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X_[ҩ6PY=O@Msh^s,?#Z-a'۳ǒxmXY}dod{\k Hb!kJˢ!\[nFհ &HtpUkمY g_(d~Va /lIX޾AgA\^dw,_-̚d;LsJ8-O/_fp 5+1޹5Qhvp(͹.w8P@q2_MX0j+€2M *gῊ=SO?jҟS~gQZ!@P@`AQqgSc C/ jioVǚP@`AQqgSc CD<3 okx|'+5* ( (9+y]B5-f ^ A4< ( (bBjƦ祄K]T0kޭC@( <  <0=bWorksheet Excel.Sheet.802Microsoft Excel WorksheetH/ 0|DArial.0`bFOTv8b8bDb0hbhb~0"DTimes New Roman8b8bDb0hbhb~0 DSymbolew Roman8b8bDb0hbhb~00DCentury Gothic8b8bDb0hbhb~0"@DWingdingsthic8b8bDb0hbhb~0 $,   @n?" dd@  @@`` > 6 (dO.       0 N8S "#%&()!VV5'U*g+Z9,D$.-O"$?ngp i7 $b$j @Q&  R$UWv>/Xl!֖# 0e0e     A@  A5% 8c8c     ?1 d0u0@Ty2 NP'p<'pA)BCD|E||P3(U3,@s " 0e@        @ABC DEEFGHIJK5%LMNOPQRSTUWYZ[ \]^_ `abN E5%  N E5%  N F   5%    !"?N@ABC DEFFGHIJK5%LMNOPQRSTUWYZ[ \]^_ `abg4DdDdtb~0lb ppp@  v___PPT9XP0___PPT10 <4BdBdxv8bg4ddtb~0lbZp@ pp?%  DRAFTO =w@/ 3 New York s Conceptual Framework for NCLB Accountability October 22, 20026JP90 0Purpose of No Child Left Behind 3 & to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments P(To Accomplish Purpose, NCLB Requires ...))(3Challenging academic content and student achievement standards High quality assessments aligned with these standards A single accountability system for all public schools and LEAs based on these standards and assessments?PP6PPhP !    P*Academic Standards((3 3Content standards in language arts/reading and mathematics By 2005-06, content standards in science Achievement standards that define at least three levels of performance (basic, proficient, and advanced) on assessments aligned with the content standards P(!P) P!P P ! H3Assessment Requirements( (33zAnnually assess all children in at least one grade within the grade intervals 3-5, 6-9, and 10-12 in language arts/reading and mathematics Beginning in 2005-06, assess all children in grades 3-8 annually in language arts/reading and mathematics Beginning in 2007-08, assess all children in at least one grade within the grade intervals 3-5, 6-9, and 10-12 annually in science " P" Pj" P" P" PNDDDDD DF 4DD DDD DF [DD DDD Assessment Requirements( (33Appropriate accommodations for students with disabilities Inclusion of limited English proficient students with reasonable accommodations, including, if practicable, native-language versions of the assessment Assessment in English of language arts/reading of any student who has attended schools in US for 3 or more consecutive school years, unless individual waiver granted for up to 2 more years. :" P" P" P" P" PFF F#FF,F:FD "Accountability System Includes ...##3Definition of adequate yearly progress (AYP) Evaluation of yearly progress of every school and LEA Identification of schools and LEAs for improvement, corrective action, or restructuring Provision of assistance and sanctions to schools and LEAs identified e P!PX P!PF P % , J =,l  HDefining AYP  Necessary Ingredients%%(3A timeline that ensures that all (assessed) students will meet or exceed the proficient level of performance in language arts/reading and mathematics by the 2013-14 school year Measurable objectives in language arts/reading and mathematics for all schools and LEAs each year A criterion value on at least one other academic indicator Identification of  disaggregated groups for AYP Assessment participation rates Criterion for  statistically reliable results P o   Timeline Includes ...