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------=_NextPart_01C64CBE.13972E90 Content-Location: file:///C:/6CCBB24E/school-district-accountabilityrules-march2006-notransition_files/pres.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C64CBE.13972E90 Content-Location: file:///C:/6CCBB24E/school-district-accountabilityrules-march2006-notransition_files/slide0050.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" No Slide Title
School and District Acc= ountability Rules
= Implementing No Child Left Behind (NCLB)
The New York State Education Department
March 2006
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2
Measuring Performance
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Measuring Performance
• At the = elementary and middle levels, student performance is measured using State assessments in English language arts, mathematics, and science.&#= 13;
• At the secondary level, student performance is = measured using State assessments in English language arts and mathematics, and using graduatio= n <= span style=3D'font-size:88%'>rate.
<= span style=3D'font-size:88%;color:#3333CC;mso-color-index:5;visibility:hidden'>= •=
Asses= sment performance is defined at four levels:
Level 1 =3D Basic
Level 2 =3D Basic Proficiency
Level 3 =3D Proficient
Level 4 =3D Advanced Proficiency <= /span>
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4
Calculation of the
P= erformance Index (PI)
Elementary-Middle Levels:
PI =3D [(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 100=
Secondary Level:
PI =3D [(number= of cohort members scoring at Levels 2, 3, and 4 + the number sco= ring = at Levels 3 and 4) ÷ number of cohort member= s] X 100
= A 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 lang= uage arts, mathematics, or science. PIs are determined using the following equations:=
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Calculating the Grades 3-8 Performance Index for Schools wit= h = Grades 3-5
• Test   Number         = ;  Levels
•Grade = of Students   1   2   3 4
•   3 35   12<= span style=3D'mso-tab-count:1;width:3.46%'>   7 10 =   6
•   4 43   3   6 20 14
•   5 30   6 10 = 10   4
•TOTAL        = ;      108 21 23 40 24
•
•Index =3D ((23+40+24+40+24)/108)*100=3D140
•
Note: The methodology is the same regardless of how many grade levels (3-8) a school serves.
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Elementary- and Middle-Level Accountability Assessments
At the elementary and middle levels, the assessmen= ts that are used when determ= ining performance indices for an accountability group are shown below.
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7
Secondary-Level Accountability Assessments
= At the secondary level, the assessments that are u= sed when determining performance indices for an accountability group are shown below. Beginning with the 2002 Cohort, the second or = third assessment taken in grade 12 i= s no longer excluded from accountability calculations.
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JqbKJlnFUjqaAli31JarbbDFtxvKj/yXiQeXnuucNzrNI6yf7vzEE0uuB1nOlobFDdOYTfhdeoK5 mXW8arBqfMmPKuvGpoTGaau7zteSsMfG/JeD2lnI//yutKzDjHfAIl3SJn3S78yN0EOa3wiSIV1f 35xxSgWb0jnEV/bL7IuZahyZ/UjSUQPPgrrHp9zR4oxkKQpUE8nI+nzITthVjcRHkIp8oFi2j3Tr 0KMsdHC70t3oGGUb1UjJZaellXa6wJKr1VXZzS59mVn2U64Ucw/ayQNIq1UN1d8p1VaGTzHL09MW u7+7VY7MoeipyTjN0FIWAQA7 ------=_NextPart_01C64CBE.13972E90 Content-Location: file:///C:/6CCBB24E/school-district-accountabilityrules-march2006-notransition_files/slide0189.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" No Slide Title
8
Participation Rate
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9
Participation Rate
E= lementary-Middle Level
•
• For an accountability group with 40 or more studen= ts to make Adequate Yearly Progress in English lan= guage arts (ELA) and mathematics, 95 percent of students enrolled at the time of test administration must have valid scores on an approp= riate = 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, t= he group will meet the participation requirement.
• Sample calculation for group below 95 percent participation in 2005–= = 06:
•
•
•
•
94%
47
50
2005&#= 8211;06
96%
96
100
Averag= e
98%
49
50
2004&#= 8211;05
Rate
Tested
Enrollment
Year
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10
Participation Rule for Grades 4 = and 8 Science
•Beginning in 2005-06, 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.
