​​Education Report Card > Business Rules: 2014 - 2015
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Answer
Criteria
  
  
  
  
2017 - 2018
  
Accountability Indicators
An Accountability System Indicator determined based on the percentage of proficient students in the areas of reading/English and math utilizing assessments results from Scantron, Alabama Alternate Assessment (AAA), and ACT in tested grades. The Academic Achievement indicator score is based on achievement levels as outlined below from student assessments.

ACHIEVEMENT LEVEL       WEIGHT
           Level I                                0
           Level II                               0.50
           Level III                              1.00
           Level IV                              1.25
Federal, State8/2/2019 5:01 PMKing Jermaine
25
2018 - 2019
  
Accountability Indicators
An Accountability System Indicator determined based on the number of students in the areas of reading/English and math utilizing assessments results in tested grades within the achievement levels. The Academic Achievement indicator score is based on achievement levels as outlined below from student assessments.

ACHIEVEMENT LEVEL         WEIGHT
Level I                                     0
Level II                                    0.50
Level III                                   1.00
Level IV                                   1.25

Participation rate plays a part in the calculation of the Academic Achievement Indicator Score. Per ESEA Section 1111(c) (4) (E) (ii), a state must use as the denominator for any measure in the Academic Achievement Indicator, the greater of:
• 95 percent of all students, or all students in the applicable subgroup, who were enrolled in the school at the time of testing; or
• The number of all students, or all students in the applicable subgroup, who participated in the assessments.
Participation rates for each subgroup will be supplied to the Office of Accountability by Student Assessment/IS.
Federal, State10/18/2019 1:26 PMKing Jermaine
25
2017 - 2018
  
Accountability Indicators
An Accountability System Indicator determined based on individual students who demonstrate improvement in reading/English and/or math with a growth record.
The Academic Growth Indicator Score is based on the weighted growth categories outlined below.

GROWTH CATEGORY WEIGHT
Category 1                       0
Category 2                       0.75
Category 3                       1.25
Category 4                       1.50
Federal, State8/2/2019 5:01 PMKing Jermaine
24
2018 - 2019
  
Accountability Indicators
An Accountability System Indicator determined based on individual students who demonstrate improvement in reading/English and/or math with a growth record within the growth categories. The Academic Growth Indicator Score is based on the weighted growth categories outlined below.

GROWTH CATEGORY                                  WEIGHT
Category 1                                                        0
Category 2                                                        0.75
Category 3                                                        1.25
Category 4                                                        1.50
Federal, State10/18/2019 1:31 PMKing Jermaine
24
2017 - 2018
  
Accountability Indicators
An Accountability System Indicator determined based on the percentage of high school students who graduated within 4 years of first entering the 9th grade.
The 4-Year Graduation Cohort for the fall of 2018 Accountability System is calculated 1 year in arrears, and utilizes the 2016-2017 cohort data.
Federal, State8/2/2019 5:01 PMKing Jermaine
23
2018 - 2019
  
Accountability Indicators
An Accountability System Indicator determined based on the percentage of high school students who graduated within 4 years of first entering the 9th grade. The 4-Year Graduation Cohort for the fall of 2019 Accountability System is calculated 1 year in arrears, and utilizes the 2017-2018 cohort data.
Federal, State10/18/2019 11:36 AMKing Jermaine
23
2017 - 2018
  
Accountability Indicators
An Accountability System Indicator determined based on the percentage of students enrolled in the 4-year cohort who met at least one of the College and Career Readiness Indicators.  The fall 2018 Accountability System utilizes the 2016-2017 CCR data.
The College and Career Readiness Indicators are:
• Benchmark on any ACT Subtest
• Qualifying Score on AP or IB Exam
• Military Enlistment
• Approved Transcript College or Postsecondary Credit While in High School
• Silver Level or Higher on the ACT WorkKeys
• Approved Industry Credentials
Federal, State8/2/2019 5:01 PMKing Jermaine
22
2018 - 2019
  
Accountability Indicators
An Accountability System Indicator determined based on the percentage of students enrolled in the 4-year cohort who met at least one of the College and Career Readiness Indicators. The fall 2019 Accountability System utilizes the 2017-2018 CCR data.

The College and Career Readiness Indicators are:
• Benchmark on any ACT Subtest
• Qualifying Score on AP or IB Exam
• Military Enlistment
• Approved Transcript College or Postsecondary Credit While in High School
• Silver Level or Higher on the ACT WorkKeys
• Approved Industry Credentials
Federal, State10/18/2019 11:36 AMKing Jermaine
22
2017 - 2018
  
Accountability Indicators
An Accountability System Indicator determined based on the percent of students in grades K-12 who missed 15 or more days (both excused and unexcused).  Chronic Absenteeism points are based on students present (by subtracting the Chronic Absenteeism Indicator Score from 100 before multiplying by the Chronic Absenteeism weight).
Federal, State8/2/2019 5:01 PMKing Jermaine
21
2018 - 2019
  
Accountability Indicators
An Accountability System Indicator determined based on the percent of students in grades K-12 who missed 18 or more days (both excused and unexcused). Chronic Absenteeism points are based on students present (by subtracting the Chronic Absenteeism Indicator Score from 100 before multiplying by the Chronic Absenteeism weight).
Federal, State10/18/2019 11:37 AMKing Jermaine
21
2017 - 2018
  