(3DEstablishing a  starting point, for both language arts/reading and mathematics, that is based on the percentage of students meeting or exceeding proficiency on the 2001-02 assessments Establishing increasing intermediate goals at least once every three years based on equal increments in the percentages of students meeting or exceeding proficiency so that, by 2013-14, the goal is 100 percent of assessed students. v P  Timeline (3 Measurable Objectives(3DThe  starting point and each intermediate goal are used to establish the measurable objectives in language arts/reading and mathematics for all schools and LEAs each year beginning in the 2002-03 school year. If the first intermediate goal occurs in 2002-03, it is the measurable objective for 2002-03. If the first intermediate goal occurs in 2003-04, the  starting point is the measurable objective in 2002-03. : P  Other Academic Indicators(3The State must set a criterion value on at least one additional academic indicator that must be achieved by all schools and LEAs each year The criterion value(s) may remain constant or increase each year The indicator(s) for high schools must include graduation rate  P!PA P!PC P A @ ,|p< Disaggregated Groups for AYP (3In the grade(s) assessed: All students Economically disadvantaged students Students in major racial and ethnic groups Students with disabilities Students with limited English proficiency D!P P!P$ P!P+ P!P P!P- P( $ +  * Participation Rates(3The number of students with assessment results divided by the number of students enrolled in the grade(s) assessed at the time of assessment Calculated for each  disaggregated group for AYP  P!P6 P 1  a\Statistically Reliable Results(3The State must determine a minimum size for all  disaggregated groups for AYP The results for any  disaggregated group cannot be used to determine if a school or LEA made AYP if the group size is smaller than this minimum States may aggregate assessments results across grades for 2 or 3 years to increase group sizesP P!P P!P` PP  ` A School or LEA Makes AYP If ...!!(3 Every  disaggregated group for AYP of sufficient size to produce statistically reliable results meets the measurable objective in both language arts and mathematics, AND Has an assessment participation rate of at least 95%, AND The school or LEA meets the criterion for the other academic indicator(s) A group s failure to meet a measurable objective will not constitute failure to make AYP if, for the appropriate subject area, the percentage of students in that group below the State s proficient achievement level has decreased by at least 10 percent from the preceding year and the school meets the criteria on other academic indicator(s)0 P!PU PB?DU)$Key Policy Issues Needing Resolution%%((U!Establishing state proficiency standards for AYP Measurable annual objectives measure Size of disaggregated groups for AYP Accountability for high school students with disabilities Accountability for limited English proficient students Other academic indicators Non-Title I accountability ," P!,,0Establishing State Proficiency Standards for AYP.10(U((UNCLB requires States to have at least three performance