•
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11
Me= dically Excused
If a student in grades 3 through 8= is incapacitated by ill= ness or injury during the entire test administration and make-up period for English language arts or mathematics, the student is not counted in the denominator when participation rates are calculated.&= nbsp; 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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12
Participation Rate: Secondary Level
•
• For an accountability group with 40 or more studen= ts 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 i= n 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, t= he 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, 2= 006 or as enrolled in grade 12 duri= ng the  2005–06 school yea= r and graduated on June 30, 2= 006. All students meeting these criteria will be counted as seniors, including students who are not included in the district or school accountability cohort<= span style=3D'font-size:69%'>.
• ** Student working toward an IEP may= take the NYSAA.
•
•
•
•
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13
High School Accountability Cohorts for 2005-06
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14
G= uide to Accountability Cohorts
=
=
•High schools are accountable for three areas: 
<= span style=3D'font-size:88%'>§<= span style=3D'font-size:88%'> English and mathematics performance;
<= span style=3D'font-size:88%'>§ English and mathematics participation; and
<= span style=3D'font-size:88%'>§<= span style=3D'font-size:88%'> graduation rate.
= •A different cohort of students is measured in each of these areas.  Further, the cohort used <= /span>to measure English and mathematics <= span style=3D'position:absolute;top:64.25%;left:8.42%;width:99.06%;height:6.0%'= >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.)=
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15
2005-06 High School Accountability
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2002 Accountability Cohort = Definition
=
This cohort will be used to determine if the district or school met the performance requirem= ents 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 sta= tus, 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:
§<= span style=3D'font-size:83%'>students who transferred to another high school or criminal justice facility a= fter BEDS day 2005;
§<= span style=3D'font-size:83%'>students who transferred to an approved alternativ= e 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;
§<= span style=3D'font-size:83%'>students who left the U.S. and its territories aft= er BEDS day 2005; and
<= span style=3D'font-size:83%'>§<= span style=3D'font-size:83%'>students who died after BEDS day 2005.
2002 Accountability
C= ohort Definition (cont’d)
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18
=
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; o= r
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<= /b> and is working toward or has earned a high school diploma.
2002 Accountability Cohort
(= Transfers to GED Removed from Cohort)
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=
Students will remain in the cohort of the school and district from whi= ch they transferred to an approved GED program if the final enrollment record shows that on June 30, 2006 the student
<= span style=3D'font-size:83%'>a) has not earned a high school equivalency diploma;
<= span style=3D'font-size:83%'>b) is not enrolled in an approved GED program; and=
c) has not transferred to a high school that provi= des 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.
2002 Ac= countability Cohort
(Transfers to= GED Remaining in 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 2004-05 or 2005-06 school years (as defined in CR 100.7):
§= ;The ending reason on the enrollment record for the high school must be transfe= rred to approved GED program.
§= ;The GED enrollment record must provide a service provider code for an approved= GED program.
Transfers to GED
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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.
Transfers to GED (continued)
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Graduation Rate
2= 001 Cohort for 2005–06
2001 Graduation-Rate Cohort =3D M= embers of the 2001 school accountability cohort + students eliminated from that cohort solely becaus= e they transferred to a GED program.
2001 Graduation Rate =3D Numbe= r of graduation-rate cohort members who earned a = Regents or local diploma on or before August 31, 2= 005 &divi= de; number of graduation-rate <= span style=3D'font-size:75%'>cohort members.
Example:
2001 school accountability cohort count =3D 153
Students eliminated from this cohort because they transferred to a GED program =3D 7=
Graduation-rate cohort =3D (2001 school accountabil= ity cohort count) 153 + (students eliminated from the cohort because they transferred to a GED program) 7 =3D = 160
2001 graduation-rate cohort members who earned a R= egents or local diploma on or before August 31, 2005 =3D 129
Graduation Rate (Percent of 2001 Graduation-Rate Cohort Earning a Local <= span style=3D'font-size:75%;color:#CC0000'>Diploma by August 31, 2005) =3D 1= 29 ÷ (153 + 7) =3D 80.6%
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2001 Accountability = Cohort Definition
=
This 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.&#= 13;
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24
=
The State will exclude the following students when reporting data on the 2001 accountability cohort:
•students who transferred to another high school, criminal justice facility, or alternative high school equiv= alency preparation program after BEDS day 2003;
•students who left the U.S. and its territories after BEDS day = 2003; and
<= span style=3D'font-size:83%'>•students who died after BEDS day 2003.
