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ABCs/AYP - 2006 Background Briefing

ABCs/AYP - 2006 Background Briefing. Lou Fabrizio Director of Accountability Services NC Department of Public Instruction. Accountability Basic Skills with high educational standards Control (at the local level). ABCs. 2. Growth Performance at the school level

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ABCs/AYP - 2006 Background Briefing

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  1. ABCs/AYP - 2006Background Briefing • Lou Fabrizio • Director of Accountability Services • NC Department of Public Instruction

  2. Accountability • Basic Skills with high educational standards • Control (at the local level) ABCs 2

  3. Growth • Performance • at the school level • • AYP (adequate yearly progress) ABCs Standards 3

  4. 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

  5. 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)

  6. ABCs – 2006Key Points • • New growth formulas • • Continued focus on student achievement, school-level performance • • 2006 results should not be compared with 2005 results

  7. 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 Tests NC Testing Program 7

  8. 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

  9. 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

  10. 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

  11. 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

  12. New Terms to Know • Academic change scale • C-ratio [# met growth divided by # not met growth] • AYP growth vs. ABCs growth – they are different

  13. New Formula AC = CSc-scale – (0.92 x ATPAc-scale) Where • AC = academic change • CS = current score • ATPA = average of two previous assessment scores

  14. 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

  15. A Single Student • Actual Expected Difference • 1.382 1.067 +0.315 • Met the individual growth standard • Use with caution – Precision is +/- 0.5

  16. 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

  17. 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.

  18. School Level – High Growth • Must make expected growth • Must also have C-ratio at or above 1.50 to make high growth

  19. 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

  20. Calculation of Performance Composite (Example Without Writing, Computer Skills or EXTEND2) Read Math NCCLAS AAP Total #  III656812 Total # 72 75 4 3 136  154 90.3% 90.7% 25.0% 66.7% 88.3% Note: Add all “numerators” and “denominators” to yield total.

  21. Incentive Awards/ Consequences • Schools Designations • Incentive Awards • Assistance Teams 21

  22. School Status Labels and Recognitions 22

  23. NCLB Component • Demonstrating Proficiency • • All Schools Required to Have 100% Proficiency by 2013-14 School Year • • Schools Must Make AYP “Adequate Yearly Progress”

  24. NCLB • Adequate 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)

  25. 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

  26. 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

  27. 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

  28. AYP Growth Model • Results (% students making growth) by subgroup reported • Include proficient students using ABCs growth formula

  29. Title I Schools • Some 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

  30. Steps for Title I Schools

  31. Steps for Title I Schools

  32. Staggered AYP Release • AYP Reporting for 2005-06 • July (local)/August (state): High School AYP and Elementary & Middle School Reading AYP • October: Elementary and Middle School Mathematics

  33. 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

  34. 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

  35. 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)

  36. District Example

  37. 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

  38. Cohort* Graduation Rate • Four-Year Cohort Graduation Rate (will be reported in September but not part of AYP until 2006-07) • *Follows students from grade 9 to12

  39. 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

  40. ABCs Results for 2005-06 • ABCs Report – October 5 • http://abcs.ncpublicschools.org

  41. Go to DPI Web site at www.ncpublicschools.org • Other sites listed in Accountability Report Background Packet Web Site Resources 41

  42. Questions? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

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