levels: basic, proficient, and advanced. States must determine the percentage of students who have achieved or exceeded proficiency on State standards. NY currently has four levels for the 4th and 8th grade assessments. The Board of Regents have established Level 3 as the proficiency standard. The Board of Regents have also established a score of 65 as the proficiency standard for the Regents exams.!P (U, (U,,,,, 0Establishing State Proficiency Standards for AYP.10(U((U,NY proposes to continue to define proficiency as Level 3 and define advanced as Level 4 for the 4th and 8th grade assessments and to keep 65 as the standard for proficiency for the Regents exams and define advanced as 85 or above (see next slide for complete specification of proposed standards) The reasons are Using Level 2 as the proficiency standard would decrease only slightly the number of schools initially failing to make AYP Using a score of 65 as a standard for accountability can be decided independently of using it as a graduation requirement8!P,P (UV,,,,, (U,!0Establishing State Proficiency Standards For AYP11((U"$Measurable Annual Objectives Measure.%$ (U((UNCLB requires measurable objectives based on the percentage of students who achieve or exceed proficiency on State assessments and that increase over a 12-year period from a  starting point to 100 percent of assessed students. NY currently uses a Performance Index and a high school cohort measure that are based on the percentages of proficient and basic proficient studentsNz!P (U, (U,#$Measurable Annual Objectives Measure.%$ (U((UNY proposes to continue to use the School Accountability Performance Index (PI) for elementary and middle school grades and to use a new high school accountability index. Both indices range from 0 to 200 by adding the percentage of students who are proficient or higher to the percentage who are at basic proficiency or higher on the appropriate assessment. These indices will be used to establish a  starting point and equal increments each year so that, by 2013-14, the measurable objective for all schools and LEAs is 200. The reasons are The School Performance Index has been used in NY for the past three years Schools are credited with moving students from Basic to Basic Proficiency as well as to Proficient (see next slide) Annual increases will be more gradual and more evenly distribute the number of schools not making AYP across the years!!P5,P (U,, (U,,4,,N$$Measurable Annual Objectives Measure.%$ (U((U%$Measurable Annual Objectives Measure.%$ (U((U&$Size of Disaggregated Groups for AYP.%$$(U((UNCLB requires that disaggregated groups be sufficiently large to yield statistically reliable results NY does not currently determine school or district accountability based on the performance of disaggregated groups.N!P (UZ,(Uq,'$Size of Disaggregated Groups for AYP.%$ (U((UvNY proposes to use a minimum group size of 40. If a school has no groups, including  all students, that are that large, then results will be combined over two years. New York is studying the use of a  confidence interval and a requirement that a group must meet a minimum percentage threshold in order for a valid AYP to be established. The reasons are based on reliability studies using data from previous years for several  model LEAs. j!P (UH, (U,[,,$($Size of Disaggregated Groups for AYP.