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t___PPT9V/0z.vpDp*(^*$ !"~$?O=H;1SSchool and District Accountability Rules Implementing No Child Left Behind (NCLB)6T*)$
Measuring Performance6Measuring Performance(*Calculation of the Performance Index (PI)++(HCalculating the Grades 38 Performance Index for Schools with Grades 35II( Test Number Levels
Grade of Students 1 2 3 4
3 35 12 7 10 6
4 43 3 6 20 14
5 30 6 10 10 4
TOTAL 108 21 23 40 24
Index = ((23+40+24+40+24)/108)*100=140
(%;%$7Elementary and MiddleLevel Accountability Assessments88$*SecondaryLevel Accountability Assessments++ Participation Rate6+Participation Rate ElementaryMiddle Level,,(Participation Rule for Grades 4 and 8 Science..(Beginning in 200506, to make AYP in science, a district or school with at least 40 students in the all student group (composed of grade 4 and/or grade 8 students) must have valid science scores for at least 80 percent of those enrolled students.
$Participation Rate: Secondary Level*%#((&.High School Accountability Cohorts for 200506//6Guide to Accountability Cohorts High schools are accountable for three areas:
English and mathematics performance;
English and mathematics participation; and
graduation rate.
A different cohort of students is measured in each of these areas. Further, the cohort used to measure English and mathematics performance has been redefined beginning with the 2002 cohort; the cohort used to measure graduation rate has been redefined beginning with the 2003 cohort. (See Section on Future Cohorts for 2003 Cohort definition.)T0PdPYP;#200506 High School Accountability $$"((
)
PGraduation Rate2001 Cohort for 2005 06 ^)$$&$$((U'(Accountability Standards6
ElementaryMiddle Level
English Language Arts AMO = PI TBD
Mathematics AMO = PI TBD
Science State Standard = 100
Secondary Level
English Language Arts AMO = PI of 154
Mathematics AMO = PI of 146
GraduationRate State Standard= 55% (may be raised by the Commissioner)
P]$PP$PPP]
School Year ElementaryLevel MiddleLevel SecondaryLevel
ELA Math ELA Math ELA Math
2004 05 131 142 116 93 148 139
2005 06 154 146
2006 07 159 152
2007 08 165 159
2008 09 171 166
2009 10 177 173
2010 11 183 180
2011 12 188 186
2012 13 194 193
2013 14 200 200 200 200 200 200
LSX" """ $"$((,",004"488<"<""z:Confidence Intervals Were Used toDetermine Effective AMOs;;$
n An Effective AMO is the lowest PI that an accountability group of a given size can achieve in a subject for the group s PI not to be considered significantly different from the AMO for that subject. If an accountability group's PI equals or exceeds the Effective AMO, the group is considered to have made AYP. N8"
&%""Making Safe Harbor6666~v`2005 06 Safe Harbor Calculation for ELA and Math<1(&(,(L Safe Harbor is an alternate means to demonstrate AYP for accountability groups whose PI is less than their Effective AMO. The unadjusted Safe Harbor Target calculation for ELA and math for 2005 06 using the 2004 05 PI is:
Safe Harbor Target = {200405PI} + [(200 {200405PI}) 0.10]*
>ZBZZPZ""&&&
&&&& " %@Adjustment Strategy for Safe Harbor for 200405 grade 4 or 8 PIsAA(Proportional:
OLD AMO in Grade 4 ELA in 200506 = 138
OLD Safe Harbor Target for 200506 = 116*
Safe Harbor Target (116) = 0.84 of AMO (138)
Assume NEW AMO for Grades 38 in 200506 = 118
Adjusted Safe Harbor in 200506 = 118 X .84 = 99
Tip: You can find the unadjusted safe harbor target on the district or school accountability report available at www.emsc.nysed.gov/irts. Only accountability groups that either did not make AYP in 200405 or made AYP using safe harbor will have safe harbor targets for 200506.
PPPPPP
0`w+CSafe Harbor Adjustment Strategy for Schools with Grades 4 and 8 (1)DD$Calculate adjusted 200506 safe harbor targets based on 200405 PIs at grades 4 and 8 (use procedure in Slide 33).
Grade 4 adjusted safe harbor target = 99
Grade 8 adjusted safe harbor target = 92
If a group met or exceeded its Effective AMO in 200405, the safe harbor target for 200506 will be its 200506 Effective AMO.
200405 Effective AMO: 116
200405 PI: 117
200506 target: 200506 Effective AMO
s" ZRZ" ZUZZsRU2CSafe Harbor Adjustment Strategy for Schools with Grades 4 and 8 (2)DD$*Science and Graduation Rate:Qualifying for Safe Harborin ELA and Math in 2005 06 LTO(&(((
To qualify to make safe harbor in ELA and math at the elementary and middle level, the PI for elementary and middlelevel science combined for a group must equal or exceed the State Standard (100) or the group s Progress Target.
To qualify to make safe harbor in ELA and math at the secondary level, the percent of the 2001 graduationrate cohort earning a local diploma by August 31, 2005 must equal or exceed the State Standard (55 percent) or the group s Progress Target for secondarylevel graduation rate.
PQE(Special Notes AboutSafe Harbor Targets *)'((bIf an accountability group did not test 30 or more students in ELA or mathematics at the elementary or middle level in 2004 05, then results for 2003 04 and 2004 05 were combined to calculate the target. If there were still not 30 or more tested students in the group, the group was assigned a Safe Harbor Target of 20.
If an accountability group in the 2001 cohort had fewer than 30 members, then results for the 2000 and 2001 cohorts were combined to calculate the ELA and mathematics targets at the secondary level. If the combined cohorts had fewer than 30 members in the group, the group was assigned a Safe Harbor Target of 20.
If an accountability group s Safe Harbor Target for 2005 06 exceeds its Effective AMO, the Safe Harbor Target on the Accountability Status Report will be printed as the Effective AMO.2Z{"""N "=""'",Science and GraduationRate Progress Targets(0ElementaryMiddle Level Science Progress Targets11(0SecondaryLevel GraduationRate Progress Targets11(%Making Adequate Yearly Progress (AYP)&&63Determining State and Federal Accountability Status44
4Schools with Only Grade 4 or 8(<If a school or district is accountable for only grade 4 or grade 8, the rules for determining its accountability status will not change. AYP in 200506 will be determined by the PI calculated based on performance of those grades between 38 that the school includes. (See directions for calculating PI on Slide 5.). (=
0:Schools with Grades 4 and 8(If a school was accountable for grades 4 and grade 8 in 200405, their overall status may be different in ELA and/or mathematics. In that case, the overall status of the district/school in that subject will be its most advanced status. That is, if, in 200506, a school is SRAP(year 1) for elementarylevel ELA and SRAP(year 2) for middlelevel ELA, the grades 38 status for that school will be SRAP(year 2). The SINI status, as usual, will depend on the number of years the school has received Title I funding.0Z7Schools with Grade 4 and 893Determining State and Federal Accountability Status44
SchoolLevel Accountability( To be identified for improvement status, a school must fail to make adequate yearly progress (AYP) for two consecutive years on the same measure. The school may fail to make AYP for those two years because of two different accountability groups (e.g., White students in one year and Asian students in the next year).
