1. Palmetto Assessment of State Standards (PASS) and State and Federal Accountability Elementary and Middle School Principals November 5, 2009

2. How are we held Accountable? Internal Measurements – MAP is an internal measure, and includes all students tested in the school. MAP data is available via the NWEA website and in Rock Hill via SAS. Internal Measurements – MAP is an internal measure, and includes all students tested in the school. MAP data is available via the NWEA website and in Rock Hill via SAS. State Tests = PASS, HSAP, and EOC Tests. State and District Test scores are available via the http://ed.sc.gov website. State Tests = PASS, HSAP, and EOC Tests. State and District Test scores are available via the http://ed.sc.gov website.http://ed.sc.gov Education Accountability Act (Revised June 2008): School Report Card (State) Education Accountability Act (Revised June 2008): School Report Card (State) Absolute performance: includes all students enrolled on the 45 th day/first day of testing who were “Met,” or “Exemplary” on PASS Absolute performance: includes all students enrolled on the 45 th day/first day of testing who were “Met,” or “Exemplary” on PASS Improvement rating: All students who were enrolled on the 45 th day/first day of testing who had a score from the previous year (Crosswoalk from PACT to PASS?) Improvement rating: All students who were enrolled on the 45 th day/first day of testing who had a score from the previous year (Crosswoalk from PACT to PASS?) EOC Accountability Handbook EOC Accountability Handbook NCLB: Adequate Yearly Progress (Federal)– Measures test takers enrolled on the 45 th day/first day of testing who scored “Met” or “Exemplary” range minus one standard error of measure – reported for all and for subgroups NCLB: Adequate Yearly Progress (Federal)– Measures test takers enrolled on the 45 th day/first day of testing who scored “Met” or “Exemplary” range minus one standard error of measure – reported for all and for subgroups Federal Accountability Workbook Federal Accountability Workbook

3. Calculating Absolute Ratings for School Report Cards (Grades 3-8)

4. PASS v. PACT and Cut Scores Below BasicAdvancedBasicProficient ExemplaryMetNot Met

5. PASS v. PACT and Cut Scores Points given for calculations – uncertain Points given for calculations – uncertain Below BasicAdvancedBasicProficient ExemplaryMetNot Met

6. MAP and PASS Correlation of MAP to PASS not yet done Correlation of MAP to PASS not yet done Use MAP scores to determine progress (Dynamic Reporting Suite) Use MAP scores to determine progress (Dynamic Reporting Suite) Some general correlation, e.g., Below Basic = Not Met Some general correlation, e.g., Below Basic = Not Met

7. 1.Use cut scores in each subject area to assign weights to each student score: PACT = 5-Advanced, 4-Proficient, 3-Basic, 2- Below Basic 2, 1-Below Basic 1. Test scores for students who should be tested but were not are assigned a point value of zero. Application to PASS is not yet determined.

8. 2. Multiply weights by the number of student scores falling into each category.

9. 3. Divide the sum of the point scores by the number of students tested. 4. Repeat steps 1, 2, and 3 for each subject area.

10. 5. Multiply the absolute index for each subject area by the appropriate weight from the table below. Add totals.

11. 6. Round to the nearest tenth to determine your school’s absolute index. To find the associated rating, consult the chart below.

12. Calculating Improvement Ratings for School Report Cards (Grades 3-8)

13. 1. Identify students who qualify for inclusion. These are students whose prior-year test scores are available and who were enrolled in your school by the 45 th day of the current year.

14. 2. Calculate absolute indexes for each subject area for the current year and the prior year. Weights for these absolute indexes should be pulled from the EOC manual. A sample is provided below for ELA.

15. 3. Add the totals to calculate an absolute index for each subject area in the current year. Repeat for the prior year. 4. Multiply the absolute index for each subject area by the appropriate weight from the table below. Do this for the current year and the prior year.

16. 5. Subtract the index based on the longitudinally matched data for the prior year from the longitudinal index for the current year. Round to the nearest tenth. 6. Use the chart to determine improvement rating.