%$ (U((U*-Accountability for Students with Disabilities..((U5NCLB requires appropriate accommodations for students with disabilities and use of alternate assessments. However, in determining AYP at the state and LEA level, draft USDOE regulations do not permit the use of alternate assessment results for more than 0.5 percent of all students in the grades assessed. NY currently requires students participating in the locally selected alternate option to be considered to have performed at Level 1 for accountability purposes and includes the performance of students with disabilities who take the NYS Alternate Assessment. j6!P (U,%, (U,,+-Accountability for Students with Disabilities..((UNY proposes to incorporate the results for students with disabilities taking the alternate assessment into the PI and the high school accountability index based upon the students levels of performance. Students with disabilities who pass the RCT but do not score at least 55 on a Regents will be deemed to have performed at Level 2 for purposes of the high school accountability index. The reason is to ensure that schools and LEAs have a means to demonstrate the success that they have had educating students with severe disabilities who even with the best instruction would not be able to achieve the State standards.jo!P (Uz, (U,,,2%-Accountability for Students with Disabilities..((U?.-Accountability for Students with Disabilities..((U,6Accountability for Limited English Proficient Students77((UcNCLB requires that States provide for the participation of limited English proficient (LEP) students in state assessments, including language arts. Such participation shall provide for reasonable accommodation and shall to the extent practicable be in the language and form most likely to yield accurate data. Unless an individual waiver is granted for up to two additional years, LEP students who have attended school in the US for three or more consecutive years must be assessed in language arts or reading in a test written in English. NY currently assess LEP students using the regular State assessments once a student achieves the 30% percentile on a norm-referenced test of reading in English. For students who have not yet reached the 30% percentile, annual gains towards acquisition of proficiency in English are included in the SPI for Grade 4 and 8 ELA.\d!P (U, (U8,- Accountability For LEP Students ((UNY proposes that LEP students who have been attended a school in the United States for less than three consecutive years be assessed using the new New York State English as a Second Language Achievement Test (NYSESLAT). The annual progress that a student makes on this assessment will determine whether the student is considered to performing equivalent to Level 1, 2, 3, or 4 for accountability purposes. The reason is that the most appropriate way to hold schools accountable for their success with newly arrived LEP students is to determine whether such students are making appropriate annual progress towards acquisition of English. z!P (U,, (U,,,;-Accountability for LEP Students ((U.!Other Academic Indicators((UNCLB requires that AYP for high