Part LXXXIII. Bulletin 111―The Louisiana School, District, and State Accountability System 1




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Table of Contents

Title 28

EDUCATION

Part LXXXIII. Bulletin 111―The Louisiana School,
District, and State Accountability System 1

Chapter 1. General Provisions 1

§101. School Accountability 1

Chapter 3. School Performance Score Component 1

§301. School Performance Score Goal 1

§303. Transition from Fall 2013 to Spring 2016 (2014, 2015, and 2016 SPS Release) 2

Chapter 4. Assessment and Dropout/Credit Accumulation Index Calculations 3

§405. Calculating a K-8 Assessment Index 3

§409. Calculating a 9-12 Assessment Index 3

§413. Dropout/Credit Accumulation Index Calculations 4

Chapter 5. Inclusion in Accountability 4

§515. State Assessments and Accountability 4

§517. Inclusion of Students 5

§519. Inclusion of Schools 5

§521. Pairing/Sharing of Schools with Insufficient Test Data 5

Chapter 6. Graduation Cohort, Index, and Rate 6

§601. Defining a Graduation Index 6

§603. Determining a Cohort for a Graduation 6

§611. Documenting a Graduation Index 7

§612. Calculating a Cohort Graduation Index 8

§613. Calculating a Graduation Index 8

Chapter 7. Subgroup Component 9

§701. Subgroup Component Indicators 9

§703. Inclusion of Students in the Subgroup Component 9

§705. AMO 10

§707. Safe Harbor 10

§708. Using a Graduation Rate in the Subgroup Component 10

§709. Failing the Subgroup Component 11

Chapter 11. School Performance Categories 11

§1101. Letter Grades 11

§1102. Academically Unacceptable Schools (AUS) 12

§1103. Honor Rolls 12

§1105. Turnaround Schools 12

Chapter 13. Rewards/Recognition 12

§1301. Reward Eligibility 12

§1303. Correction of Data 12

Chapter 16. Academically Unacceptable Schools and Subgroup Component Failure 12

§1601. Entry into Academically Unacceptable School Status 12

§1603. Requirements for Academically Unacceptable Schools 13

§1605. Entry and Exit from Subgroup Component Failure 13

§1607. Requirements for Schools Identified as Failing the Subgroup Component for Two Consecutive Years 13

Chapter 21. State-Level School Improvement, Academically Unacceptable Schools and Subgroup Component Failure Tasks 13

§2101. State Support at Each Level 13

Chapter 23. Reconstitution/Alternate Governance Plans 14

§2301. Schools Requiring Reconstitution/Alternate Governance Plans 14

Chapter 24. Recovery School District 14

§2401. Eligibility for Transfer to the Recovery School District 14

Chapter 25. School Choice 14

§2501. Schools Requiring Choice 14

§2503. Student Eligibility 14

§2505. Transfer Options 14

Chapter 29. Progress Report 15

§2901. State Annual Reporting 15

Chapter 31. Data Correction and Appeals/Waivers Procedure 15

§3101. Appeals/Waivers and Data Certification Processes 15

§3103. Definitions 16

§3105. General Guidelines―Parent/School-Level Requests 16

§3107. General Guidelines―Local Board of Education-Level Requests 16

§3109. Criteria for Appeal 16

Chapter 33. New Schools and/or Significantly Reconfigured Schools 16

§3301. Inclusion of New Schools 16

§3303. Reconfigured Schools 17

Chapter 35. Inclusion of Alternative Education Schools and Students in Accountability 17

§3501. Alternative Education 17

§3503. Alternative Schools Including Alternative Charter Schools
[Formerly §3501] 17

