State and Federal State and Federal AccountabilityAccountability

Old English ConsortiumOld English ConsortiumAssistant Principals’ ConferenceAssistant Principals’ Conference

October 2009October 2009

How are we held Accountable?How are we held Accountable? Internal MeasurementsInternal Measurements – MAP is an internal measure, and includes all students – MAP is an internal measure, and includes all students

tested in the school. MAP data is available via the NWEA website and in Rock tested in the school. MAP data is available via the NWEA website and in Rock Hill via SAS.Hill via SAS.

State Tests = State Tests = PASS, HSAP, and EOC Tests. State and District Test scores are PASS, HSAP, and EOC Tests. State and District Test scores are available via the available via the http://ed.sc.govhttp://ed.sc.gov website. website.

Education Accountability Act (Revised June 2008): School Report Card Education Accountability Act (Revised June 2008): School Report Card (State)(State)

Absolute performanceAbsolute performance: includes all students enrolled on the 45: includes all students enrolled on the 45 thth day/first day of testing day/first day of testing who were “Met,” or “Exemplary” on PASS or passed HSAPwho were “Met,” or “Exemplary” on PASS or passed HSAP

Improvement ratingImprovement rating: All students who were enrolled on the 45: All students who were enrolled on the 45 thth day/first day of testing day/first day of testing who had a score from the previous year (Crosswoalk from PACT to PASS?)who had a score from the previous year (Crosswoalk from PACT to PASS?)

NCLBNCLB: : Adequate Yearly ProgressAdequate Yearly Progress (Federal)– Measures test takers enrolled on the (Federal)– Measures test takers enrolled on the 4545thth day/first day of testing who scored “Met” or “Exemplary” range or passed day/first day of testing who scored “Met” or “Exemplary” range or passed HSAP HSAP minus one standard error of measure – minus one standard error of measure – reported for all and for subgroupsreported for all and for subgroups

Calculating Absolute Ratings for Calculating Absolute Ratings for School Report Cards School Report Cards

(Grades 3-8)(Grades 3-8)

PASS v. PACT and Cut ScoresPASS v. PACT and Cut Scores

Below Basic AdvancedBasic Proficient

ExemplaryMetNot Met

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

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

3.3. Divide the sum of the point scores by the number of Divide the sum of the point scores by the number of students tested. students tested.

4.4. Repeat steps 1, 2, and 3 for each subject area.Repeat steps 1, 2, and 3 for each subject area.

5.5. Multiply the absolute index for each subject area Multiply the absolute index for each subject area by the appropriate weight from the table below. by the appropriate weight from the table below.

Add totals.

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

Absolute Ratings for High Absolute Ratings for High SchoolsSchools

1.1. Longitudinal HSAP Performance – Percentage of Longitudinal HSAP Performance – Percentage of students who score a 2 (or higher) by the spring students who score a 2 (or higher) by the spring graduation two years after taking the examination graduation two years after taking the examination the first time. the first time.

2.2. First attempt HSAP performance – Percentage of First attempt HSAP performance – Percentage of students passing (2 or higher) both subjects the first students passing (2 or higher) both subjects the first time. time.

3.3. Percentage passing EOC tests (70 or higher) Eng. I, Percentage passing EOC tests (70 or higher) Eng. I, Alg. I, Phys. Sc. (Bio. and US Hist. 08-09)Alg. I, Phys. Sc. (Bio. and US Hist. 08-09)

4.4. Four Year Graduation RateFour Year Graduation Rate

Absolute Ratings for High Absolute Ratings for High SchoolsSchools

CriterionCriterion PointsPoints55

PointsPoints44

PointsPoints33

PointsPoints22

PointsPoints11

Longitudinal Longitudinal HSAP Pass Rate HSAP Pass Rate (30%)(30%)

100%100% 97.5 – 99.9%97.5 – 99.9% 90.7% - 97.4%90.7% - 97.4% 87.3% - 90.6%87.3% - 90.6% Below 87.3%Below 87.3%

First Attempt First Attempt HSAP Pass Rate HSAP Pass Rate (20%)(20%)

62.9% or more62.9% or more 53.7 – 62.8%53.7 – 62.8% 37.4% - 53.6%37.4% - 53.6% 26.7% - 37.3%26.7% - 37.3% Below 26.7%Below 26.7%

% Scoring 70 or % Scoring 70 or above on EOC above on EOC Tests (20%)Tests (20%)

87.8% or more87.8% or more 72.4 – 87.7%72.4 – 87.7% 41.6 – 72.3%41.6 – 72.3% 26.2 – 41.5%26.2 – 41.5% Below 26.2%Below 26.2%

On-time On-time graduation rate graduation rate (30%)(30%)

  88.3% or more88.3% 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 Absolute Ratings for High SchoolsSchools

Sample CalculationSample Calculation 92% Longitudinal HSAP92% Longitudinal HSAP 3x.3 = 0.93x.3 = 0.9 64% First Attempt HSAP64% First Attempt HSAP 5x.2 = 1.05x.2 = 1.0 71% Passing OEC (70+)71% Passing OEC (70+) 3x.2 = 0.63x.2 = 0.6 70% On-time graduation70% On-time graduation 3x.3 = 0.93x.3 = 0.9 SumSum 3.4 3.4

