MEMORANDUM TO PRINCIPALS
March 5, 2001
Henry L. JohnsonLouis M. Fabrizio,
|SUBJECT:||2000 - 2001 ABCs|
This memo is to inform you of the ABCs requirements and procedures that are in effect for the 2000-2001 accountability cycle. While for the most part, the accountability model remains unchanged, there are refinements that will impact grades 3-8 and 9-12. These new features include:
- using the EOC prediction formulas in the growth/gain calculations for end-of-course tests,
- including computer skills test results at grade 8 in the performance composite,
- adding the ABCs dropout component to high school growth/gain calculations, and
- weighting the ABCs growth/gain composites.
We have enclosed an explanation of the 2000-2001 ABCs accountability model and a fact sheet on the evolution of the ABCs. An updated explanation of the EOC Prediction formulas is provided in an Accountability Brief, "The EOC Prediction Formulas 1(5) ," which is enclosed in this mailing. Earlier accountability documents and memos may be useful as well; these can be accessed from the DPI web site at: www.ncpublicschools.org/accountability/reporting/index.html#ABC.
There is one comprehensive ABCs model for all schools. Schools are accountable for the courses/subjects offered throughout their grade configurations. A school with grades 6 through 9, for example, is accountable for end-of-grade and end-of-course testing data.
Alternative and special schools continue to be included in the ABCs under policy HSA-C-013. Information has been sent under a separate cover regarding how to submit ABCs local option data for alternative schools. Superintendents and LEA testing/accountability coordinators also will be asked to identify schools that may require special handling for the 2000-2001 ABCs accountability cycle. These include K-2 feeder schools, vocational career centers, special education centers, and hospital schools.
With the implementation of the EOC prediction formulas, it is more important than ever to maintain accurate and complete historical data on all students. However, the procedures for maintaining test data in SIMS are critical. For example, test data for students who transfer to a different school after first block should be accurately attributed to the school where the course was taught. However, these data also must be included in SIMS at the receiving school so that they are available for use with the EOC prediction formulas. (Complete details are available to LEA testing coordinators on TNN and SIMS coordinators on NCWISE about how to handle this situation).
High school student records should be checked and updated throughout the year to reflect changes in courses of study, (it is especially important to assign accurate course codes). While we understand that these data are not complete until after graduation, it is vital that seniors' records identify the appropriate courses of study. These data are necessary to compute the College University Prep/College Tech Prep component of the ABCs.
As always, questions concerning the accountability program should be directed first to your LEA testing/accountability coordinator who in turn can request information and/or assistance from the Regional Accountability Coordinator (RAC). We look forward to your continued cooperation and another successful accountability year.
|c:||LEA SuperintendentsLEA Testing/accountability Coordinators LEA SIMS CoordinatorsCompliance Commission for AccountabilityRegional Accountability Coordinators and Computing ConsultantsDHHS AdministratorsDJJDP AdministratorsElsie Leak|