If a previously identified school fails to make AYP on the measure for which it was identified, it moves to the next highest status on the continuum.
If an identified school makes AYP, it remains in the same status on the continuum.
To be removed from improvement status on a measure, the school must make AYP on that measure for two consecutive years. The school may remain or be placed in improvement status on another measure for which it has not made AYP.
. ZZ
8Sample Identifications of Schools for Improvement Status99( School A fails to make AYP in the following groups:
Grade 8 ELA for White Students in 2004 05
Elementarymiddle level Math for Economically Disadvantaged Students in 2005 06
School A is not identified for improvement because it has not failed to make AYP for two consecutive years on the same measure.
School B fails to make AYP in the following groups:
Grade 4 ELA for Asian Students in 2004 05
Elementarymiddle level ELA for LEP Students in 2005 06
School B is identified for improvement because it has failed to make AYP for two consecutive years on the same measure (elementarymiddle level ELA).
t5!F P!Pc P!P P!4'"O"+"7 "
$$$$'$$$$b$$$$
The district results are aggregated for all students attending school in the district as well as continuously enrolled students the district places outside of the school district (e.g., in BOCES, approved private placements).
There are four accountability areas: English language arts, mathematics, science, and graduation rate.
To be identified for improvement status in an accountability area, a district must fail to make AYP for two consecutive years in ELA or mathematics at both grade levels (elementarymiddle and secondary) or in science or in graduation rate.
If a previously identified district fails to make AYP at each applicable grade level in the accountability area for which it was identified, it moves to the next highest status on the continuum.
FZZ]i"8%DistrictLevel Accountability (cont.)&&(aThe first year that an identified district makes AYP at one or both grade levels, it remains in the same status on the continuum.
To be removed from improvement status in a accountability area, the district must make AYP at one or both grade levels in that accountability area for two consecutive years.
A district may be identified for improvement even if no school in the district is identified for improvement.
In a district with only one school, the district and school can have a different accountability status, because the district accountability groups include students placed outside the district.
\a$ZZ5""i:Sample Identifications of Districts for Improvement Status;;(
District A results in 2004 05:
fails to make AYP in ELA at the elementary, middle, and secondary levels
District A results in 2005 06:
fails to make AYP in ELA at the elementarymiddle level but makes AYP in ELA at the secondary level
District A is not identified for improvement in ELA because it has made AYP in the subject in one grade level in one of the two last years.
District B results in 2004 05:
fails to make AYP in ELA at the elementary, middle, and secondary levels
District B results in 2005 06:
fails to make AYP in ELA at the elementarymiddle and secondary levels
District B is identified for improvement because it has failed to make AYP for two consecutive years in the same subject at all grade levels.
!F!P P!""d" " d$$$$$$$$$$("(,,0"0d448"8<<"GDetermining State Status(
Determining Federal Status(Schools that do not receive Title I funding do not have a federal status.
To become a School in Need of Improvement, a school must fail to make AYP for two consecutive years in which it receives Title I funding.
If a school in federal improvement status stops receiving Title I funding, a record of its last status is maintained until it resumes receiving Title I funding. State status would continue regardless of the federal status."Determining Federal Status (cont.)d#((((((When funding resumes, the school assumes the status it would have had in the first year that it did not receive funding.
However, if a school without funding makes AYP for two consecutive years, it will be in good standing when funding resumes."Determining Federal Status (cont.)##(
3:High School Accountability Cohorts for 200607 and 200708;;6$200607 High School Accountability 0%"(((
#200708 High School Accountability $$"((
2003 GraduationRate Cohort(Beginning with the 2003 graduationrate cohort (used for accountability in 200708):
students are included in the cohort based on the year they first enter grade 9 (or for ungraded students, the year they turn 17).
students who have spent at least five months in a district/school during year 1, 2, 3, or 4 of high school are part of the district/school cohort unless they transfer to another diplomagranting program. .UPPP!3Inclusion Rules for the 2003 GraduationRate Cohort44(A student will be included in the district/school cohort if the student s last enrollment record in the district or school shows:
that the student was enrolled for at least five continuous (not including July and August) months and the ending reason was not one of the following: transferred to another New York State district or school, died, transferred by court order, or left the U.S.
less than five month s enrollment and an ending reason indicating that the student dropped out or transferred to a GED program and the student s previous enrollment record in that district/school (assuming one exists):
indicates that the student dropped out or transferred to a GED program, and
that the student was enrolled in the district/school for at least five months.
PPPbZY"$2003 Graduation Rate Cohort Examples%%(Students included in the West High School cohort:
A student who entered grade 9 at the school in September 2003 and dropped out in the March 2004 and did not reenter a diplomagranting program (enrolled for five months).
A student who entered grade 9 at another school in September 2003 and transferred to West in September 2006 and remained enrolled until February 2007 (enrolled for five months).
@2]2_#$2003 Graduation Rate Cohort Examples%%(Students not included in the West High School cohort:
A student who entered grade 9 at the school in September 2003 and dropped out in December 2003 and did not reenter a degreegranting program (not enrolled for five months).
A student who entered grade 9 at another school in September 2003 and transferred to West in September 2006 and dropped out in December 2006 (not enrolled for five months).
V6Z )\6Accountability for Limited English Proficient Students77)Limited English Proficient (LEP) Students**(The New York State English as a Second Language Achievement Test (NYSESLAT) was introduced in 2002 03.
All LEP students in grade K 12 must take the NYSESLAT annually.
NYSESLAT results for LEP students in grades 3 through 8 enrolled in U.S. schools (not including Puerto Rico) for less than three years (in selected cases, less than five years) who did not take the NYSTP ELA assessment are used in calculating the PI for ELA.
Performance levels are based on a conversion chart using L, R, and W raw scores in conjunction with the number of years the student has received English instruction.
Districts receiving Title III funding must identify each participating student in the State Repository System and STEP.
ZZZb"#"#$ E#Accountability for Students with Disabilities..+New York State Alternate Assessment (NYSAA),,($NYSAA performance levels are counted the same as general assessment (NYSTP) levels when determining PIs for English, mathematics, and science.
NCLB regulations allow a maximum of one percent of scores used in calculating the PI to be based on proficient and advanced proficient scores on the NYSAA.
In 2005 06, to meet this requirement, districts that have more than one percent of their continuously enrolled students performing at Levels 3 and 4 on the NYSAA have to count some of these students at Level 2 when determining PIs.F2""F$+Testing Ungraded Students with Disabilities,,(lCSE must determine that the student meets criteria specified in November 2005 KadamusCort memo.
Students must be administered the correct test for their age, as specified in the memo.
