State and Federal Accountability Old English Consortium Assistant Principals’ Conference October 2009

How are we held Accountable? Internal Measurements – MAP is an internal measure, and includes all students tested in the school. MAP data is available via the NWEA website and in Rock Hill via SAS. Internal Measurements – MAP is an internal measure, and includes all students tested in the school. MAP data is available via the NWEA website and in Rock Hill via SAS. State Tests = PASS, HSAP, and EOC Tests. State and District Test scores are available via the website. State Tests = PASS, HSAP, and EOC Tests. State and District Test scores are available via the website. Education Accountability Act (Revised June 2008): School Report Card (State) Education Accountability Act (Revised June 2008): School Report Card (State) Absolute performance: includes all students enrolled on the 45 th day/first day of testing who were “Met,” or “Exemplary” on PASS or passed HSAP Absolute performance: includes all students enrolled on the 45 th day/first day of testing who were “Met,” or “Exemplary” on PASS or passed HSAP Improvement rating: All students who were enrolled on the 45 th day/first day of testing who had a score from the previous year (Crosswoalk from PACT to PASS?) Improvement rating: All students who were enrolled on the 45 th day/first day of testing who had a score from the previous year (Crosswoalk from PACT to PASS?) NCLB: Adequate Yearly Progress (Federal)– Measures test takers enrolled on the 45 th day/first day of testing who scored “Met” or “Exemplary” range or passed HSAP minus one standard error of measure – reported for all and for subgroups NCLB: Adequate Yearly Progress (Federal)– Measures test takers enrolled on the 45 th day/first day of testing who scored “Met” or “Exemplary” range or passed HSAP minus one standard error of measure – reported for all and for subgroups

Calculating Absolute Ratings for School Report Cards (Grades 3-8)

PASS v. PACT and Cut Scores Below BasicAdvancedBasicProficient ExemplaryMetNot Met

1.Use cut scores in each subject area to assign weights to each student score: 5-Advanced, 4- Proficient, 3-Basic, 2-Below Basic 2, 1-Below Basic 1. Test scores for students who should be tested but were not are assigned a point value of zero. Application to PASS is not yet determined.

2. Multiply weights by the number of student scores falling into each category.

3. Divide the sum of the point scores by the number of students tested. 4. Repeat steps 1, 2, and 3 for each subject area.

5. Multiply the absolute index for each subject area by the appropriate weight from the table below. Add totals.

6. Round to the nearest tenth to determine your school’s absolute index. To find the associated rating, consult the chart below.

Absolute Ratings for High Schools 1. Longitudinal HSAP Performance – Percentage of students who score a 2 (or higher) by the spring graduation two years after taking the examination the first time. 2. First attempt HSAP performance – Percentage of students passing (2 or higher) both subjects the first time. 3. Percentage passing EOC tests (70 or higher) Eng. I, Alg. I, Phys. Sc. (Bio. and US Hist ) 4. Four Year Graduation Rate

Absolute Ratings for High Schools CriterionPoints5Points4Points3Points2Points1 Longitudinal HSAP Pass Rate (30%) 100% 97.5 – 99.9% 90.7% % 87.3% % Below 87.3% First Attempt HSAP Pass Rate (20%) 62.9% or more 53.7 – 62.8% 37.4% % 26.7% % Below 26.7% % Scoring 70 or above on EOC Tests (20%) 87.8% or more 72.4 – 87.7% 41.6 – 72.3% 26.2 – 41.5% Below 26.2% On-time graduation rate (30%) 88.3% or more 88.3% or more 79.6 – 88.2% 79.6 – 88.2% 62.2 – 79.5% 62.2 – 79.5% 53.5 – 62.1% 53.5 – 62.1% Below 53.5% Below 53.5%

Absolute Ratings for High Schools Sample Calculation 92% Longitudinal HSAP3x.3 = % Longitudinal HSAP3x.3 = % First Attempt HSAP5x.2 = % First Attempt HSAP5x.2 = % Passing OEC (70+)3x.2 = % Passing OEC (70+)3x.2 = % On-time graduation3x.3 = % On-time graduation3x.3 = 0.9 Sum 3.4 Sum 3.4

Index Values for Absolute Ratings YearExcellentGoodAverage Below Average Unsatisfactor y and above 3.4 – – – 2.9 Below and above 3.5 – – – 3.0 Below and above 3.6 – – – 3.1 Below and beyond 4.1 and above 3.7 – – – 3.2 Below 2.9

Absolute Ratings for High Schools 3.4 Index = Absolute Rating of Good (2007) 3.4 Index = Absolute Rating of Good (2007) Changes in subsequent years Changes in subsequent years

Calculating Improvement Ratings for School Report Cards (Grades 3-8)

1. Identify students who qualify for inclusion. These are students whose prior-year test scores are available and who were enrolled in your school by the 45 th day of the current year.