§3505. Alternative Programs 18

§3507. Alternative Schools for Adjudicated Youth
[Formerly §3505] 18

Chapter 39. Inclusion of Students with Disabilities 18

§3901. Assessment of Students with Disabilities 18

§3903. LEAP Alternate Assessment Participation Criteria 18

§3905. Inclusion of Alternate Assessment Results 19

Chapter 40. Definitions Related to English Proficiency 19

§4001. Proficient in English 19

§4003. Making Progress in Learning English 19

§4005. English Language Proficiency Descriptors 19

Chapter 41. Data Collection and


Data Verification 20

§4101. Valid Data Considerations 20

§4103. NRT and CRT Data 21

§4104. Dropout/Exit Data 21

§4105. Reported Irregularities 21

Chapter 43. District Accountability 21

§4301. Inclusion of All Districts 21

§4310. Subgroup Component AYP (Adequate Yearly Progress) 21

§4311. District Letter Grades 24

§4315. Progress Report 24

§4317. District Accountability Data Corrections 24

Chapter 45. Disaster Considerations for School and District Accountability 24

§4501. Potential Impact of Disasters on Accountability 24

§4503. One Year Waiver for "Severe Impact" Schools and Districts 24

§4507. Identifying Displaced Students 25

§4509. Assessment Index Calculations with Displaced Students for Limited Impact Schools 25

§4511. Graduation Index Calculations for Limited Impact Schools 25

§4517. District Performance Score Calculations with Displaced Students 26

§4527. Disaster Considerations for the School and District Subgroup Component 26

Chapter 49. School District Academically in Crisis 26

§4901. Definition of Academically in Crisis 26

§4907. The Financial Audit and Contracting an Independent CPA 26

§4911. Exiting the Status of a District Academically in Crisis 27


Title 28

EDUCATION

Part LXXXIII. Bulletin 111―The Louisiana School,
District, and State Accountability System


Chapter 1. General Provisions

§101. School Accountability

A. Every school shall participate in a school accountability system based on student achievement as approved by the Louisiana State Board of Elementary and Secondary Education (refer to R.S. 17:10.1).

B. Under No Child Left Behind (NCLB) the Elementary and Secondary Education Act of 2001, a state's definition of Adequate Yearly Progress (AYP) must apply the same high standards of academic achievement to all public elementary and secondary school students in the state and result in continuous and substantial academic improvement for all students. Schools shall be judged on AYP through both the school performance score component and the subgroup component of the Louisiana School Accountability System.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 29:2737 (December 2003).

Chapter 3. School Performance Score Component

§301. School Performance Score Goal

A. A school performance score (SPS) shall be calculated for each school. This score shall range from 0.0 to 150.0.

B. Each school shall receive its school performance scores under one site code regardless of its grade structure.

C. Final accountability results shall be issued by the fall semester of each year and all accountability reports will reflect the configuration of the school as it existed the prior spring semester.

1. For K-7 schools, the school performance score will consist entirely of one index based on assessments and progress points listed in the table below.

2. For K-8 schools, the school performance score will consist of an assessment index, dropout/credit accumulation index, and progress points.

K-8 School Performance Score Indices and Weights

LEAP, iLEAP, EOC, and LAA 1

Grades K-7

100 percent

Grades K-8

95 percent

Dropout/Credit Accumulation Index

Grade 8

5 percent

Progress Points

Grades 3-8

Up to 10 points

3. For schools with a grade 12, the school performance scores will include four indicators weighted equally and progress points as outlined in the table below.



High School Performance Score Indices and Weights

End of Course Tests, LAA 1

Grades 9-12

25 percent

ACT*

(Beginning in 2015-16, the ACT index shall also recognize WorkKeys. A concordance table comparing ACT to WorkKeys will be produced after the Spring 2015 administration.)



Grade 12

25 percent

Graduation Index

Grade 12

25 percent

Graduation Rate

Grade 12

25 percent

Progress points

Grades 10 and 12

Up to 10 points

*When calculating a school’s ACT index score, students participating in the LAA 1 assessment shall not be included in the denominator of such calculation.
4. A combination school (a school with a grade configuration that includes a combination from both categories of schools, K-8 and 9-12), will receive a score from a weighted average of the SPS from the K-8 grades and the SPS from the 9-12 grades.

a. The K-8 SPS will be weighted by the number of students eligible to test during the spring test administration.

b. The 9-12 SPS will be weighted by the sum of:

i. assessment units from students who are initial testers for EOC + the students eligible to test ACT (students with EOC and ACT will count only one time);

ii. cohort graduation units from the number of members of the cohort used as the denominator in the graduation index calculation and the graduation rate (students in cohort will count only one time).

