(AYP) is determined Using 2012-13 Data July 2013

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The New York State Education Department
How Adequate Yearly
Progress (AYP) Is Determined
Using 2012-13 Data
July 11, 2013
Accountability Measures
At the elementary/middle level, New York State
reports student proficiency in 1) English language
arts (ELA), 2) mathematics, and 3) science. At the
secondary level, New York State reports student
proficiency in 1) ELA, 2) mathematics, and 3)
graduation rate.
2
Accountability Groups
For each accountability measure, New York State reports data on the
following “accountability” groups:
• All Students
• American Indian or Alaska Native Students
• Black or African American Students
• Hispanic or Latino Students
• Asian or Native Hawaiian/Other Pacific Islander Students
• White Students
• Multiracial Students
• Students with Disabilities*
• Limited English Proficient (LEP) Students (also known as English
Language Learners – ELLs)*
• Economically Disadvantaged Students*
*Students are included in the Students with Disabilities, LEP Students, or
Economically Disadvantaged Students group if they were reported to the
Department in the Student Information Repository System (SIRS) as being a
member of the group at any time during the reporting year.
3
Non-AYP Groups
New York State also reports data on the following “non-AYP” groups
(i.e., groups for which AYP is not determined but for whom data are
used to make some accountability determinations):
•
•
•
•
•
•
•
•
•
•
•
•
•
Not American Indian or Alaska Native Students
Not Black or African American Students
Not Hispanic or Latino Students
Not Asian or Native Hawaiian/Other Pacific Islander Students
Not White Students
Not Multiracial Students
General-Education Students
English Proficient Students
Not Economically Disadvantaged Students
Male Students
Female Students
Migrant Students
Not Migrant Students
4
Adequate Yearly Progress:
Participation and Performance
Schools and districts must meet predefined participation and performance
criteria on New York State’s accountability
measures to make Adequate Yearly
Progress (AYP).
5
Grade Configurations for AYP
Elementary/Middle Level: Participation and performance at the
elementary/middle level are determined for students in grades 3
through 8 combined for ELA and math and grades 4 and 8 combined
for science based on the school’s or district’s grade configuration. For
example, a middle school that has only grades 6 through 8 will have
the participation and performance calculated for their grades 6 through
8 students combined.
Secondary Level: Participation for ELA and math at the secondary
level is determined based on the school’s or district’s 2012–13 grade
12 enrollment. Performance for ELA and math at the secondary level
is determined based on the school’s or district’s 2009 accountability
cohort. Graduation rate at the secondary level is determined based on
the school’s or district’s 2008 graduation-rate total cohort after 4 years
and/or 2007 graduation-rate total cohort after 5 years. See
“Secondary-Level Cohort Definitions” at
http://www.p12.nysed.gov/irs/sirs/ for more information.
6
Participation Criterion
7
Participation Criterion
Elementary/Middle Level
For an accountability group with 40 or more students
enrolled during the test administration period to meet the
participation criterion in English language arts (ELA) or
mathematics, 95 percent of these students must have valid
scores on an appropriate assessment.
For an accountability group with 40 or more students
enrolled during the test administration period to meet the
participation criterion in science, 80 percent of these
students must have valid scores on an appropriate
assessment.
8
Elementary/Middle-Level
Assessments That Can Be Used
To Fulfill Participation Criterion
Assessments
Eligible Students
Grades 3–8 New York State Testing Program (NYSTP)
Assessments in ELA and Mathematics
All students (general education & students
with disabilities)
New York State Grade 4 Elementary-Level Science and
Grade 8 Middle-Level Science Tests
All students (general education & students
with disabilities)
Regents Living Environment, Physical Setting/Earth
Science, Physical Setting/Chemistry, and Physical
Setting/Physics Tests in Lieu of Grade 8 Middle-Level
Science Test
All students (general education & students
with disabilities)
New York State Alternate Assessments in ELA (Grades 3–8
Equivalent), Mathematics (Grades 3–8 Equivalent), and
Science (Grades 4 and 8 Equivalent)
Students with severe cognitive disabilities
New York State English as a Second Language
Achievement Tests (NYSESLAT) in Lieu of NYSTP in ELA
(Grades 3–8)
Students whose first language is NOT
English and who have been in the United
States (not including Puerto Rico) for less
than one year
9
Participation Criterion
Secondary Level
For an accountability group with 40 or more 12th graders
to meet the participation criterion in English language
arts (ELA) or mathematics, 95 percent of the 12th
graders must have valid scores on Regents
examinations (or approved alternatives), Regents
competency tests (or approved alternatives), or New
York State Alternate Assessments.