schools include attainment of a minimum graduation rate and that AYP for elementary and middle schools include attainment of criterion performance on one additional indicator. The intent appears to be to allow States to increase the number of schools and LEAs failing to make AYP based on failure to achieve success on measures other than the state assessments. Success on the other measures may not be used to reduce the number of schools or LEAs failing to meet the measurable objective or participation requirements. NY currently does not include other academic indicators, other than an annual dropout rate, in determining AYP.!P (U,,, (U,N, (U,c,, /"Other Academic Indicators((UNY proposes to define graduation rate as the percent of students who graduate from high school within four years of first entry into ninth grade or by the age of 21 for ungraded students with disabilities. Students who drop out of school or transfer to GED programs will be included in the denominator in calculating the graduation rate. We also propose to use the NY science assessment as the other academic indicator for elementary and middle schools until attendance is collected for disaggregated groups. The reason for basing the graduation rate on four years is that the law requires that it be defined as the percentage of students who complete high school  in the normal number of years. For elementary and middle schools, attendance cannot be used immediately because schools do not currently report attendance for racial/ethnic groups, low income students, etc.l!P (U,, (U,8,',6)Other Academic Indicators((U0#Non-Title I Accountability((UNCLB requires that all schools and LEAs be evaluated against the AYP requirement regardless of their Title I status. However, only Title I LEAs and schools are subject to receive the assistance, rewards, and sanctions specified by NCLB. NCLB requires a single accountability system for all schools and LEAs based on state standards and assessments. NY currently maintains a State standard for all schools based on a measure of aggregate performance. LEAs are required to develop LAPs for schools that fall below the standard.!P (U,,,q, (U,,b#e+1$Non-Title I Accountability((UNY proposes to continue the maintenance of a State standard. Non-Title I schools that fail to make AYP for two consecutive years would be required to do school improvement plans but would not be subject to Section 1116 interventions. The reason for maintaining the State standard is to identify and assist LEAs with low-performing schools that, at least initially, are making AYP. Also, it would not be appropriate to require that non-Title I schools offer choice or supplementary services since they do not receive Title I funds to support such activities. Finally, this proposal addresses schools being moved in and out of Title I status to avoid Title I accountability provisions.\!P (U, (U,,4x7*Non-Title I Accountability(U8+Non-Title I Accountability(U:,Non-Title I Accountability(U/8>A  ` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғ3y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> c(    6t"v  `} v T Click to edit Master title style! !  0"v  ` v RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  04#v ^ ` v =*  0#v ^  v ?