Students earned performance levels will be used to calculate the PIs for the school and district in which they are enrolled.77;=Flexibility in Determining AYP for Students with Disabilities>>(
Background Information Slides 82 83
School Eligibility Criteria Slide 84
Application of Flexibility Slide 85 86
Examples Slides 87 90
0<
Background(The U. S. Department of Education (USDOE) has offered states that meet certain criteria flexibility to judge 2 percent of students against modified achievement standards.
We believe USDOE will deem New York State eligible to adjust the AYP determination for the students with disabilities subgroup for the 200506 school year, as an interim measure until measures of modified achievement standards are developed.
This interim AYP adjustment is for the 200506 school year. "0_=Criteria for Flexibility(To be eligible, New York State also had to meet certain criteria, including
demonstrating the improved performance of students with disabilities in English and mathematics,
the availability of an Alternate Assessment (based on alternate achievement standards),
appropriate accommodations on all State assessments, and
sound education policies related to students with disabilities.
An additional criterion was that 95 percent of students with disabilities statewide at each applicable grade level had to be tested in English and mathematics in 200405.
In 200405 New York State met this criterion on four accountability measures: elementary and middlelevel English language arts (ELA) and mathematics. NY did not met the criterion in high school ELA or mathematics and is not approved to use this flexibility with these criteria.
NY s plan was approved even though NY indicated that the earliest alternate assessments will be in place would be 20072008.M0P50P0P}PM5A>NDetermining New York State s Adjustment(((OThe adjustment is to be made by dividing 2% by the statewide percentage of students with disabilities (SWD) and adding that percentage to the percent proficient in the SWD group.
In NY, the percentage of SWDs statewide is 12%. Therefore, the presumed percentage of SWDs to which the 2% cap is applicable is 17% (2% divided by 12%).
Under the rules, USDOE allows us to deem an additional 17% of students with disabilities proficient in 200506.
In NY, students who score at Level 3 are considered proficient. An adjustment of 17% would equal adding 34 points to the Performance Index. PZP?'Criteria for Schools To Use Flexibility(((A school or district is eligible to use this flexibility on the elementary middle level English language arts (ELA) and/or mathematics accountability measures, if it meets the following criteria:
The only accountability group that does not make AYP on that measure is the students with disability group.
95 percent of enrolled students with disabilities were tested on that measure.
` @/Application of Flexibility for Eligible Schools00(mIf a school meets the criteria, the Department will add 34 points to the Performance Index of the students with disability group.
If the adjusted Performance Index equals or exceeds the AMO for the measure, the students with disability group will be judged to have made AYP and the school will make AYP on that measure.
AMOs for 200506 have not been determined.
,kZZnA Example 1
gIn elementarymiddle level ELA, West Elementary School is accountable for four groups: all students, students with disabilities, White students, and Black students.
95 percent of enrolled students in each group were tested.
The Performance Index of each group except the students with disability group exceeded its Effective AMO; therefore, each group except the students with disabilities group made AYP.
The students with disability group:
Effective AMO = 114
safe harbor target =110
Performance Index = 106 (did not make AYP)
Because East Elementary School meets the criteria to use the flexibility, the Department will add 34 points to its Performance Index:
106 + 34 = 140
The adjusted Performance Index is lower than the AMO for elementarymiddle level ELA (Assume the AMO = 142).
Therefore, East is judged to have not made AYP in elementarymiddle level ELA.
PWPPPPPW/B Example 2
In elementarymiddle level mathematics, East Elementary School is accountable for four groups: all students, students with disabilities, White students, and economically disadvantaged students.
95 percent of enrolled students in each group were tested.
The Performance Index of each group except the students with disability group exceeded its Effective AMO; therefore, each group except the students with disabilities group made AYP.
The students with disability group:
Effective AMO = 114
safe harbor target =110
Performance Index = 108 (did not make AYP)
Because West elementary school meets the criteria to use the flexibility, the Department will add 34 points to its Performance Index:
108 + 34 = 142
The adjusted Performance Index exceeds the AMO for elementarymiddle level mathematics (Assume the AMO = 141).
Therefore, West is judged to have made AYP in elementarymiddle level mathematics.
PWPPPPPWC! Example 3
In elementary middle level ELA, South Middle School is accountable for four groups: all students, students with disabilities, White students, and limited English proficient students.
95 percent of enrolled students in each group were tested.
The Performance Index of the all students and White groups exceeded their Effective AMOs; therefore, they made AYP.
The Performance Index of the LEP group was below its Effective AMO and it did not make safe harbor; therefore, the group did not made AYP.
Because the LEP group did not make AYP, the school is not eligible for flexibility for the students with disabilities group.
Therefore, South is judged to have not made AYP in elementary middle level ELA.
B0P(PqVD" Example 4
In elementary middle level ELA, North Middle School is accountable for four groups: all students, students with disabilities, White students, and Hispanic students.
95 percent of enrolled students in each group except the students with disabilities group were tested.
The Performance Index of each group except the students with disability group exceeded its Effective AMO; therefore, each group except the students with disabilities group made AYP.
Because the school failed to test 95 percent of students in the students with disabilities group, the school is not eligible for flexibility for the students with disabilities group.
Therefore, North Middle School is judged to have not made AYP in elementary middle level ELA.
X0P(Pz105Accountability for Schools with Special Circumstances666
If an elementary or middle school does not test 30 continuously enrolled students in ELA or mathematics in 2005 06, the scores of continuously enrolled students tested in 2004 05 and 2005 06 will be combined to determine the PI.
If a high school does not have 30 students in its 2002 cohort, the 2001 and 2002 cohorts will be combined to determine the PI.
If a school still does not have 30 students on which to base a decision, the school is subject to special procedures for determining AYP.
If the All Students group includes at least 30 students in 2005 06, results for 2004 05 and 2005 06 will NOT be combined for the other accountability groups. This is true even if there are fewer than 30 tested students in the other accountability groups.
0Z(Zo"?""3=" $"$((,",000000
tFor accountability groups that include 30 students in 2005 06 but did not include 30 students in 2004 05, the scores of continuously enrolled tested students in that group in 2003 04 and 2004 05 will be combined to determine the safe harbor and progress targets.
For accountability groups that do not include 30 2002 cohort members, the 2001 and 2002 cohorts will be combined to determine the safe harbor and progress targets.
If, after combining two years of data, the group still does not have 30 students on which to determine qualification for safe harbor based on science or graduation rate, the school or group is given credit for having made safe harbor if it made its ELA or math target.
0Z(Z:"*"M""
Schools that serve only students below grade 3 and, consequently, do not participate in State assessments are called feeder schools.