10
Secondary-Level Assessments
That Can Be Used To Fulfill
Participation Criterion
Assessments
Eligible Students
Regents Examinations in Comprehensive
English and Mathematics, and Approved
Alternatives
All students (general education
& students with disabilities)
Regents Competency Tests in Reading,
Writing, and Mathematics, and Approved
Alternatives
Students with disabilities and
students with a 504 plan that
allows an RCT accommodation
New York State Alternate Assessments in
ELA and Mathematics (Secondary Level)
Students with severe cognitive
disabilities
11
“Safety Net” for Groups That Fail the
Participation Criterion
If the participation rate of an accountability group with 40 or more
students falls below the required rate, the Department calculates a
weighted average of the current year’s and the previous year’s
participation rates. If the average participation rate equals or exceeds
the required rate, the group fulfills the participation criterion.
Sample calculation for group below 95 percent participation criterion:
Year
Enrollment
Tested
Rate
Current
60
56
93%
Previous
75
73
97%
Weighted Average Calculation
135
129
96%
12
Medically Excused
If a student in grades 3 through 8 is incapacitated
by illness or injury during the entire test
administration and make-up period for
elementary/middle-level English language arts,
mathematics, or science, the student is not
counted in the numerator or the denominator
when participation rates are calculated. To use
this flexibility, the district must have on file
documentation from a medical practitioner that the
student was too incapacitated to be tested. This
option is not applicable at the secondary level.
13
Performance Criterion:
Performance Indices
14
Performance Index (PI)
A Performance Index (PI) is a value from 0 to 200 that is
assigned to an accountability group, indicating how that
group performed on a required State test (or approved
alternative) in English language arts, mathematics, or
science. PIs are determined using the performance levels
and equations on the following slides.
15
Performance Levels
Elementary/Middle-Level
ELA and Mathematics
Student performance in elementary/middle-level ELA and
mathematics is determined using a Performance Index (PI)
calculation. This calculation uses six levels of student
achievement:
Level 1 On Track = Basic and On Track to Proficient
Level 1 Not On Track = Basic and NOT On Track to Proficient
Level 2 On Track = Basic Proficient and On Track to Proficient
Level 2 Not On Track = Basic Proficient and NOT On Track to Proficient
Level 3 = Proficient
Level 4 = Advanced
16
Performance Index (PI) Formula
Elementary/Middle-Level
ELA and Mathematics
PI = [(number of continuously enrolled tested students
scoring at Level 1 On Track + Level 1 On Track + Level 2
On Track + Level 2 On Track + Level 2 NOT On Track +
Level 3 + Level 3 + Level 4 + Level 4) ÷ number of
continuously enrolled tested students]  100
17
Sample Elementary/Middle-Level
ELA PI Calculation for a School with
Grades 3, 4, and 5 Only
Grade
Student
Count
3
35
4
43
5
30
TOTAL 108
Count of students performing at level:
1
1
2
2
3
4
on
not
on
not
track track track track
5
7
4
3 10 6
3
2
8
6 10 14
4
2
3
7 10 4
12
11
15
16 30 24
PI = [(12+12+15+15+16+30+30+24+24) ÷ 108]  100 = 165
18
Note: The methodology is the same regardless of how many grade levels (3-8) a school serves.
