Policy Manual

** Policy Identification
Priority:** Globally Competitive Students

** Policy Title:** Policy delineating the annual performance standards for Grades K-12 under the ABCs Model

** Current Policy Date:** 10/01/2009

** Other Historical Information:** Previous board dates: 01/01/1998, 05/04/2000, 09/14/2000, 02/01/2001, 03/01/2001, 06/07/2001, 08/02/2001, 09/13/2001, 10/04/2001, 01/10/2002, 02/07/2002, 06/06/2002, 08/22/2002, 01/09/2003, 07/10/2003, 09/11/2003, 03/04/2004, 05/06/2004, 11/04/2004,01/06/2005,01/08/2009

__Statutory Reference__:

__Administrative Procedures Act (APA) Reference Number and Category__:

**DEFINITIONS**

For purposes of this Section, the following definitions
shall apply:

(1)
"Accountability
measures" are SBE-adopted tests designed to gauge student performance and
achievement.

(2)
“Adequate
yearly progress” or “AYP” shall have the same definition as set out in P.L.
107-110, section 111(b)(2)(C).

(3)
"Compliance
commission" means that group of persons selected by the SBE to advise the
SBE on testing and other issues related to school accountability and
improvement. The commission shall be composed of teachers, principals, central
office staff representatives, local school board representatives, a charter
schools representative, and at-large members who represent parents, business,
and the community.

(4)
“C-scale” means change scale, which is a standardized
scale to measure student performance across the years and content areas. To
convert the developmental scale scores to c-scale scores, subtract the state
mean for the standard setting year from the developmental scale score, and then
divide by the standard deviation for the standard setting year.

(5)
“C-ratio” means the ratio of student scores that
achieve an academic change of “0.00” or greater to those with an academic
change of less than “0.00”, including in the numerator for high schools when
used for calculating high growth, the factor for change in college tech prep
and college university prep graduation rate in the denominator, the factor for
change in drop out rate.

(6)
"Eligible
students" means the total number of students in membership in the
respective grades or enrolled in the respective EOC courses at the time assessments
are administered in a statewide assessment.

(7)
"Expected
growth" means having
met the standard defined by students on average performing as well in their
current grade or content as is typical for the same student in previous grades
and contents when using the change scale to compare and allowing for a factor
of regression to the mean as defined in this policy.

(8)
"High
growth" means the school has met the standard of having a c-ratio of 1.50
or greater.

(9)
"Growth
standards" means and includes collectively all the factors defined in this
Rule that are used in the calculations described in paragraph (h) of Rule .0312
of this Section to determine a school’s growth/gain composite.

(10)
"Performance Composite” is the percent of
scores of students in a school that are at or above Achievement Level III, and at proficiency level or above on the state
alternate assessments, The SBE shall:

(a)
determine
the number of scores that are at Level III or IV in all appropriate tests as
specified in GCS-C-020; add the number of scores that are proficient or above
on the state alternate assessments and use the total of these numbers as the
numerator;

(b)
determine the number of
student scores in reading or mathematics across grades 3 through 8; or on all
EOC assessments administered as part of the statewide testing program; add the
number of students in grade 8; add the number of student scores on the state
alternate assessments and use the total of these numbers as the denominator;
and

(c)
total the numerators for
each content area and subject, total the denominators for each content area and
subject, and divide the denominator into the numerator and multiply the
quotient by 100 to compute the performance composite.

(11)
"Regression coefficient” means
an adjustment factored into the expected growth formula
for the purpose of making a prediction about expected student
performance. For the purposes of figuring student growth (academic change) the
factor shall be 0.08 when using the average of two previous assessments and 0.18
when using a single assessment.

(12)
“Standard setting year” means
the first year of the test edition implementation.

(13)
“Students with the most
significant cognitive disabilities” means students with disabilities whose IEP
has determined shall be assessed using an alternate assessment based on
alternate academic achievement standards as determined by their IEP.

(14)
“Students with persistent
academic difficulties” means students with disabilities assessed using an
alternate assessment based on modified grade-level academic achievement
standards as determined by their IEP.

(15)
“Weight” means the number of
students used in the calculation of the
amount of growth for a subject or content area, and the College University
Prep/College Tech Prep, and the ABCs Dropout Rate components.

History Note: Authority
G.S. 115C-12(9)c4.;

Eff.

Amended
Eff.

Temporary
Amendment Eff.

Amended
Eff. October 1, 2005; April 1, 2005; April 1, 2002; September 1, 2001.