2001 Accountability
Co= hort Definition
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Accountability Standards
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•Elementary-Mi= ddle Level
•English Language Arts AMO =3D PI TBD
•Mathematics AMO =3D PI TBD
•Science State Standard =3D 100
•=
•Secondary Level
•English Language Arts AMO =3D PI of 154
•Mathematics AMO =3D PI of 146
•Graduation-Rate State Standard=3D 55% (may be rais= ed by the Commissioner) =
•
• =
Annual Measurable Objectives (AMOs) and State Standards for 2005<= /span>–= ;06
The Annual Measurable Objective (AMO) is the PI value that signifies that an accountability group is making satisfacto= ry progress toward the goal that 100% of students will be proficient in the State’s learning standards in ELA and math by 2013–14. The State Standards are the PI values that signify minimally satisfactory performance in = science or graduation r= ate.&#= 13;
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27
•
•School Year Elementary-Level Middle-Level Secondary-Level
• <= /span>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
= •
Annual Measurable Objectives for
2= 004–= ;05 to 2013–14
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Confidence Intervals Were Used to
= Determine Effective AMOs
Annual Measurable Objective
A confidence interval is a range of points aro= und an AMO for an accountability group of a given size that is considered to be not significantly different than = the AMO. The four small squares below represent four s= chools with the same PI but with different numbers of tested students.&nbs= p; The vertical lines represent the confidence interval for each school based on the n= umber of students tested.  The = more students tested, the smaller the confidence interval.
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• 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.
Effective AMOs
Grades 3-8 Effective AMOs for 200= 5–= ;06 will be determined after operational test data a= re available in late summer.
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Making Safe Harbor
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2005–06 Safe Harbor Calculation for ELA and Math
=
• 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 H= arbor Target =3D {2004-05P= I} + [(2= 00 –  {200= 4-05P= I}) = ´ 0.10]*
•
&mid= dot;
&mid= dot;
For a group to make safe harbor in English or math, it must meet its Safe Harb= or = Target and also meet the science (at the elementar= y and middle levels) or graduati= on rate (at the secondary level) qualification for safe harbor. To qualify at= the elementary and middle level, the group must ma= ke 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 Standa= rd or its Progress Target for graduation rate.
*= Safe harbor will be adjusted in relation to the new AMOs for 2005-06.
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=
= 2004–05 ELA Effective AMO =3D 116 (group size =3D 42)&#= 13;
2= 004–05 elementary-level ELA PI =3D 107
2= 005–06 unadjusted Safe Harbor Target:
107 + [(200 – 107) ´ 0.10] =3D 116
In 200= 4-05 this group did not make its Effective AMO. It was assigned a safe harbor target for 2005-06 based on the PI it achieved. This PI will be adjusted b= ased on the AMO established for grades 3-8 ELA for 2005-06.
Sample Safe Harbor Calculation based on 2004-05 PI
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Adjustment Strategy for Safe = Harbor for 2004-05 grade 4 or 8 PIs
= •Proportio= nal:
–OLD AMO in Grade 4 ELA in 2005-06 =3D 138
–OLD Safe Harbor Target for 2005-06 =3D 116<= span style=3D'font-size:71%;color:#CC0000'>*
–Safe Harbor Target (116)  =3D 0.84 of AMO (138) =
–Assume NEW AMO for Grades 3-8 in 2005-06 =3D 118&#= 13;
–Adjusted Safe Harbor in 2005-06 =3D 118 X .84 =3D = 99
–<= /span>
•Tip: You can find the unadjusted safe harbor target on the district or school accountability report available at www.emsc.nysed.gov/irts<= /span>. Only accountability = groups that either did not make AYP = in 2004-05 or mad= e AYP using safe harbor will have safe harbor targets for 2005-06.
R= 11;
–<= /span>
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Safe Harbor Adjustment Strategy for Schools with Grades 4 and 8 (= 1)
1.Calculate adjusted 2005-06 safe harbor targets based on 2004-05 PIs at grades 4 and 8 (use procedure in= Slide 33).
<= span style=3D'font-size:71%'>–Grade 4 ad= justed safe harbor target =3D 99
<= span style=3D'font-size:71%'>–Grade 8 ad= justed safe harbor target =3D 92
2.If a group met or exceeded its Effective AMO in 2004-05, the safe harbor target for 2005-06 will be its= 2005-06 Effective AMO.
