix H
Wisconsin Council on Special Education
Jodi Becker Julie Lidbury
307 East Park Department of Corrections
Neshkoro, WI 54960 3099 East Washington Avenue (53704)
920-293-4709 P. O. Box 7925
[email protected] Madison, WI 53707-7925
608-240-5148
Sally Carlson
N10694 State Hwy 79 Carolyn Madsen
Boyceville, WI 54725 201 Huth Street, Apt. C
715-643-7777 Green Bay, WI 54302
920-448-2107
Winnie Doxsie
1708 North Hall Street Julie Maurer
Appleton, WI 54911 3808 Ravine Drive
608-244-1455 Racine, WI 53405
[email protected] 262-632-6939
[email protected]
Marty Fields
129 North Prospect Avenue Pat Patterson
Madison, WI 53705 6463 North 104th Street
608-271-3600 x 118 Milwaukee, WI 53224
[email protected] 414-374-4645

Scott Gray Charlotte Price

7826 Parkside Court 17725 W. Observatory Rd.
Minocqua, WI 54548 New Berlin, WI 54146
715-453-2141 262-549-6680
[email protected] [email protected]

Georgette Rodriguez
Sandra Hall
Milwaukee Public Schools
Disabled Student Services
Office of Parent Services
Roseman Hall
5225 West Vliet Street
University of WI-Whitewater
Milwaukee, WI 53208
800 West Main Street
414-475-8467
Whitewater, WI 53190
262-472-4711
Beth Wroblewski
[email protected]
595 S.Jackson Street
Waterloo, WI 53594
Eric Hartwig
608-266-7469
Marathon Co CDEB
[email protected]
1200 Lakeview Dr, #350
Wausau, WI 54403-6707
Pat Yahle
715-848-5440 x 382
Milwaukee Public Schools
[email protected]
P.O.Box 2181
Milwaukee, WI 53201-2181
414-475-8067
[email protected]

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Sam Milesky
Parliamentarian
530 Hilltop Drive
Madison, WI 53711
608-274-1785

DPI Division for Learning Support: Equity and Advocacy Contact Persons

Carolyn Stanford Taylor Brent Odell

Assistant State Superintendent Special Education Team
608-266-1649 608-267-9183

Stephanie Petska Marge Schenk

Director Council Secretary
Special Education 608-267-9176
608-266-1781

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Appendix I
Wisconsin Council of Administrators of Special Services

Title Name & E-mail Address Phone/Fax

Executive Philip Knobel 4797 Hayes Road 608.245.2511 (P)
Director [email protected] Suite 101 608.249.3163 (F)
Madison, WI 53704
President Steve Frank 143 West Green 920.822.6020 (P)
[email protected] Bay Street 920.822.6023 (F)
Pulaski Community School P.O. Box 36
District Pulaski, WI 54162-
0036
Past President Don Zander 1055 Griffiths Lane 920.492.2905 (P)
[email protected] Green Bay, WI 920.492.2911 (F)
Ashwaubenon School District 54304
President- Nissan Bar-Lev 421 Court Street 920.849.9384 (P)
Elect [email protected] Chilton, WI 53014 920.849.9385 (F)
CESA #7
Secretary Ann Wicklund 415 Seymour 715.261.2547 (P)
[email protected] Street
Wausau School District Wausau, WI
54402-0359
Treasurer Sue Dannemiller 1900 Washington 262.376.5403 (P)
[email protected] Street 262.376.5414 (F)
Grafton School District Grafton, WI 53024-
2198
Legislation Jerry Bohren 1900 Polk Street 715.345.5454 (P)
[email protected] Stevens Point, WI 715.345.7370 (F)
Stevens Point Area School 54481
District
Membership Stephen Fasching 500 South Section 715.886.8091 (P)
[email protected] Street 715.886.8039 (F)
Nekoosa/Port Edwards School Nekoosa, WI 715.886.8012 (F)
Districts 54457
Newsletter Susan Curtis 701 East 11th 715.243.8423 (P)
[email protected] Street 715.243.7474 (F)
New Richmond School District New Richmond, WI
54017
Programs Gary Myrah 100 West Monroe 262.268.6079 (P)
[email protected] Street 262.268.6020 (F)
Port Washington-Saukville Port Washington,
School District WI 53074
Constitution & Ron Krueger 1345 Ridgewood 715.726.2414 (P)
Policies [email protected] Drive 715.726.2781 (F)
Chippewa Falls Area School Chippewa Falls, WI
District 54729

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Title Name & E-mail Address Phone/Fax

Research & Barbara Van Haren 800 Algoma 920.424.7227 (P)
Special [email protected] Boulevard
Projects UW Oshkosk Oshkosh, WI
53901
Social & Bonnie LeMense 1050 South Union 715.524.4616 (P)
Awards [email protected] Street 715.524.7016 (F)
Shawano-Gresham School Shawano, WI
District 54166
Region Chairs
Region 1 Chair Mary Cimbalnik 510 Lake Street 262.691.2100 (P)
[email protected] Pewaukee, WI 262.695.5044 (F)
Pewaukee School District 53072-2698
Region 2 Chair Dave Kwiatkowski 223 West Park 920.855.2114 (P)
[email protected] Street 920.855.2299 (F)
CESA #8 Gillett, WI 54124
Region 3 Chair Ruth Hammiller 701 Maple Street 262.495.7116 (P)
[email protected] Palmyra, WI 53156 262.495.7134 (F)
Palmyra-Eagle Area School
District
Region 4 Chair Donna Hill 1220 St. Croix 715.262.5059
[email protected] Street x158 (P)
Prescott School District Prescott, WI 54021 715.262.4888 (F)

