State and Federal Accountability

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

2. 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. • State Tests = PASS, HSAP, and EOC Tests. State and District Test scores are available via the http://ed.sc.gov website. • Education Accountability Act (Revised June 2008): School Report Card (State) • Absolute performance: includes all students enrolled on the 45th day/first day of testing who were “Met,” or “Exemplary” on PASS or passed HSAP • Improvement rating: All students who were enrolled on the 45th 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 45th 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

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

4. BelowBasic Basic Proficient Advanced NotMet Met Exemplary PASS v. PACT and Cut Scores

5. 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.

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

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

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

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

10. Absolute Ratings for High Schools • 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. • First attempt HSAP performance – Percentage of students passing (2 or higher) both subjects the first time. • Percentage passing EOC tests (70 or higher) Eng. I, Alg. I, Phys. Sc. (Bio. and US Hist. 08-09) • Four Year Graduation Rate

11. Absolute Ratings for High Schools

12. Absolute Ratings for High Schools Sample Calculation • 92% Longitudinal HSAP 3x.3 = 0.9 • 64% First Attempt HSAP 5x.2 = 1.0 • 71% Passing OEC (70+) 3x.2 = 0.6 • 70% On-time graduation 3x.3 = 0.9 • Sum 3.4

13. Index Values for Absolute Ratings

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

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

16. 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 45th day of the current year.

17. 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.

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

19. 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. • Use the chart to determine improvement rating.

20. Improvement Rating for High Schools • Subtract the Absolute rating index from the prior year from that of the current year • Sample Calculation • This years Absolute rating index 2.44 • Prior year’s Absolute rating index 2.22 • Difference .22 • Round to .2

21. Improvement Ratings

22. 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. • 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 • African-American • Asian-Pacific • Hispanic • American Indian • Disabled • LEP • Free/Reduced Lunch • Percent Tested (must be 95% in every subgroup ) • Attendance – Must be 95.3% or better overall • Graduation Rate

23. 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. • 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: • 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. • Percent of students scoring less than the proficient declines by at least ten percent.* • 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.)* • AYP percentages increase every three years until reaching 100% in 2014

25. Questions Dr. Harriet L. Jaworowski hjaworow@rock-hill.k12.sc.us 803.981.1055