Performance Levels
Elementary/Middle-Level
Science and Secondary-Level
ELA and Mathematics
Student performance in elementary/middle-level science
and secondary-level ELA and mathematics is also
determined using a Performance Index (PI) calculation.
This calculation uses four levels of student achievement:
Level 1 = Basic
Level 2 = Basic Proficient
Level 3 = Proficient
Level 4 = Advanced
19
Performance Index (PI) Formula
Elementary/Middle-Level Science and
Secondary-Level ELA and Mathematics
Elementary/Middle Level Science:
PI = [(number of continuously enrolled tested students scoring
at Levels 2, 3, and 4 + the number scoring at Levels 3 and 4) ÷
number of continuously enrolled tested students]  100
Secondary Level ELA and Mathematics:
PI = [(number of cohort members scoring at Levels 2, 3, and 4
+ the number scoring at Levels 3 and 4) ÷ number of cohort
members]  100
20
Sample Elementary/Middle-Level
Science PI Calculation for a School
with Grades 3, 4, and 5 Only
Test
Grade
3
4
5
TOTAL
Number
of Students
35
43
30
108
Number of
Students at Levels
1
2
3
4
12 7 10
6
3
6 20 14
6 10 10
4
21 23 40 24
PI = [(23+40+24+40+24) ÷ 108]  100 = 140
21
Note: The methodology is the same regardless of how many grade levels (3-8) a school serves.
Assessments That Can Be Used To Fulfill the
Performance Criterion at the Elementary/Middle Level
Assessment
Eligible Students
Scores
Grades 3–8 New York State Testing Program
(NYSTP) Assessments in ELA and Mathematics
All students (general
education & students
with disabilities)
Level 4
Level 3
Level 2 On Track
Level 2 Not On Track
Level 1 On Track
Level 1 Not On Track
New York State Grade 4 Elementary-Level Science
and Grade 8 Middle-Level Science Tests
All students (general
education & students
with disabilities)
Level 4
Level 3
Level 2
Level 1
Regents Living Environment, Physical Setting/Earth
Science, Physical Setting/Chemistry, and Physical
Setting/Physics Tests in Lieu of Grade 8 Middle-Level
Science Test
All students (general
education & students
with disabilities)
Level 4 (85–100)
Level 3 (65–84)
Level 2 (55–64)
Level 1 (0–54)
Students with severe
cognitive disabilities
Level 4
Level 3
Level 2
Level 1
New York State Alternate Assessments (NYSAA) in
ELA (Grades 3–8 Equivalent), Mathematics (Grades
3–8 Equivalent), and Science (Grades 4 and 8
Equivalent)
22
Order of Precedence for Using
Elementary/Middle-Level Assessment Scores
for Performance Index Determinations
•
•
•
Grades 3–8 English Language Arts and Mathematics: If a student
has more than one applicable ELA or math score, the order of
precedence for selecting a performance level for use in the PI
calculation is: 1) NYSTP, and 2) NYSAA.
Grade 8 Science: If an eighth-grader has more than one applicable
science score, the order of precedence for selecting a performance
level for use in the PI calculation is: 1) New York State Grade 8
Intermediate-Level Science Test for the current year, 2) NYSAA Grade
8 Equivalent in Science, 3) Regents science examination, and 4) New
York State Grade 8 Intermediate-Level Science Test taken by the
student in 7th grade in the previous year.
NYSESLAT: At the elementary/middle level, if a district chooses to give
the NYSTP ELA assessment to a LEP student who is eligible to take
the NYSESLAT in lieu of the NYSTP, NYSED will count the student’s
NYSTP ELA scores when computing the school’s and district’s
accountability PI.
23
How Assessments Are Used To Fulfill the
Performance Criterion in Secondary-Level ELA
The highest score a student receives on an assessment, regardless of when it is taken, is
counted in the PI calculations. Students who do not take an assessment are counted as
performing at Accountability (Acc) Level 1.