<= span style=3D'font-size:71%'>–2004-05 Effective AMO:  116
<= span style=3D'font-size:71%'>–2004-05 PI= :  117
<= span style=3D'font-size:71%'>–2005-06 ta= rget: 2005-06 Effective AMO
<= span style=3D'font-size:71%;visibility:hidden'>–
•
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95.2
8,758
92
3-8
4,600
92
50
8
4,158
99
42
4
2005-06 Adjusted Safe Harbor Target
Product   
 (a x b)
Safe Harbor Target (b)
2004-05 Group Size (a)
Grade
Safe Harbor Adjustment Strategy for Schools with Grades 4 and 8 (2)
3.Calculate the weighted average of the adjusted safe harbor targets.
<= span style=3D'font-size:117%;visibility:hidden'>4.
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2005–06 ELA PI =3D 1= 02
2005–06 ELA Effectiv= e AMO =3D 103 (assumed)
2005–06 adjusted Safe Harbor Target =3D 99&#= 13;
Though this group’s PI for 2005–06 (102) was less than its Effective AMO (103), = the PI was greater than its Safe Harbor Target (99). Therefore, this group made its Safe Harbor Targ= et. To make AYP, the group must also qualify to make safe harbor. To qualify, the science PI for this group must equal or exceed the State Standard or its Progress Target in grades 4 and 8 science. If a school includes grades 4 a= nd 8, scores on both science tests will be used  to calculate the science PI. 
Sample Calculation To Determine if Group make AYP in 2005-06=
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Science and Graduation Rate:
Q= ualifying for Safe Harbor
i= n ELA and Math in 2005–06
•
• To qualify to make safe harbor in ELA and math at the elementary <= /b>and middle level, the PI for elementary- and middle-level 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 graduation-rate cohort earning a local <= span style=3D'position:absolute;top:60.5%;left:4.68%;width:102.99%;height:4.5%'= >diploma by August 31, 2005 must equal or exceed the State Standard (55 per= cent) or the group’s Progress Target for secondary-level graduation rate.
•
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Special Notes About
S= afe Harbor Targets
§I= f an accountability group did not test 30 or more students in ELA or mathematics at the elementary or middle level in 2= 004–05, then = results for 2003–= 04 and 2004–05 were combined to calculate the = target. If there were s= till not 30 or more tested students in the group, = the group was assigned = a Safe Harbor Target of 20.
§I= f an accountability group in the 2001 cohort had fewer than 30 = members, then results for the 2000 and 2001 cohorts were combined <= /span>to calculate the ELA and mathematics targets at the secondary level. <= span style=3D'mso-bidi-font-family:Arial;font-size:66%'>If the combined cohorts= had fewer than 30 members in the group, the group was assigned a Sa= fe 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 <= /span>= Status Report will be printed as the Effective AMO.
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Science and Graduation-Rate = Progress Targets
Progress Targets are determined in science at the elementary-middle level* and in graduation rate at the secondary level for groups that do not meet the State Standard. To make AYP in science or graduation rat= e, the “All Students” gro= up must meet the State Standard or its Progress Target. To qualify for safe harbor in ELA and math, an accountability group must meet the State Standa= rd or make its Progress Target. Progress Targets in scie= nce and graduation rate f= or the following year can be found on the Accountability Status Report part of the<= span style=3D'font-size:92%'> New York State District/School Report Card.
*If a school includes only grade 4 or grade 8, the science PI and Progress Target will be based on that grade= .
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Elementary-Middle Level Science Progress Targets
Progress Targets are calculated in science at the elementary and middle <= span style=3D'font-size:83%'>levels for schools whose performance is below the = State Standard. Schools that make= their Progress Target are considered to have made AYP in science and to qualify for safe harbor in E= LA and math in grades 3-8. = ;
At the elementary and middle levels, the Science Progress Target is the value that the PI for the “All Students̶= 1; group must equal or exceed. For 2005–06, this target is determined by adding one point = to the 2004–= ;05 PI.
Example:
2005–06 State Science Standard =3D 100
2004–05 PI =3D 97
2005–06 Science Progress Target =3D 97 + 1 =3D 98
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2004–05 Middle-Level Science PI =3D 97
2005–06 Science Prog= ress Target =3D 97 + 1 =3D 98 <= /span>
2005–06 Science PI = =3D 99
2005–06 Science State Standard =3D 100
Though this group’s PI for 2005–06 (99= ) was less than the State Standard (100), = the PI was greater than its Progress Target (98). Therefore, this group qualifies to make Safe Ha= rbor in middle-level ELA and math. To make Safe Harbor in ELA or math, the group must also meet its Safe Harbor Target in that subject. 