5. For schools with configurations that include grades 9-11, but do not have a grade 12, the school performance score will consist of the indices available.

D. Progress Points

1. The school performance score will also be affected by the progress points earned from growth calculated for the non-proficient student subgroup (i.e., super subgroup).

2. To be eligible for K-8 progress points, the school must have:

a. at least 10 students in the non-proficient subgroup, as identified for subgroup membership based on prior year assessment scores only (i.e. students may be proficient or non-proficient in the current year) in ELA or mathematics; and

b. more than 50 percent (i.e. 50.001+) of the students in the non-proficient subgroup exceed their expected score, as determined by the value-added model for students in grades K-8;

c. if Subparagraphs 2.a and 2.b are met, then the number and the percent of students will be multiplied by 0.1, and the higher of the two products will be used to assign progress points. For students who earn an unsatisfactory on LEAP or iLEAP, the multiplier will be 0.1. For students who earn an approaching basic on LEAP or iLEAP in the prior year, the multiplier will be 0.05.

3. To be eligible for high school progress points in 2014-2015 (2015 SPS), the school shall meet either Subparagraph a or b of this Paragraph, whichever is greater in total:

a. at least 10 students in the non-proficient subgroup, as identified for subgroup membership based on the most recent of the two previous years’ state assessment scores in ELA or mathematics and a minimum of 30 percent of the students in the non-proficient subgroup score at the top of the expected score range or higher, as determined by the ACT series. If both conditions are met, then the number and the percent of students will be multiplied by 0.1, and the higher of the two products will be used to assign progress points.

i. For students who earned an unsatisfactory on LEAP or iLEAP or needs improvement on end-of-course tests in prior year(s), the multiplier will be 0.2.

ii. For students who earned an approaching basic on LEAP or iLEAP or a fair on end-of-course tests in prior year(s), the multiplier will be 0.1.

iii. Schools can earn a maximum of 10 progress points to be added to the SPS.

NOTE: EXPLORE predicts PLAN and PLAN predicts ACT. As an example, if EXPLORE predicted a student would score between 17 and 19 on the PLAN, the student must score a 19 or higher in order to potentially earn progress points for the school.

b. at least 10 students in the non-proficient subgroup, as identified for subgroup membership based on the most recent of the two previous years’ state assessment scores in ELA or mathematics and more than 50 percent (i.e. 50.001+) of the students in any one of the four non-proficient subgroups (ELA EXPLORE to PLAN, ELA PLAN to ACT, math EXPLORE to PLAN, math PLAN to ACT) score above the median of the expected score range or higher, as determined by the ACT series. If both conditions are met, then the number and the percent of students will be multiplied by 0.1, and the higher of the two products will be used to assign progress points.

i. For students who earned an unsatisfactory on LEAP or iLEAP or needs improvement on end-of-course tests in prior year(s), the multiplier will be 0.1.

ii. For students who earned an approaching basic on LEAP or iLEAP or a fair on end-of-course tests in prior year(s), the multiplier will be 0.05.

iii. Schools can earn a maximum of 10 progress points to be added to the SPS.

NOTE: EXPLORE predicts PLAN and PLAN predicts ACT. As an example, if EXPLORE predicted a student would score between 15 and 19 on the PLAN, the student must score a 18 or higher (median is 17) in order to potentially earn progress points for the school.

c. Beginning in 2015-2016 (2016 SPS), only schools earning progress points through 3.b shall be applicable.

i. For combination schools that include both middle and high school grades (e.g., 6-12), the progress points shall be calculated by adding the points earned from each test group together. For sums that are greater than 10, a maximum of 10 points will be awarded.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 29:2737 (December 2003), amended LR 31:1512 (July 2005), LR 32:1017 (June 2006), LR 32:2034, 2035 (November 2006), LR 33:424 (March 2007), LR 33:2349 (November 2007), LR 33:2593 (December 2007), LR 34:430 (March 2008), LR 35:639 (April 2009), LR 36:1987 (September 2010), LR 38:3105 (December 2012), LR 39:305 (February 2013), LR 39:1421 (June 2013), LR 39:2441 (September 2013), LR 40:1313 (July 2014), LR 40:2507 (December 2014), LR 41:1481 (August 2015), LR 41:2578 (December 2015).

