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School and District Accountability Rules Implementing No Child Left Behind (NCLB)

The New York State Education Department. School and District Accountability Rules Implementing No Child Left Behind (NCLB). March 2006. Measuring Performance. Measuring Performance.

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School and District Accountability Rules Implementing No Child Left Behind (NCLB)

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  1. The New York State Education Department School and District Accountability Rules Implementing No Child Left Behind (NCLB) March 2006

  2. Measuring Performance

  3. Measuring Performance 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. Assessment performance is defined at four levels: Level 1 = Basic Level 2 = Basic Proficiency Level 3= Proficient Level 4 = Advanced Proficiency

  4. Calculation of the Performance Index (PI) 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 language arts, mathematics, or science. PIs are determined using the following equations: Elementary-Middle Levels: 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 100 Secondary Level: 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 100

  5. Calculating the Grades 3-8 Performance Index for Schools with Grades 3-5 Test Number Levels Gradeof 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 Note: The methodology is the same regardless of how many grade levels (3-8) a school serves.

  6. Elementary- and Middle-Level Accountability Assessments At the elementary and middle levels, the assessments that are used when determining performance indices for an accountability group are shown below.

  7. At the secondary level, the assessments that are used 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 is no longer excluded from accountability calculations. Secondary-Level Accountability Assessments

  8. Participation Rate

  9. Participation Rate Elementary-Middle Level 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:

  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.

  11. Medically Excused If a student in grades 3 through 8 is incapacitated by illness 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. To use this flexibility, the district must have on file documentation from a medical practitioner that the student was too incapacitated to be tested.

  12. Participation Rate: Secondary Level 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.

  13. High School Accountability Cohorts for 2005-06

  14. Guide 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.)

  15. 2005-06 High School Accountability

  16. 2002 Accountability Cohort Definition • This 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.

  17. 2002 Accountability Cohort Definition (cont’d) • 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.

  18. 2002 Accountability Cohort(Transfers to GED Removed from Cohort) 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 differentdistrict and is working toward or has earned a high school diploma.

  19. 2002Accountability Cohort(Transfers to GED Remaining in Cohort) Students will remain in the cohort of 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 not earned a high school equivalency diploma; b) is not enrolled in an approved GED program; and 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.

  20. Transfers to GED • 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 transferred to approved GED program. • The GED enrollment record must provide a service provider code for an approved GED program.

  21. Transfers to GED (continued) • 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.

  22. Graduation Rate2001 Cohort for 2005–06 2001 Graduation-Rate 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 graduation-rate cohort members who earned a Regents or local diploma on or before August 31, 2005 ÷ number of graduation-rate cohort members. Example: 2001 school accountability cohort count = 153 Students eliminated from this cohort because they transferred to a GED program = 7 Graduation-rate cohort =(2001 school accountability cohort count) 153 + (students eliminated from the cohort because they transferred to a GED program) 7 = 160 2001 graduation-rate cohort members who earned a Regents or local diploma on or before August 31, 2005 = 129 Graduation Rate (Percent of 2001 Graduation-Rate Cohort Earning a Local Diploma by August 31, 2005) = 129 ÷ (153 + 7) = 80.6%

  23. 2001Accountability 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.

  24. 2001Accountability Cohort Definition • 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 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.

  25. Accountability Standards

  26. Annual Measurable Objectives (AMOs) and State Standards for 2005–06 The Annual Measurable Objective (AMO)is the PI value that signifies that an accountability group is making satisfactory 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 rate. Elementary-Middle 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 • Graduation-Rate State Standard= 55% (may be raised by the Commissioner)

  27. Annual Measurable Objectives for2004–05 to 2013–14 School Year Elementary-Level Middle-Level Secondary-Level 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

  28. Confidence Intervals Were Used toDetermine Effective AMOs A confidence interval is a range of points around 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 schools with the same PI but with different numbers of tested students. The vertical lines represent the confidence interval for each school based on the number of students tested. The more students tested, the smaller the confidence interval. Annual Measurable Objective

  29. Effective AMOs 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. Grades 3-8 Effective AMOs for 2005–06 will be determined after operational test data are available in late summer.

  30. MakingSafe Harbor

  31. 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 Harbor Target = {2004-05PI} + [(200 – {2004-05PI})  0.10]* 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 2005-06.

  32. Sample Safe Harbor Calculation based on 2004-05 PI 2004–05 ELA Effective AMO = 116 (group size = 42) 2004–05 elementary-level ELA PI = 107 2005–06 unadjusted Safe Harbor Target: 107 + [(200 – 107)  0.10] = 116 In 2004-05 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 based on the AMO established for grades 3-8 ELA for 2005-06.

  33. Adjustment Strategy for Safe Harbor for 2004-05 grade 4 or 8 PIs • Proportional: • OLD AMO in Grade 4 ELA in 2005-06 = 138 • OLD Safe Harbor Target for 2005-06 = 116* • Safe Harbor Target (116) = 0.84 of AMO (138) • Assume NEW AMO for Grades 3-8 in 2005-06 = 118 • Adjusted Safe Harbor in 2005-06 = 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 2004-05 or made AYP using safe harbor will have safe harbor targets for 2005-06.

  34. Safe Harbor Adjustment Strategy for Schools with Grades 4 and 8 (1) • Calculate adjusted 2005-06 safe harbor targets based on 2004-05 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 2004-05, the safe harbor target for 2005-06 will be its 2005-06 Effective AMO. • 2004-05 Effective AMO: 116 • 2004-05 PI: 117 • 2005-06 target: 2005-06 Effective AMO

  35. Safe Harbor Adjustment Strategy for Schools with Grades 4 and 8 (2) • Calculate the weighted average of the adjusted safe harbor targets.