Sample Qualification for ELA Safe Harbor for Group in School with = Grades 6-8
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Secondary-Level Graduation-Rate Progress Targets<= /span>
Progress Targets are calculated in graduation rate at the secondary level for schools whose performance is below the State Stand= ard. Schools that make their Progress Target are considered to have made AYP in graduation rate and to = qualify for safe harbor in ELA and math at the sec= ondary level.
At the secondary level<= /b>, the 2005–06 Graduation-R= ate Progress Target is the value that the Percent of the 2001 Graduation-Rate Cohort Earning a Local = Diploma by August 31, 2005 for the “All Students” group must equal or exceed. = For 2005–06, this target= is determined by adding one point to the Percent of the = 2000 Graduation-Rate Cohort Earning a Local Diplom= a by August 31, 2004.
Example:
Graduati= on-Rate Standard =3D 55
Percent of the 2000 Graduation-Rate Cohort Earning a Local Diploma by August <= span style=3D'font-size:75%'>31, 2004 =3D = 53
2005–06 Graduation-Rate Progress Target =3D 53 + <= /span>1 =3D = 54
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Percent of 2000 Graduation-Rate Cohort Earning a L= ocal Diploma by August 31, 2004 =3D 46&= #13;
2005–06 Graduation-R= ate Progress Target =3D 46 + 1 =3D 47&= #13;
Percent of 2001 Graduation-Rate Cohort Earning a L= ocal Diploma by August 31, 2005 =3D 47&= #13;
2005–06 Graduation-R= ate Standard =3D 55
Though this group’s percent of the 2001 graduation-rate cohort earning a local diploma by August 31, 2005 (= 47) wa= s less than the State Standard (55), the percent was equal to its Progress Target (<= /span>47). Therefore, this group qualifies to make Safe Harbor in secondary-level ELA= and math. 
Sample Qualification for Safe Harbor for Graduation-Rate Cohor= t
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Making Adequate Yearly Progress (AYP)=
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School= s with 40 or more students
 enrolled on test day
Check the Performance Index for each group with 30 or more students
= Every group’s PI is NOT equal to or <= /span>= greater than the Effective AMO
Every group’s PI is equal to or greater than the Effective AMO
Find safe harbor targets in ELA or math and determ= ine if the group met the science qualification for safe harbor
= A group whose PI is below its Effective AMO did NOT make safe harbor
School= did not test 95 percent= of every
group of 40 or mor= e
= School tested 95 percent of every group of 40 or more
Each group whose PI is below its Effective AMO made safe harbor
NO AYP
NO AYP
AYP
Determining AYP in Elementar= y- and Middle-Level ELA or Math for Schools with 30 or More Continuously Enrolled Students
Compute weighted average of 2004–05 and 2005–06 participation rate for groups below 95%
Above 95%
Below 95%
Schools with 30 to 39 students enrolled on test day
= Schools with 30 or more students continuous<= span style=3D'font-size:67%'>ly enrolled on test day
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46
Partici= pation Rate for schools
with 40= or more seniors
 enrolled or graduated on June 30, 2005
Check the Performance Index for each group with 30 or more students
Every group’s PI is NOT equal to or greater than the Effective AMO
Every group’s PI is equal to or greater than
the Effective AMO<= /span>
Find safe harbor targets in ELA or math and <= span style=3D'font-size:67%'>determine if the group met the graduation-<= /span>= rate qualification for safe harbor
A group below its Effective AMO did NOT make safe harbor
School= did not test 95 percent of every&#= 13;
group of 40 or mor= e
School tested 95 percent of every group of 40 or more
Each gr= oup below its Effective AMO made=
safe harbor=
NO AYP
NO AYP
AYP
Determining AYP in Secondary-Level ELA or Math
for Schools wit= h 30 or More Cohort Members
Schools with 30 to 39 students in the Cohort
School= did not test a weighted average of= 95 = percent of every
group of 40 or mor= e
School= did test a weighted average of 95 percent of every
group of 40 or mor= e
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47
School with 30 or more
 continuously enrolled students
School with fewer than 30 continuously enrolled students
Combine results with previous year
Evaluate Performance&= #13;
30 or more continuously enrolled students in combined group
Fewer than 30 continuously enrolled = students in combined group
Calculate the PI for each group with 30 or more students
The “All Students” group is above the State Standard or the Progress Target
A group is above the State Standard or Progress Target
NO AYP
Special Evaluation
Process
AYP
Determining AYP in Elementary- and Middle-Level Science
Yes
No
The group is <= /span>
qualified for <= /span>
safe harbor in= 3;
ELA and math
The group is NOT qualified for
safe harbor in EL= A and math
Yes
No
If the “All Students” group = includes 40 or more students, is the participation rate at least 80 percent?