§303. Transition from Fall 2013 to Spring 2016 (2014, 2015, and 2016 SPS Release)



A. Schools shall receive an annual 2013 SPS using the 150-point scale, as approved for the 2012-13 school year and as described in Chapters 3-6 of this bulletin.

B.1. In order to provide for a two-year baseline associated with new assessments in English language arts and mathematics, the LDE shall ensure that the distribution of school letter grades remains constant throughout this transition by assigning school letter grades for the 2013-2014, 2014-2015, and 2015-2016 school years based on the distribution of school letter grades by school type (e.g., K-8 v. combination v. high school) from the 2012-2013 school year.

a. If schools generally decline in performance scores, then the distributions (K-8, combination and high school) shall remain the same as in 2012-13 so as not to punish schools during the transition.

b. Any school or district that maintains or improves its annual performance score as compared to the 2012-13 performance scores shall not experience a decrease in its letter grade. Thus, if schools generally improve in performance scores, then the distributions shall improve as they would in any other year.

c. If, in implementing consistent distributions of letter grades, more than one school of the same type (e.g., K-8 school, combination school, or high school) earns the same school performance score (i.e., they are “tied”), then all such schools shall be awarded the same letter grade. For example, if a school earning a school performance score of 84.9 in the 2014-2015 school year is awarded a letter grade of B, all other schools of the same type earning a school performance score of 84.9 in the 2014-2015 school year shall also receive a letter grade of B.

2. Prior to the creation of the transitional ninth grade, some schools were categorized as combination schools, rather than high schools, simply because they offered 8th grade courses to a select group of students ineligible for 9th grade. Such schools shall be classified as high schools and the 12-13 distributions shall be adjusted to reflect this shift.

C. By the fall of 2015, BESE shall determine, in consultation with the Accountability Commission, the timeline and benchmarks needed to gradually raise the standard for student proficiency such that the average student in a school or district with a letter grade of “A” achieves at least “mastery” (level 4) on state assessments no later than the 2024-2025 school year.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 39:2442 (September 2013), amended LR 40:760 (April 2014), LR 40:1314 (July 2014), LR 41:1263 (July 2015).

Chapter 4. Assessment and Dropout/Credit Accumulation Index Calculations

§405. Calculating a K-8 Assessment Index

A. For all grades 3-8 use the values from the following table.



iLEAP and LEAP Index Points

Label

Subject-Test Index Points

Advanced =

150

Mastery (Exceeding the Standard) =

125

Basic (Meeting the Standard) =

100

Approaching Basic
(Approaching the Standard) =

0

Unsatisfactory =

0

B. Weight each subject-test index score by the corresponding value from the table below.



Unit Weights for K-8 Assessment Index

Grade

ELA

Math

Science

Social Studies

3rd

2

2

1

1

4th

2

2

1

1

5th

2

2

1

1

6th

2

2

1

1

7th

2

2

1

1

8th

2

2

1

1

C. Sum all weighted subject-test index scores.

D. Sum all weights applied to subject-test index scores from the table above (in Subsection B).

E. Divide the sum from Subsection D by the total scores.

F. When middle schools students participate only in an EOC assessment and not the grade-level assessment in a given subject, EOC test results shall be used in the middle school’s assessment index (100 for “good” and 150 for “excellent”) and will be weighted by content as noted in the table above. Middle schools will also earn incentive points for all EOC scores of “good” or “excellent” earned during the same year in which the assessment was administered.

1. Incentive points will be awarded as follows:

a. excellent = 50;

b. good = 25.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1021 (June 2006), amended LR 36:1989 (September 2010), LR 38:3106 (December 2012), LR 41:2579 (December 2015).