Assessments
Eligible Students
Score/
Accountability
Performance Level
Regents Examination in Comprehensive
English
All students (general education &
students with disabilities)
90–100 = Acc Level 4
75–89 = Acc Level 3
65–74 = Acc Level 2
0–64 = Acc Level 1
Approved Alternatives to Regents
Examination in Comprehensive English
All students (general education &
students with disabilities)
Pass = Acc Level 3
Fail = Acc Level 1
Regents Competency Tests in Reading and
Writing (and Approved Alternatives)
Students with disabilities
Pass = Acc Level 1
Fail = Acc Level 1
Students with severe cognitive
disabilities
Level 4 = Acc Level 4
Level 3 = Acc Level 3
Level 2 = Acc Level 2
Level 1 = Acc Level 1
New York State Alternate Assessment in
ELA (Secondary Level)
24
How Assessments Are Used To Fulfill the
Performance Criterion in Secondary-Level Math
The highest score a student receives on an assessment, regardless of when it is taken, is
counted in the PI calculations. Students who do not take an assessment are counted as
performing at Accountability (Acc) Level 1.
Assessments
Eligible Students
Score/
Accountability
Performance Level
Regents Examinations in Mathematics
All students (general education &
students with disabilities)
90–100 = Acc Level 4
80–89 = Acc Level 3
65–79 = Acc Level 2
0–64 = Acc Level 1
Approved Alternatives to Regents
Examinations in Mathematics
All students (general education &
students with disabilities)
Pass = Acc Level 3
Fail = Acc Level 1
Regents Competency Test in Mathematics
(and Approved Alternatives)
Students with disabilities
Pass = Acc Level 1
Fail = Acc Level 1
Students with severe cognitive
disabilities
Level 4 = Acc Level 4
Level 3 = Acc Level 3
Level 2 = Acc Level 2
Level 1 = Acc Level 1
New York State Alternate Assessment in
Mathematics (Secondary Level)
25
Order of Precedence for Using
Secondary-Level Assessment Scores
for Accountability Determinations
If a student takes more than one assessment in a subject, regardless of when the
assessments were taken, the assessment used to fulfill the graduation requirement will be
chosen according to the precedence list below, with the top assessment on the list taking
precedence over the next one, etc.
•
•
•
•
•
Regents examination where accountability performance is Level 3 or 4
Passing score on an alternative to a Regents examination
Regents examination where accountability performance is Level 2
Accountability performance Level 1 for any assessment (Regents
examination, alternative to a Regents examination, pass or fail on a
Regents Competency Test (RCT) or an alternative to the RCT, or
NYSAA)
New York State Alternate Assessment (NYSAA) – Any Level*
*NYSAA counts toward secondary-level accountability ONLY if it was the only
secondary-level assessment taken and the student was reported as a student
with a disability and eligible to take the NYSAA.
26
Performance Criterion:
Effective AMOs, State
Standards, Safe Harbor
Targets, and Progress
Targets
27
Meeting the Performance Criterion Using
Effective AMOs, State Standards,
Safe Harbor, and Progress Targets
To meet the performance criterion in ELA and math, the
Performance Index of a group with 30 or more students must
be equal to or greater than the Effective Annual Measurable
Objective (Effective AMO) or the group must make Safe
Harbor.
To meet the performance criterion in science, the
Performance Index of a group with 30 or more students must
be equal to or greater than the Effective AMO or the group
must meet its Progress Target.
To meet the performance criterion in graduation rate, the
graduation rate of a group with 30 or more students must be
equal to or greater than the State Standard or the group must
meet its Progress Target.
28
Annual Measurable Objectives (AMOs)
and State Standards
The Annual Measurable Objective (AMO) is the PI value that signifies
that an accountability group is making satisfactory progress toward predetermined goals. These values increase from year to year and are
different for ELA, mathematics, and science. AMOs are available at
http://www.p12.nysed.gov/irs/accountability/amos/.
State Standard is the PI value that signifies minimally satisfactory
performance in graduation rate. The graduation-rate state standard is
currently 80%.
