Priority: Globally Competitive Students
Category: Accountability Model
Policy ID Number: GCS-C-021
Policy Title: ANNUAL PERFORMANCE STANDARDS UNDER THE READY ACCOUNTABILITY MODEL
Current Policy Date: 06/04/2015
Other Historical Information: 01/06/2005, 04/05/2007,09/11/2008,05/06/2009,10/01/2009,04/01/2010, 09/01/2011, 03/07/2013
Statutory Reference: G.S. 115C-105.35
Administrative Procedures Act (APA) Reference Number and Category:
ANNUAL PERFORMANCE STANDARDS
This rule establishes the NC Department of Public Instruction (NCDPI) procedures for providing annual performance standards under the READY accountability model. This rule shall apply to all public schools that are involved in the state assessment program, including charter schools and regional schools.
(a) Standards - In executing its duty under G.S. §115C-105.35, the State Board of Education (SBE) shall use growth standards and performance standards to establish annual performance goals for each school.
(1) Growth is defined as meeting or exceeding anticipated achievement as determined by previous achievement on state assessments.
(A) School growth for the current school year shall be calculated using all students’ previous school years and current school year scores on all regular (i.e., first administration) of end-of-grade reading, mathematics, and/or science assessments and /or all end-of-course assessments.
(B) The growth standard calculation shall include students in membership (i.e., enrolled in the school) for a full academic year.
(i) For schools/courses on a traditional schedule, membership for the full academic year is defined as 140 days at the time of testing.
(ii) For schools/courses on a block schedule, membership for the full academic year is defined as 70 days at the time of testing.
(C) If school officials believe that the school's growth standards were unreasonable due to specific, compelling reasons, the school may appeal its growth standards to the SBE.
(i) School officials must document the circumstances that made the goals unrealistic and must submit their appeal to the SBE within 30 days of receipt of notice of the school’s growth from the NCDPI.
(ii) The Appeals Committee shall review all appeals and shall make recommendations to the SBE.
(iii) The SBE shall make the final decision on the reasonableness of the growth standards.
(2) Performance standards are reported as a composite score, which is the number of proficient scores on all tests for the current year divided by the number of all scores on all tests for the current year.
(3) School Performance Grades are reported as specified in G.S. 115C-83.15, and as required by the ESEA Flexibility Waiver, schools that earn an “A” designation and do not have significant achievement and/or graduation gaps will be designated as an “A+” school.
(b) Tested Students - All eligible students in membership (i.e., enrolled in a school) at grades 3 through 8 and 10 and in high school courses in which an end-of-course assessment is administered shall participate in the state assessment program adopted by the SBE.
(1) For Annual Measureable Objectives (AMOs) and for the READY accountability model, a school that does not assess at least 95 percent of its expected test population will be deemed not to have met participation rate requirements and shall be subject to the following:
(A) Year 1 Not Meeting Participation Rate Requirements: Within 30 days after the accountability results are approved by the SBE, the school must send a letter (text provided by the NCDPI) to all parents informing them of the participation rate. The letter must include a plan of action for ensuring full participation for all subgroups specifically targeting those that did not have adequate participation.
(B) Year 2 Not Meeting Participation Rate Requirements: The school will be designated as a “consistently low-participating school” and will be required to create and implement an intensive intervention plan aligned with ensuring the participation rate for all subgroups reaches 95 percent. At the state level, these schools will receive appropriate support around the issue of participation rates.
(C) Year 3 Not Meeting Participation Rate Requirements: Any school that does not meet the 95% participation requirement for any subgroup for three consecutive years for end-of-grade tests, end-of-course tests, The ACT (only for the “all students subgroup”), and ACT WorkKeys will be identified as a Focus school. A letter to parents (text provided by the NCDPI) must be sent by the school indicating a third year of inadequate participation and providing a plan to ensure full participation for all subgroups. The school is required to include interventions to address participation rates in its School Improvement Plan.
