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

2. ABCs Accountability Basic Skills with high educational standards
Control (at the local level)
Some key elements have remained. 2

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

4. ABCs - A Little History 1996-97 first year for grades K-8
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
– Major transitions and major interactions with US Department of Education (USED)

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

7. 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 Tests 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
#  III
Total #
136 
154
90.3% 90.7% % 66.7% 88.3%
Note: Add all “numerators” and “denominators” to yield total.

21. Incentive Awards/ Consequences
Schools Designations
Incentive Awards
Assistance Teams
Incentive awards are up to $1,500 for certified staff in High Growth schools ($up to $500 for teacher assistants). For Expected Growth schools, certified staff receive up to $750 and teacher assistants $375. 21

22. School Status Labels and Recognitions22

23. NCLB Component Demonstrating Proficiency
• All Schools Required to Have 100% Proficiency by School Year
• Schools Must Make AYP “Adequate Yearly Progress”
Talking Points
• A centerpiece of the new ESEA is the requirement that all schools demonstrate 100 percent proficiency within 12 years.
• In the meantime, until that 12-year deadline comes, schools must make “Adequate Yearly Progress.”

24. Adequate Yearly Progress (AYP)
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
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
Steps for Title I Schools NOT Making AYP
Year
School’s Status
Sanctions/Improvement Strategies
Year One
Fails to make AYP
None
Year Two
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

31. Steps for Title I Schools
Steps for Title I Schools NOT Making AYP
Year
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

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 03-04 04-05 05-06 06-07 07-08 M 3-5 + - M 6-8 M HS
R HS
Improve-ment?
N/A In
In*
Out

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 )
*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 Report – October 5 http://abcs.ncpublicschools.org
ABCs Results for
ABCs Report – October 5

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

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