29
Confidence Intervals Were Used to
Determine Effective AMOs
A confidence interval is a range of points around an AMO for an accountability
group of a given size that is considered to be not significantly different than the
AMO. The four small squares below represent four schools with the same PI but
with different numbers of tested students. The vertical lines represent the
confidence interval for each school based on the number of students tested. The
more students tested, the smaller the confidence interval.
Annual
Measurable
Objective
30
50
70
Number Tested
90
30
Effective AMOs
An Effective AMO (EAMO) is the lowest PI that an
accountability group of a given size can achieve in a
subject for the group’s PI not to be considered
significantly different from the AMO for that subject. If
an accountability group's PI equals or exceeds the
EAMO and the group meets its participation
requirement, the group is considered to have made
AYP. EAMOs are available at
http://www.p12.nysed.gov/irs/accountability/amos/.
31
Safe Harbor for ELA and Math
Safe Harbor is an alternate means to demonstrate AYP for accountability
groups whose PI is less than their Effective AMO. The Safe Harbor Target
calculation for ELA and math is:
Safe Harbor Target = {Previous Year’s PI} + [(200 – {Previous
Year’s PI})  0.10]
For a group to make safe harbor in English or math, the Performance
Index must be greater than or equal to the Safe Harbor Target.
32
Safe Harbor Target Calculations
for Elementary/Middle-Level
Groups With Fewer than 30
Students in the Previous Year
For elementary/middle-level ELA and mathematics, if in the
current year a district or school has an accountability group
with 30 or more students but did not have 30 or more
students in the previous year, student scores for the
previous two years are combined to calculate a Safe Harbor
Target for the current year. If in the combined years, there
are still not 30 or more students with valid test scores in the
group, the group is assigned a Safe Harbor Target of 20.
33
Safe Harbor Target
Calculations for Cohorts With
Fewer than 30 Members
For secondary-level ELA and mathematics, if in the current
year a district or school has an accountability group with 30
or more cohort members but did not have 30 or more cohort
members in the previous year, student scores for the
previous two cohorts are combined to calculate a Safe
Harbor Target for the current year. If in the combined years,
there are still not 30 or more cohort members in the group,
the group is assigned a Safe Harbor Target of 20.
34
Science and Graduation-Rate
Progress Targets
Progress Targets are determined in science for groups whose PI is less than their
EAMO in science and in graduation rate for groups whose graduation rate is less
than the State Standard.
The Progress Target in science is determined by adding one point to the previous
year’s PI.
The Progress Target for the 2008 four-year cohort is a 10% gap reduction (one
percentage point minimum) over the previous year’s graduation rate.
2008 Four-Year Cohort Progress Target = ((80 – 2007 Graduation-Rate Total Cohort
Graduation Rate)  0.10) + 2007 Graduation-Rate Total Cohort Graduation Rate
The Progress Target for the 2007 five-year cohort is a 20% gap reduction (one
percentage point minimum) over the previous year’s graduation rate.
2007 Five-Year Cohort Progress Target = ((80 – 2006 Graduation-Rate Total Cohort
Graduation Rate)  0.20) + 2006 Graduation-Rate Total Cohort Graduation Rate
35
Progress Target Calculations for
Elementary/Middle-Level Science
Groups with Fewer than 30
Students in the Previous Year
For elementary/middle-level science, if in the current year a
district or school has an accountability group with 30 or
more students but did not have 30 or more students in the
previous year, student scores for the previous two years are
combined to calculate a Progress Target for the current
year. If in the combined years, there are still not 30 or more
students with valid test scores in the group, the group is
assigned a Progress Target of 1.
36
Progress Target Calculations for
Cohorts with Fewer than 30 Members
For secondary-level graduation rate, if in the current year a
district or school has an accountability group with 30 or
more cohort members but did not have 30 or more cohort
members in the previous year, student scores for the
previous two cohorts are combined to calculate a Progress
Target for the current year. If in the combined years, there
are still not 30 or more 4-year cohort members in the group,
the group is assigned a Progress Target of 8. If in the
combined years, there are still not 30 or more 5-year cohort
members in the group, the group is assigned a Progress
Target of 16.