Accountability decisions for feeder schools that serve grade 1 and/or grade 2 are based either
on the performance of schools with grade 3 in the same district, or
on a procedure called backmapping. 8i" i
If all district elementary schools with grade 3 enrollment make AYP in ELA, math, or science, the feeder schools in the district, including K1 schools, are considered to have made AYP in the subject(s). That is, as long as the data have been submitted. See Slide 96.!Z
Feeder schools that are required to do backmapping are those whose highest grade is grade 1 or grade 2. These schools are required to submit data to the Department. If they do not submit data to the Department, they are considered not to have made AYP.2!Z
Feeder schools with grades 1 and/or 2 are accountable for the performance of their former students when these students take the grade 3 assessments in another school within the district. Feeder schools are responsible for the performance of students who were continuously enrolled in the feeder school s highest grade (grade 1 or 2). The students grade 3 Repository records must identify the feeder school attended by the student in the Service Provider field. To determine if the feeder school made AYP, the ELA and math PIs of students enrolled in the feeder school are calculated and compared with the Effective AMOs and/or Safe Harbor Targets. The PI in science is determined and compared with the Science Standard and/or Progress Target.
For schools serving only kindergarten, special evaluation processes are used to determine AYP. @HZ]`
Since these schools do not have a grade 12, assessment and graduationrate data for cohort members after four years of high school cannot be collected. As such, judgments as to whether the school make adequate yearly progress must be made using special procedures.
Tthe New York State Report Card, contact the School Report Card Coordinator at rptcard@mail.nysed.gov
New York State assessments, go to the Office of State Assessment web site at www.emsc.nysed.gov/osa
federal No Child Left Behind legislation, go to the United States Department of Education web site at www.ed.gov
data collection and reporting for New York State, go to the Information and Reporting Services web site at www.emsc.nysed.gov/irts or contact Martha Musser at mmusser@mail.nysed.gov or (518) 4747965
accountability, contact Ira Schwartz at ischwart@mail.nysed.gov or (718) 7222796U0P(NNfk(/ 0` ̙33` ` ff3333f` 333MMM` f` f` 3>?" dd@,?" dd@ " @ ` n?" dd@ @@``PR @ ` `p>>f(
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( At the elementary and middle levels, student performance is measured using State assessments in English language arts, mathematics, and science.
At the secondary level, student performance is measured using State assessments in English language arts and mathematics, and using graduation rate.
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XAssessment performance is defined at four levels:
Level 1 = Basic
Level 2 = Basic Proficiency
Level 3 = Proficient
Level 4 = Advanced Proficiency
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PI = [(number of continuously enrolled tested students scoring at Levels 2, 3, and 4 + the number scoring at Levels 3 and 4) number of continuously enrolled tested students] X 100j 2S"'3"
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PI = [(number of cohort members scoring at Levels 2, 3, and 4 + the number scoring at Levels 3 and 4) number of cohort members] X 100j 2<"'"
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lA Performance Index (PI) is a value from 0 to 200 that is assigned to an accountability group, indicating how that group performed on a required State test (or approved alternative) in English language arts, mathematics, or science. PIs are determined using the following equations:6 2"&"H
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At the elementary and middle levels, the assessments that are used when determining performance indices for an accountability group are shown below. 2H
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For an accountability group with 40 or more students to make Adequate Yearly Progress in English language arts (ELA) and mathematics, 95 percent of students enrolled at the time of test administration must have valid scores on an appropriate assessment.
In 2005 06, if the participation rate of an accountability group falls below 95 percent, the Department will calculate a weighted average of the 2004 05 and 2005 06 participation rates. If the average participation rate equals or exceeds 95 percent, the group will meet the participation requirement.
Sample calculation for group below 95 percent participation in 2005 06:
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If a student in grades 3 through 8 is incapacitated by illness or injury during the entire test administration and makeup period for English language arts or mathematics, the student is not counted in the denominator when participation rates are calculated. To use this flexibility, the district must have on file documentation from a medical practitioner that the student was too incapacitated to be tested. .
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For an accountability group with 40 or more students to make Adequate Yearly Progress in English language arts (ELA) and mathematics, 95 percent of seniors* must take an assessment that meets the student s graduation requirement in that subject**.
In 2005 06, if the participation rate of an accountability group falls below 95 percent, the Department will calculate a weighted average of the 2004 05 and 2005 06 participation rates. If the average participation rate equals or exceeds 95 percent, the group will meet the participation requirement.
*Seniors are students whose STEP record for the district or school reports them as enrolled in grade 12 on June 30, 2006 or as enrolled in grade 12 during the 2005 06 school year and graduated on June 30, 2006. All students meeting these criteria will be counted as seniors, including students who are not included in the district or school accountability cohort.
** Student working toward an IEP may take the NYSAA.
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2This cohort will be used to determine if the district or school met the performance requirements in English and mathematics at the secondary level for the 2005 06 school year. The 2002 accountability cohort consists of all students, regardless of their current grade status, who were enrolled in the school on October 6, 2005 (BEDS day) and met one of the following conditions:
first entered grade 9 (anywhere) during the 2002 03 school year (July 1, 2002 through June 30, 2003); or
in the case of ungraded students with disabilities, reached their seventeenth birthday during the 2002 03 school year.
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The State will exclude the following students when reporting data on the 2002 accountability cohort:
students who transferred to another high school or criminal justice facility after BEDS day 2005;
students who transferred to an approved alternative high school equivalency preparation (AHSEP) or high school equivalency preparation (HSEP) program (CR 100.7) after BEDS day 2005 and met the conditions stated on the next slide;
students who left the U.S. and its territories after BEDS day 2005; and
students who died after BEDS day 2005.
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Students will be removed from the cohort for the school and district from which they transferred to an approved GED program if the final enrollment record shows that on June 30, 2006 the student
a) has earned a high school equivalency diploma; or
b) is enrolled in an approved GED program.
Students will be removed from the school cohort if the enrollment records show that the student has transferred to a different high school and is working toward or has earned a high school diploma.
Students will be removed from the district cohort if the enrollment records show that the student has transferred to a high school in a different district and is working toward or has earned a high school diploma.
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a) has not earned a high school equivalency diploma;
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c) has not transferred to a high school that provides instruction leading to a high school diploma.
Students who transfer back to the high school from which they transferred to an approved GED program without first entering another high school will remain in the district and school cohort.
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On the 2006 STEP file, districts must provide the following information for students who transfer to approved GED programs during the 200405 or 200506 school years (as defined in CR 100.7):
The ending reason on the enrollment record for the high school must be transferred to approved GED program.
The GED enrollment record must provide a service provider code for an approved GED program.
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If the student is not enrolled in the GED program on June 30, 2006, the ending date and reason must be provided.
To be considered still enrolled, the student must have been in attendance at least once during the last 20 days of the program or have excused absences for that period.
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Br2001 GraduationRate Cohort = Members of the 2001 school accountability cohort + students eliminated from that cohort solely because they transferred to a GED program.
2001 Graduation Rate = Number of graduationrate cohort members who earned a Regents or local diploma on or before August 31, 2005 number of graduationrate cohort members.