Accountability Indicators
An Accountability System Indicator determined based on the percentage of students who met their growth target utilizing ACCESS 2.0 in grades 3-8 and 11.
Federal, State8/2/2019 5:01 PMKing Jermaine
20
2018 - 2019
  
Accountability Indicators
An Accountability System Indicator determined based on the percentage of students who met their growth target utilizing ACCESS 2.0 in grades 3-8 and 11 as measured against progress targets.
Federal, State10/18/2019 11:37 AMKing Jermaine
20
2017 - 2018
  
Accountability Indicators
Only those students who are considered FAY are used to calculate the indicator scores for Academic Achievement, Academic Growth, and Progress in English Language Proficiency.
• A student is considered FAY at the school level if the student is enrolled 85% of the school year with a matched assessment record.  A break in enrollment does not disqualify a student from being FAY for a school.
• A student is considered FAY at the district level if the student is enrolled 85% of the school year in a district with a matched assessment record.  A break in enrollment does not disqualify a student from being FAY for a district.
Federal, State8/2/2019 5:01 PMKing Jermaine
19
2018 - 2019
  
Accountability Indicators
Only those students who are considered FAY are used to calculate the indicator scores for Academic Achievement, Academic Growth, and Progress in English Language Proficiency.
• A student is considered FAY at the school level if the student is enrolled 85% of the school year with a matched assessment record.  A break in enrollment does not disqualify a student from being FAY for a school.
• A student is considered FAY at the district level if the student is enrolled 85% of the school year in a district with a matched assessment record.  A break in enrollment does not disqualify a student from being FAY for a district.
Federal, State10/16/2019 11:17 AMKing Jermaine
19
2017 - 2018
  
Accountability Indicators
Any school/system that does not have sufficient indicator data will not have a letter grade assigned to it. The school/system will receive a label of “ID” for “Insufficient Data”.
Federal, State8/2/2019 5:01 PMKing Jermaine
18
2018 - 2019
  
Accountability Indicators
Any school/system that does not have sufficient indicator data will not have a letter grade assigned to it. The school/system will receive a label of “ID” for “Insufficient Data”.
Federal, State10/16/2019 11:02 AMKing Jermaine
18
2017 - 2018
  
Accountability Indicators
Subgroups within the Alabama Accountability System are:
• All Students
• American Indian/Alaska Native
• Asian
• Black or African American
• Economically Disadvantaged
• Hispanic/Latino
• Native Hawaiian/Pacific Islander
• Students with Disabilities
• Students with Limited English Proficiency
• Two or More Races
• White
Each subgroup that meets the minimum n-count of 20 students will have an indicator score calculated.  The n-count of 20 applies to the “All Students” group, as well as all subgroups.  Only the “All Students” group indicator scores will be used in tabulating the final letter grade.  All other subgroup indicator scores are provided for informational purposes only.
Federal, State8/2/2019 5:01 PMKing Jermaine
17
2018 - 2019
  
Accountability Indicators
Subgroups within the Alabama Accountability System are:
• All Students
• American Indian/Alaska Native
• Asian
• Black or African American
• Economically Disadvantaged
• Hispanic/Latino
• Native Hawaiian/Pacific Islander
• Students with Disabilities
• Students with Limited English Proficiency
• Two or More Races
• White
Each subgroup that meets the minimum n-count of 20 students will have an indicator score calculated.  The n-count of 20 applies to the “All Students” group, as well as all subgroups.  Only the “All Students” group indicator scores will be used in tabulating the final letter grade.  All other subgroup indicator scores are provided for informational purposes only.
Federal, State10/16/2019 11:17 AMKing Jermaine
17
2017 - 2018
  
Accountability Indicators
Each indicator and subgroup must meet the minimum N-Count of 20 in order to be included in the Accountability Systems calculations as a subgroup.
Federal, State8/2/2019 5:01 PMKing Jermaine
16
2018 - 2019
  
Accountability Indicators
Each indicator and subgroup must meet the minimum N-Count of 20 in order to be included in the Accountability Systems calculations as a subgroup.
Federal, State10/16/2019 11:03 AMKing Jermaine
16
2017 - 2018
  
Accountability Indicators
Participation rate plays a part in the calculation of the Academic Achievement Indicator Score.
Per ESEA Section 1111(c) (4) (E) (ii), a state must use as the denominator for any measure in the Academic Achievement Indicator, the greater of:
• 95 percent of all students, or all students in the applicable subgroup, who were enrolled in the school at the time of testing; or
• The number of all students, or all students in the applicable subgroup, who participated in the assessments.
Participation rates for each subgroup will be supplied to the Office of Accountability by Student Assessment/IS.
Federal, State8/2/2019 5:01 PMKing Jermaine
15
2018 - 2019
  
Accountability Indicators
Participation rate plays a part in the calculation of the Academic Achievement Indicator Score.
Per ESEA Section 1111(c) (4) (E) (ii), a state must use as the denominator for any measure in the Academic Achievement Indicator, the greater of:
• 95 percent of all students, or all students in the applicable subgroup, who were enrolled in the school at the time of testing; or
• The number of all students, or all students in the applicable subgroup, who participated in the assessments.
Participation rates for each subgroup will be supplied to the Office of Accountability by Student Assessment/IS.
Federal, State10/16/2019 11:17 AMKing Jermaine
15
2017 - 2018
  