37
Performance for Schools/Districts with
Fewer Than 30 Students
If a school or district has more than 0 but fewer than 30 students in
the All Students group for performance for elementary/middle- and
secondary-level ELA and mathematics and elementary/middlelevel science, New York State combines the current year’s and the
previous year’s data for all student groups with more than 0
students in the current year to determine new Performance
Indices. If the new performance indices equal or exceed the
EAMO, Safe Harbor Target, or Progress Target for the two-year
combined group size, the group fulfills the performance criterion.
Sample calculation:
Year
Enrollment Levels 2 + 3 + 4 + 3 + 4
PI
Current
28
7 + 9 + 8 + 9 + 8 = 41
N/A
Previous
27
5 + 7 + 10 + 7 + 10 = 39
N/A
Combined
55
100  ((41 + 39)  55)
145
38
Graduation Rate for Schools/Districts
with Fewer Than 30 Graduation-Rate
Total Cohort Members
If a school or district has more than 0 but fewer than 30 graduationrate total cohort members in the current year, the Department
combines the data for the current year’s and the previous year’s
graduation-rate total cohorts for all student groups with more than 0
students in the current year’s graduation-rate total cohort to
determine new graduation rates. Sample calculation:
Year
Cohort
Enrollment
Cohort Members with
Local or Regents
Diploma
Graduation
Rate
Current
20
18
N/A
Previous
25
21
N/A
Combined
45
39
87%
39
Former Limited English
Proficient (LEP) Students
If the count of LEP students for performance is equal to or
greater than 30, former LEP students are also included in the
performance calculations.
A former LEP student is one who was previously identified as
LEP but achieved proficiency on all modalities of the New
York State English as a Second Language Achievement Test
(Listening, Speaking, Reading and Writing) during one of the
previous two school years.
40
Former Students with Disabilities
If the count of students with disabilities for performance is
equal to or greater than 30, former students with disabilities
are also included in the performance calculations.
A former student with disabilities is one who is not identified
in the current school year as a student with disabilities but
was previously identified as a student with disabilities in at
least one of the previous two school years.
41
Graduation Rate Calculation
The graduation rate for a group is determined by
dividing the number of graduation-rate total cohort
members who graduated with a local or Regents
diploma by the number of graduation-rate total cohort
members, and multiplying the result by 100.
For example:
Graduation-rate total cohort members = 178
Graduation-rate total cohort members with local or
Regents diplomas = 146
Graduation rate = (146  178)  100 = 82.02247 or 82%
42
Making Adequate
Yearly Progress (AYP)
43
Determining Adequate
Yearly Progress (AYP)
To determine AYP for an accountable group, calculations are made in the
following order:
1. The participation rate for the group based on the current year’s data is
determined.
2. If the participation rate for the group based on the current year’s data is
below the required rate, the current and previous year’s data are combined to
determine a participation rate.
3. If the participation rate criterion is not met, the group fails to make AYP,
regardless of the performance.
4. If the participation rate criterion is met, the PI is compared to the Effective
AMO for ELA, math, and science. For graduation rate, the graduation rate is
compared with the State Standard.
5. If the PI is equal to or greater than the Effective AMO in ELA, math, and
science, the group makes AYP. If the graduation rate is equal to or greater
than the State Standard the group makes AYP in graduation rate.
6. If the criteria in #5 are not met, the PI is compared to the Safe Harbor Target
(ELA and math) or Progress Target (science), or the graduation rate is
compared to the Progress Target (graduation rate).
44
Determining Adequate Yearly
Progress (AYP) (continued)
7.
8.
9.
For ELA and math, if the PI is greater than or equal to the Safe Harbor
Target, the group makes AYP. If the PI is less than Safe Harbor Target, the
group does not make AYP.
For science, if the PI is greater than or equal to the Progress Target, the
group makes AYP. If the PI is less than the Progress Target, the group does
not make AYP.