NO AYP
No
Yes
1st
2nd
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48
School with 30 or more
 graduation-rate cohort members
School with fewer than 30 graduation-rate cohort members
Evaluate Performance&= #13;
30 or more graduation-rate cohort members in combined group
Fewer than 30 graduation-rate cohort members in combined group
Calculate the % Earning a Local Diploma by August 31 of Year 4 in High School
The “All Students” group is above the State Standard or the Progress Target
A group is above the State Standard or Progress Target
NO AYP
Special Evaluation
Process
AYP
Determining AYP in Graduation Rate
Yes
No
The group is <= /span>
qualified for <= /span>
safe harbor in= 3;
ELA and math
Combine results with previous year’s cohort
The group is NOT qualified for
safe harbor in EL= A and math
Yes
No
1st
2nd
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Determining State and Fe= deral Accountability Status
Transition Rules for 2005-06
To Be Determined<= /span>
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Determining State and Fe= deral Accountability Status
General Rules
=
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51
School-Level Accountability
§T= o be identified for improvement status, a school must fail to make adequate yearly progress (AYP) for two consec= utive years on the same measure. The school may fail to = make AYP for those two years because of two different <= /span>accountability groups (e.g., White students in one= year and Asian students in= the next year).
§I= f a previously identified school fails to make AYP on the measure for which it was identified, it moves to t= he next highest status on= the continuum.
§I= f an identified school makes AYP, it remains in the same status on the continuum.
§T= o be removed from improvement status on a measure, the school must make AYP on that measure for two conse= cutive years. The school= may remain or be placed in improvement status on another measure for which it has not made AYP.
•
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52
Sample Identifications of Schools for Improvement Status
• School A fails to make AYP in the following groups= :
–Grade 8 EL= A  for White Students in 2004= –05
–Elementary= -middle level Math for Economically Disadvantaged Students in 2005–06 <= /span>
–
–School A is <= b>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 EL= A for Asian Students in 2004–05 <= /span>
–Elementary= -middle level ELA for LEP Students in 2005–06
–
–School B <= i>is identified for improvement because it has failed to make AYP for two consecutive years on the same measure (elementary-middle level ELA).
–
–
–
–=
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53
§T= he district results are aggregated for all students attending school in the district as well as contin= uously enrolled students the district places outside of the school district (e.g., in BOCES, approved private placements).
§T= here are four accountability areas: English language arts, mathematics, science, and graduation rate.
§T= o 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 (elementary-middle and secondary) or in science or in graduation rate.
§I= f 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.
•<= /span>
District-Level Accountability
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54
District-Level Accountability (cont.)
•The first year that an identified district makes A= YP 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 a= nd school can have a differ= ent accountability status, because the district accountability groups include students placed outside the district.
•
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55
Sample Identifications of Districts for Improvement Status<= /b>
•
–District A results in 2004–05: <= /span>
––fails to make AYP in ELA at the elementary, middle= , and secondary levels
–District A results in 2005–06: <= /span>
–– fails to make AYP in ELA at the elementary-middle= 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: <= /span>
––fails to make AYP in ELA at the elementary, middle= , and secondary levels
–District B results in 2005–06: <= /span>
–– fails to make AYP in ELA at the elementary-middle= 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.
–
<= span style=3D'font-size:71%;color:blue;visibility:hidden'>–
<= span style=3D'font-size:71%;color:blue;visibility:hidden'>–
–=
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56
Determining State Status
SRAP <= /span>— Year 5
6
SRAP <= /span>— Year 4
5
SRAP <= /span>— Year 3
4
SRAP <= /span>— Year 2
3
School Requiring Academic Progre= ss (SRAP) = 212; Year 1
2*
Good Standing
1
Status
Years of Failure to Make AYP in a Subject and Grade
*A school must fail to make AYP for two consecutive years to be placed= in improvement status. A school that makes AYP for two consecutive years is removed from improvement stat= us for the subject and grade = in which it was identified.