§409. Calculating a 9-12 Assessment Index

A. All operational end-of-course (EOC) tests will be used in the calculation of the EOC assessment index.

1. All subjects will be weighted equally.

2. The EOC performance level will be used in the calculation of the EOC assessment index as described in the chart below.



EOC Performance Level

Index Point

Excellent

150

Good

100

Fair

0

Needs Improvement

0

3. Proficient test scores of “good” or “excellent” earned by students at a middle school will be included in the SPS calculations of the high school to which the student transfers as well. The scores for the high school will be included in the accountability cycle that corresponds with the students’ first year of high school. EOC test scores considered “not proficient” (“needs improvement”, “fair”) will not be transferred, or banked, to the high school. Students will retake the test at the high school, and the first administration of the test at the high school will be used in the calculation of the assessment index the same year in which it was earned.

4. Beginning with the 2012-13 school year, students who are completing their third year in high school must have taken the algebra I and English II tests, or LAA 1. If they do not, the students will be assigned a score of zero and be counted as non-participants in high school testing. All students must be included in the assessment cohort regardless of course enrollment, grade assignment or program assignment.

B.1. The ACT composite score will be used in the calculation of the ACT assessment index as described in the chart below. To the extent practicable, a student’s highest earned score for any ACT administration shall be used in the calculation.



ACT Composite

Index Pts

0-17

0

18

100

19

102.8

20

105.6

21

108.4

22

111.2

23

114

24

116.8

25

119.6

26

122.4

27

125.2

28

128

29

130.8

30

133.6

31

136.4

32

139.2

33

142

34

144.8

35

147.6

36

150.4

2.a. Starting in the 2015-16 school year, student performance on the WorkKeys shall be included within the ACT index, where a student takes both assessments but achieved a higher score on the WorkKeys than on the ACT.

b. The state will produce a concordance table comparing ACT scores with WorkKeys scores at the conclusion of the 2014-15 school year and the table shall be used to award points in the 2015-16 school performance score results.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1021 (June 2006), amended LR 33:252 (February 2007), LR 36:1989 (September 2010), LR 37:2118 (July 2011), repromulgated LR 37:2382 (August 2011), amended LR 37:3200 (November 2011), LR 38:1212 (May 2012), LR 38:2357 (September 2012), LR 38:3106 (December 2012), LR 39:305 (February 2013), LR 39:1421 (June 2013), LR 40:1314 (July 2014), LR 41:2579 (December 2015).

§413. Dropout/Credit Accumulation Index Calculations

A. A dropout/credit accumulation index score for each school with a grade eight shall be calculated.

B. The following scale will be used to determine the dropout/credit accumulation index.

1. In order for students to be included in the calculations, they must;

a. have been considered full academic year during the year of last record at the middle school;

b. if earning Carnegie units, have been considered full academic year during the transitional ninth, or traditional ninth grade year for the first ninth grade record.

2. Carnegie units earned in summer school after transitional ninth or traditional ninth grade will not be included.

3. Students who are considered dropouts in transitional ninth or traditional ninth grade based on SIS records shall be included in the calculation and earn zero points.

4. Students who are completing their third year in grade 8 shall be included in the calculation and earn zero points.



Number of Carnegie Units

Index Point Award

6 or more

150

5.5

125

5

100

4.5

75

4

50

3.5

25

3 or less

0

3rd year 8th grade student

0

Dropout

0

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 29:2741 (December 2003), amended LR 36:1990 (September 2010), LR 38:3107 (December 2012), LR 39: 2443 (September 2013), LR 40:1315 (July 2014).

Chapter 5. Inclusion in Accountability

§515. State Assessments and Accountability

A. Louisiana students in grades 3-8 will participate in at least one of the following state assessments on an annual basis:

1. LEAP; or

2. iLEAP; or

3. LEAP Alternate Assessment Level 1 (LAA 1).

B. Louisiana students in grades 9, 10, 11, and 12 will participate in at least one of the following state assessments on an annual basis:

1. EOC (when they are enrolled in the course for which a test is available);

2. GEE (only for repeating testers);

3. LEAP Alternate Assessment Level 1 (LAA 1);

4. EXPLORE in grade 9;

5. PLAN in grade 10;

6. ACT in grade 11 or 12.

C. All LEP students shall take the English language development assessment (ELDA) annually, as well as the appropriate state assessment for their enrolled grade.