Example:
2001 school accountability cohort count = 153
Students eliminated from this cohort because they transferred to a GED program = 7
Graduationrate cohort = (2001 school accountability cohort count) 153 + (students eliminated from the cohort because they transferred to a GED program) 7 = 160
2001 graduationrate cohort members who earned a Regents or local diploma on or before August 31, 2005 = 129
Graduation Rate (Percent of 2001 GraduationRate Cohort Earning a Local Diploma by August 31, 2005) = 129 (153 + 7) = 80.6% ,~ ,l"+ *Q*Rij&H
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0This cohort is used to determine AYP in English and mathematics at the secondary level for the 2004 05 school year. The 2001 accountability cohort consists of all students, regardless of their current grade status, who were enrolled in the school on October 8, 2003 (BEDS day) and met one of the following conditions:
first entered grade 9 (anywhere) during the 2001 02 school year (July 1, 2001 through June 30, 2002); or
in the case of ungraded students with disabilities, reached their seventeenth birthday during the 2001 02 school year.
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students who transferred to another high school, criminal justice facility, or alternative high school equivalency preparation program after BEDS day 2003;
students who left the U.S. and its territories after BEDS day 2003; and
students who died after BEDS day 2003.
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=For a group to make safe harbor in English or math, it must meet its Safe Harbor Target and also meet the science (at the elementary and middle levels) or graduation rate (at the secondary level) qualification for safe harbor. To qualify at the elementary and middle level, the group must make the State Standard or its Progress Target in science in grades 4 and 8 (if both are included in the school). At the secondary level, it must make the State Standard or its Progress Target for graduation rate.
*Safe harbor will be adjusted in relation to the new AMOs for 200506.&> 2FH
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2004 05 elementarylevel ELA PI = 107
2005 06 unadjusted Safe Harbor Target:
107 + [(200 107) 0.10] = 116
In 200405 this group did not make its Effective AMO. It was assigned a safe harbor target for 200506 based on the PI it achieved. This PI will be adjusted based on the AMO established for grades 38 ELA for 200506.
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WingdingsCentury GothicSymbolBlank PresentationMicrosoft Graph 97 ChartMicrosoft Word Documend English Proficient Students*Limited English Proficient (LEP) Students.Accountability for Students with Disabilities,New York State Alternate Assessment (NYSAA),Testing Ungraded Students with Disabilities>Flexibility in Determining AYP for Students with DisabilitiesBackgroundCriteria for Flexibility(Determining New York States Adjustment(Criteria for Schools To Use Flexibility0Application of Flexibility for Eligible Schools
Example 1
Example 2
Example 3
Example 46Accountability for Schools with Special Circumstances Slide 89 Slide 90 Slide 91 Slide 92 Slide 93 Slide 94 Slide 95 Slide 96Fonts UsedDesign TemplateEmbedded OLE Servers
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t___PPT9V/0z.vpDp*(^*$ !"~$?O=:;1SSchool and District Accountability Rules Implementing No Child Left Behind (NCLB)6T*)$
Measuring Performance6Measuring Performance(*Calculation of the Performance Index (PI)++(HCalculating the Grades 38 Performance Index for Schools with Grades 35II( Test Number Levels
Grade of Students 1 2 3 4
3 35 12 7 10 6
4 43 3 6 20 14
5 30 6 10 10 4
TOTAL 108 21 23 40 24
Index = ((23+40+24+40+24)/108)*100=140
(%;%$7Elementary and MiddleLevel Accountability Assessments88$*SecondaryLevel Accountability Assessments++ Participation Rate6+Participation Rate ElementaryMiddle Level,,(Participation Rule for Grades 4 and 8 Science..(Beginning in 200506, to make AYP in science, a district or school with at least 40 students in the all student group (composed of grade 4 and/or grade 8 students) must have valid science scores for at least 80 percent of those enrolled students.
$Participation Rate: Secondary Level*%#((&.High School Accountability Cohorts for 200506//6Guide to Accountability Cohorts High schools are accountable for three areas:
English and mathematics performance;
English and mathematics participation; and
graduation rate.
A different cohort of students is measured in each of these areas. Further, the cohort used to measure English and mathematics performance has been redefined beginning with the 2002 cohort; the cohort used to measure graduation rate has been redefined beginning with the 2003 cohort. (See Section on Future Cohorts for 2003 Cohort definition.)T0PdPYP;#200506 High School Accountability $$"((
)
PGraduation Rate2001 Cohort for 2005 06 ^)$$&$$((U'(Accountability Standards6
ElementaryMiddle Level
English Language Arts AMO = PI TBD
Mathematics AMO = PI TBD
Science State Standard = 100
Secondary Level
English Language Arts AMO = PI of 154
Mathematics AMO = PI of 146
GraduationRate State Standard= 55% (may be raised by the Commissioner)
P]$PP$PPP]
School Year ElementaryLevel MiddleLevel SecondaryLevel
ELA Math ELA Math ELA Math
2004 05 131 142 116 93 148 139
2005 06 154 146
2006 07 159 152
2007 08 165 159
2008 09 171 166
2009 10 177 173
2010 11 183 180
2011 12 188 186
2012 13 194 193
2013 14 200 200 200 200 200 200
LSX" """ $"$((,",004"488<"<""z:Confidence Intervals Were Used toDetermine Effective AMOs;;$
n An Effective AMO is the lowest PI that an accountability group of a given size can achieve in a subject for the group s PI not to be considered significantly different from the AMO for that subject. If an accountability group's PI equals or exceeds the Effective AMO, the group is considered to have made AYP. N8"
&%""Making Safe Harbor6666~v`2005 06 Safe Harbor Calculation for ELA and Math<1(&(,(L Safe Harbor is an alternate means to demonstrate AYP for accountability groups whose PI is less than their Effective AMO. The unadjusted Safe Harbor Target calculation for ELA and math for 2005 06 using the 2004 05 PI is:
Safe Harbor Target = {200405PI} + [(200 {200405PI}) 0.10]*
>ZBZZPZ""&&&
&&&& " %@Adjustment Strategy for Safe Harbor for 200405 grade 4 or 8 PIsAA(Proportional:
OLD AMO in Grade 4 ELA in 200506 = 138
OLD Safe Harbor Target for 200506 = 116*
Safe Harbor Target (116) = 0.84 of AMO (138)
Assume NEW AMO for Grades 38 in 200506 = 118
Adjusted Safe Harbor in 200506 = 118 X .84 = 99
Tip: You can find the unadjusted safe harbor target on the district or school accountability report available at www.emsc.nysed.gov/irts. Only accountability groups that either did not make AYP in 200405 or made AYP using safe harbor will have safe harbor targets for 200506.
PPPPPP
0`w+CSafe Harbor Adjustment Strategy for Schools with Grades 4 and 8 (1)DD$Calculate adjusted 200506 safe harbor targets based on 200405 PIs at grades 4 and 8 (use procedure in Slide 33).