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Appendix J
Regional Services Network
CESA RSN Director CSPD Coordinator
CESA 1
Suite 200
Therese Kwiatkowski Eileen Dagen
9601 W. Bluemound Road
262-787-9535 262-787-9550
Brookfield, WI 53045
[email protected] [email protected]
Phone: 262-787-9500
Fax: 262-787-9501
CESA 2
448 E High Street Karen Sanders Kathy Larson
Milton WI 53563 608-758-6232 x 316 608-758-6232
Phone: 608-758-6263 [email protected] [email protected]
Fax: 608-868-6891
CESA 3
1300 Industrial Drive Tom Stuckey Jim Nelson
Fennimore WI 53809 608-822-3276 608-822-3276
Phone: 608-822-3276 [email protected] [email protected]
Fax: 608-822-3828
CESA 4
923 East Garland St
Mark Dyar Mary McKee
PO Box 157
608-786-4842 608-786-4806
West Salem WI 54669
[email protected] [email protected]
Phone: 608-786-4800
Fax: 608-786-4801
CESA 5
PO Box 564
Sue Wellnitz Fred Wollenburg
626 East Slifer Street
608-742-8814 ext. 286 608-742-8814 ext. 224
Portage WI 53901
[email protected] [email protected]
Phone: 608-742-8811
Fax: 608-742-2384
CESA 6
PO Box 2568
Barbara Behlen
2300 State Road 44
920-236-0551
Oshkosh WI 54903
[email protected]
Phone: 920-233-2372
Fax: 920-424-3478
CESA 7
595 Baeten Drive Dorie Pagel
Green Bay WI 54304 920-492-5960 ext. 627
Phone: 920-492-5960 [email protected]
Fax: 920-492-5965
CESA 8
PO Box 320 Joanne Laurich
Chuck Hastert
223 West Park St Gillett WI 920-855-2114 ext. 231
920-855-2114 x 236
4124-0320 Voice Mail ext. 418
[email protected]
Phone: 920-855-2114 [email protected]
Fax: 920-855-2299

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CESA RSN Director CSPD Coordinator

CESA 9
PO Box 449
Kathy Bertolino-Jolin
304 Kaphaem Road
715-453-2141 x 248
Tomahawk WI 54487
[email protected]
Phone: 715-453-2141
Fax: 715-453-7519
CESA 10
725 West Park Avenue Dan Burns Shelly Elkin
Chippewa Falls WI 54729 715-720-2043 715-720-2056
Phone: 715-723-0341 [email protected] [email protected]
Fax: 715-720-2070
CESA 11
225 Ostermann Drive Kathy Laffin
Turtle Lake WI 54889-9191 715-986-2020x 2169
Phone: 715-986-2020 [email protected]
Fax: 715-986-2040
CESA #12
618 Beaser Avenue Tom Potterton Sue Kovach
Ashland WI 54806-2751 715-682-2363 x 113 715-682-2363 x 135
Phone: 715-682-2363 [email protected] [email protected]
Fax: 715-682-7244
CESA Administrator's Rep.
CESA 5
PO Box 564 Don Stevens
626 East Slifer Street 608-742-8814
Portage WI 53901 [email protected]
Phone: 608-742-8811
Fax: 608-742-2384
DPI
Steve Gilles Ellen Cook
P.O. Box 7841
608-266-1146 608-267-3749
Madison, WI 53707-7841
[email protected] [email protected]
Fax: 608-267-3746

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Appendix K
State Superintendent’s Cabinet*
State Superintendent’s Council

*Elizabeth Burmaster *John Kraus

State Superintendent Special Assistant
Office of the State Superintendent
*Tony Evers
Deputy State Superintendent Merle McDonald
Policy Initiatives Advisor
Michael Bormett Policy and Budget
Director
Policy and Budget *Brian Pahnke
Assistant State Superintendent
Joseph Donovan Division for Finance and Management
Communications Officer
Office of the State Superintendent Robert Paul
Chief Legal Counsel
*Rick Grobschmidt Office of Legal Services
Assistant State Superintendent
Division for Libraries, Technology, and *Margaret Planner
Community Learning Assistant State Superintendent
Division for Reading and Student
Thomas Grogan Achievement
Legislative Liaison
Office of the State Superintendent *Carolyn Stanford Taylor
Assistant State Superintendent
Jennifer Kammerud Division for Learning Support:
Education Community Liaison Equity and Advocacy
Office of the State Superintendent
*Mike Thompson
*Jack Kean Federal Policy Advisor
Assistant State Superintendent Office of the State Superintendent
Division for Academic Excellence
*Tricia Yates
Chief of Staff to State Superintendent
Elizabeth Burmaster

Revised March 7, 2006 61