Current through March 14, 2024
1.
Assignment of Performance Classifications
1.1 Standards for student, school, and school
district performance will be increased when student proficiency is at a 75%
and/or when 65% of schools and/or districts are earning a grade of "B" or
higher, in order to raise the standard on performance after targets are met.
See Miss. Code Ann. § 37-17-6.
1.1.1 When performance classification
cut-points are established, the following percentiles shall apply:
|
A
|
[GREATER THAN EQUAL TO]
|
90th
Percentile
|
|
63rd
Percentile
|
[LESS THAN EQUAL TO]
|
B
|
[LESS THAN ]
|
90th
Percentile
|
|
38th
Percentile
|
[LESS THAN EQUAL TO]
|
C
|
[LESS THAN ]
|
63rd
Percentile
|
|
14th
Percentile
|
[LESS THAN EQUAL TO]
|
D
|
[LESS THAN ]
|
38th
Percentile
|
|
F
|
[LESS THAN ]
|
14th
Percentile
|
1.2 Grades for schools (and districts) with
no 12th grade (elementary/middle schools) shall be determined based on the
following cut-points effective with the 2016 - 2017 school year:
|
A
|
[GREATER THAN EQUAL TO]
|
442
|
|
377
|
[LESS THAN EQUAL TO]
|
B
|
[LESS THAN ]
|
442
|
|
328
|
[LESS THAN EQUAL TO]
|
C
|
[LESS THAN ]
|
377
|
|
269
|
[LESS THAN EQUAL TO]
|
D
|
[LESS THAN ]
|
328
|
|
F
|
[LESS THAN ]
|
269
|
1.3
Grades for schools with a 12th grade will be determined based on the following
cut-points effective with the 2017 - 2018 school year:
|
A
|
[GREATER THAN EQUAL TO]
|
754
|
|
648
|
[LESS THAN EQUAL TO]
|
B
|
[LESS THAN ]
|
754
|
|
584
|
[LESS THAN EQUAL TO]
|
C
|
[LESS THAN ]
|
648
|
|
510
|
[LESS THAN EQUAL TO]
|
D
|
[LESS THAN ]
|
584
|
|
F
|
[LESS THAN ]
|
510
|
1.4
Grades for districts shall be determined based on the following cut-points
effective with the 2016 - 2017 school year:
|
A
|
[GREATER THAN EQUAL TO]
|
668
|
|
599
|
[LESS THAN EQUAL TO]
|
B
|
[LESS THAN ]
|
668
|
|
536
|
[LESS THAN EQUAL TO]
|
C
|
[LESS THAN ]
|
599
|
|
489
|
[LESS THAN EQUAL TO]
|
D
|
[LESS THAN ]
|
536
|
|
F
|
[LESS THAN ]
|
489
|
1.5
Assignment of district performance classifications shall be calculated by
treating the district as one (1) large school based on the same performance
classifications used for schools.
1.6 Cut-points for schools/districts shall be
reviewed following the implementation of a new assessment.
1.7 Schools with grade configurations that
include both 12th grade and grades below 9th grade shall have a performance
classification assigned consistent with Section 1.3, but the composite score
shall be adjusted to account for the inclusion of performance measures for
students below 9th grade. The following process shall apply:
1. Compute a composite score separately for
students in grades below 9th grade and for students in 9th through 12th
grades.
2. Transform the composite
score for students in grades below 9th grade to the scale consistent with
Section 1.3.
3. Weight each
composite score by the percentage of students represented in the calculation
and add the two (2) weighted scores together to obtain the adjusted composite
score.
1.7.1 The adjustment
provided for in this section shall not be applied in the calculation of
cut-points for districts and schools.
1.7.2 The adjustment provided for in this
section shall only apply in the assignment of the performance classification
and shall not apply to federally required school identification
measures.
2.
Full Academic Year (FAY)
2.1 In order for a student to meet Full
Academic Year (FAY) and be included in the proficiency and growth calculations,
he/she must have been enrolled (regardless of attendance) for at least 75%
(>75%) of the days from September 1 (of school year) to the first day of
testing. This date will be published yearly by the MDE and will be the same for
all schools, students, and assessments. For schools on a traditional school
calendar, the date will be in the spring.
Note: 74.5% will not be rounded up to 75%.
2.1.1 Enrollment is defined as enrollment at
the school/district level except for students in 4x4 block scheduled
courses.
2.2 For
students in 4x4 block scheduled courses, FAY for the Fall semester will be
calculated from September 1 of the school year to the first day of Fall primary
test administration. The specific date will be published yearly by MDE. FAY for
the Spring semester will be calculated from February 1 to the first day of
Spring testing, the same day as schools using a traditional school calendar.
These dates will be published yearly by MDE.
2.3 The beginning and ending dates will be
included in the calculation of FAY. Calculations will be based on calendar
days, not instructional days. Weekends and holidays will be included in the
calculations.
2.4 If a student
meets FAY at a school other than the school where he/she is enrolled at the
time of testing, his/her scores will count at the school where he/she met
FAY.
2.5 This definition of FAY
will not be applied to students for previous years where a previous definition
of FAY was applied. If no FAY was calculated for a student in a previous year,
this method will be applied.
2.6
FAY will be calculated at the school level as well as at the district level.
Therefore, it is possible for a student who transfers within a district to meet
FAY for a district and be included in the calculations for the performance
classification for the district but not be included in the calculations for a
school. Scores of all students will be included in the state level calculations
regardless of FAY status.
2.7 If a
student enrolls and withdraws in the same or different school on the same day,
the student will be considered as having been enrolled for one (1) day in the
receiving school.
2.8 (Deleted)
Rule 2.9 supersedes.