Grade 4 adjusted safe harbor target = 99
Grade 8 adjusted safe harbor target = 92
If a group met or exceeded its Effective AMO in 200405, the safe harbor target for 200506 will be its 200506 Effective AMO.
200405 Effective AMO: 116
200405 PI: 117
200506 target: 200506 Effective AMO
s" ZRZ" ZUZZsRU2CSafe Harbor Adjustment Strategy for Schools with Grades 4 and 8 (2)DD$*Science and Graduation Rate:Qualifying for Safe Harborin ELA and Math in 2005 06 LTO(&(((
To qualify to make safe harbor in ELA and math at the elementary and middle level, the PI for elementary and middlelevel science combined for a group must equal or exceed the State Standard (100) or the group s Progress Target.
To qualify to make safe harbor in ELA and math at the secondary level, the percent of the 2001 graduationrate cohort earning a local diploma by August 31, 2005 must equal or exceed the State Standard (55 percent) or the group s Progress Target for secondarylevel graduation rate.
PQE(Special Notes AboutSafe Harbor Targets *)'((bIf an accountability group did not test 30 or more students in ELA or mathematics at the elementary or middle level in 2004 05, then results for 2003 04 and 2004 05 were combined to calculate the target. If there were still not 30 or more tested students in the group, the group was assigned a Safe Harbor Target of 20.
If an accountability group in the 2001 cohort had fewer than 30 members, then results for the 2000 and 2001 cohorts were combined to calculate the ELA and mathematics targets at the secondary level. If the combined cohorts had fewer than 30 members in the group, the group was assigned a Safe Harbor Target of 20.
If an accountability group s Safe Harbor Target for 2005 06 exceeds its Effective AMO, the Safe Harbor Target on the Accountability Status Report will be printed as the Effective AMO.2Z{"""N "=""'",Science and GraduationRate Progress Targets(0ElementaryMiddle Level Science Progress Targets11(0SecondaryLevel GraduationRate Progress Targets11(%Making Adequate Yearly Progress (AYP)&&63Determining State and Federal Accountability Status44
93Determining State and Federal Accountability Status44
SchoolLevel Accountability( To be identified for improvement status, a school must fail to make adequate yearly progress (AYP) for two consecutive years on the same measure. The school may fail to make AYP for those two years because of two different accountability groups (e.g., White students in one year and Asian students in the next year).
If a previously identified school fails to make AYP on the measure for which it was identified, it moves to the next highest status on the continuum.
If an identified school makes AYP, it remains in the same status on the continuum.
To be removed from improvement status on a measure, the school must make AYP on that measure for two consecutive years. The school may remain or be placed in improvement status on another measure for which it has not made AYP.
. ZZ
8Sample Identifications of Schools for Improvement Status99( School A fails to make AYP in the following groups:
Grade 8 ELA for White Students in 2004 05
Elementarymiddle level Math for Economically Disadvantaged Students in 2005 06
School A is not identified for improvement because it has not failed to make AYP for two consecutive years on the same measure.
School B fails to make AYP in the following groups:
Grade 4 ELA for Asian Students in 2004 05
Elementarymiddle level ELA for LEP Students in 2005 06
School B is identified for improvement because it has failed to make AYP for two consecutive years on the same measure (elementarymiddle level ELA).
t5!F P!Pc P!P P!4'"O"+"7 "
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The district results are aggregated for all students attending school in the district as well as continuously enrolled students the district places outside of the school district (e.g., in BOCES, approved private placements).
There are four accountability areas: English language arts, mathematics, science, and graduation rate.
To be identified for improvement status in an accountability area, a district must fail to make AYP for two consecutive years in ELA or mathematics at both grade levels (elementarymiddle and secondary) or in science or in graduation rate.
If a previously identified district fails to make AYP at each applicable grade level in the accountability area for which it was identified, it moves to the next highest status on the continuum.
FZZ]i"8%DistrictLevel Accountability (cont.)&&(aThe first year that an identified district makes AYP at one or both grade levels, it remains in the same status on the continuum.
To be removed from improvement status in a accountability area, the district must make AYP at one or both grade levels in that accountability area for two consecutive years.
A district may be identified for improvement even if no school in the district is identified for improvement.
In a district with only one school, the district and school can have a different accountability status, because the district accountability groups include students placed outside the district.
\a$ZZ5""i:Sample Identifications of Districts for Improvement Status;;(
District A results in 2004 05:
fails to make AYP in ELA at the elementary, middle, and secondary levels
District A results in 2005 06:
fails to make AYP in ELA at the elementarymiddle level but makes AYP in ELA at the secondary level
District A is not identified for improvement in ELA because it has made AYP in the subject in one grade level in one of the two last years.
District B results in 2004 05:
fails to make AYP in ELA at the elementary, middle, and secondary levels
District B results in 2005 06:
fails to make AYP in ELA at the elementarymiddle and secondary levels
District B is identified for improvement because it has failed to make AYP for two consecutive years in the same subject at all grade levels.
!F!P P!""d" " d$$$$$$$$$$("(,,0"0d448"8<<"GDetermining State Status(
Determining Federal Status(Schools that do not receive Title I funding do not have a federal status.
To become a School in Need of Improvement, a school must fail to make AYP for two consecutive years in which it receives Title I funding.
If a school in federal improvement status stops receiving Title I funding, a record of its last status is maintained until it resumes receiving Title I funding. State status would continue regardless of the federal status."Determining Federal Status (cont.)d#((((((When funding resumes, the school assumes the status it would have had in the first year that it did not receive funding.
However, if a school without funding makes AYP for two consecutive years, it will be in good standing when funding resumes."Determining Federal Status (cont.)##(
3:High School Accountability Cohorts for 200607 and 200708;;6$200607 High School Accountability 0%"(((
#200708 High School Accountability $$"((
2003 GraduationRate Cohort(Beginning with the 2003 graduationrate cohort (used for accountability in 200708):
students are included in the cohort based on the year they first enter grade 9 (or for ungraded students, the year they turn 17).
students who have spent at least five months in a district/school during year 1, 2, 3, or 4 of high school are part of the district/school cohort unless they transfer to another diplomagranting program. .UPPP!3Inclusion Rules for the 2003 GraduationRate Cohort44(A student will be included in the district/school cohort if the student s last enrollment record in the district or school shows:
that the student was enrolled for at least five continuous (not including July and August) months and the ending reason was not one of the following: transferred to another New York State district or school, died, transferred by court order, or left the U.S.
less than five month s enrollment and an ending reason indicating that the student dropped out or transferred to a GED program and the student s previous enrollment record in that district/school (assuming one exists):
indicates that the student dropped out or transferred to a GED program, and
that the student was enrolled in the district/school for at least five months.
PPPbZY"$2003 Graduation Rate Cohort Examples%%(Students included in the West High School cohort:
A student who entered grade 9 at the school in September 2003 and dropped out in the March 2004 and did not reenter a diplomagranting program (enrolled for five months).
