public schools of north carolina state board of education department of public instruction 1...

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STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION

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ABCs/AYP - 2006Background Briefing

Lou Fabrizio

Director of Accountability Services

NC Department of Public Instruction

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ABCs • Accountability

• Basic Skills with high educational standards

• Control (at the local level)

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ABCs Standards • Growth

• Performance

at the school level

• AYP (adequate yearly progress)

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ABCs - A Little History

• 1996-97 first year for grades K-8

• 1997-98 first year for high school

• Since 1996: curricula changes & new assessments; old statistical links are tenuous

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ABCs in the 21st Century

• Comprehensive review of ABCs during 2004-05

• New growth formulas developed as a result

• 2005-06 – Major transitions and major interactions with US Department of Education (USED)

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ABCs - 2006Key Points

• New growth formulas

• Continued focus on student achievement, school-level performance

• 2006 results should not be compared with 2005 results

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NC Testing Program• Foundation for all test-related components

used in accountability program

• Based on NC Standard Course of Study

• End-of-Grade (Grades 3-8)

• End-of-Course (High School and some Middle Schools)

• Writing Assessments

• Alternate Assessments and Other Tests7

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New in 2005-06• Growth formulas

• Math assessments (grades 3-8)

• Third grade mathematics not in growth

• Writing included in performance composite

• New Alternate Assessments

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ABCs in 2005-06 (Growth)

• EOG growth in Grades 3-8• EOC growth• College University Prep/College

Tech Prep (CUP/CTP)• Competency Test Passing Rate • ABCs Dropout Rate

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Additional High School Components of Growth

• College University Prep/College Tech Prep completion rate, and the ABCs dropout rate (Not measured on matched set of students; compares this year’s class to previous classes)

• Competency Passing Rate is measured on matched set of students; 8th grade and 10th grade

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New Growth Formulas• Use two years of prior performance to

predict current year’s performance

• Includes adjustment for regression to the mean

• Are designed to be more resilient and reliable as curricula change

• Reading and mathematics growth calculated independently

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New Terms to Know

• Academic change scale

• C-ratio [# met growth divided by # not met growth]

• AYP growth vs. ABCs growth – they are different

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New Formula

AC = CSc-scale – (0.92 x ATPAc-scale)

Where

• AC = academic change

• CS = current score

• ATPA = average of two previous assessment scores

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C-Scale (Change scale)

• Subtract state mean (standard setting year) from student’s score

• Divide by standard deviation (from standard setting year)

• Scale runs for -4 to +4

Note: Standard setting year is first year of new test edition

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A Single Student

Actual Expected Difference

1.382 1.067 +0.315

• Met the individual growth standard

• Use with caution – Precision is +/- 0.5

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How To Interpret

• Student had 0.315 change (growth)

• For growth purposes when included with the rest of the school, counts as met

• For individual interpretations, not out of the range of typical

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School Level – Expected Growth

• Average all students’ Academic Change scores together

Also, changes in

• Dropout rates

• CUP/CTP and

• Competency pass rate

Note: Model is compensatory.

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School Level – High Growth

• Must make expected growth

• Must also have C-ratio at or above 1.50 to make high growth

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Performance Composite 2005-06

Percent of Students’ Scores At or Above Achievement Level III in:

• EOG Reading and Math (Grades 3-8)• 10 EOC tests• Writing Grades 4, 7 & 10 • Alternate Assessments (NCCLAS, NCEXTEND2, NCAAP)

• Computer Skills at grade 8

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Calculation of Performance Composite (Example Without Writing, Computer Skills

or EXTEND2)

# III 65 68 1 2Total # 72 75 4 3

136 154

%: 90.3 90.7 25.0 66.7 88.3

Read Math NCCLAS AAP Total

Note: Add all “numerators” and “denominators” to yield total.

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Incentive Awards/ Consequences

• Schools Designations

• Incentive Awards

• Assistance Teams

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School Status Labels and Recognitions

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NCLB Component

Demonstrating Proficiency

• All Schools Required to Have 100% Proficiency by 2013-14 School Year

• Schools Must Make AYP “Adequate Yearly Progress”

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NCLBAdequate Yearly Progress (AYP)

• State Determines Baseline • Subgroups Include: American Indian,

Asian, Black, Hispanic, Multi-Racial, White, School as a Whole, Limited English Proficient, Economically Disadvantaged, and Students With Disabilities

• 95% of Each Subgroup Must Be Tested• More Flexibility Granted (Safe Harbor,

Confidence Interval, AYP Growth)

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Key Points

• Full Academic Year (FAY) = 140 Days at the Time for Testing Students on EOG/EOC Tests (School & District)

• Minimum Number of Scores for AYP Group = 40 (School); 40 or 1% (whichever is greater, District)

• All or Nothing Model

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Think of 41 Hurdles in a Race.(Most Schools Will Have Less,

Some May Have More.)