For graduation rate, if the graduation rate is greater than or equal to the
Progress Target, the group makes AYP. If the graduation rate is less than the
Progress Target, the group does make AYP. (Note that the school or district
can make AYP for the group in graduation rate as long as makes AYP for
either the 4-year or the 5-year cohort.)
45
Accountability for Limited
English Proficient (LEP) Students






All LEP students in grades K–12 must take the New York State English as a
Second Language Achievement Test (NYSESLAT) annually.
LEP students in grades 3 through 8 enrolled in U.S. schools (not including
Puerto Rico) for less than one year may take the NYSESLAT in lieu of the
NYSTP in ELA to fulfill the testing requirement for accountability. The one-year
window does not have to be 12 consecutive months. In addition, students
enrolled anytime during a month, including July and August, are considered
enrolled for that month.
Eligible students may be exempt from taking the NYSTP in ELA for the first year
in which they are enrolled during the NYSTP ELA test administration period.
Such students may not be exempt in subsequent years, even if they have been
enrolled in a United States school for less than 12 months.
LEP students in grades 3 through 8 who did not take the ELA assessment, were
enrolled in U.S. schools (not including Puerto Rico) for less than one year, have
valid scores on all modalities of the NYSESLAT (Listening, Speaking, Reading
and Writing), and were reported in the Student Information Repository System
(SIRS) with a Program Service code of 0242 (NYSESLAT-eligible) will meet the
ELA participation requirement.
NYSESLAT performance levels will not be used in calculating the Performance
Index. LEP students meeting the criteria to use the NYSESLAT in lieu of the
ELA will not be included in the Performance Index calculation.
Districts receiving Title III funding must identify each participating student in the
SIRS.
46
Accountability for Students
with Disabilities
47
New York State Alternate
Assessment (NYSAA)
 NYSAA performance levels are counted the same as general
assessment (NYSTP, Regents, etc.) levels when determining
PIs for English, mathematics, and science.
 No Child Left Behind (NCLB) regulations allow a maximum of
one percent of scores used in calculating the PI for each
accountability measure for a district to be based on proficient
and advanced proficient scores on the NYSAA, unless the
district has a waiver to exceed the one percent.
 To meet this requirement, districts that have more than one
percent of their continuously enrolled tested students performing
at Levels 3 and 4 on the NYSAA must have some of these
students counted at Level 2 when determining PIs. If these
students attend schools within the district, this reduction may
impact the schools as well. Districts must report the
performance levels as received by the students. NYSED will
make the adjustments for PI calculations only.
48
Testing Ungraded
Students with Disabilities
 The CSE must determine that a student meets
the criteria specified by the New York State
Education Department.
 Students must be administered the correct test
for their age, as specified in the SIRS Manual
at www.p12.nysed.gov/irs/sirs.
49
Accountability for
Schools with Special
Circumstances
50
Small Districts and Schools
 If an elementary or middle school does not test 30 continuously
enrolled students in the current year, the scores of continuously
enrolled tested students in the current and the prior year in all
accountability groups are combined to determine the PI.
 If a high school does not have 30 students in its current year
accountability cohort, the current year’s and previous year’s
accountability cohorts in all accountability groups are combined to
determine the PI.
 If a school still does not have 30 students on which to base a
decision, the school is subject to special procedures for
determining AYP.
 If the “All Students” group includes at least 30 students in the
current year, results for the current year and the previous year will
NOT be combined for the other accountability groups. This is true
even if there are fewer than 30 tested students in the other
accountability groups.
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Small Districts and Schools
(continued)
 For accountability groups that include 30 students in the
current year but did not include 30 students in the previous
year, the scores of continuously enrolled tested students in
that group in the previous two years are combined to
determine the current year’s safe harbor and progress
targets.
 For accountability groups that do not include 30 current year
cohort members, the cohorts for the previous two years are
combined to determine the current year’s safe harbor and
progress targets.
 If, after combining two years of data, the group still does not
have 30 students to determine a safe harbor or progress
target, the school or group is given credit for having made
safe harbor or progress target.