A student who entered grade 9 at another school in September 2003 and transferred to West in September 2006 and remained enrolled until February 2007 (enrolled for five months).
@2]2_#$2003 Graduation Rate Cohort Examples%%(Students not included in the West High School cohort:
A student who entered grade 9 at the school in September 2003 and dropped out in December 2003 and did not reenter a degreegranting program (not enrolled for five months).
A student who entered grade 9 at another school in September 2003 and transferred to West in September 2006 and dropped out in December 2006 (not enrolled for five months).
V6Z )\6Accountability for Limited English Proficient Students77)Limited English Proficient (LEP) Students**(The New York State English as a Second Language Achievement Test (NYSESLAT) was introduced in 2002 03.
All LEP students in grade K 12 must take the NYSESLAT annually.
NYSESLAT results for LEP students in grades 3 through 8 enrolled in U.S. schools (not including Puerto Rico) for less than three years (in selected cases, less than five years) who did not take the NYSTP ELA assessment are used in calculating the PI for ELA.
Performance levels are based on a conversion chart using L, R, and W raw scores in conjunction with the number of years the student has received English instruction.
Districts receiving Title III funding must identify each participating student in the State Repository System and STEP.
ZZZb"#"#$ E#Accountability for Students with Disabilities..+New York State Alternate Assessment (NYSAA),,($NYSAA performance levels are counted the same as general assessment (NYSTP) levels when determining PIs for English, mathematics, and science.
NCLB regulations allow a maximum of one percent of scores used in calculating the PI to be based on proficient and advanced proficient scores on the NYSAA.
In 2005 06, to meet this requirement, districts that have more than one percent of their continuously enrolled students performing at Levels 3 and 4 on the NYSAA have to count some of these students at Level 2 when determining PIs.F2""F$+Testing Ungraded Students with Disabilities,,(lCSE must determine that the student meets criteria specified in November 2005 KadamusCort memo.
Students must be administered the correct test for their age, as specified in the memo.
Students earned performance levels will be used to calculate the PIs for the school and district in which they are enrolled.77;=Flexibility in Determining AYP for Students with Disabilities>>(
Background Information Slides 82 83
School Eligibility Criteria Slide 84
Application of Flexibility Slide 85 86
Examples Slides 87 90
0<
Background(The U. S. Department of Education (USDOE) has offered states that meet certain criteria flexibility to judge 2 percent of students against modified achievement standards.
We believe USDOE will deem New York State eligible to adjust the AYP determination for the students with disabilities subgroup for the 200506 school year, as an interim measure until measures of modified achievement standards are developed.
This interim AYP adjustment is for the 200506 school year. "0_=Criteria for Flexibility(To be eligible, New York State also had to meet certain criteria, including
demonstrating the improved performance of students with disabilities in English and mathematics,
the availability of an Alternate Assessment (based on alternate achievement standards),
appropriate accommodations on all State assessments, and
sound education policies related to students with disabilities.
An additional criterion was that 95 percent of students with disabilities statewide at each applicable grade level had to be tested in English and mathematics in 200405.
In 200405 New York State met this criterion on four accountability measures: elementary and middlelevel English language arts (ELA) and mathematics. NY did not met the criterion in high school ELA or mathematics and is not approved to use this flexibility with these criteria.
NY s plan was approved even though NY indicated that the earliest alternate assessments will be in place would be 20072008.M0P50P0P}PM5A>NDetermining New York State s Adjustment(((OThe adjustment is to be made by dividing 2% by the statewide percentage of students with disabilities (SWD) and adding that percentage to the percent proficient in the SWD group.
In NY, the percentage of SWDs statewide is 12%. Therefore, the presumed percentage of SWDs to which the 2% cap is applicable is 17% (2% divided by 12%).
Under the rules, USDOE allows us to deem an additional 17% of students with disabilities proficient in 200506.
In NY, students who score at Level 3 are considered proficient. An adjustment of 17% would equal adding 34 points to the Performance Index. PZP?'Criteria for Schools To Use Flexibility(((A school or district is eligible to use this flexibility on the elementary middle level English language arts (ELA) and/or mathematics accountability measures, if it meets the following criteria:
The only accountability group that does not make AYP on that measure is the students with disability group.
95 percent of enrolled students with disabilities were tested on that measure.
` @/Application of Flexibility for Eligible Schools00(mIf a school meets the criteria, the Department will add 34 points to the Performance Index of the students with disability group.
If the adjusted Performance Index equals or exceeds the AMO for the measure, the students with disability group will be judged to have made AYP and the school will make AYP on that measure.
AMOs for 200506 have not been determined.
,kZZnA Example 1
gIn elementarymiddle level ELA, West Elementary School is accountable for four groups: all students, students with disabilities, White students, and Black students.
95 percent of enrolled students in each group were tested.
The Performance Index of each group except the students with disability group exceeded its Effective AMO; therefore, each group except the students with disabilities group made AYP.
The students with disability group:
Effective AMO = 114
safe harbor target =110
Performance Index = 106 (did not make AYP)
Because East Elementary School meets the criteria to use the flexibility, the Department will add 34 points to its Performance Index:
106 + 34 = 140
The adjusted Performance Index is lower than the AMO for elementarymiddle level ELA (Assume the AMO = 142).
Therefore, East is judged to have not made AYP in elementarymiddle level ELA.
PWPPPPPW/B Example 2
In elementarymiddle level mathematics, East Elementary School is accountable for four groups: all students, students with disabilities, White students, and economically disadvantaged students.
95 percent of enrolled students in each group were tested.
The Performance Index of each group except the students with disability group exceeded its Effective AMO; therefore, each group except the students with disabilities group made AYP.
The students with disability group:
Effective AMO = 114
safe harbor target =110
Performance Index = 108 (did not make AYP)
Because West elementary school meets the criteria to use the flexibility, the Department will add 34 points to its Performance Index:
108 + 34 = 142
The adjusted Performance Index exceeds the AMO for elementarymiddle level mathematics (Assume the AMO = 141).
Therefore, West is judged to have made AYP in elementarymiddle level mathematics.
PWPPPPPWC! Example 3
In elementary middle level ELA, South Middle School is accountable for four groups: all students, students with disabilities, White students, and limited English proficient students.
95 percent of enrolled students in each group were tested.
The Performance Index of the all students and White groups exceeded their Effective AMOs; therefore, they made AYP.
The Performance Index of the LEP group was below its Effective AMO and it did not make safe harbor; therefore, the group did not made AYP.
Because the LEP group did not make AYP, the school is not eligible for flexibility for the students with disabilities group.
Therefore, South is judged to have not made AYP in elementary middle level ELA.
B0P(PqVD" Example 4
In elementary middle level ELA, North Middle School is accountable for four groups: all students, students with disabilities, White students, and Hispanic students.
95 percent of enrolled students in each group except the students with disabilities group were tested.
The Performance Index of each group except the students with disability group exceeded its Effective AMO; therefore, each group except the students with disabilities group made AYP.