2. Calculate absolute indexes for each subject area for the current year and the prior year. Weights for these absolute indexes should be pulled from the EOC manual. A sample is provided below for ELA.

3. Add the totals to calculate an absolute index for each subject area in the current year. Repeat for the prior year. 4. Multiply the absolute index for each subject area by the appropriate weight from the table below. Do this for the current year and the prior year.

5. Subtract the index based on the longitudinally matched data for the prior year from the longitudinal index for the current year. Round to the nearest tenth. 6. Use the chart to determine improvement rating.

Improvement Rating for High Schools Subtract the Absolute rating index from the prior year from that of the current year Subtract the Absolute rating index from the prior year from that of the current year Sample Calculation Sample Calculation This years Absolute rating index2.44 This years Absolute rating index2.44 Prior year’s Absolute rating index2.22 Prior year’s Absolute rating index2.22 Difference.22 Difference.22 Round to.2 Round to.2

Improvement Ratings Rating Improvement Index Excellent 0.4 or greater Good0.3 Average 0.1 – 0.2 Below Average 0.0 Unsatisfactory -0.1 or less

Adequate Yearly Progress The Federal legislation, “No Child Left Behind” requires the development of a measure of “adequate yearly progress” (AYP) that examines the performance of each subgroup within the district. The Federal legislation, “No Child Left Behind” requires the development of a measure of “adequate yearly progress” (AYP) that examines the performance of each subgroup within the district. In South Carolina, AYP is based on the percent of students in each subgroup category who demonstrated “Met” or “Exemplary” on PASS. Groups included in Rock Hill Schools are: In South Carolina, AYP is based on the percent of students in each subgroup category who demonstrated “Met” or “Exemplary” on PASS. Groups included in Rock Hill Schools are: All students All students African-American African-American Asian-Pacific Asian-Pacific Hispanic Hispanic American Indian American Indian Disabled Disabled LEP LEP Free/Reduced Lunch Free/Reduced Lunch Percent Tested (must be 95% in every subgroup ) Percent Tested (must be 95% in every subgroup ) Attendance – Must be 95.3% or better overall Attendance – Must be 95.3% or better overall Graduation Rate Graduation Rate

Adequate Yearly Progress Data used for the AYP analysis is demographic summary data based on the 45- day/first day of testing matched PACT 2007 data. Data used for the AYP analysis is demographic summary data based on the 45- day/first day of testing matched PACT 2007 data. If a group contained fewer than 40 matched students, the group was not included for AYP. If a group contained more than 40 students, but they were not matched, the group did not count for AYP. If a group contained fewer than 40 matched students, the group was not included for AYP. If a group contained more than 40 students, but they were not matched, the group did not count for AYP. Schools must meet AYP in all categories for all groups. AYP could be met in five ways: Schools must meet AYP in all categories for all groups. AYP could be met in five ways: Percent of students scoring “Met” or “Exemplary” equals or exceeds the objective. Percent of students scoring “Met” or “Exemplary” equals or exceeds the objective. Average (3 year) percent of students scoring proficient or advanced equals or exceeds the objective. Average (3 year) percent of students scoring proficient or advanced equals or exceeds the objective. Percent of students scoring less than the proficient declines by at least ten percent.* Percent of students scoring less than the proficient declines by at least ten percent.* Performance Index equals or exceeds the objective. (New safe harbor.)* Performance Index equals or exceeds the objective. (New safe harbor.)* Gain in the Performance Index is large enough so that if gains continue at the same rate until 2014, the index will equal 100. (New safe harbor.)* Gain in the Performance Index is large enough so that if gains continue at the same rate until 2014, the index will equal 100. (New safe harbor.)* AYP percentages increase every three years until reaching 100% in 2014 AYP percentages increase every three years until reaching 100% in 2014

Questions Dr. Harriet L. Jaworowski