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57
School was not in improvement status in 2005–06=
The school made AYP in 2004–05
The school did not make AYP in 2004= 211;05
Determining 2006–07 State School Status in ELA, <= /div>
Math, Science, or Graduation Rate — Part= 1
The school made AYP 2005–06
The school did not make AYP 2005&#= 8211;06
The school made AYP 2005–06
The school did not make AYP 2005–06=
Good Standing
Good Standing
Good Standing
School Requiring Academic Progress (Year 1)
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58
School was a School Requiring Academic Progress (Year 1) in 2005–06=
The school made AYP in 2004–05
The school did not make AYP in 2004= 211;05
Determining 2006–07 State School Status in ELA, <= /div>
Math, Science, or Graduation Rate — Part= 2
= The school made AYP in 2005–06
The school did not make AYP in 2005–06
The school made AYP in 2005–06=
The school did not make AYP in 2005–06
Good Standing
School Requiring Academic Progress (Year 2)
School Requiring Academic Progress (Year 2)
School Requiring Academic Progress (Year 1)
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quoted-printable Content-Type: text/html; charset="us-ascii" No Slide Title
59
School was a School Requiring Academic Progress (Year 2) in 2005–06=
The school made AYP in 2004–05
The school did not make AYP in 2003–04=
Determining 2006–07 State School Status in ELA, <= /div>
Math, Science, or Graduation Rate — Part= 3
= The school made AYP in 2004–05
The school did not make AYP in 2004<= /span>–05
The school made AYP in 2004–05=
The school did not make AYP in 2004–05
Good Standing
School Requiring Academic Progress (Year 3)
School Requiring Academic Progress (Year 3)
School Requiring Academic Progress (Year 2)
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Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" No Slide Title
60
Determining Federal Status
§S= chools that do not receive Title I funding do not have a federal status. §<= span style=3D'font-size:75%'>To become a School in Need of Improvement, a school must fail to make AYP for two consecutive <= /span>years in which it receives Title I funding. §<= span style=3D'font-size:75%'>If a school in federal improvement status stops receiving Title I funding, a record of its last st= atus is maintained until = it resumes receiving Title I funding. State status would continue regardless of the federal status.
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61
Determining Federal Status (cont.)
§W= hen funding resumes, the school assumes the status it would have had in the first year that it= did not receive funding.&#= 13;§<= span style=3D'font-size:75%'>However, if a school without funding makes AYP for= two consecutive years, it will be in good standing= when funding resumes.
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62
Determining Federal Status (cont.)
Restru= cturing
6
Planni= ng for Restructuring
5
Correc= tive Action
4
School in Need of Improvement (SINI)= — Year 2
3
School in Need of Improvement (SINI)= — Year 1
2*
Good Standing
1
Status
Years of Failure Under Title I to Make AYP in a <= span style=3D'position:absolute;top:28.74%;left:16.47%;width:29.58%;height:4.5%= '>Subject and Grade
*A school must fail to make AYP for two consecutive years to be placed in improvement status. A school that makes = AYP for two consecutive years = is removed from improvement status for the subject and grade in which it was identified. =
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63
School was not in federal improvement status in 2005–06=
The school made AYP in 2004–05
Determining 2006–07 Federal School Status in
ELA, Math, Science, or Graduation Rate — Part 1
The school made AYP in 2005–06=
The school did not make AYP in 2005<= /span>–06
The school made AYP in 2005–06=
The school did not make AYP in 2005–06
Good Standing
School in = Need of Improve-ment  (Year 1)
The school did not make AYP in 2004= 211;05
The S= chool received Title I Funding in
2005–06 and <= /span>2006–07 only<= /span>
2004–05, 2005–06, and 2006–07
Good Standing
Good Standing
= Good Stand-= ing <= /div>
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64
School was a School in Need of Improvement (Year 2) in 2005–06
The school made AYP in 2004–05
The school did not make AYP in 2004= 211;05
Determining 2006–07 Federal School Status in
ELA, Math, Science, or Graduation Rate — Part 2
= The school made AYP in 2005–06=
The school did not make AYP in 2005–06
The school made AYP in 2005–06=
The school did not make AYP in 2005–06
= Good Standing
Corrective Action
 (Year 3)
School received or will receive Title I funding in 2004–05, 2005= –06, and 2006–07
School in = Need of Improvement (Year 2)
Corrective Action
(Year 3)
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65
School was a School in Need of Improvement (Year 2) in 2005–06
The school made AYP in 2004–05
The school did not make AYP in 2004= 211;05
Determining 2006–07 Federal School Status in
ELA, Math, Science, or Graduation Rate — Part 3
The school made AYP in 2005–06=
The school did not make AYP in 2005–06
The school made AYP in 2005–06=
The school did not make AYP in 2005–06
Good Standing
Corrective Action
(Year 3)*
School received Title I funding in 2004–05 and 2005–06, but will not in= = 2006–07
School in = Need of Improvement (Year 2)*
Corrective Action
(Year 3)*
<= span style=3D'font-size:67%'>Status in 2006–07
<= span style=3D'font-size:67%'>Status in Next Year Title = I <= span style=3D'font-size:67%'>Funding is Received
No Federal Status
No Federal Status
No Federal Status
No Federal Status
*School will be in good standing if it makes AYP f= or two consecutive years, even = if no Title I funding was received in those years.
