February 15, 2002
Henry L. Johnson
Louis M. Fabrizio, Director
This memo is to inform you of the ABCs requirements and procedures that are in effect for the 2001-2002 accountability cycle.While for the most part, the accountability model remains unchanged, there are refinements that will impact grades 3-12. These new features include:
- revising the ABCs awards and recognition categories;
- changing the term "growth/gain" to "growth" in all designations of meeting or exceeding growth standards;
- using the phrase "high growth" to replace the phrase "exemplary growth;"
- eliminating the High School Comprehensive Tests in Reading and Mathematics at grade 10;
- eliminating English II test;
- using mathematics achievement levels determined from the Summer 2001 equating study for student reporting, student accountability standards gateways, student competency standard, and ABCs reporting (performance composite); using the same growth formulas that were used for grades 3-8 with the 2000-2001 ABCs for growth calculations for the 2001-2002 ABCs; and
- using three years of data for the ABCs dropout rate.
We have provided (on the ncpublicschools.org web site) an explanation of the 2001-2002 ABCs accountability model, refinement of the ABCs awards and recognition categories, 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(6)," as well as a revised edition of "Setting Annual Growth Standards: The Formula 1(3)". These documents can be accessed from the DPI web site at: www.ncpublicschools.org/accountability/reporting/abc/2001-02/
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 policyHSP-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 2001-2002 ABCs accountability cycle.These include K-2 feeder schools, vocational career centers, special education centers, and hospital schools.
It is important 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 students' 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.