D. EOC scores for repeaters (in any subject) shall not be included in high school SPS calculations except for middle school students who earn a score of needs improvement and repeat the course in the 9th or 10th grade.

E. Scores shall not be included in school performance score calculations for LEP students who have not been enrolled in a school in the United States for one full school year.

F. Scores earned by any student during an academic year who transferred into the LEA after October 1 of the same academic year shall not be included in the school performance score (SPS) or subgroup performance score.

G. A score from a twelfth grade student will count in only one accountability cycle.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 29:2741 (December 2003), amended LR 31:2422 (October 2005), LR 32:1022 (June 2006), LR 33:253 (February 2007), LR 36:1990 (September 2010), LR 37:2119 (July 2011), LR 38:1212 (May 2012), LR 38:3107 (December 2012), 39:2443 (September 2013), LR 40:2507 (December 2014).

§517. Inclusion of Students

A. The test score of every student who is enrolled in any school in an LEA on October 1 of the academic year and who is eligible to take a test at a given school within the same LEA shall be included in the LEA’s district performance score (DPS). The score of every student that will count in the DPS will be counted at the school where the student was enrolled on February 1 for SPS and subgroup AYP.

1. For EOC tests taken in December the scores will count in the SPS at the school where the students is enrolled for the test.

2. For ACT, a grade 12 student will be considered full academic year at the school and district from which the student graduated in December of the current school year if the student was enrolled in the district on October 1.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 29:2741 (December 2003), amended LR 31:1512 (July 2005), LR 31:2422 (October 2005), LR 31:2764 (November 2005), LR 33:2594 (December 2007), LR 38:3107 (December 2012), LR 39:305 (February 2013), LR 40:1315 (July 2014).

§519. Inclusion of Schools



group 2A. All K-8 schools shall have a minimum of 40 testing units in any combination of LEAP, iLEAP, or LAA 1 assessments.

B. All 9-12 and combination schools shall have a minimum number of 40 units in any combination of graduation cohort membership and LEAP, iLEAP, LAA 1, or EOC assessments.

C. Each member of a cohort used to calculate a graduation index shall be counted as 4 units when determining the minimum number of units required calculating an SPS.

D. Inclusion of Indices

1. A school must have ten students in the graduation cohort to receive the cohort graduation indices.

2. For schools with early graduates, an increasing grade configuration, and without cohort graduation members, ACT assessment scores shall be banked for the calculation of school performance scores until the accountability cycle associated with those early graduates, per cohort graduation policy.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 29:2741 (December 2003), amended LR 31:1512 (July 2005), LR 32:1022 (June 2006), LR 34:431 (March 2008), LR 36:1991 (September 2010), LR 38:3108 (December 2012), LR 40:2507 (December 2014), LR 41:1263 (July 2015).

§521. Pairing/Sharing of Schools with Insufficient Test Data

A. Any school with at least one testing grade (3-11) will receive its SPS based only on its own student data provided it meets the requirements of §519.

B. Any K-2 school with insufficient testing data will be awarded an SPS equal to the SPS of the school to which it is paired.

C. Any school enrolling only twelfth grade students will be awarded an SPS based on shared data from a school or schools containing grades 9-11 that send it the majority of its students. This sharing relationship is to define the cohort that will provide the starting roster on which its graduation index will be based

D. Any K-2, 9-12 configuration shall receive an SPS based solely on the 9-12 data.

E. Any ninth grade only school that does not administer an English/language arts assessment shall be paired with another school that administers an English/language arts assessment.

F. A district must identify the school where each of its non-standard schools shall be paired in order to facilitate the proper sharing of data for reporting purposes, as described above. The paired school must be the one that receives by promotion the largest percentage of students from the non-standard school. In other words, the paired school must be the school into which the largest percentage of students feed. If two schools receive an identical percentage of students from a non-standard school, or when there is no distinct feeder pattern, the district shall select the paired school.