(2) Students identified as limited English proficient (LEP) shall participate in the statewide testing program using either the standard test administration or the standard test administration with accommodations; provided, however,
(A) Schools shall exempt from being assessed on the reading end-of-grade assessments or the English II end-of-course assessment all students identified as LEP who score below Level 4.0 Expanding on the state English language proficiency reading placement test and are in their first year in United States schools. These students shall not be included in growth, the performance composite, or AMO reports for reading. For purposes of determining reading participation, the state-identified English language proficiency reading placement test will be used.
(B) Students identified as LEP who score below Level 4.0 Expanding on the state English language proficiency reading placement test and are in their first year in United States schools are required to participate in the administration of the end-of-grade mathematics and science assessments and the end-of-course Algebra I/Integrated I and Biology assessments. Test scores from these assessments will not count in growth or performance but will count in participation.
(C) Students previously identified as LEP, who have exited LEP identification during the last two years, shall be included in the school’s calculations for determining the AMO of the LEP subgroup if that subgroup already met the minimum number of 30 students required for a subgroup and the inclusion is necessary to achieve the AMO target.
(3) All students with disabilities who are included in membership, including those with Individualized Education Programs (IEPs) and those identified under Section 504 of the Rehabilitation Act of 1973, shall participate in the state assessment program using one of the following assessments as appropriate and as determined by the student’s IEP or Section 504 Plan:
(A) The standard test administration with or without accommodations, or
(B) An alternate assessment with or without accommodations, if eligible.
(4) Students with disabilities as referenced in the North Carolina Accountability Workbook Flexibility Addendum (as accepted by the United States Department of Education) may participate in a state designated alternate assessment based on modified academic achievement standards as prescribed in the Federal Register, April 9, 2007, Vol. 72 No. 67 RIN 1810-AA98.
(A) For READY accountability and AMO purposes, the number of students that an LEA deems proficient based upon modified academic achievement standards for READY accountability and AMO purposes shall not exceed 2 percent of its total number of students in these grades. This does not apply to student-level reports.
(B) If an LEA has greater than 2 percent of its students in these grades proficient based on modified academic achievement standards, the state shall reassign enough proficient student scores for students held to modified academic achievement standards to non-proficient such that the LEA will fall within the limitation as stated in Section 200.13 of the Federal Register and according to procedures in the North Carolina Accountability Workbook Flexibility Addendum (as accepted by the United States Department of Education). LEAs that do not fulfill the 1 percent limit of the most seriously cognitively disabled students may add the unfulfilled percent to the allowable 2 percent for the modified academic achievement standards. This process shall apply to READY accountability and AMOs but not to students.
(5) Only students with significant cognitive disabilities may participate in a state-designated alternate assessment based on alternate academic achievement standards.
(A) These students shall be evaluated and included in the READY accountability performance composite and AMOs.
(B) For READY accountability and AMO purposes, the number of students that an LEA deems proficient based upon alternate academic achievement standards shall not exceed 1 percent of its total number of students. This does not apply to student-level reports.
(C) If an LEA has greater than 1 percent of its students in these grades proficient based on alternate academic achievement standards, the LEA superintendent may apply to the state superintendent for an exception as prescribed in the Federal Register, April 9, 2007, Vol. 72 No. 67 RIN 1810-AA98.
(D) If an LEA has exceeded and does not receive an exception to the 1 percent limit, the state shall reassign enough proficient student scores for students held to alternate academic achievement standards to non-proficient such that the LEA will fall within the 1 percent limitation according to procedures in the North Carolina Accountability Workbook Flexibility Addendum (as accepted by the United States Department of Education). This process shall be done using a statistically random process across schools in the LEA and shall apply to READY accountability and AMOs but not to student-level reports.
History Note: Authority G.S. 115C-12(9)c4.;
Eff. April 1, 2005;
Amended Eff. June 1, 2007; January 2, 2006.