Accountability Indicators
Schools that do not have tested grades (kindergarten schools, k-2 schools, freshman academies, etc.) will still be considered part of the accountability system.  These schools will receive the same indicator scores as the school the majority of their students feed into, except for the Chronic Absenteeism Indicator Score.  Chronic Absenteeism will be calculated for all schools individually to be used in their final letter grade.
Federal8/2/2019 5:01 PMKing Jermaine
14
2018 - 2019
  
Accountability Indicators
Schools that do not have tested grades (kindergarten schools, k-2 schools, freshman academies, etc.) will still be considered part of the accountability system.  These schools will receive the same indicator scores as the school the majority of their students feed into, except for the Chronic Absenteeism Indicator Score.  Chronic Absenteeism will be calculated for all schools individually to be used in their final letter grade.
Federal10/16/2019 11:04 AMKing Jermaine
14
2017 - 2018
  
Accountability Indicators
CSI schools are identified in the bottom 6% of Title I Schools (based on the total points earned) and those schools (both Title 1 and non-Title 1) with a graduation rate below 67% or more than 10 percentage points below the state average.
Federal8/2/2019 5:01 PMKing Jermaine
13
2018 - 2019
  
Accountability Indicators
CSI schools are identified in the bottom 6% of Title I Schools (based on the total points earned) and those schools (both Title 1 and non-Title 1) with a graduation rate below 67% or more than 10 percentage points below the state average.
Federal10/16/2019 11:05 AMKing Jermaine
13
2017 - 2018
  
Accountability Indicators
ALSDE’s goal is to lower the achievement gaps by decreasing the percentage of non-proficient students based on unweighted student assessment data in each subgroup by 50% by the end of the 2030 school year. This was calculated by identifying the 2016-2017 unweighted baseline data from student assessment results.  This is calculated by subtracting the baseline data from 100 to determine the percent of students not proficient.  The percent of students not proficient will be divided by two to obtain the improvement needed.  The improvement needed will then be added to the baseline proficiency data to determine the long-term goal for the All Students and each applicable accountability subgroup with the minimum n-count of 20.   Interim Progess for academic achievement targets are publicly reported every three years.  Targets and Goals can be adjusted based on approved ESSA Plan Amendments. 
Federal8/2/2019 5:01 PMKing Jermaine
12
2018 - 2019
  
Accountability Indicators
ALSDE’s goal is to lower the achievement gaps by decreasing the percentage of non-proficient students based on unweighted student assessment data in each subgroup by 50% by the end of the 2030 school year. This was calculated by identifying the 2016-2017 unweighted baseline data from student assessment results.  This is calculated by subtracting the baseline data from 100 to determine the percent of students not proficient.  The percent of students not proficient will be divided by two to obtain the improvement needed.  The improvement needed will then be added to the baseline proficiency data to determine the long-term goal for the All Students and each applicable accountability subgroup with the minimum n-count of 20.   Interim Progess for academic achievement targets are publicly reported every three years.  Targets and Goals can be adjusted based on approved ESSA Plan Amendments. 
Federal10/18/2019 1:19 PMKing Jermaine
12
2016 - 2017
  
Accountability Indicators
As identified in the Alabama PLAN 2020 ESEA Flexibility Renewal Request beginning 2015-2016 each school and district will be required to meet its Annual Measurable Objective goal for each subgroup in one of three ways:
1. Meet or exceed the state goal of 90%.

2. Show improvement from the previous year.

3. Meet or exceed the state goal of 90% based on data from the three most recent years’ average for the school/district.

Attendance Rate Targets were reported for schools without a grade 12.
Federal8/2/2019 5:01 PMKing Jermaine
11
2017 - 2018
  
Accountability Indicators
Alabama’s long-term goal is to decrease the percentage of non-graduating students by 50% by 2030. This is calculated by identifying the 2015-2016 baseline four-year cohort graduation rate, then subtracting the graduation rate from 100 to determine the percent of non-graduates. The percent of non-graduates will be divided by two to obtain the improvement needed. The improvement needed will then be added to the baseline four-year cohort graduation rate to determine the long-term goal. This methodology will be utilized to determine the long-term goal for the All Students and each applicable accountability subgroup with the minimum n-count of 20.   Interim Progess for academic achievement targets are publicly reported every three years.  Targets and Goals can be adjusted based on approved ESSA Plan Amendments. 
Federal8/2/2019 5:01 PMKing Jermaine
11
2018 - 2019
  
Accountability Indicators
Alabama’s long-term goal is to decrease the percentage of non-graduating students by 50% by 2030. This is calculated by identifying the 2015-2016 baseline four-year cohort graduation rate, then subtracting the graduation rate from 100 to determine the percent of non-graduates. The percent of non-graduates will be divided by two to obtain the improvement needed. The improvement needed will then be added to the baseline four-year cohort graduation rate to determine the long-term goal. This methodology will be utilized to determine the long-term goal for the All Students and each applicable accountability subgroup with the minimum n-count of 20.   Interim Progess for academic achievement targets are publicly reported every three years.  Targets and Goals can be adjusted based on approved ESSA Plan Amendments. 
Federal10/18/2019 1:19 PMKing Jermaine
11
2016 - 2017
  
Accountability Indicators
As identified in the​​ Alabama PLAN 2020 ESEA Flexibility Renewal Request the Graduation Rate was calculated using the four-year cohort graduation rate. Graduation Rates are disaggregated by ESEA subgroups. Targets were established using the Annual Measurable (AMO) methodology which was to increase in equal increments toward a goal of reducing by half the percentage of students in the "all students" group and in each ESEA subgroup who did not graduate with a trajectory of six years. In addition a Safe Harbor provision has been added. Any subgroup that fails to meet its Graduation Rate AMO target can meet it through Safe Harbor by improving the graduation rate by 2 points from the previous year's graduation rate.