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Accountability for Schools That
Serve Only Students Below Grade 3


Schools that serve only students below grade 3
and, consequently, do not participate in State
assessments are called “feeder” schools.
Accountability decisions for feeder schools that
serve grade 1 and/or grade 2 are based either on
1) the performance of schools with grade 3 in
the same district, or
2) a procedure called “backmapping.”
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Accountability for Feeder
Schools That Do Not Submit Data
for Backmapping
Feeder schools that are required to do backmapping
are those whose highest grade is grade 1 or grade 2
(schools with grades 1, 2, 1–2, K–1, or K–2 only).
These schools are required to submit data to the
Department through the Student Information
Repository System (SIRS). If they do not submit data
to the Department through SIRS, they are considered
not to have made AYP.
54
Accountability for Feeder
Schools in Districts Where All
Elementary Schools Make AYP
If all district elementary schools with grade 3
enrollment make AYP in ELA or math, the feeder
schools in the district are considered to have made
AYP in the measure(s).
This only applies if the feeder schools submit data to
the Department through the Student Information
Repository System (SIRS). If feeder schools do not
submit data to the Department, they are considered
not to have made AYP.
55
Accountability for Feeder
Schools in Districts Where
Some Elementary Schools Do
Not Make AYP: Backmapping
 Feeder schools with grades 1 and/or 2 are accountable for the
performance of their former students when these students take the grade
3 assessments in another school within the district. Feeder schools are
responsible for the performance of students who were continuously
enrolled in the feeder school’s highest grade (grade 1 or 2). The students’
grade 3 repository records must identify the feeder school attended by the
student in the Service Provider field. To determine if the feeder school
made AYP, the ELA and math PIs of students enrolled in the feeder
school are calculated and compared with the Effective AMOs and/or Safe
Harbor Targets.
 For schools serving only kindergarten, special evaluation processes are
used to determine AYP.
56
Accountability for Schools
with Enrollments Only in
Grades 9, 10, and/or 11
Since these schools do not have a grade 12, assessment and
graduation-rate data for cohort members after four years of
high school cannot be collected. As such, judgments as to
whether the school made AYP must be made using special
procedures.
1) If all district secondary schools with grade 12 enrollment make AYP
in ELA or math, the schools with enrollment only in grades 9, 10,
and/or 11 in the district are considered to have made AYP in the
measure(s).
2) If one or more district schools with grade 12 enrollment do not
make AYP in ELA or math, the schools with enrollment only in
grades 9, 10, and/or 11 are subject to special evaluation
57
procedures to determine AYP.
Accountability for Alternative
High School Cohorts
Section 100.2(p)(16)(iii) of Commissioner’s Regulations allows
schools in which more than half the students enrolled have
previously been enrolled in another high school or in which more
than half the enrollment is receiving special education services to
voluntarily submit the performance of an alternative high school
cohort. The alternative cohort in any given year consists of those
students enrolled in the high school on the first Wednesday of
October three years previously who were still enrolled in the school
on the first Wednesday of October two years previously. For the
alternate cohort AYP results to be considered, the school needs to
make alternate cohort AYP for all groups in both ELA and
mathematics.
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Accountability for New Schools
Most new schools begin in Good Standing.
Exceptions include those that reconfigure but
maintain much of the same student population
or those that merged with other schools that
were previously identified. The Department
reviews these schools on an individual basis.
The Commissioner determines what the
schools’ starting status should be based on
these Department evaluations.
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Whom to Contact
for Further Information
 Accountability: the Office of Accountability at
accountinfo.mail.nysed.gov
 The New York State Accountability Report and data
collection and reporting for New York State: the
Information and Reporting Services Office at
dataquest@mail.nysed.gov
 New York State assessments: the Office of Assessment
Policy, Development and Administration at
www.p12.nysed.gov/apda
 Elementary and Secondary Education Act (ESEA):
the United States Department of Education at
www.ed.gov
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