*  0#v ^ ` v ?*H  0޽h ? 3380___PPT10.Q_~ Default Design 0 LD0|( ,z[z | | B  ?P   v k*& "  , | B4  ?   v m*(("  ,p | 0 ?  v( | B  ? @ v RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S | H  ?`P  v k*& "  , | HT  ?`  v m*(("  ,H | 0޽h ? ̙33 @L( w x  c $  v x  c $t p@ v   B >_ : `  c 8Alogo_nclb 0H  0޽h ? 33___PPT10i.Q_`x~+D=' = @B + P\(  r  S     r  S T p@     B >_ : "`n  c 8Alogo_nclb 0"`H  0޽h ? 33___PPT10i.Q_`x~+D=' = @B +   ` (   ~  s *4 P `       B  @   "`  B >_ : "`n  c 8Alogo_nclb 0"`H  0޽h ? 33___PPT10i.Q_`x~+D=' = @B +    p ((  (~ ( s *${   `  v  (  B{  Pp v "("` ( B{ >_ : "`n  ( c 8Alogo_nclb 0"`H ( 0޽h ? 33___PPT10i.Q_`x~+D=' = @B +   $ 0(  0~ 0 s *~   `    0  B~     &$K`"` 0 BD >_ : "`n  0 c 8Alogo_nclb 0"`H 0 0޽h ? 33___PPT10i.Q_`x~+D=' = @B +   $ 4(  4~ 4 s *   `    4  B     &$K`"` 4 BD >_ : "`n  4 c 8Alogo_nclb 0"`H 4 0޽h ? 33___PPT10i.Q_`x~+D=' = @B +     8(  8~ 8 s *$   `    8  B  Pp   "("` 8 B >_ : "`n  8 c 8Alogo_nclb 0"`H 8 0޽h ? 33___PPT10i.Q_`x~+D=' = @B +    <(  <~ < s *Ć   `    <  B      "("` < Bx>_ : "`n < c 8Alogo_nclb 0"`H < 0޽h ? 33___PPT10i.Q_`x~+D=' = @B +    \(  \~ \ s *tx  `    \  Bx     "("` \ B4x>_ : "`n \ c 8Alogo_nclb 0"`H \ 0޽h ? 33___PPT10i.Q_`x~+D=' = @B +   T|(  T~ T s *Tx `}    T Bx>_ : "` T0 <A ?d    T <t xG H 0 RStarting Point("` T <4 xGKHMQ p  DIntermediate Goals"`RB T s *D RB T s *D RB  T s *D 0 RB  T@ s *D@ pLB  T c $D@0` LB  T c $D` 00 LB  T c $D@n T c 8Alogo_nclb 0"`H T 0޽h ?/ TT 33___PPT10i.Q_`x~+D=' = @B +    `(  `~ ` s * x  `    `  BT x     "("` ` B x>_ : "`n ` c 8Alogo_nclb 0"`H ` 0޽h ? 33___PPT10i.Q_`x~+D=' = @B +    d(  d~ d s *t_ : "`n d c 8Alogo_nclb 0"`H d 0޽h ? 33___PPT10i.Q_`x~+D=' = @B +    h(  h~ h s *?x  `    h  Bt?x  x "("` h B?x>_ : "`n h c 8Alogo_nclb 0"`H h 0޽h ? 33___PPT10i.Q_`x~+D=' = @B +    l(  l~ l s *TAx  `  x  l  BAx @  x "("` l BBx>_ : "`n l c 8Alogo_nclb 0"`H l 0޽h ? 33___PPT10i.Q_`x~+D=' = @B +     p(  p~ p s *Cx  `  x  p  BTDx P  x "("` p BDx>_ : "`n p c 8Alogo_nclb 0"`H p 0޽h ? 33___PPT10i.Q_`x~+D=' = @B +    0t(  t~ t s *x  `  x  t  Bx   x "("` t BTx>_ : "`n t c 8Alogo_nclb 0"`H t 0޽h ? 33___PPT10i.Q_`x~+D=' = @B +   $@ (   ~   s *tx     x     Bԣx   x "("`   B4x(U_ : "`r   c <ABanner_NCLB0"`H   0޽h ? 33___PPT10i.Q_`x~+D=' = @B +   $P|(  |~ | s *Tx  `  x  |  Bx 0  x "("` | Bx(U_ : "`r | c <ABanner_NCLB0"`H | 0޽h ? 33___PPT10i.Q_`x~+D=' = @B +   $`(  ~  s *4x  `  x    Bx `  x "("`  Bx(U_ : "`r  c <ABanner_NCLB0"`H  0޽h ? 33___PPT10i.Q_`x~+D=' = @B +  p/Y(  ~  s *D0y `}  x   B0y(U_ : "`r  c <ABanner_NCLB0"`  `m -  `m x#"& # Bd1y? T `m t&Below 55 on Regents or Below 65 on RCT'', @` ! B1y?T m O1, @`  B$2y? T m SBasic, @`  B2y? ; `T  l55-64 on Regents or 65+ on RCT, @`  BD3y?; T  O2, @`  B4y? ; T  _Basic Proficiency, @`  B4y? "`;  ^65-84 on Regents, @`  B$5y?" ;  O3, @`  B5y? ";  X Proficient  , @`   B6y? `" \85+ on Regents, @`   B7y?  " O4, @`   B7y?  " VAdvanced  , @`   B8y? `  Y High School  , @`   BD9y?  4th & 8th GradeX,,,,, @`  B:y?   _Performance Level, @``B  0o ? `ZB  s *1 ?  ` ZB  s *1 ? "`"ZB  s *1 ? ; `; `B  0o ? m`m`B  0o ?  mZB  s *1 ?mZB  s *1 ?  m`B  0o ?``mZB   s *1 ? T `T  / 6:y P  L(Not Required by NCLB)(UH  0޽h ? 33___PPT10i.Q_`x~+D=' = @B +   $(  ~  s *4x  `      By 0   "("`  Bdy(U_ : "`r  c <ABanner_NCLB0"`H  0޽h ? 