•10 Hurdles (Groups) for Reading Achievement

•10 Hurdles (Groups) for Reading (95% Tested Rule)

•10 Hurdles (Groups) for Mathematics Achievement

•10 Hurdles (Groups) for Mathematics (95% Tested Rule)

•1 Hurdle for Other Academic Indicator (Attendance or Graduation Rate) for School as a Whole

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AYP Proficiency Goals

Year Grades 3-8 (%) Grade 10 (%)

Reading Math Reading Math

2003-04 68.9 74.6 52.0 54.9

2004-05

2005-06

76.7

76.7

81.0

81.0

35.4*

35.4

70.8*

70.8

*A major change occurred in the tests used for AYP purposes in 10th grade. 10th grade goals reset per USED procedures.

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AYP Growth Model• A final step for AYP

• Each student expected to be proficient within 4 years

• Trajectory to get a student there

• If on trajectory, student counts like proficient

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AYP Growth Model

• Results (% students making growth) by subgroup reported

• Include proficient students using ABCs growth formula

• Include non-proficient students using AYP Growth

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Title I SchoolsSome Title I schools will have sanctions

• Two consecutive years of not making AYP in the same subject to enter School Improvement

• No consequences for not making AYP for one year

• Sanctions get progressively more severe

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Steps for Title I Schools

Steps for Title I Schools NOT Making AYP

Year School’s Status Sanctions/Improvement Strategies

Year One

Fails to make AYP None

Year Two

Fails to make AYP None

Year Three

In Title I School Improvement Year One; Fails to make AYP

Public School Choice, technical assistance

Year Four

In Title I School Improvement Year Two; Fails to make AYP

Public School Choice, supplemental educational services, technical assistance

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Steps for Title I Schools

Steps for Title I Schools NOT Making AYPYear School’s Status Sanctions/Improvement Strategies

Year Five

In Title I School Improvement Year Three; Fails to make AYP

Public School Choice, supplemental educational services, corrective action, technical assistance

Year Six

In Title I School Improvement Year Four; Fails to make AYP

Public School Choice, supplemental educational services, corrective action, plan for restructuring, technical assistance

Year Seven

In Title I School Improvement Year Five

Public School Choice, supplemental educational services, implement plan for restructuring

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Staggered AYP ReleaseAYP Reporting for 2005-06

• July (local)/August (state): High School AYP and Elementary & Middle School Reading AYP

• October: Elementary and Middle School Mathematics

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From DPI Homepage,

under Highlights, click on

2006 Adequate Yearly Progress (AYP)

OR

Use the URL:

http://ayp.ncpublicschools.org/

AYP Report : How to Access

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AYP Status2005-06

Elementary and Middle Schools calculated using Reading results only.

High Schools calculated using Reading/ Language Arts and Math.

Percentages do not include schools with Special Evaluations or Under Review status.

Schools that Met 1349 59.7%

Schools that Did 912 40.3%

Not Meet

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Staggered AYP Release

Impact on Title I Sanctions

• Make Initial Decisions on Reading

• Subsequent Decisions on Mathematics

• Public School Choice to be Offered as Soon as Possible

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How to Enter LEA Improvement (Now)

• Miss any target (not necessarily the same target) in each of three grade spans (3-5, 6-8, HS) in the same subject, 2 consecutive years

Note: USED asking states to include the other academic indicator (OAI) as another way to enter LEA Improvement

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How to Exit LEA Improvement (Now)

• Make all targets in any of the three grade spans in the subject identified for District Improvement for 2 consecutive years (does not have to be the same grade span)

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District Example03-04 04-05 05-06 06-07 07-08

M 3-5 + - + -

M 6-8 - - - -

M HS - + - -

R 3-5 - - + -

R 6-8 - - - +

R HS - - - -Improve-ment?

N/A N/A In In* Out

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What is the “*” ?

* = taking a step toward exiting improvement status

LEAs

• Same as previous year sanctions

• First of the 2 years progress required to exit

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Cohort* Graduation Rate

• Four-Year Cohort Graduation Rate (will be reported in September but not part of AYP until 2006-07)

*Follows the same students from grade 9 to12

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Quality Control(Local, Regional, State)

• Schools (Principals, Teachers, School Testing Coordinators)

• LEA Testing/Accountability Coordinator

• Regional Accountability Coordinators (RACs) & Regional Computing Consultants (RCCs)

• NCDPI Division of Accountability Services

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ABCs Results for 2005-06

• ABCs Report – October 5

http://abcs.ncpublicschools.org

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Web Site Resources

• Go to DPI Web site at www.ncpublicschools.org

• Other sites listed in Accountability Report Background Packet

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Questions?

public schools of north carolina state board of education department of public instruction 1...

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