2.9 If FAY
cannot be calculated or discerned because of incorrect MSIS coding, the student
will be forced to meet FAY at the school/district if the movement of the
student appears to be within the same school/district.
2.10 If a student drops out of school and
re-enrolls within the same school year, the re-entry date of the student will
be included as the next enrollment date for the student. 2.11 If a student has
concurrent enrollment in more than one (1) school/district, the period of
concurrent enrollment will be included in FAY calculations at both
locations.
3.
N-Count Minimums
3.1 School Totals
3.1.1 In order for a school to earn a
performance classification, the school must have a minimum of ten (10) valid
test scores in each of the required components. Schools that do not have the
minimum of ten (10) valid test scores for each of the components will have data
from prior years combined with the current year [up to three (3) years of data]
in order to achieve the minimum N-count. See Sections 15, 22,
and 24 for exceptions to this rule.
3.2 N-Count Minimums for the Lowest
Performing Twenty-Five Percent Student Subgroup
3.2.1 This subgroup must have a minimum of
ten (10) valid test scores. If there are less than ten (<10) students in the
Lowest Performing Twenty-Five Percent Student subgroup, the subgroup will
consist of all students except for the students scoring at the highest
achievement level. If this calculation still results in a number less than ten
(<10), then all students will be included in the calculation of the Lowest
Performing Twenty-Five Percent Student subgroup.
3.2.2 At the grade-level, a minimum of four
(4) students with valid scale scores are required to identify the Lowest
Performing Twenty-Five Percent Students subgroup. If a grade has less than four
(<4) students with valid scale scores for the subject, there will be no
students identified as being in the subgroup for that grade level for that
subject.
3.2.3 In order to ensure
the inclusion of students with disabilities in the Lowest Performing
Twenty-Five Percent Student subgroup, no N-Count minimum will apply in the
identification of the Lowest Performing Twenty-Five Percent Student subgroup
for students taking the alternate assessment.
Note: See Section 7 for more information on
the Lowest Performing Twenty-Five Percent Student
subgroup.
4.
Participation
Rates
4.1 If a
school/district does not meet an overall 95% participation rate, the
school/district will automatically be dropped one (1) performance
classification and will have 95% of its enrollment included in proficiency
calculations, as required by federal regulation. Participation rates are not
rounded.
4.2 Elementary schools
with no assessments (K, 1, and 2) will not be assigned a participation rate.
Therefore, these schools will not be impacted by the participation rate minimum
requirements.
4.3 Students may be
removed from the denominator of testing participation calculations if he/she
meets the criteria set forth by the Office of Student Assessment as having a
Significant Medical Emergency which made participation in the state testing
impossible. For details regarding the definition of Significant Medical
Emergency and the process of requesting a student be removed from the
calculations, please contact the Office of Student Assessment.
4.4 High School participation rates will be
calculated based on the Senior Snapshot. Data from all statewide end-of-course,
subject area assessments will be used in the participation calculations. 4.4.1
For the 2013-2014 school year, the Senior Snapshot process used for calculating
participation rates in end-of-course, subject area assessments will remain
consistent with previous years. Beginning with the 2014-2015 school year, U.S.
History will be included in the participation rate calculations.
4.5 Students with significant cognitive
disabilities (SCD) with no U.S. History assessment scores will be removed from
the denominator for the participation rate calculation for U.S.
History.
4.6 Beginning with the
2015-2016 academic year, the ACT assessment will be included in participation
rate calculations. See Section 25. 4.7 If a student is
expelled but is still enrolled in MSIS for the school/district during the
testing window, he/she will be included in the denominator. If the student does
not test, the student will count as "not tested."
5.
Proficiency
5.1 Proficiency will be determined by the
percentage of students who achieve a performance/proficiency of Proficient and
above. No additional credit will be given for students scoring in a
performance/proficiency level above proficient (e.g., "Advanced"). No partial
credit will be given for students scoring in any performance level below
proficient.
5.1.1 For proficiency components
worth 50 points, the weighted percentage of students proficient will be
multiplied times 0.5 to determine the points applied to the
component.
5.1.2 The science
proficiency component for schools with a 12th grade will be based on all
science assessments administered at that school. Therefore, for schools with a
12th grade that also have a 5th and/or 8th grade, the science component for
that school will still be worth 50 points.
5.2 Assessments included in the proficiency
calculations will consist of all federally required statewide assessments in
Reading/Language Arts/English, Mathematics and Science, and any additional
end-of-course, subject area assessments. This includes all Alternate
Assessments based on Alternate Achievement Standards (AA-AAS) for SCD students.
Note: This rule will need to be reviewed with the implementation of any new
statewide assessments.
6.
Growth
6.1
Growth is determined by whether or not a student increases in
performance/proficiency levels from one (1) year to the next based on the
following criteria:
* An increase of ANY performance/proficiency level
* Staying at Proficient from one (1) year to the next
* An increase within the lowest three (3)
performance/proficiency levels that crosses over the mid-point of the level.
Example: Bottom half of Basic to top half of Basic.
Following the implementation of new assessments, a
linking/equating process will be used to establish comparable scales across the
new and old assessments and to determine the criteria for meeting growth as
defined above.
6.2
Additional weight in the numerator is given for the following increases:
* Staying at Advanced from one (1) year to the next will be
given a weight = 1.25.
* Any increase of two (2) or more performance/proficiency
levels will be given a weight = 1.25.
* Any increase to the highest performance/proficiency level
will be given a weight = 1.25.
Note: Because additional weight is given, it is
mathematically possible for a school or district's growth value to be greater
than 100 points for any/all of the four (4) growth components.
6.3 Any decrease in
performance/proficiency levels = 0.