33___PPT10i.Q_`x~+D=' = @B +s  (  ~  s *ĸy  `     B$y(U_ : "`r  c <ABanner_NCLB0"`    y0e0e  `S  "(3"0e`H  0޽h ? 33___PPT10i.Q_`x~+D=' = @B +5  LD$M(  ~  s *Dy `     By(U_ : "`r  c <ABanner_NCLB0"`  `  L  `  #"."* J By? `  R100%, @` G Bdy?`  Q14%, @` D BĻy?` Q24%, @` A B$y?` Q28%, @` > By?` Q34%, @` 8 By?   Q300, @` 6 BDy?    QTotal, @` ( By? Q102, @` $ Bdy?  ^Advanced (Level 4), @`  Bľy?  P41, @`  By?   [Basic (Level 1), @`   By? P72, @`   By?  gBasic Proficiency (Level 2), @`   B? P85, @`  B?  `Proficient (Level 3), @`  BD?` ]Tested Students, @`  B?  _Performance Level, @`   Bd? ` :Example Calculation of Performance Index for 8th Grade ELA:;.,, , @``B  0o ? `ZB  s *1 ? `ZB  s *1 ? `ZB  s *1 ? ``B  0o ?  ` `B  0o ?   `B  0o ?`` ZB  s *1 ? `ZB   s *1 ? ZB % s *1 ? `ZB 7 s *1 ?  ` ZB ? s *1 ?  M 0W v` ePI = % Basic Proficiency or Above + % Proficient or Above = 24 + 28 + 34 + 28 + 34 = 86 + 62 = 148ff, H  0޽h ? 33___PPT10i.Q_`x~+D=' = @B +   7O(  ~  s * `  x   B(U_ : "`r  c <ABanner_NCLB0"`H  `  7  `  x#"*xP  BD?t `  R100%, @`  B?`t  Q23%, @`  B?` Q32%, @`   Bd?` Q45%, @`   B?t   Q150, @`   B$? t   QTotal, @`   B? P68, @`  B?  -Proficient or Above (Regents 65+ or Level 3+)(.,, @`  BD?t  P34, @`  B? t  )Basic (Regents <55 or RCT <65 or Level 1)(*,$, @`  B? P48, @`   Bd?  7Basic Proficiency (Regents 55-64 or RCT 65+ or Level 2)(8,&, @`  B$?` hStudents with Valid Scores, @`  B?  _Performance Level, @`  BD? ` =Example Calculation of HS Accountability Index for ELA Cohort>>, @``B  0o ? `ZB  s *1 ? `ZB  s *1 ? ``B  0o ?  ` `B  0o ?   `B  0o ?`` ZB  s *1 ? `ZB   s *1 ? ZB ! s *1 ? `ZB " s *1 ? t `t ZB # s *1 ?  $ 0 j& [PI = % Basic Proficiency or Above + % Proficient or Above = 32 + 45 + 45 = 77 + 45 = 122\\, H  0޽h ? 33___PPT10i.Q_`x~+D=' = @B +   $(  ~  s *d  `  v    B 0   "("`  Bt(U_ : "`r  c <ABanner_NCLB0"`H  0޽h ? 33___PPT10i.Q_`x~+D=' = @B +s  (  ~  s *  `     BT(U_ : "`r  c <ABanner_NCLB0"`    0e0e 0 `S  "(3"0e`H  0޽h ? 33___PPT10i.Q_`x~+D=' = @B +$  ##5R2#(  ~  s * `     BT(U_ : "`r  c <ABanner_NCLB0"`|   ` R  ` #">2 6 I <?.`+ QYes, @` G <?.+ P50, @` E <t? .+ QBlack, @` B BԴ?+`' PNo, @` @ B4?+' P30, @` > B? +' THispanic  , @` ; BT? `  PNo, @` 9 B?   P12, @` 7 Bt?    ]Special Education, @` 4 BԷ?'`#  PNo, @` 2 B4?'#  O3, @` 0 B? '#  [Native American, @` - <T? `  QYes, @` + <?   P45, @` ) <D?    V Low Income  , @` " B?6`2 Z Accountable?  , @`  <d? ` QYes, @`  B? `  PNo, @`  B$ ?# `  PNo, @`   B ?2`. PNo, @`   < ?  P90, @`   <!?   X All Students  , @`   B"?2. O5, @`   Bd"? 2. QWhite, @`  B"?   O7, @`  B$#?    OLEP, @`  B#?#   O2, @`  B#? #   QAsian, @`  BD$?62 RSize, @`  B$? 62 SGroup, @`  B%? `6 v(Example of Which Groups Have to Make AYP)), @``B  0o ? `ZB  s *1 ? 6`6ZB  s *1 ? # `# `B  0o ? ``B  0o ?  `B  0o ?``ZB  s *1 ?  ` ZB  s *1 ?6ZB  s *1 ? 2`2ZB  s *1 ?  ` ZB # s *1 ?6ZB * s *1 ?  ` ZB 1 s *1 ? '`'ZB 8 s *1 ?  ` ZB ? s *1 ? +`+ZB F s *1 ? .`.   0d% j- T,  H  0޽h ? 33___PPT10i.Q_`x~+D=' = @B +   $(  ~  s *$&        B& p  "("`  B&(U_ : "`r  c <ABanner_NCLB0"`H  0޽h ? 33___PPT10i.Q_`x~+D=' = @B +s  (  ~  s *(  `     Bd((U_ : "`r  c <ABanner_NCLB0"`    (0e0e PPp  "(3"0e`H  0޽h ? 33___PPT10i.Q_`x~+D=' = @B +  0J(  0r 0 S ) `   \ l  @ 0  @#"88 :0 Bd? ( TElementary and Middle School(, 0 <Į?