Because the school failed to test 95 percent of students in the students with disabilities group, the school is not eligible for flexibility for the students with disabilities group.
Therefore, North Middle School is judged to have not made AYP in elementary middle level ELA.
X0P(Pz105Accountability for Schools with Special Circumstances666
If an elementary or middle school does not test 30 continuously enrolled students in ELA or mathematics in 2005 06, the scores of continuously enrolled students tested in 2004 05 and 2005 06 will be combined to determine the PI.
If a high school does not have 30 students in its 2002 cohort, the 2001 and 2002 cohorts will be combined to determine the PI.
If a school still does not have 30 students on which to base a decision, the school is subject to special procedures for determining AYP.
If the All Students group includes at least 30 students in 2005 06, results for 2004 05 and 2005 06 will NOT be combined for the other accountability groups. This is true even if there are fewer than 30 tested students in the other accountability groups.
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tFor accountability groups that include 30 students in 2005 06 but did not include 30 students in 2004 05, the scores of continuously enrolled tested students in that group in 2003 04 and 2004 05 will be combined to determine the safe harbor and progress targets.
For accountability groups that do not include 30 2002 cohort members, the 2001 and 2002 cohorts will be combined to determine the safe harbor and progress targets.
If, after combining two years of data, the group still does not have 30 students on which to determine qualification for safe harbor based on science or graduation rate, the school or group is given credit for having made safe harbor if it made its ELA or math target.
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Schools that serve only students below grade 3 and, consequently, do not participate in State assessments are called feeder schools.
Accountability decisions for feeder schools that serve grade 1 and/or grade 2 are based either
on the performance of schools with grade 3 in the same district, or
on a procedure called backmapping. 8i" i
If all district elementary schools with grade 3 enrollment make AYP in ELA, math, or science, the feeder schools in the district, including K1 schools, are considered to have made AYP in the subject(s). That is, as long as the data have been submitted. See Slide 96.!Z
Feeder schools that are required to do backmapping are those whose highest grade is grade 1 or grade 2. These schools are required to submit data to the Department. If they do not submit data to the Department, they are considered not to have made AYP.2!Z
Feeder schools with grades 1 and/or 2 are accountable for the performance of their former students when these students take the grade 3 assessments in another school within the district. Feeder schools are responsible for the performance of students who were continuously enrolled in the feeder school s highest grade (grade 1 or 2). The students grade 3 Repository records must identify the feeder school attended by the student in the Service Provider field. To determine if the feeder school made AYP, the ELA and math PIs of students enrolled in the feeder school are calculated and compared with the Effective AMOs and/or Safe Harbor Targets. The PI in science is determined and compared with the Science Standard and/or Progress Target.
For schools serving only kindergarten, special evaluation processes are used to determine AYP. @HZ]`
Since these schools do not have a grade 12, assessment and graduationrate data for cohort members after four years of high school cannot be collected. As such, judgments as to whether the school make adequate yearly progress must be made using special procedures.
Tthe New York State Report Card, contact the School Report Card Coordinator at rptcard@mail.nysed.gov
New York State assessments, go to the Office of State Assessment web site at www.emsc.nysed.gov/osa
federal No Child Left Behind legislation, go to the United States Department of Education web site at www.ed.gov
data collection and reporting for New York State, go to the Information and Reporting Services web site at www.emsc.nysed.gov/irts or contact Martha Musser at mmusser@mail.nysed.gov or (518) 4747965
accountability, contact Ira Schwartz at ischwart@mail.nysed.gov or (718) 7222796U0P(NNfk(/r922sF1
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nLetter Paper (8.5x11 in)NYSED`hArialTimes New Roman
WingdingsCentury GothicSymbolBlank PresentationMicrosoft Graph 97 ChartMicrosoft Word DocumentTSchool and District Accountability Rules Implementing No Child Left Behind (NCLB) Measuring PerformanceMeasuring Performance+Calculation of the Performance Index (PI)ICalculating the Grades 38 Performance Index for Schools with Grades 358Elementary and MiddleLevel Accountability Assessments+SecondaryLevel Accountability AssessmentsParticipation Rate,Participation Rate ElementaryMiddle Level.Participation Rule for Grades 4 and 8 Science Slide 11%Participation Rate: Secondary Level /High School Accountability Cohorts for 200506 Guide to Accountability Cohorts$200506 High School Accountability Slide 16 Slide 17 Slide 18 Slide 19 Slide 20 Slide 21)Graduation Rate 2001 Cohort for 200506 Slide 23 Slide 24Accountability Standards Slide 26 Slide 27;Confidence Intervals Were Used to Determine Effective AMOs Slide 29Making Safe Harbor1200506 Safe Harbor Calculation for ELA and Math Slide 32AAdjustment Strategy for Safe Harbor for 200405 grade 4 or 8 PIsDSafe Harbor Adjustment Strategy for Schools with Grades 4 and 8 (1)DSafe Harbor Adjustment Strategy for Schools with Grades 4 and 8 (2) Slide 36TScience and Graduation Rate: Qualifying for Safe Harbor in ELA and Math in 200506 )Special Notes About Safe Harbor Targets Science and GraduationRate Progress Targets1ElementaryMiddle Level Science Progress Targets Slide 411SecondaryLevel GraduationRate Progress Targets Slide 43&Making Adequate Yearly Progress (AYP) Slide 45 Slide 46 Slide 47 Slide 484Determining State and Federal Accountability Status4Determining State and Federal Accountability StatusSchoolLevel Accountability9Sample Identifications of Schools for Improvement Status Slide 53&DistrictLevel Accountability (cont.);Sample Identifications of Districts for Improvement StatusDetermining State Status Slide 57 Slide 58 Slide 59Determining Federal Status#Determining Federal Status (cont.)#Determining Federal Status (cont.) Slide 63 Slide 64 Slide 65;High School Accountability Cohorts for 200607 and 200708%200607 High School Accountability $200708 High School Accountability 2003 GraduationRate Cohort4Inclusion Rules for the 2003 GraduationRate Cohort%2003 Graduation Rate Cohort Examples%2003 Graduation Rate Cohort Examples7Accountability for Limited English Proficient Students*Limited English Proficient (LEP) Students.Accountability for Students with Disabilities,New York State Alternate Assessment (NYSAA),Testing Ungraded Students with Disabilities>Flexibility in Determining AYP for Students with DisabilitiesBackgroundCriteria for Flexibility(Determining New York States Adjustment(Criteria for Schools To Use Flexibility0Application of Flexibility for Eligible Schools
Example 1
Example 2
Example 3
Example 46Accountability for Schools with Special Circumstances Slide 89 Slide 90 Slide 91 Slide 92 Slide 93 Slide 94 Slide 95 Slide 96Fonts UsedDesign TemplateEmbedded OLE Servers
Slide Titles` 8@_PID_HLINKSAxhttp://www.emsc.nysed.gov/irts