6.4 The lowest three (3)
performance/proficiency levels will be split into half at the mid-point of the
range. If the range is an odd number and cannot be split into two (2) equal
halves, the lower half of the performance/proficiency level will be one (1)
point larger than the upper half. (Example: If the range of the
performance/proficiency level is thirteen (13) scale score points, the bottom
half of the range will be seven (7) scale score points and the upper half of
the range will be six (6) scale score points.)
The splitting of the lowest three (3) performance/proficiency
levels into half at the mid-point range is not intended to create three (3) new
separate performance/proficiency levels. Therefore, students who move from the
bottom half of the lowest performance/proficiency level to the bottom half of
the second lowest performance/proficiency level will not be given additional
weight for increasing two (2) performance/proficiency levels. That student will
be considered to have increased one (1) performance/proficiency level.
Note: Rules regarding the splitting of the lowest three (3)
performance/proficiency levels are subject to review and change with the
implementation of any new assessments.
6.5 Assessments used for calculation of
growth will include:
* Grade-level (3-8) assessments in English Language
Arts;
* Grade-level (3-8) assessments in Mathematics;
* High School level assessments in English Language
Arts;
* High School level assessments in Mathematics;
* Alternate Assessments (3-8 and High School) in English
Language Arts; and
* Alternate Assessments (3-8 and High School) in Mathematics.
Note: Growth will not be calculated for Science or U.S. History.
6.6 Students taking Algebra I, in
7th or 8th grade, are required by federal regulation to also take the
grade-level assessment in mathematics. Therefore, these students will have two
(2) growth calculations: grade-level to grade-level and grade-level to Algebra
I. The grade-level to grade-level growth calculation will be applied to the
current school. The grade-level to Algebra I growth calculation will be banked
until the student's 10th grade year.
6.7 To calculate growth for the high schools
for Math-All Students, Math-Lowest Performing Students, Reading-All Students
and Reading-Lowest Performing Students, the 8th grade grade-level assessments
will be used as the baseline. The exceptions to this are as follows:
* If a student takes Algebra I during his/her 8th grade year,
his/her 7th grade grade-level assessments will be used as the baseline and
banked until the student is in the 10th grade.
* If a student takes Algebra I in the 7th grade, his/her 6th
grade grade-level math assessment will be used as the baseline and banked until
the student is in the 10th grade.
6.8 If a student does not have the previous
year's grade-level assessment, the student will be excluded from the growth
calculation(s) except in the cases of the end-of-course, subject area
assessments.
6.9 For students
taking end-of-course, subject area assessments in grades lower than 10th grade,
growth will be banked until the student's 10th grade year and then
applied.
6.10 If a student does not
take the end-of-course, subject area assessments until 11th or 12th grade year,
growth will be calculated and applied in the first year he/she has a valid
score. The exception to this will be for students taking the alternate
assessment. For students taking the alternate assessment, a cap of two (2)
years will be applied to the growth calculations. Therefore, if a student takes
the alternate assessment in 8th grade and does not take the high school level
alternate assessment until 11th or 12th grade, he/she will not be included in
the growth calculations.
6.11
Students who are retained in 3rd through 8th grades will have a growth
calculation based on the retained grade from the previous year. (Example: A 4th
grade student who was retained will have growth calculated based on his/her
previous year's 4th grade assessment scores.)
6.12 For K-3 schools, growth of 4th grade
students in the district will be used for the growth calculations of the K-3
school in which they met FAY. Growth of the 3rd grade students who are retained
will be included with the 4th grade student growth calculations.
6.13 The student must meet FAY for the
current year in order to be included in the growth calculations but is not
required to meet FAY for the previous year.
6.14 Growth will not be calculated for
students who take the Alternate Assessment in the current year but took the
grade-level general education assessment the previous year or vice
versa.
6.15 The denominator for the
growth calculation includes any FAY student with two (2) valid assessment
scores (as defined above). The numerator will include any student included in
the denominator who has demonstrated growth as defined above and weighted
accordingly.
7.
Lowest Performing Students
7.1 Calculation methodology for students
whose baseline assessment score is 3rd through 7th grade:
7.1.1 The Lowest Performing Twenty-Five
Percent Student subgroup in reading and the Lowest Performing Twenty-Five
Percent Student subgroup in mathematics are determined using the same method
but applied separately to reading data and to mathematics data. The procedure
used to identify the lowest performing students in a school is applied
separately by grade, and the identified students are combined across all grades
to comprise the Lowest Performing Twenty-Five Percent Student subgroup and to
determine learning gains.
Note: The Lowest Performing Twenty-Five Percent Student
subgroup will be determined by identifying the percentage of students, as
defined by Miss. Code Ann. § 37-17-6, who are the lowest performing
students in a given subject area.
The process:
1.
Beginning with the 2014-2015 school year, the scores of all students
participating in the general education and alternate assessments will be
standardized by subject area, grade level, assessment type, and school
year.
2. Sort the standardized
scores of all FAY students in a grade from highest to lowest based on their
prior year standardized scores. Students without an eligible score from the
previous year are not included. See Section 6 and Rule 7.1.3
for additional clarification.
3.
Divide the number of students in the list by four (4). If the result is not a
whole number, then automatically round up to meet the 25% minimum.
4. Count, from the lowest score up, the
number of students identified in step 3. Then identify the standardized score
that corresponds to that student. This standardized score becomes the boundary
score.
5. Identify all students
with the boundary score determined in step 4. All students with the same
boundary score or lower standardized score will be included in the Lowest
Performing Twenty-Five Percent Student subgroup for that
subject/grade.
6. Repeat the
process for each grade for the subject then combine students to form the Lowest
Performing Twenty-Five Percent Student subgroup for the school for the subject.