17. Individual Student Report

19. Adequate Yearly Progress The Federal legislation, “No Child Left Behind” requires the development of a measure of “adequate yearly progress” (AYP) that examines the performance of each subgroup within the district. The Federal legislation, “No Child Left Behind” requires the development of a measure of “adequate yearly progress” (AYP) that examines the performance of each subgroup within the district. In South Carolina, AYP is based on the percent of students in each subgroup category (n=40 or more) who demonstrated “Met” or “Exemplary” on PASS. Groups included in Rock Hill Schools are: In South Carolina, AYP is based on the percent of students in each subgroup category (n=40 or more) who demonstrated “Met” or “Exemplary” on PASS. Groups included in Rock Hill Schools are: All students All students African-American African-American Asian-Pacific Asian-Pacific Hispanic Hispanic American Indian American Indian Disabled Disabled LEP LEP Free/Reduced Lunch Free/Reduced Lunch Percent Tested - Must be at least 95% in every subgroup. Percent Tested - Must be at least 95% in every subgroup. Attendance – Must be 95.3% or better overall. (H1N1 and attendance?) Attendance – Must be 95.3% or better overall. (H1N1 and attendance?)

20. Adequate Yearly Progress Data used for the AYP analysis is demographic summary data based on the 45- day/first day of testing matched PASS 2009 data. Data used for the AYP analysis is demographic summary data based on the 45- day/first day of testing matched PASS 2009 data. If a group contained fewer than 40 matched students, the group was not included for AYP. If a group contained more than 40 students, but they were not matched, the group did not count for AYP. If a group contained fewer than 40 matched students, the group was not included for AYP. If a group contained more than 40 students, but they were not matched, the group did not count for AYP. Schools must meet AYP in all categories for all groups. AYP could be met in five ways: Schools must meet AYP in all categories for all groups. AYP could be met in five ways: Percent of students scoring “Met” or “Exemplary” equals or exceeds the objective. Percent of students scoring “Met” or “Exemplary” equals or exceeds the objective. Average (3 year) percent of students scoring proficient or advanced equals or exceeds the objective. Average (3 year) percent of students scoring proficient or advanced equals or exceeds the objective. Percent of students scoring less than the proficient declines by at least ten percent.* Percent of students scoring less than the proficient declines by at least ten percent.* Performance Index equals or exceeds the objective. Performance Index equals or exceeds the objective. Gain in the Performance Index is large enough so that if gains continue at the same rate until 2014, the index will equal 100. Gain in the Performance Index is large enough so that if gains continue at the same rate until 2014, the index will equal 100. AYP benchmark percentages increase every three years until reaching 100% in 2014. AYP benchmark percentages increase every three years until reaching 100% in 2014.

22. Spring 2009 Data Achievement standards (i.e., cut scores) are set after the first statewide administration. Achievement standards (i.e., cut scores) are set after the first statewide administration. Standard setting was conducted to determine the level of performance required for classifying students into levels of not met, met, and exemplary. Standard setting was conducted to determine the level of performance required for classifying students into levels of not met, met, and exemplary. Staff for the Education Oversight Committee (EOC) facilitated standard setting for PASS in August and the EOC approved standards during their meeting on October 5, 2009. Staff for the Education Oversight Committee (EOC) facilitated standard setting for PASS in August and the EOC approved standards during their meeting on October 5, 2009.

23. Spring 2009 Data Data Recognition Corporation (DRC) will post district data files and PDF files of the Individual Student Report (ISR) to eDIRECT on November 19. Data Recognition Corporation (DRC) will post district data files and PDF files of the Individual Student Report (ISR) to eDIRECT on November 19. DRC will send information directly to District Test Coordinators regarding accessing and downloading the files. DRC will send information directly to District Test Coordinators regarding accessing and downloading the files. Paper copies of the Individual Student Reports (ISRs) will arrive in districts on December 18. Paper copies of the Individual Student Reports (ISRs) will arrive in districts on December 18. District and School Report Cards not available before Februrary. District and School Report Cards not available before Februrary.

24. Questions Dr. Harriet L. Jaworowski hjaworow@rock-hill.k12.sc.us 803.981.1055