Graduation Rate Targets were reported for schools with a grade 12.
Federal8/2/2019 5:01 PMKing Jermaine
10
2017 - 2018
  
Proficiency/Participation
1. Scantron Performance Series was administered to Alabama students in grades 3-8. The subject tests included reading and math for students in Grades 3-8 and comprehensive science for Grades 5 and 7.
2. Scantron results were reported as 4-digit scaled scores that were converted to 3-digit scores (with digits after the decimal point to the thousandth place) to equate to ACT Aspire scaled scores.
3. Cut scores for four achievement levels were converted from Scantron quartile placement scores using the same conversion formulas. Achievement levels 3 and 4 were considered proficient.
4. All tests were administered online, with the exception of special paper formats for visually-impaired students and students with educational plans that required paper formats for testing.
5. Achievement levels are used to describe student performance on the state summative assessment.
a. Level 4—Distinguished Learner
b. Level 3—Proficient Learner
c. Level 2—Developing Learner
d. Level 1—Emerging Learner
6. Proficiency is determined by the number of students scoring in Levels 3 or 4.

Federal, State8/2/2019 5:02 PMKing Jermaine
10
2018 - 2019
  
Proficiency/Participation
1. Scantron Performance Series was administered to Alabama students in grades 3-8. The subject tests included reading and math for students in Grades 3-8 and comprehensive science for Grades 5 and 7.
2. Scantron results were reported as 4-digit scaled scores that were converted to 3-digit scores (with digits after the decimal point to the thousandth place) to equate to ACT Aspire scaled scores.
3. Cut scores for four achievement levels were converted from Scantron quartile placement scores using the same conversion formulas. Achievement levels 3 and 4 were considered proficient.
4. All tests were administered online, with the exception of special paper formats for visually-impaired students and students with educational plans that required paper formats for testing.
5. Achievement levels are used to describe student performance on the state summative assessment.
a. Level 4—Distinguished Learner
b. Level 3—Proficient Learner
c. Level 2—Developing Learner
d. Level 1—Emerging Learner
6. Proficiency is determined by the number of students scoring in Levels 3 or 4.
Federal, State10/16/2019 11:16 AMKing Jermaine
10
2016 - 2017
  
Accountability Indicators
The Student Engagement Rate is determined dividing the number of student engagement instances by student enrollment, presented as a percentage. This metric is self-reported by systems.
State8/2/2019 5:01 PMKing Jermaine
9
2017 - 2018
  
Proficiency/Participation
The ACT with Writing is the capstone of ACT College and Career Readiness Solutions, utilizing College and Career Readiness Standards that are descriptions of the essential skills and knowledge students need to become ready for college and career, giving clear meaning to test scores and serving as a link between what students have learned and what they are ready to learn next.  The ACT with Writing is administered to all Grade 11 students enrolled in Alabama public high schools.   The ACT with Writing contains four multiple-choice tests -English, mathematics, reading, and science and the writing test.  The ACT with Writing Alabama benchmarks are as follows:  English – 18; Reading – 19; Mathematics – 17; and Science – 19.  Only scores for English, mathematics, and science are utilized for accountability reporting.
Federal, State8/2/2019 5:01 PMKing Jermaine
9
2018 - 2019
  
Proficiency/Participation
The ACT with Writing is the capstone of ACT College and Career Readiness Solutions, utilizing College and Career Readiness Standards that are descriptions of the essential skills and knowledge students need to become ready for college and career, giving clear meaning to test scores and serving as a link between what students have learned and what they are ready to learn next.  The ACT with Writing is administered to all Grade 11 students enrolled in Alabama public high schools.   The ACT with Writing contains four multiple-choice tests -English, mathematics, reading, and science and the writing test.  The ACT with Writing Alabama benchmarks are as follows:  English – 18; Reading – 19; Mathematics – 17; and Science – 19.  Only scores for English, mathematics, and science are utilized for accountability reporting.
Federal, State10/16/2019 10:56 AMKing Jermaine
9
2016 - 2017
  
Proficiency/Participation
1. The ACT Aspire was administered to Alabama students in Grades 3 – 8. The subject tests included reading and mathematics for students in Grades 3 – 8 and science for students in Grades 5 and 7. Grade 10 took all five parts of the assessment (reading, math, science, writing and English.)

2. A STEM score was provided for any student at any grade level who took both math and science.

3. ACT Aspire results were reported on a 3-digit score that is converted to a scale score with levels 3 and 4 being proficient.

4. Schools and districts were encouraged to administer the optional English and writing, as well as science in the off grades.

5. Schools and systems had the option of testing their students with computer-based or paper formats.
Federal, State8/2/2019 5:01 PMKing Jermaine
8
2017 - 2018
  
Proficiency/Participation
ACCESS for ELLs is a secure large-scale English language proficiency assessment anchored in the WIDA English Language Proficiency (ELP) Standards and administered to students in Grades K-12 who have been identified as English learners (ELs).