Note: The number of students in the Lowest Performing
Twenty-Five Percent Student subgroup must meet the minimum N-count as defined
in Section 3.2. If the minimum N-count is not met, the rules outlined in
Section 3.2 will be applied. See Section 3. It is possible for
the Lowest Performing Twenty-Five Percent Student subgroup to be more than 25%
when steps 5 and 6 are applied.
7.1.2 Deleted
7.1.3 The Lowest Performing Twenty-Five
Percent Students subgroup for schools whose highest grade is lower than 4th
grade will be identified based on the students who attended the school, not
based on their 4th grade school's Lowest Performing Twenty-Five Percent Student
subgroup. Therefore, a student may be identified in the Lowest subgroup in one
(1) school, but not the other.
7.1.4 In order to ensure the inclusion of
students with disabilities, the Lowest Performing Twenty-Five Percent Student
subgroup for students taking the alternate assessment will be identified by
subject but not by each grade level.
7.2 The Lowest Performing Twenty-Five Percent
Student subgroup for a district will be identified using the same method
described above [i.e., the district will be calculated as if it were one (1)
school]. Therefore, it is possible that some students may be identified as
members of the Lowest Performing Students subgroup for their school but not for
their district, or for their district but not their school.
7.3 The Lowest Performing Twenty-Five Percent
Student subgroup for the state will be identified using the same method [i.e.,
the state will be calculated as if it were one (1) school].
7.4 Because students may take end-of-course
assessments prior to the 9th grade, any assessment scores used in the
identification of the Lowest Performing Twenty-Five Percent Student subgroup
for grades 10 through 12 will be standardized to the 8th grade-level assessment
for the identification process.
8.
Graduation
Rate
8.1 The federally
approved four-year graduation rate will be used. Miss. Code Ann. § 37-17-6
Definition: The number of students who graduate in four (4) years from a school
and LEA with a regular high school diploma or state-defined alternate diploma
divided by the number of students who entered four (4) years earlier as
first-time 9th graders, with adjustments for deaths, emigration, and transfers
in and out. Ninth (9th) grade students who repeat 9th grade will stay in their
original cohort.
Definition: A "regular high school diploma" is the standard
high school diploma that is fully aligned with the state's academic content
standards.
8.2 Ungraded
students will be assigned to their peer-age cohort, based on the year in which
the student obtains the age of 14 prior to September 1.
8.3 The schools/district graduation rate will
be multiplied by 2.0 to calculate the points applied to the graduation
component for schools/districts.
8.4 In the calculation of graduation rates,
students are assigned to the school and district of longest enrollment during
the federally defined, four-year adjusted cohort window. In the event a student
has equal enrollment in one (1) or more schools or districts, the student will
be assigned to the school and district of final enrollment.
8.5 The school/district graduation rate
applied in the graduation component is lagged one (1) year.
9.
Acceleration
9.1 Beginning in school year 2015-2016, high
schools will have an Acceleration component in their calculations.
9.2 The Acceleration component refers to the
percentage of students taking and passing the assessment associated with
accelerated courses which include Advanced Placement (AP), International
Baccalaureate (IB), Advanced International Certificate of Education (AICE),
dual credit or SBE-approved industry certification courses and associated
assessments administered through the MDE. For students taking dual credit
courses, passing refers to students who are passing the course with an
unweighted "C" or above. For AP courses, the student must score at least three
(3) on the AP exam. For IB courses, the student must score at least four (4) on
the IB exam. For AICE courses, the student must obtain a passing score on the
exam. (Passing scores of "A", "B", "C", "D", and "E" on the AICE exams are not
based on the American "A-F" grading scale.) For industry certification courses,
the student must pass the exam.
9.2.1 Dual
credit courses must be credit-bearing courses at both the high school and
postsecondary institution with a minimum of three (3) semester hours credit,
and beginning in school year 2019 - 2020, shall be limited to the list of
articulated courses found in Appendix V of the current Procedures
Manual for the State of Mississippi Dual Enrollment and Accelerated Programs
document. Refer to the current edition of the Approved Courses
for Secondary Education for approved Career and Technical Education
(CTE) courses.
9.2.2 Beginning in
school year 2020 2021, schools must enter non-weighted course grades for dual
credit courses in MSIS. These non-weighted grades will be used in the
performance measure for dual credit courses.
9.3 The Acceleration component will consist
of a Participation and a Performance component. Each of these components will
have a score calculated by dividing the numerator by the denominator and
multiplying the resulting value by 50. These two (2) component scores will then
be added together and reported as one (1) score worth fifty (50)
points.
9.4 Calculation of
Participation
9.4.1 The numerator for the
Participation component calculation will be the number of students taking
accelerated courses and/or related exams as defined in Section 9.2.
9.4.2 The denominator for the Participation
component calculation shall include all students whose Mississippi Student
Information System (MSIS) grade or peer-grade equivalent is 11th or 12th grade
plus any 9th or 10th grade students who take and pass accelerated assessments
and associated courses where applicable.
9.4.3 Students participating in multiple
accelerated courses during the same school year will be given additional
weighting in the numerator as follows:
* 2 courses: 1.1
* 3 courses: 1.2
* 4 courses: 1.3
* 5 courses: 1.4
9.5 Calculation of Performance
9.5.1 The numerator for the Performance
component calculation will be the number of students taking and passing
accelerated assessments/courses such as AP, IB, AICE, dual credit, dual
enrollment, or industry certification courses based on the definition
above.
9.5.2 The denominator for
the Performance component calculation will consist of all students
participating in the courses and/or tests identified in the participation
calculations.
9.5.3 Students who
are enrolled in accelerated courses but do not take the required assessment
will be considered as "not proficient" in the performance
calculations.
9.6 For
students taking and passing multiple dual credit courses, the additional
weighting used in the participation calculations will be applied.
