To access Quick Links, visit our text-only version.

. Public Schools of North Carolina . . State Board of Education . . Department Of Public Instruction .

PROCESS FOR HANDLING SCORES OF STUDENTS IN EC CLUSTER CLASSROOMS

ABCs PROCEDURES FOR HANDLING SCORES OF CERTAIN STUDENTS WITH DISABILITIES WHO ARE CONCENTRATED IN CLASSES IN SPECIFIC SCHOOLS

At its January 28, 2003 meeting (by conference call), the State Board of Education approved the following:

It Will Be an LEA Decision As to Where Scores From Students With Disabilities, Who Are Clustered in Separate Classrooms, Will Count for ABCs (Including AYP) Purposes. The LEA Will Need to Move the Answer Sheets for These Students to the Appropriate Schools Prior to Scanning Answer Sheets.

Under this decision, LEAs are responsible for:

  • determining what is a "cluster" classroom (with the one restriction noted below);
  • determining which students’ scores will be reassigned to other schools*;
  • determining, before test score information is available, the schools where the scores will count for accountability purposes;
  • placing answer sheets appropriately under the header sheets of the schools where the scores are to count for accountability purposes;
  • scanning answer sheets according to the guidelines and procedures used for the testing and accountability program;
  • aligning attendance and membership information in SIMS or NCWISE so as to be consistent with where the scores are being counted for accountability purposes; and
  • checking all accountability files to ensure that the data are complete and accurate prior to submission to DPI for the ABCs.

DPI is still investigating what is the most appropriate process to use to ensure that SIMS and NCWISE records can be appropriately maintained in conjunction with the LEA flexibility allowed by the above SBE decision. Further information will be forthcoming when definitive guidance becomes available.


Restriction for defining "cluster"

The SBE decision about "cluster" classrooms does not apply to the "public separate" schools that have been addressed in previous years’ ABCs under State Board of Education policy HSP-C-013 (and referred to in that policy as "special education schools.") Those schools will continue to use the feeder pattern for ABCs growth determinations. Now that alternate assessment data are available for all of the students in those schools, their alternate assessment data will be used for the ABCs performance composite and for AYP calculations in 2002-03.

* The DPI interpretation of the SBE action is that:

  • Students whose scores are eligible for reassignment are those students who are clustered in separate classrooms in the school of assignment, but whose "home" school otherwise would have been another school.