The test is given annually in Alabama and is used to monitor EL students' progress in acquiring academic English within the school context, as well as language associated with language arts, mathematics, science, and social studies across four domains for Speaking, Listening, Reading, and Writing.

From the results, the state can determine when ELs no longer need support from the English as a Second Language program. This is the only way that a student can exit the ESL program. The exit criteria in Alabama is a 4.8 composite score.

* Alternate ACCESS for ELLs is a performance-based assessment developed specifically for ELs in Grades 1-12 with significant cognitive disabilities.
Federal, State8/2/2019 5:01 PMKing Jermaine
8
2018 - 2019
  
Proficiency/Participation
ACCESS for ELLs is a secure large-scale English language proficiency assessment anchored in the WIDA English Language Proficiency (ELP) Standards and administered to students in Grades K-12 who have been identified as English learners (ELs).

The test is given annually in Alabama and is used to monitor EL students' progress in acquiring academic English within the school context, as well as language associated with language arts, mathematics, science, and social studies across four domains for Speaking, Listening, Reading, and Writing.

From the results, the state can determine when ELs no longer need support from the English as a Second Language program. This is the only way that a student can exit the ESL program. The exit criteria in Alabama is a 4.8 composite score.

* Alternate ACCESS for ELLs is a performance-based assessment developed specifically for ELs in Grades 1-12 with significant cognitive disabilities.
Federal, State10/16/2019 10:57 AMKing Jermaine
8
2016 - 2017
  
Proficiency/Participation
The administration of the ACT Plan, beginning in 2012, included four multiple-choice tests (English, Mathematics, Reading and Science.) Alabama publicly reported scores in English, Mathematics and Science. With the sunset of the ACT Plan, students in Grade 10 took all five sections of ACT Aspire in spring 2016 and spring 2017. An "ACT Readiness Benchmark" was reported for English, reading, writing, math and science. These benchmarks could be used to determine if students were on track for readiness at the appropriate grade/subject levels. The ACT Plan Benchmarks are as follows:
English – 15 (a student with this score would likely score an 18 on the ACT in English)
Reading – 18 (a student with this score would likely score a 22 on the ACT in reading)
Mathematics – 22 (a student with this score would likely score a 22 on the ACT in mathematics)
Science – 23 ( a student with this score would likely score a 23 on the ACT in science)​​
State8/2/2019 5:01 PMKing Jermaine
7
2017 - 2018
  
Proficiency/Participation
The Alabama Alternate Assessment (AAA) was developed for students with significant cognitive disabilities whose Individualized Education Program (IEP) Teams determined were not able to participate in the general education testing program. Students participating in the AAA are assessed in reading and mathematics in Grades 3-8 and 10 and in Grades 5, 7, and 10 assessed in science. The AAA measures a student's mastery of academic goals based on the Alabama Extended Standards. The AAA is a performance task assessment.

Proficiency is determined by the number of students scoring in Achievement Levels 3 or 4.
Achievement levels are used to describe student performance on the state assessments.
- Level 4 - Exceeds The Extended Standards
- Level 3 – Meets The Extended Standards
- Level 2 – Partial Knowledge Of The Extended Standards
- Level 1 – Does Not Yet Meet The Extended Standards
Federal, State8/2/2019 5:02 PMKing Jermaine
7
2018 - 2019
  
Proficiency/Participation
The Alabama Alternate Assessment (AAA) was developed for students with significant cognitive disabilities whose Individualized Education Program (IEP) Teams determined were not able to participate in the general education testing program. Students participating in the AAA are assessed in reading and mathematics in Grades 3-8 and 10 and in Grades 5, 7, and 10 assessed in science. The AAA measures a student's mastery of academic goals based on the Alabama Extended Standards. The AAA is a performance task assessment.

Proficiency is determined by the number of students scoring in Achievement Levels 3 or 4.
Achievement levels are used to describe student performance on the state assessments.
- Level 4 - Exceeds The Extended Standards
- Level 3 – Meets The Extended Standards
- Level 2 – Partial Knowledge Of The Extended Standards
- Level 1 – Does Not Yet Meet The Extended Standards
Federal, State10/16/2019 10:58 AMKing Jermaine
7
2016 - 2017
  
Proficiency/Participation
1. ACCESS for ELLs 2.0 is a secure large-scale English language proficiency assessment anchored in the World-Class Instructional Design and Assessment (WIDA) English Language Proficiency (ELP) Standards and administered to students in Grades K-12 who have been identified as English learners (ELs).

2. The test is given annually in Alabama and is used to monitor EL students' progress in acquiring academic English within the school context, as well as language associated with language arts, mathematics, science, and social studies across four domains for Speaking, Listening, Reading, and Writing.

3. From the results, the state can determine when English Learners no longer need support from the English as a Second Language (ESL) program. This is the only way that a student can exit the ESL program.