9.7 In the calculation of participation,
students who take an accelerated course during their 11th grade year but do not
take an accelerated course during their 12th grade year will be counted in the
denominator both years, but in the numerator during their 11th grade year
only.
9.8 Students enrolled in a
block schedule must meet FAY either in the fall or spring to be included in the
acceleration component. Students enrolled in a traditional schedule must meet
FAY for the traditional schedule to be included in the acceleration
component.
9.9 For students taking
and passing accelerated courses in AP, IB, AICE, or industry certification that
have a normed, end-of-course assessment, the numerator will be doubled in
weight.
9.10 For students in 9th
through 12th grade that participate in IB courses as described in Section 9.2
that are designed with a two (2) year curriculum and do not have an associated
assessment in the first year, the student will be included in participation
calculations but will be excluded from performance measures in the first year
and will be included in both participation and performance measures in year two
(2).
9.11 In the event that
accelerated credential, as defined in Section 9.2, is reported for a student
that is not associated with a course, the credential will be included in the
calculation for the final school in which the student meets FAY.
9.12 Ungraded SCD students, as defined in
16.4 and 16.5, will not be included in participation or performance measures
once the student has reached age 18 as of September
1st of the school year.
10.
Banking Scores:
End-of-course, subject area assessments taken before 10th grade
10.1 Scores of students taking Algebra I,
Biology, English II, or U.S. History end-of-course, subject area tests
assessments in a grade below 10th grade will be "banked" for
proficiency/achievement and growth calculations until the student is in the
10th grade and then applied to the student's 10th grade school (if the student
met FAY requirements the year he/she was assessed and during his/her 10th grade
year). See Section 6 for additional clarification on
Growth.
10.2 If a
student transfers out of the district before or during their 10th grade year,
his/her scores (achievement and growth) will not be applied to the school of
origin or receiving school in the new district. Note: See
Section 4 (Participation) and 6 (Growth) for additional
information.
10.3 If a student
matriculates from the 9th grade to the 11th grade without enrolling in the 10th
grade, banked scores will be included in accountability measures when the
student is enrolled in the 11th grade.
Note: For the 2021-2022 School year only, accountability
measures in proficiency and growth will not include banked scores from prior
years but will include all high school, end-of-course, subject area assessments
taken during the 2021-2022 school year, regardless of grade level. For any
schools with end-of-course assessments that do not contain 12th grade, scores
will be assigned to the high school that the current school feeds to. Scores
will also be banked in accordance with Rule 10.1 for use in future school
years; therefore, some students' scores will be included in accountability
measures twice.
For 10th grade students taking end-of-course assessments
included in accountability calculations during the 2021-2022 school year that
do not have a prior-year score due to the suspension of assessments during the
2019-2020 school year, growth will be measured using the 2018-2019 school year
as the baseline year.
Districts with ten (10) or more
7th grade students enrolled in Algebra I during the
spring of the 2019-2020 school year, will have scores from
7th grade Algebra I students testing during the
2022-2023 school year included in accountability measures in 2022-2023. For any
schools with end-of-course assessments that do not contain 12th grade, scores
will be assigned to the high school that the current school feeds to. Scores
will also be banked in accordance with Rule 10.1 for use in future school
years; therefore, some students' scores will be included in accountability
measures twice.
11.
Comprehensive Support and
Improvement Schools (CSI)
11.1
Title IA High Schools with a graduation rate less than or equal to 67 percent
shall be identified as a Comprehensive Support and Improvement school. This
identification will occur on a three (3) year cycle.
Note: For the 2022-2023 Academic School Year Only, the
identification cycle is reduced to one (1) year.
11.2 Title IA schools with a composite
accountability score in the bottom five (5) percent of overall accountability
index will be identified as a Comprehensive Support and Improvement school.
This identification will occur on a three (3) year cycle.
Note: For the 2022-2023 school year, the identification cycle
is reduced to one (1) year.
11.3 Beginning with the 2022-2023 academic
year, a school previously identified as an Additional Targeted Support and
Improvement school with three (3) consecutive years of subgroup score in ELA or
math at or below that of all students in the bottom five (5) percent of Title
IA schools shall be identified as a Comprehensive Support and Improvement
school. This identification will occur annually.
Note: Performance data from the 2019-2020 and 2020-2021
school years will not be used in the identification described in Section
11.3.
For the 2022-2023 school year, the identification cycle is
reduced to one (1) year.
12.
Targeted Support and
Improvement Schools (TSI)
12.1
A school with a subgroup composite score that is in the lowest 50 percent and
in the lowest quartile of the three (3) year average gap-to-goal, and in the
lowest quartile of the three (3) year improvement toward gap-to-goal closure
shall be identified as a Targeted Support and Improvement school.
Note: Performance data from the 2019-2020 and 2020-2021
school years will not be used in the three (3) year average.
12.2 Schools meeting the requirements in
Section 12.1 will be rank-ordered annually, using the composite accountability
score, and the bottom five (5) percent of all schools not identified for
Comprehensive Support and Improvement will be identified as a Targeted Support
and Improvement school.
13.
Additional Targeted Support
and Improvement Schools (ATSI)
13.1 A school with a three (3) year average
subgroup performance score at or below that of all students in the lowest
performing five (5) percent of Title IA schools shall be identified as an
Additional Targeted Support and Improvement school.
Note: Performance data from the 2019-2022 and 2020-2021
school years will not be used in the three (3) year average.
15.
English Learners
(EL)
15.1 The scores of
English learners who have attended a U.S. school for less than 12 months will
only be included in participation calculations in the first (1st) year. In the
second (2nd) year, growth will be included, and in the third (3rd) year, growth
and proficiency will be included in accountability measures.
15.1.1 Local Education Agencies (LEA) shall
identify English learner students, who have attended a U.S. school for less
than 12 months, to be designated for exclusion on or before February 1,
annually. Note: For more information, contact the Office of Federal
Programs.
