This policy has been adopted by the NC State Board of Education, but is still pending codification in the NC administrative code.  all codified rules may be accessed by going to the oah website.

 

 

For the 1998-99 school year alternative schools, special schools, and special education schools will participate in the ABCs accountability following the same rules and procedures as 1997-98.

 

Starting with the 1999-2000 school year, alternative schools (those schools officially listed by the NCDPI as alternative schools with LEA school code numbers) and "special schools" (any non-alternative schools with LEA school code numbers that have service relationships with others schools in the district) will participate in the ABCs accountability as follows:

 

Alternative Schools

The accountability model for alternative schools will be based on achievement and the degree of success that the school has in meeting certain objectives contained in its school improvement plan. The plan must contain elements listed below and the local superintendent and board of education must approve the plan. The plan must be approved before November 15 of the current school year.

 

I.       Components Based on State Testing.

 

A.     High School Only:

1.      Change in End-of-Course Test(s) Results

 

B.     Combination of High School and Lower Grades:

1.      Change in End-of-Course Test(s) results and End-of-Grade Test(s) results

 

C.     Grade 8 or Lower:

1. Change in End-of-Grade Test(s) and End of Course Test(s) results (shall count twice).

 

 

II.    The Performance Composite shall be reported when applicable.

 

 

III. Menu of Local Options

 

The local accountability options are numbered one through eight (1-8). An Alternative School shall select three different local options, one of which must be number four (4) or number (5).

 

Menu of Local Options

 

1.   Attendance

Goal:  The attendance rate was ____________ and will increase to ____________

(Factors to consider when addressing this goal:

·        Absences

·        Unexcused absences

·        Violation of LEA attendance policies)

 

2.   Dropouts

Goal:  The dropout rate was __________ and will decrease to____________

(Factors to consider when addressing this goal:

·        Students who were counted as dropouts returning to school

·        Students making successful transitions to traditional schools or other positive settings)

 

3.   School Safety/Student Conduct

Goal:  The percentage of students receiving discipline referral was________ and will decrease to _____________.

(Factors to consider when addressing this goal:

·        Reportable criminal offenses

·        Students receiving long and/or short term suspensions

·        Acceptable inspection reports)

 

4.   Higher Expectations for Student Achievement

Goal:  The percentage of students making better grades and/or enrolled in higher-level course(s) was ___________ and will increase to __________.

(Factors to consider when addressing this goal:

·        Students enrolled in higher level courses

·        Students whose GPA for the year improved by at least one letter grade

·        Students promoted at the end of the regular school year)

 

5.   Student Progress and Proficiency

Goal:  The percentage of students making measurable progress was ___________ and will increase to ___________.

(Factors to be considered when addressing this goal:

·        Students moving up to the next EOG or EOC achievement level

·        Students scoring at proficiency on EOGs and/or EOCs

·        Students passing other required tests)

 

6.   Parent Involvement

Goal:  The percentage of parents actively involved now is _________ and will increase to ___________.

(Factors to consider when addressing this goal:

·        Parents participating in referral/placement decisions

·        Parents participating during the exit/transition process

·        Parents participating in student/school activities)

 

7.   Community Involvement

Goal:  The number of community members involved in the school is __________ and will increase to ___________.

(Factors to consider when addressing this goal:

·        Students completing community-based activities

·        Students actively engaged with mentors and/or tutors

·        Volunteer contact hours)

 

8.   Customer Satisfaction

Goal:  Percentage of students, parents and staff expressing satisfaction with the school was ________ and will increase to ________.

(Factors to consider when addressing this goal:

·        Responses to an annual climate survey

·        Parents and students expressing satisfaction

·        Staff expressing satisfaction)

 

 

IV.              Award and Recognition Criteria

a.   5/5 — Analogous to High Growth

b.   3/5 or 4/5 — Analogous to Expected Growth

c.   2/5 or below — Analogous to No Recognition

 

 

V.                 Additional Reporting

 

Alternative Schools also must report the following to their local boards of education. 

a.       Number and percentage of students referred to the Alternative School by each sending school (calculated by month)

b.      Demographic information of students referred to the Alternative School by each sending school (calculated by month)

c.       Number and percentage of students who return to their home school (calculated by month)

d.      Demographic information of students who return to their home school (calculated by month)

e.       Any other information that the local board of education deems necessary and pertinent to assess the success of students placed at risk.

 

 

Special Schools

 

Career Centers, Vocational Schools, and Hospital Schools

These schools will receive incentive awards based on the feeder patterns for the schools. The feeder pattern allows special schools that do not have sufficient data to be included in the ABCs to receive incentive awards based on the performance of students in the schools they serve. The awards for special schools will be based on the percentages of sending schools that receive awards. For example, a special school that serves six schools would receive 1/6 of its eligible amount for every sending school that makes expected or high growth. Special schools will not receive an ABCs status or recognition and be eligible for identification as low-performing schools.

 

Special Education Schools (Schools exclusively serving students with disabilities who are following the North Carolina Standard Course of Study and take state tests or who follow extensions of the North Carolina Standard Course of Study and take only alternate assessments)

These schools will receive incentive awards based on the feeder patterns for the schools and their performance composite will be based on state tests and alternate assessments. Special education schools will not receive an ABCs status or recognition or be eligible for identification as low-performing schools.