* Alternate ACCESS for ELLs is a performance-based assessment developed specifically for English learners in Grades 1-12 with significant cognitive disabilities.​​​

* The scores are converted to a scale score with levels 3 and 4 being proficient.
Federal, State8/2/2019 5:01 PMKing Jermaine
6
2017 - 2018
  
Proficiency/Participation
Achievement levels are used to describe student performance on the state assessments.
- Level 4 - exceeds grade level standards
- Level 3 - meets grade level standards
- Level 2 - partially meets grade level standards
- Level 1 - does not meet grade level standards​

*Levels 3 and 4 are proficient.
Federal, State8/2/2019 5:01 PMKing Jermaine
6
2018 - 2019
  
Proficiency/Participation
Achievement levels are used to describe student performance on the state assessments.
- Level 4 - exceeds grade level standards
- Level 3 - meets grade level standards
- Level 2 - partially meets grade level standards
- Level 1 - does not meet grade level standards​

*Levels 3 and 4 are proficient.
Federal, State10/16/2019 10:59 AMKing Jermaine
6
2016 - 2017
  
Proficiency/Participation
1. The Alabama Alternate Assessment (AAA) was developed for special education students in Grades 3 – 8 and 10 whose Individualized Education Program (IEP) teams determined that the students would not participate in the regular student testing program. All students participating in the AAA are assessed in reading and mathematics. Students in grades 5, 7, and 10 are also assessed in science. The AAA measures a student's mastery of academic goals based on the Alabama Extended Standards. For the years 2014-2015 and 2015-2016, the AAA was a portfolio assessment. In 2016-2017 the AAA was a multiple choice test only.

2. During the school year, the teacher provides instruction on all extended standards for the subjects to be assessed according to the student's grade-level and collects pieces of evidence reflective of the student's performance. Three pieces of evidence per extended content standard are selected as the student's portfolio, and the evidence is scored using the AAA Rubric.

* In spring 2017 the AAA became a paper-based multiple choice assessment administered in areas of reading and mathematics in Grades 3 – 8 and 10 and science in Grades 5, 7, and 10.

* The scores from the AAA are converted to a scale score with levels 3 and 4 being proficient.
Federal, State8/2/2019 5:02 PMKing Jermaine
5
2017 - 2018
  
Proficiency/Participation
Proficiency is determined by the number of students scoring in Levels 3 or 4.
Federal, State8/2/2019 5:02 PMKing Jermaine
5
2018 - 2019
  
Proficiency/Participation
Proficiency is determined by the number of students scoring in Levels 3 or 4.
Federal, State10/16/2019 10:59 AMKing Jermaine
5
2016 - 2017
  
Proficiency/Participation
Achievement levels are used to describe student performance on the state assessments.
- Level 4 - exceeds grade level standards (exceeds)
- Level 3 - meets grade level standards (ready)
- Level 2 - partially meets grade level standards (close)
- Level 1 - does not meet grade level standards​ (needs support)

*Levels 3 and 4 are proficient.
Federal, State8/2/2019 5:01 PMKing Jermaine
4
2017 - 2018
  
College & Career Readiness
The college and career ready rate is a percentage calculated by dividing the number of students in a cohort who have successfully met one or more indicator(s) of readiness for college or career by the total number of students in that cohort. Alabama defines a student as college or career-ready if the student earns at least one of the following:

1. Benchmark score on any section of the ACT test.
      - English Benchmark = 18
      - Reading Benchmark = 22
      - Math Benchmark = 22
      - Science Benchmark = 23

2. Qualifying score on an Advanced Placement (3, 4, or 5) or International Baccalaureate (4, 5, 6, or 7) exam.

3. Approved transcripted college or postsecondary credit while in high school.

4. Benchmark level (Silver) on the ACT WorkKeys.

5. Approved industry credential.

6. Accepted for enlistment into the Military.
Federal, State8/2/2019 5:01 PMKing Jermaine
4
2018 - 2019
  
College & Career Readiness
The college and career ready rate is a percentage calculated by dividing the number of students in a cohort who have successfully met one or more indicator(s) of readiness for college or career by the total number of students in that cohort. Alabama defines a student as college or career-ready if the student earns at least one of the following:

1. Benchmark score on any section of the ACT test.
      - English Benchmark = 18
      - Reading Benchmark = 22
      - Math Benchmark = 22
      - Science Benchmark = 23

2. Qualifying score on an Advanced Placement (3, 4, or 5) or International Baccalaureate (4, 5, 6, or 7) exam.

3. Approved transcripted college or postsecondary credit while in high school.

4. Benchmark level (Silver) on the ACT WorkKeys.

5. Approved industry credential.

6. Accepted for enlistment into the Military.
Federal, State10/16/2019 10:54 AMKing Jermaine
4
2016 - 2017
  
Proficiency/Participation
Proficiency is determined by the number of students scoring in Levels 3 or 4 (ready or exceeds).
Federal, State8/2/2019 5:02 PMKing Jermaine
3
2017 - 2018
  
Educator Profile
Teacher Certification information reflects the number and percentage of:

-inexperienced teachers, principals, and other school leaders (assistant principals),
-teachers teaching with emergency or provisional credentials, and
-teachers who are not teaching in an area(s) for which he/she is properly certified.

1. To identify Inexperienced Teachers, data were collected from the nightly processing of the LEA Student Management System.

Only individuals teaching a class with students are included in the data.
Only individuals who have at least two years (since the 2012-2013 school year) of teaching experience based on the LEA Student Management System will be counted in the data.

2. To identify Inexperienced Principals and Other School Leaders (i.e., assistant principals) data were collected from the Education Directory which were submitted by each public school system to the Alabama State Department of Education.

Only individuals assigned the roles of principal or assistant principal in the Education Directory are included in the data.