15.2 An EL
performance component will be calculated for each school and district beginning
with the 2017 - 2018 school year and will be included in the calculation of
accountability grades beginning in the 2018 - 2019 school year. The EL
performance component will be equal to the average EL progress rate of students
as defined in Section 15.4, multiplied by the total points assigned to the EL
component for that school/district.
15.2.1
Each school or district must meet the minimum N-count for EL students in order
to have an EL performance measure calculated.
15.2.2 The performance measure will be equal
to 5% of total available points in the accountability system. All other
components will be reduced by a total of 5% when the EL performance measure is
included.
15.2.3 The component
score for districts and schools will be adjusted such that an average student
rate of 0.9 or higher shall receive the maximum score for this component. This
adjustment will be applied uniformly to all other averages below 0.9,
effectively increasing each value by 10 percent.
15.3 Progress toward proficiency will be
calculated for all EL students using the state English Language Proficiency
Test (ELPT). An annual progress goal will be calculated for each student based
on reaching overall proficiency on the ELPT within five (5) years of entry into
an EL program. The annual progress goal will be equal to the minimum overall
scale score needed to achieve proficiency at year five (5), minus the prior
year overall scale score, divided by the number of years the student had
remaining to exit the EL program in the prior year.
15.3.1 In year five (5) and beyond, the
annual progress goal is equal to the minimum scale score needed to achieve
overall proficiency, minus the prior year overall scale score. 15.4 EL
performance will be measured by the annual progress achieved by EL students.
Each student will have a rate ranging between zero (0) and one (1) based on the
student's current year ELPT overall scale score, minus the prior year overall
scale score, divided by the annual progress goal as defined in 15.3. Any
student who does not demonstrate progress will have a rate of zero (0). No
student will receive a rate higher than one (1).
15.4.1 The student must meet FAY requirements
in the current year but is not required to meet FAY requirements in the prior
year.
15.4.2 The student must have
a prior year score to be included in the calculation.
15.4.3 EL students who have reached overall
proficiency on the ELPT shall not be included in the EL Performance component
in subsequent years.
16.
Students with
Disabilities
16.1 United
States Department of Education (USDE) regulations limit the number of scores of
children taking alternate assessments for SCD students scoring proficient or
above to one percent (1%) of the students at the state and district level. This
rule does not apply at the school level because these regulations recognize
that some schools offer specialized services or are near specialized medical
facilities that attract higher numbers of students with significant special
needs. Therefore, if a district has greater than one percent (1%) of their
total population scoring proficient or above on an alternate assessment, the
percent above one percent (1%) will count as not proficient in accountability
calculations.
16.2 All eligible SCD
students will be expected to participate in statewide assessments per the
schedule provided by the Office of Student Assessment. Note: This rule will
need to be updated and revised with the implementation of any new alternate
assessment.
16.3 Non-SCD students
are not allowed to participate in alternate assessments. If any such students
have alternate assessment data, the test data shall be considered
invalid.
16.4 Students with
disabilities will be those students whose SPED indicator in MSIS is "Y" (Yes)
at the end of month eight (8) (closest approximation to the test administration
dates).
16.4.1 In order for a student to be
counted as SCD, his/her SCD indicator and SPED indicator must be set to "Y"
(Yes) in MSIS.
16.5
Students with disabilities who are coded as "ungraded" (56 or 58) in MSIS will
be assigned a peer-grade calculation based on his/her age on September 1 of the
current school year.
17.
Duplicate Test Scores
17.1 If a student takes the general education
(grade-level) assessment AND the alternate assessment, the scores from the
general education assessment will be used in the school/district accountability
calculations.
17.2 If MSIS records
indicate two (2) valid assessment scores for the same assessment in the same
year, the score from the first administration date will be used. If MSIS
records indicate two (2) valid assessment scores for the same assessment on the
same date, the higher of the two (2) scores will be used in the school/district
accountability calculations.
18.
Invalid Test
Scores
18.1 Students with
invalid test scores will be counted as "not tested" for participation
calculations.
18.1.1 Following an invalidated
score, when a student retests, the first valid test score will be used in the
proficiency, growth, and participation calculations.
18.2 If an invalid score is validated after
the accountability calculations are performed and final school/district
performance classifications have been assigned, the school/district's
performance classifications will not be recalculated and adjusted to reflect
the validated score. If during the next year, the student tests again and has a
valid test score, that test score, although it was not the student's first test
score, will be used during the next year's calculations. Please refer to the
Office of Student Assessment regarding deadlines for appealing invalid test
scores. 18.3 For students in 3rd grade through eighth 8th grade, if a student's
MSIS grade level (or peer grade level for ungraded students) does not match
his/her assessment grade level, the student's scores will not be included in
the numerator for participation, growth, or proficiency calculations, and the
student will count as not proficient, not meeting growth, and not tested.
Likewise, the student's scores will not be used the following year in growth
calculations.
Note: This rule does not apply to end-of-course, subject area
assessments or high school alternate assessments.
19.
Rounding
19.1 In the calculation of each of the
components in the statewide accountability system, the final value of each
component will be rounded to one (1) decimal place (tenths place). Any
weighting of components is then applied to the rounded value. After the
weighted components are summed, the total value will be rounded to a whole
number and reported for the final performance classification calculation. Note:
Other rounding rules are embedded in the explanations of the specific
components.
20.
School Reconfigurations or Redrawing of District
Lines
20.1 A school's
accountability calculations will be based on the grade configuration of the
school (and the students in that school) on the date that corresponds with the
FAY at the time of testing. See Section 2 for details on FAY.
The calculations are applied to the school the following year, regardless of
any reconfigurations or redistricting that takes place during the summer after
testing or during the school year before testing.