Index Values for Absolute Index Values for Absolute RatingsRatings

YearYear ExcellentExcellent GoodGood AverageAverage Below Below AverageAverage

UnsatisfactorUnsatisfactoryy

20072007 3.8 and 3.8 and aboveabove

3.4 – 3.7 3.4 – 3.7 3.0 – 3.33.0 – 3.3 2.6 – 2.92.6 – 2.9 Below 2.6Below 2.6

20082008 3.9 and 3.9 and aboveabove

3.5 – 3.83.5 – 3.8 3.1 – 3.43.1 – 3.4 2.7 – 3.02.7 – 3.0 Below 2.7Below 2.7

20092009 4.0 and 4.0 and aboveabove

3.6 – 3.93.6 – 3.9 3.2 – 3.53.2 – 3.5 2.8 – 3.12.8 – 3.1 Below 2.8Below 2.8

2010 and 2010 and beyondbeyond

4.1 and 4.1 and aboveabove

3.7 – 4.03.7 – 4.0 3.3 – 3.63.3 – 3.6 2.9 – 3.22.9 – 3.2 Below 2.9Below 2.9

Absolute Ratings for High Absolute Ratings for High SchoolsSchools

3.4 Index = Absolute Rating of Good (2007)3.4 Index = Absolute Rating of Good (2007) Changes in subsequent yearsChanges in subsequent years

Calculating Improvement Ratings Calculating Improvement Ratings for School Report Cards for School Report Cards

(Grades 3-8)(Grades 3-8)

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

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

3.3. Add the totals to calculate an absolute index for each Add the totals to calculate an absolute index for each subject area in the current year. Repeat for the prior subject area in the current year. Repeat for the prior year. year.

4.4. Multiply the absolute index for each subject area by Multiply the absolute index for each subject area by the appropriate weight from the table below. Do this the appropriate weight from the table below. Do this for the current year and the prior year. for the current year and the prior year.

5.5. Subtract the index Subtract the index based on the based on the longitudinally matched longitudinally matched data for the prior year data for the prior year from the longitudinal from the longitudinal index for the current index for the current year. Round to the year. Round to the nearest tenth.nearest tenth.

6.6. Use the chart to Use the chart to determine improvement determine improvement rating.rating.

Improvement Rating for High Improvement Rating for High SchoolsSchools

Subtract the Absolute rating index from the Subtract the Absolute rating index from the prior year from that of the current yearprior year from that of the current year

Sample CalculationSample Calculation This years Absolute rating indexThis years Absolute rating index 2.442.44 Prior year’s Absolute rating indexPrior year’s Absolute rating index 2.222.22

DifferenceDifference .22 .22 Round toRound to .2 .2

Improvement RatingsImprovement Ratings

RatingRating Improvement IndexImprovement Index

ExcellentExcellent 0.4 or greater0.4 or greater

GoodGood 0.30.3

AverageAverage 0.1 – 0.20.1 – 0.2

Below AverageBelow Average 0.00.0

UnsatisfactoryUnsatisfactory -0.1 or less-0.1 or less

Adequate Yearly ProgressAdequate Yearly Progress The Federal legislation, “The Federal legislation, “No Child Left BehindNo Child Left Behind” requires the development of a ” requires the development of a

measure of “adequate yearly progress” (AYP) that examines the performance of measure of “adequate yearly progress” (AYP) that examines the performance of each subgroup within the district. each subgroup within the district.

In South Carolina, AYP is based on the percent of students in each subgroup In South Carolina, AYP is based on the percent of students in each subgroup category who demonstrated “Met” or “Exemplary” on PASS. Groups included category who demonstrated “Met” or “Exemplary” on PASS. Groups included in Rock Hill Schools are:in Rock Hill Schools are:

All studentsAll students African-AmericanAfrican-American Asian-PacificAsian-Pacific HispanicHispanic American IndianAmerican Indian DisabledDisabled LEP LEP Free/Reduced LunchFree/Reduced Lunch

Percent Tested (Percent Tested (must be 95% in every subgroup ) must be 95% in every subgroup ) Attendance – Must be 95.3% or better overallAttendance – Must be 95.3% or better overall Graduation Rate Graduation Rate

Adequate Yearly ProgressAdequate Yearly Progress Data used for the AYP analysis is demographic summary data based on the Data used for the AYP analysis is demographic summary data based on the

45-day/first day of testing matched PACT 2007 data45-day/first day of testing matched PACT 2007 data. . If a group contained fewer than 4If a group contained fewer than 40 matched students0 matched students, the group was not included , the group was not included

for AYP. If a group contained more than 40 students, but they were not matched, for AYP. If a group contained more than 40 students, but they were not matched, the group did not count for AYP. the group did not count for AYP.

Schools must meet AYP in all categories for all groups. AYP could be met in Schools must meet AYP in all categories for all groups. AYP could be met in five ways: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 Average (3 year) percent of students scoring proficient or advanced equals or

exceeds the objective. 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 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.)*rate until 2014, the index will equal 100. (New safe harbor.)*

AYP percentages increase every three years until reaching 100% in 2014AYP percentages increase every three years until reaching 100% in 2014

QuestionsQuestions

Dr. Harriet L. JaworowskiDr. Harriet L. Jaworowski

hjaworow@rock-hill.k12.sc.ushjaworow@rock-hill.k12.sc.us

803.981.1055803.981.1055