3. To identify teachers holding Emergency or Provisional Certificates, data were collected from the nightly processing of the LEA Student Management System and compared with the TEACH database. TEACH is the Alabama State Department of Education database used to issue certificates of the various types. 

Only individuals teaching a class with students are included in the data.

Due to there being no standard reporting procedures for school systems to report itinerant teachers or teachers who teach students at multiple schools/facilities, some teachers may have been counted as:
a) a teacher at each school for which students were served, or
b) a teacher at only one school for which students were served.

4. To identify teachers who are not teaching in an area(s) for which the teacher is properly certified, data were collected from the nightly processing of the LEA Student Management System. 

Only individuals teaching a class with students are included in the data.

Due to there being no standard reporting procedures for school systems to report itinerant teachers or teachers who teach students at multiple schools/facilities, some teachers may have been counted as:
a) a teacher at each school for which students were served, or
b) a teacher at only one school for which students were served.

Please Note:  The Department of Education is currently going through the process to acquire a new Student Management System by the 2020-2021 school year. Upon implementation, this new system will help to accurately capture necessary data.
Federal, State10/16/2019 10:23 AMKing Jermaine
3
2018 - 2019
  
Educator Profile
Teacher Certification information reflects the number and percentage of:

-inexperienced teachers, principals, and other school leaders (assistant principals),
-teachers teaching with emergency or provisional credentials, and
-teachers who are not teaching in an area(s) for which he/she is properly certified.

1. To identify Inexperienced Teachers, data were collected from the nightly processing of the LEA Student Management System.

Only individuals teaching a class with students are included in the data.
Only individuals who have at least two years (since the 2012-2013 school year) of teaching experience based on the LEA Student Management System will be counted in the data.

2. To identify Inexperienced Principals and Other School Leaders (i.e., assistant principals) data were collected from the Education Directory which were submitted by each public school system to the Alabama State Department of Education.

Only individuals assigned the roles of principal or assistant principal in the Education Directory are included in the data.

3. To identify teachers holding Emergency or Provisional Certificates, data were collected from the nightly processing of the LEA Student Management System and compared with the TEACH database. TEACH is the Alabama State Department of Education database used to issue certificates of the various types. 

Only individuals teaching a class with students are included in the data.

Due to there being no standard reporting procedures for school systems to report itinerant teachers or teachers who teach students at multiple schools/facilities, some teachers may have been counted as:
a) a teacher at each school for which students were served, or
b) a teacher at only one school for which students were served.

4. To identify teachers who are not teaching in an area(s) for which the teacher is properly certified, data were collected from the nightly processing of the LEA Student Management System. 

Only individuals teaching a class with students are included in the data.

Due to there being no standard reporting procedures for school systems to report itinerant teachers or teachers who teach students at multiple schools/facilities, some teachers may have been counted as:
a) a teacher at each school for which students were served, or
b) a teacher at only one school for which students were served.

Please Note:  The Department of Education is currently going through the process to acquire a new Student Management System by the 2020-2021 school year. Upon implementation, this new system will help to accurately capture necessary data.
Federal, State10/16/2019 10:52 AMKing Jermaine
3
2016 - 2017
  
College & Career Readiness
The Four-Year Adjusted Cohort Graduation Rate is calculated by determining the percentage of students who entered ninth grade and graduated within four years. The formula equates to the number of on-time Federal graduates in a given year divided by the number of entering first-time ninth graders four years earlier, adjusting for transfers in and out. Student data are followed individually from the time they start ninth grade.
Federal, State8/2/2019 5:01 PMKing Jermaine
2
2017 - 2018
  
Educator Profile
Utilizes the percentage of students meeting their growth targets on the Scantron Performance Series assessments to determine teacher effectiveness at the state level. The population utilized for this measure consisted of student rosters from 54,840 Math and/or Reading classrooms in grades 3-8 from across Alabama.

Growth levels were determined as follows:

Growth Level 0 – less than or equal to 24% of students in the classroom met their growth target
Growth Level 1 – between 25% and 49% of students in the classroom met their growth target
Growth Level 2 – between 50% and 74% of students in the classroom met their growth target
Growth Level 3 – greater than or equal to 75% of students in the classroom met their growth target
Federal10/16/2019 10:33 AMKing Jermaine
2
2018 - 2019
  
Educator Profile
Utilizes the percentage of students meeting their growth targets on the Scantron Performance Series assessments to determine teacher effectiveness at the state level. The population utilized for this measure consisted of student rosters from 54,840 Math and/or Reading classrooms in grades 3-8 from across Alabama.

Growth levels were determined as follows:

Growth Level 0 – less than or equal to 24% of students in the classroom met their growth target
Growth Level 1 – between 25% and 49% of students in the classroom met their growth target
Growth Level 2 – between 50% and 74% of students in the classroom met their growth target
Growth Level 3 – greater than or equal to 75% of students in the classroom met their growth target
Federal10/16/2019 10:55 AMKing Jermaine
2
2016 - 2017
  
Educator Profile
1. Teacher data were collected from the Local Education Agency Personnel System (LEAPS) Financial Report which was submitted by each public school system to the Alabama State Department of Education. The teacher data are as of the last day (i.e., June 30) of the school year. Only individuals reported as serving as teachers are included in the data; individuals serving as counselors, librarians, principals, etc., are not included. The Educator Certification data base was used to retrieve certification information for each of these teachers in regard to the highest level of professional educator certificate(s) held and/or any alternative, emergency, or not specified certificates held.