20.2 Consolidated districts/schools who
maintain the same grade configuration and/or student population as existing in
the previous school district will receive the eligible scores or statuses of
students who previously attended the school in the previous school
district.
21.
Alternative, Career, Technical, and Child Development
Centers
21.1 Effective before
and with the 2017 - 2018 academic year, no performance classifications will be
assigned to alternative, career and/or technical programs, or child development
centers authorized in Miss Code Ann. §37-23-91. Scores of students
attending these programs will be included in the accountability calculations of
the student's official MSIS home school of residence.
21.2 Performance data on available indicators
will be reported for students enrolled in child development
centers.
22.
Schools without Tested Subjects or Grades
22.1 Elementary/Middle Schools
22.1.1 Any elementary/middle school that does
not have reading or math scores because the school does not have the required
grade level, the scores from the students in the next higher grade in the
tested subject within the same district will be applied back to the student's
lower elementary school of origin. In order for the scores to be applied, the
student must meet FAY at the lower grade school, the current school and if
there is a gap in years, anywhere in the district for the years in between.
Example 1, Pre-K through 2nd grade School:
* Reading and Math Proficiency - The reading and math scores
from students in 3rd grade who attended the Pre-K through 2nd grade school and
are still in the same district will be used to calculate the math and reading
proficiency for Pre-K through 2nd grade school.
* Science Proficiency - An equating process will be used to
adjust the scores for this component.
* Growth - The reading and math scores from students in 4th
grade who attended the Pre-K through 2nd grade school and are still in the same
district will be used to calculate the growth for Reading-All Students,
Math-All Students, Reading-Lowest Performing Students, and Math-Lowest
Performing Students for that Pre-K through 2nd grade school. The students would
have to have met FAY in
* the Pre-K through 2nd grade school during 2nd grade,
* the 4th grade school in the same district, and
* any school within the same district during 3rd
grade.
Example 2, Pre-K through 3rd Grade:
* Reading and Math Proficiency - The reading and math scores
from students in the3rd grade will be used to calculate the math and reading
proficiency for that school.
* Science Proficiency - An equating process will be used to
adjust the scores for this component.
* Growth - The reading and math scores from students in 4th
grade who attended the Pre-K through 3rd grade and are still in the same
district will be used to calculate the growth for Reading-All Students,
Math-All Students, Reading-Lowest Performing Students, and Math-Lowest
Performing Students for Pre-K through 3rd grade.
* All applicable FAY rules will apply.
Example 3, Pre-K through 4th Grade:
* Reading and Math Proficiency - The reading and math scores
from students in 3rd and 4th grades at the school will be used to calculate the
math and reading proficiency for Pre-K through 4th grade.
* Science Proficiency - An equating process will be used to
adjust the scores for this component.
* Growth - The reading and math scores from students in 3rd
and 4th grades at the school will be used to calculate the growth for
Reading-All Students, Math-All Students, Reading-Lowest Performing Students,
and Math-Lowest Performing Students for Pre-K through 3rd grade.
* All applicable FAY rules will apply.
Example 4, 6th and 7th grade:
* Reading and Math Proficiency - The reading and math scores
from students in 6th and 7th grade at the school will be used to calculate the
math and reading proficiency for that school.
* Science Proficiency - An equating process will be used to
adjust the scores for this component.
* Growth - The reading and math scores from students in 6th
and 7th grade at the school will be used to calculate the growth for
Reading-All Students, Math-All Students, Reading-Lowest Performing Students,
and Math-Lowest Performing Students for 6th and 7th grade.
* All applicable FAY rules will apply.
22.1.2 An equating process to adjust the
points required will be used for elementary/middle schools that do not have
science scores because the school does not have a 5th or 8th grade.
22.1.3 Beginning with the 2014-2015 and
ending with the 2017-2018 school year, the cut-points established for
elementary/middle schools that do not have science scores will remain static in
succeeding years. In subsequent years, the cut-points shall be reviewed
following the administration of a new assessment.
22.2 High Schools
22.2.1 Schools with missing data for
components specific to high schools will have available proxy data applied in
the following order of availability; three (3) year historical school average,
two (2) year historical school average, prior year school score, current year
district score, prior year district score. If no proxy data is available, an
equating process will be used to adjust for the missing components.
22.3 Schools with only
Pre-Kindergarten and/or Kindergarten will be assigned the school performance
classification of the next level school to which that school feeds. If the
school feeds to multiple schools, the performance classification will be
assigned from a weighted average of the composite scores of the schools to
which it feeds.
23.
State and Other Special Schools
23.1 Mississippi School of the Arts (MSA) and
Mississippi School for Math and Science (MSMS)
23.1.1 The Mississippi School of the Arts and
Mississippi School for Math and Science will not be assigned performance
classifications but will have performance on available indicators reported
consistent with other schools/districts.
23.1.2 If a student takes an end-of-course,
subject area assessment for the first time while at MSA or MSMS, his/her scores
will be sent back to their school/district of origin and rolled into the state
totals.
23.1.3 Students enrolled at
MSA and/or MSMS during the time of the Senior Snapshot will have their ACT
scores sent to their high school of origin.
23.1.4 For students enrolled at MSMS or MSA,
the school/district of origin is defined as the school/district where the
student was enrolled and met FAY requirements in the school year immediately
prior to enrollment at MSMS or MSA.
23.2 Mississippi School for the Blind (MSB)
and the Mississippi School for the Deaf (MSD)
23.2.1 The MSB and MSD will not be assigned
performance classifications but will have performance on available indicators
reported consistent with other schools/districts.
23.2.2 Students enrolled in the MSB and MSD
will have performance measures included in the performance classification of
the school/district of residence.