``@ )Performance Index based on level attained.* )&,, 0 <$? ``@ *Performance Index as Level 1 performance. .+ *&,, 0 <?` @ )Performance Index based on level attained.* )&,, 0 <D? `@ *Include student in @ &,,, 0 B?`(` ^Regular Assessment0(&,, 0 Bı? (`` \Local Assessment0(&,, 0 B?( ` `Alternate Assessment0(&,, 0 BD? (` |&If student takes : ,,,`B 0 0Ԕ ? TB 0 c $1 ? ``TB ;0 c $1 ? ((TB C0 c $1 ?(@TB D0 c $1 ? ( @TB E0 c $1 ?`(`@`B 0 0Ԕ ?  @`B 0 0Ԕ ?@`B 0 0Ԕ ? @@ 90 B(U_ : "`r 0 c <ABanner_NCLB0"`H 0 0޽h ? 33___PPT10i.h@ZL+D=' = @B +)  @8  (   x  c $ `  v  L  @ # @  B? ( C High School ( ,  <?``@ )Performance Index based on level attained.* )&,,  <d? ``@ /Performance Index as Level 1 or 2 performance. .0 /&,,  <Ĵ?` @ )Performance Index based on level attained.* )&,,  <t ? `@ *Include student in @ &,,,   B ?`(` CRegents (,   B4 ? (`` ?RCT (,   B ?( ` `Alternate Assessment0(&,,   B ? (` |&If student takes : ,,,`B   0Ԕ ? TB  c $1 ? ``TB  c $1 ? ((TB  c $1 ?(@TB  c $1 ? ( @TB  c $1 ?`(`@`B  0Ԕ ?  @`B  0Ԕ ?@`B  0Ԕ ? @@  B (U_ : d  c <ABanner_NCLB0H  0޽h ? 33___PPT10i.h@ZL+D=' = @B +   $ (  ~  s *d        BĴ p  "("`  B$(U_ : "`r  c <ABanner_NCLB0"`H  0޽h ? 33___PPT10i.Q_`x~+D=' = @B +s  0(  ~  s *䵍  `     BD(U_ : "`r  c <ABanner_NCLB0"`    0e0e PPp  "(3"0e`H  0޽h ? 33___PPT10i.Q_`x~+D=' = @B +  @x (   xx x c $ķ `    L  @ x# @ x B$? ( b*Elementary and Middle School Language Arts+(+, x <不?``@ x Performance Index based on score.! &,, x <D? ``@ N&,  x <?` @ 0Performance Index based on annual growth measure.1 0&,, x <47? `@ *Include student in @ &,,,  x B7?`(` NRegular Assessment (,  x BT8? (`` F (,   x B9?( ` DNYSESLTA ( ,  x B9? (` |&If student takes : ,,,`B  x 0Ԕ ? TB x c $1 ? ``TB x c $1 ? ((TB x c $1 ?(@TB x c $1 ? ( @TB x c $1 ?`(`@`B x 0Ԕ ?  @`B x 0Ԕ ?@`B x 0Ԕ ? @@ x B4:(U_ : d x c <ABanner_NCLB0H x 0޽h ? 33___PPT10i.h@ZL+D=' = @B +   $P (   ~   s *:         BT; p  "("`   B;(U_ : "`r   c <ABanner_NCLB0"`H   0޽h ? 33___PPT10i.Q_`x~+D=' = @B +s  `$(  $~ $ s *t<  `    $ B<(U_ : "`r $ c <ABanner_NCLB0"`  $  4=0e0e P  "(3"0e`H $ 0޽h ? 33___PPT10i.Q_`x~+D=' = @B +  pT`(  `~ ` s *= `@    ` BT>(U_ : "`r ` c <ABanner_NCLB0"`V ` <> ?0 d1998 Cohort Graduation Rate Report  Sample School3 23,"6@ NNN?N;h  0` R`  `#"`h (` Bt? ? ` 129 160 80.6%l,,, ,&,&, @`"6@`NNN?NV &` B? ?   All students in 1998 Cohort who graduated from high school with a Regents or local diploma between October 4, 2000 and June 30, 2002. divided by 1998 School Accountability Cohort Count + transfers to GED equals Completion Rate~ T, ,<,,,,r @`"6@`NNN?N  ` B@ ?0`  200 - 32 - 7 - 8 153 ,-,,,,, @`"6@ NNN?N^ ` B@ ? 0 /___PPT9vn All students enrolled in the school on October 4, 2000 and first entered grade 9 or, if ungraded SWD, turned 17 in 1998-99 minus Students who, between October 4, 2000 and June 30, 2002, (a) transferred to another high school or criminal justice facility; (b) transferred to a GED program; (c) left the U.S. and its territories; or died equals 1998 School Accountability Cohort Count{!,!,>!,<,&,, & ,, ,, ,(,,v%i rP80X"6@ NNN?NB  ` <o ? 0`0"0@NNN?NB  ` <1 ?  ` "0@NNN?NB ` <o ? `"0@NNN?NB ` 61 ?0 "0@NNN?NB -` <o ?  "0@NNN?NB ` <o ? 0  "0@NNN?NB /` <1 ? "0@NNN?NB 1` <o ?` `"0@NNN?NB ` <o ?`0` "0@NNN?NH ` 0޽h ? 33___PPT10i.Q_`x~+D=' = @B +   $((  (~ ( s *A