2. Due to there being no standard reporting procedures for the school systems to report career and technical education teachers who provided instruction at career and technical centers, some teachers may have been counted as:
a) a teacher at each school for which students were served,
b) a teacher at only one school for which students were served, or
c) a teacher at the career and technical education center.

3. Due to there being no standard reporting procedures for the school systems to report teachers who provided instruction at more than one school, some teachers may have been counted as:
a) a teacher at each school for which students were served, or
b) a teacher at only one school for which students were served.

4. As some teachers held certificates that fell in more than one category of certificates during the school year, those teachers were counted in more than one category (e.g., Class A and Alternative; Class B and one of the not specified certificates).

5. If an individual was not reported as a teacher in the Local Education Agency Personnel System (LEAPS) Financial Report or the individual did not hold a certificate, they were not included in the percentages.
Federal, State8/2/2019 5:01 PMKing Jermaine
1
2017 - 2018
  
Supporting Data
Expenditures: Function Codes
1000 -6999 and 9140
     Instructional Services
     Student Support Services
     Instructional Staff Support
     School Administrative Services
     Operations and Maintenance
     Student Transportation
     Food Services
     Preschool
     General Administrative Services

DOES NOT INCLUDE THE FOLLOWING:
     Capital Outlay - Real Property
     Debt Service - Long Term
     Adult/continuing Education (except for Preschool)
     Non-Public School Programs
     Community Services
     Payment made on behalf of Other Schools
     Other Expenditures
     Other Fund Uses

Fund Source:
     1000 - 2999: State Sources
     3000 - 3399, 3500 - 5999: Federal Sources
     3400 - 3499 (Impact Aid): Local Sources
     6000 - 6999: Local Sources
     7100 - 7499: Local School Public
     (Exclude 7500 - 7999: Local School Non-Public)
     8000 - 9999: Other Sources

Direct Expenditures:
     School Cost Centers with enrollment
          If the cost center does not have enrollment is was not   
          included.

Pooled Expenditures:
Cost Centers Pools between 8100  and 8699
     Instruction Services
     Instructional Support Services
          Student Support Services
          Instructional Staff Support
          School Administrative Services
Operations and Maintenance
Student Transportation
Food Services General
Administrative Services
Does not include Vocational Centers

Allocation
     Proportion
          Percentage of Direct Cost by LEA by Cost Center
         used to proportion Pooled Cost by LEA to each Cost
           Center.

     Direct Cost Percent
      Numerator - Direct Expenditures by LEA by Cost Center by  
         Function by Fund Source
     Denominator - Direct Expenditures by LEA by Function by
     Fund Source
     Direct Cost Percent  * Pooled Expenditures by LEA by Fund
     Source

Enrollment
     Transportation and Remaining Pooled Cost not allocated by
     percentage are allocated by enrollment. No Transportation
     costs are allocated to a cost center that is a virtual school. If
     notified by the LEA, other pooled costs will not be allocated
     to cost center that is a virtual school.


Federal, State8/2/2019 5:02 PMKing Jermaine
1
2018 - 2019
  
Supporting Data
Expenditures: Function Codes
1000 -6999 and 9140
     Instructional Services
     Student Support Services
     Instructional Staff Support
     School Administrative Services
     Operations and Maintenance
     Student Transportation
     Food Services
     Preschool
     General Administrative Services

DOES NOT INCLUDE THE FOLLOWING:
     Capital Outlay - Real Property
     Debt Service - Long Term
     Adult/continuing Education (except for Preschool)
     Non-Public School Programs
     Community Services
     Payment made on behalf of Other Schools
     Other Expenditures
     Other Fund Uses

Fund Source:
     1000 - 2999: State Sources
     3000 - 3399, 3500 - 5999: Federal Sources
     3400 - 3499 (Impact Aid): Local Sources
     6000 - 6999: Local Sources
     7100 - 7499: Local School Public
     (Exclude 7500 - 7999: Local School Non-Public)
     8000 - 9999: Other Sources

Direct Expenditures:
     School Cost Centers with enrollment
          If the cost center does not have enrollment is was not   
          included.

Pooled Expenditures:
Cost Centers Pools between 8100  and 8699
     Instruction Services
     Instructional Support Services
          Student Support Services
          Instructional Staff Support
          School Administrative Services
Operations and Maintenance
Student Transportation
Food Services General
Administrative Services
Does not include Vocational Centers

Allocation
     Proportion
          Percentage of Direct Cost by LEA by Cost Center
         used to proportion Pooled Cost by LEA to each Cost
           Center.

     Direct Cost Percent
      Numerator - Direct Expenditures by LEA by Cost Center by  
         Function by Fund Source
     Denominator - Direct Expenditures by LEA by Function by
     Fund Source
     Direct Cost Percent  * Pooled Expenditures by LEA by Fund
     Source

Enrollment
     Transportation and Remaining Pooled Cost not allocated by
     percentage are allocated by enrollment. No Transportation
     costs are allocated to a cost center that is a virtual school. If
     notified by the LEA, other pooled costs will not be allocated
     to cost center that is a virtual school.
Federal, State10/17/2019 11:16 AMKachelhofer Barry
1