23.3 Other State/Special Schools
23.3.1 State agencies (i.e., Hudspeth,
Ellisville State School, etc.) will not be assigned performance
classifications.
23.3.2 Students
placed in non-public schools (special private schools; i.e., Millcreek, CARES,
etc.) but are enrolled in regular Mississippi public schools will have their
performance measures included in the calculations of the school/district in
which he/she is enrolled in MSIS.
23.3.3 Students enrolled in
special/non-public schools with codes 200 and 500 have no enrollment and are
not used for any of the usual statistical and reporting purposes. If a student
is enrolled in a public school during the testing window, he/she would have to
be tested (and counted in the testing participation rates) and his/her score
(if FAY) would be used for accountability purposes. 23.3.4 University-based
schools will not receive performance classifications.
23.4 Students in Correctional
Facilities/Juvenile Justice System
23.4.1
According to the USDE, these facilities are considered "programs" not schools
and would not be assigned performance classifications.
23.4.2 If a student, who is still enrolled in
MSIS, is in such a program and is not tested, the student will count as "not
tested" in the participation rate calculations of the school/district. If the
student is tested, his/her scores will count at his/her MSIS resident
school.
23.5 Virtual
Public Schools
23.5.1 Only schools classified
under the USDE's Education Data Exchange Network (EDEN) reporting requirements
as a separate school entity will receive a performance
classification.
23.6
Early College High Schools
23.6.1 Students
enrolled in an Early College High School will have their performance measures
included in the performance classification of the school/district of
residence.
23.6.2 Early College
High Schools will not be assigned performance classifications but will have
performance on available indicators reported consistent with other high
schools.
24.
9th Grade Only Schools
24.1 Scores of a 9th grade only school will
be combined with the high school to which that school feeds and calculated as
one (1) school but reported as two (2) separate schools. In other words, both
schools will earn the same performance classification because it will be based
on the same data calculations.
25.
College- and
Career-Readiness Indicator
The following rules will apply only if the state legislature
mandates statewide ACT testing and appropriates funding for such
testing.
25.1 The ACT or ACT WorkKeys
assessment will be used in the College- and Career-Readiness
Indicator.
25.2 The College- and
Career-Readiness component will be comprised of a Mathematics and an
English/Reading component. These two (2) components will be equally weighted
and combined for one (1) score worth 50 points: (Math + English/Reading)
÷ 2
25.3 A student will be
included in the numerator for Mathematics if he/she is considered College- and
Career-Ready in Mathematics by having a score on the Mathematics component of
the ACT at or above the ACT College Readiness Benchmark for the Mathematics
component at the time of the student's assessment.
25.4 A student will be included in the
numerator for English/Reading if he/she is considered College- and Career-
Ready in English/Reading by having a score on the English component of the ACT
at or above the ACT College Readiness Benchmark OR if his/her score on the
Reading component of the ACT is at or above the ACT College-Readiness Benchmark
at the time of the student's assessment.
25.5 Science ACT sub-scores will not be
included in the College- and Career-Readiness component.
25.6 ACT Composite scores will not be
included in the College- and Career-Readiness component. (Rationale: ACT does
not designate a composite score to indicate college readiness.)
25.7 The highest available sub-score or
WorkKeys Certification for each student at the end of month nine (9) in
Mathematics and English/Reading, as described above, will be used in the
College- and Career-Readiness Indicator accountability calculations.
25.8 Contingent upon legislative funding, the
state will pay for one (1) statewide ACT administration to be held in the
spring for students classified in MSIS as 11th graders. Ungraded students whose
birthdates link them to the cohort of students identified as 11th graders will
also be included. Students may take the ACT as many additional times as they
choose, at their own expense.
25.9
If the IEP committee deems it appropriate, an SCD student may participate in
the administration of the ACT.
25.10 Deleted.
25.11 A student's score will be applied to
the school in which the student is enrolled in MSIS at the time of the Senior
Snapshot.
25.12 In lieu of the
performance requirements established in Sections 25.3, and 25.4, a student may
obtain a Silver level or higher National Career Readiness Certificate
administered through the ACT WorkKeys assessment and successfully complete an
industry certification or career pathway recognized by the Mississippi
Department of Education. A student who achieves a Gold or Platinum level
National Career Readiness Certificate administered through the ACT WorkKeys
does not have to meet the additional requirement of successful completion of an
industry certification or career pathway.
25.13 The participation rate numerator will
include the state administration or non-state administration of the ACT. The
denominator will include all students in the Senior Snapshot.
25.14 The denominator for the College- and
Career-Readiness component calculation will consist of all students
participating in the ACT as identified in the participation
calculation.
25.15 ACT WorkKeys is
not included in participation calculations and does not replace the ACT
participation requirement defined in 25.14.
26.
Senior
Snapshot
Senior Snapshot is a method of identifying high school
students for the high school assessment participation rate calculation and
College- and Career- measures. Senior Snapshot captures ALL students who have
been enrolled in a Mississippi public school starting in month one (1) of the
10th grade and continuing without interruption until either the end of month 9
of the 12th grade or until a completion status is entered, whichever comes
first. If the student does not meet the enrollment criteria, he/she will not be
included in the denominator for participation rate calculations or College- and
Career -Readiness measures.
27.
Other
27.1 Deceased Students
27.1.1 Students indicated in MSIS as deceased
will not be included in any accountability calculations.
27.2 Foreign Exchange Students
27.2.1 Beginning in school year 2013-2014,
foreign exchange students will automatically be included in accountability
calculations just as any other students. However, if a district wishes to have
a foreign exchange student excluded from the accountability calculations, the
request should be made through the Internal Review Process and documentation of
the student's participation in the foreign exchange program must be provided in
the request.
27.2.2
Deleted