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High School Accountability Cohorts for 2006-07 and 2007-08
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2006-07 High School Accountability
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2007-08 High School Accountability
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Fkey4A1PPsKr+fCLX23WHf94yEde8pOnfOUtf3nMZ17zm+d85z3/edCHHhMRAAA7 ------=_NextPart_01C64CBE.13972E90 Content-Location: file:///C:/6CCBB24E/school-district-accountabilityrules-march2006-notransition_files/slide0257.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" No Slide Title
69
2003 Graduation-Rate Cohort
=
=
•Beginning with the 2003 graduation-rate cohort (used for accountability in 2007-08): <= /span>
§<= span style=3D'font-size:88%'>students are included in the cohort  based on the year they first enter grade 9 (or for <= /span>ungraded students, the year they turn 17).
§<= span style=3D'font-size:88%'>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 diploma-granting program.
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70
Inclusion Rules for the 2003 Graduation-Rate Cohort=
•A student will be included in the district/school = cohort if the student’= ;s last enrollment record in the district or school shows:
§<= span style=3D'font-size:75%'>that the student was enrolled for at least five continuous (not including July and August) months = and th= e 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.
§<= span style=3D'font-size:75%'>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 previ= ous enrollment record in that district/school (assuming one exists):
–indicates that the student dropped out or transfer= red to a GED program, and&#= 13;
–that the student was enrolled in the district/scho= ol for at least five months. =
–<= /span>
–<= /span>
–<= /span>
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71
2003 Graduation Rate Cohort Examples
•Students included in the West High School cohort:
<= span style=3D'position:absolute;top:43.25%;left:13.48%;width:82.95%;height:5.25= %'>§<= span style=3D'font-size:86%'>A student who entered grade 9 at the school in September 2003 and dropped out in the March 2004 <= /span>and did not reenter a diploma-granting program (enrolled for five months).
<= span style=3D'position:absolute;top:65.75%;left:13.48%;width:91.01%;height:5.25= %'>§<= span style=3D'font-size:86%'>A student who entered grade 9 at another school in= September 2003 and transferred to West in <= /span>September 2006 and remained enrolled until = February 2007 (enrolled for five months).
<= span style=3D'font-size:86%;visibility:hidden'>–
<= span style=3D'font-size:86%;visibility:hidden'>–
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72
2003 Graduation Rate Cohort Examples
•Student= s not in= cluded in the West High School cohort:
<= span style=3D'position:absolute;top:43.25%;left:13.48%;width:82.95%;height:5.25= %'>§<= span style=3D'font-size:86%'>A student who entered grade 9 at the school in September 2003 and dropped out in December = 2003 and did not reenter a degree-granting program= (not enrolled for five months). =
<= span style=3D'position:absolute;top:65.75%;left:13.48%;width:91.01%;height:5.25= %'>§<= span style=3D'font-size:86%'>A student who entered grade 9 at another school in= September 2003 and transferred to West in <= /span>September 2006 and dropped out in December = 2006 (not enrolled for five months).
<= span style=3D'font-size:86%;visibility:hidden'>–