  36. Sample Calculation To Determine if Group make AYP in 2005-06 2005–06 ELA PI = 102 2005–06 ELA Effective AMO = 103 (assumed) 2005–06 adjusted Safe Harbor Target = 99 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 Target. 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 and 8, scores on both science tests will be used to calculate the science PI.

  37. Science and Graduation Rate:Qualifying for Safe Harborin ELA and Math in 2005–06 To qualify to make safe harbor in ELA and math at the elementary 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 diploma by August 31, 2005 must equal or exceed the State Standard (55 percent) or the group’s Progress Target for secondary-level graduation rate.

  38. Special Notes AboutSafe Harbor Targets • If 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.

  39. 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 rate, the “All Students” group 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 Standard or make its Progress Target. Progress Targets in science and graduation rate for the following year can be found on the Accountability Status Report part of the 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.

  40. Elementary-Middle Level Science Progress Targets Progress Targets are calculated in science at the elementary and middle 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 ELA 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 Students” 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 = 100 2004–05 PI = 97 2005–06 Science Progress Target = 97 + 1 = 98

  41. Sample Qualification for ELA Safe Harbor for Group in School with Grades 6-8 2004–05 Middle-Level Science PI = 97 2005–06 Science Progress Target = 97 + 1 = 98 2005–06 Science PI = 99 2005–06 Science State Standard = 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 Harbor 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.

  42. Secondary-Level Graduation-Rate Progress Targets Progress Targets are calculated in graduation rate at the secondary level for schools whose performance is below the State Standard. 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 secondary level. At the secondary level, the 2005–06 Graduation-Rate 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 Diploma by August 31, 2004. Example: Graduation-Rate Standard = 55 Percent of the 2000 Graduation-Rate Cohort Earning a Local Diploma by August 31, 2004 = 53 2005–06 Graduation-Rate Progress Target = 53 + 1 = 54

  43. Sample Qualification for Safe Harbor for Graduation-Rate Cohort Percent of 2000 Graduation-Rate Cohort Earning a Local Diploma by August 31, 2004 = 46 2005–06 Graduation-Rate Progress Target = 46 + 1 = 47 Percent of 2001 Graduation-Rate Cohort Earning a Local Diploma by August 31, 2005 = 47 2005–06 Graduation-Rate Standard = 55 Though this group’s percent of the 2001 graduation-rate cohort earning a local diploma by August 31, 2005 (47) was less than the State Standard (55), the percent was equal to its Progress Target (47). Therefore, this group qualifies to make Safe Harbor in secondary-level ELA and math.

  44. Making Adequate Yearly Progress (AYP)

  45. Determining AYP in Elementary- 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% Schools with 40 or more students enrolled on test day School did not test 95 percent of every group of 40 or more Below 95% Schools with 30 or more students continuously enrolled on test day School tested 95 percent of every group of 40 or more NO AYP Schools with 30 to 39 students enrolled on test day Above 95% Check the Performance Index for each group with 30 or more students Every group’s PI is equal to or greater than the Effective AMO Every group’s PI is NOT equal to or greater than the Effective AMO Find safe harbor targets in ELA or math and determine if the group met the science qualification for safe harbor AYP A group whose PI is below its Effective AMO did NOT make safe harbor Each group whose PI is below its Effective AMO made safe harbor NO AYP

  46. Determining AYP in Secondary-Level ELA or Math for Schools with 30 or More Cohort Members NO AYP School did not test a weighted average of 95 percent of every group of 40 or more School did not test 95 percent of every group of 40 or more Participation Rate for schools with 40 or more seniors enrolled or graduated on June 30, 2005 School tested 95 percent of every group of 40 or more School did test a weighted average of 95 percent of every group of 40 or more Schools with 30 to 39 students in the Cohort 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 AYP Find safe harbor targets in ELA or math and determine if the group met the graduation-rate qualification for safe harbor A group below its Effective AMO did NOT make safe harbor Each group below its Effective AMO made safe harbor NO AYP

  47. Determining AYP in Elementary- and Middle-Level Science Evaluate Performance Combine results with previous year School with fewer than 30 continuously enrolled students Fewer than 30 continuously enrolled students in combined group 30 or more continuously enrolled students in combined group Special Evaluation Process School with 30 or more continuously enrolled students Calculate the PI for each group with 30 or more students If the “All Students” group includes 40 or more students, is the participation rate at least 80 percent? 1st 2nd Yes The “All Students” group is above the State Standard or the Progress Target A group is above the State Standard or Progress Target No Yes No Yes No NO AYP The group is qualified for safe harbor in ELA and math The group is NOT qualified for safe harbor in ELA and math AYP NO AYP

  48. Determining AYP in Graduation Rate Evaluate Performance Combine results with previous year’s cohort School with fewer than 30 graduation-rate cohort members Fewer than 30 graduation-rate cohort members in combined group 30 or more graduation-rate cohort members in combined group Special Evaluation Process School with 30 or more graduation-rate cohort members Calculate the % Earning a Local Diploma by August 31 of Year 4 in High School 1st 2nd The “All Students” group is above the State Standard or the Progress Target A group is above the State Standard or Progress Target Yes No Yes No The group is qualified for safe harbor in ELA and math The group is NOT qualified for safe harbor in ELA and math AYP NO AYP

  49. Determining State and Federal Accountability Status Transition Rules for 2005-06To Be Determined

  50. Determining State and Federal Accountability Status General Rules

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