G. Requirements for the number of test/graduation index units shall be the sum of the units used to calculate the school's SPS (see §519).

H. If a school has too few test units to be a "stand-alone" school, it may request to be considered stand-alone.

1. It shall receive an SPS that is calculated solely on that school's data, despite the small number of test units.

2. The request shall be in writing to the LDE from the LEA superintendent.

3. The school forfeits any right to appeal its SPS and status based on minimum test unit counts.

I. Once the identification of "paired" schools has been made, this decision is binding for 10 years. An appeal to the BESE may be made to change this decision prior to the end of 10 years, when redistricting or other grade configuration and/or membership changes occur.

J. If 10 years has not elapsed, but a paired/shared school acquires a sufficient number of testing units, then the pair/share relationship will be broken, and the school will be treated as a stand-alone school.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 29:2741 (December 2003), amended LR 30:1445 (July 2004), LR 32:1023 (June 2006), LR 36:1991 (September 2010), LR 38:3108 (December 2012), LR 39:1422 (June 2013), LR 40:1315 (July 2014).

Chapter 6. Graduation Cohort, Index, and Rate

§601. Defining a Graduation Index

A. The Louisiana Department of Education (LDE) will calculate a graduation index based on a cohort of students for use in the school performance score of each school with students in grade 12.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1024 (June 2006), amended LR 38:1391 (June 2012), LR 38:3108 (December 2012).

§603. Determining a Cohort for a Graduation

A. A cohort of students is all students who entered 9th grade for the first time in the state of Louisiana in a given academic year.

B. Each cohort of students will be tracked for four years, from entry as first-time ninth graders through four academic years. Transitional ninth graders will enter automatically the first-time ninth grade cohort in the year after enrolling in transitional ninth grade.

C. Students who exit Louisiana’s Student Information System (SIS) system in fewer than four years for legitimate reasons shall not be included in the cohort's graduation index calculations.

1. For graduation cohort calculations, exit codes 07, 10, 14, 16, and 20 from §611 are legitimate, along with any special codes created to deal with natural disasters.

2. Beginning with accountability decisions made in fall 2010 (using 2009 grad data), the only legitimate leavers from a cohort are those who;

a. transfer from Louisiana K-12 public education to a diploma awarding school or program;

b. emigrate to another country;

c. are deceased.

3. Specific documentation is required for students to be considered legitimate leavers.

a. The only acceptable documentation for transfers to other diploma awarding schools or programs is a request for student records from the qualifying school or program, or a letter from an official in the receiving school or program acknowledging the students enrollment. The documentation must be clearly dated before October 1 following the student’s exit from the Louisiana Student Information System (SIS). The LDE can, during data certification and audits, require proof that the school or program is recognized as a “diploma awarding” by the state in which it is located.

b. Documentation for a student transfer to home school is a school withdrawal form with parent signature and an LDE letter of approval to the parent, both dated before October 1 following the student’s exit from the Louisiana SIS.

c. Students who emigrate to another country must be documented with a statement signed by a parent or a request for student records.

d. An obituary or a letter from a parent is sufficient documentation for a deceased student.

4. The LDE shall maintain and post on the LDE website a list of schools that are considered “non-diploma awarding.”

5. A school is classified as “non-diploma awarding” if it:

a. awards fewer than five regular diplomas a year for two consecutive years; or

b. enrolls fewer than 10 twelfth graders for a full academic year for each of two consecutive years.

c. the LDE can grant exceptions to these rules for new schools and schools with small populations upon district request if it can be determined that no circumvention of accountability consequences will occur. The district is responsible for providing any data requested by the LDE.

D. Students that LEAs exit from a school or the LEA using anything other than legitimate leaver codes or those codes indicating completion of a high school course of study must subsequently appear in the Student Information System or they shall be considered dropouts from the state, LEA and school.

E. Students with no high school records in the Louisiana SIS who transfer from a home school, non-public school, or another state into a Louisiana school on or before October 1 of their eleventh grade year will enter the “on-time” cohort at the students' assigned grade level. Students with existing Louisiana public high school records will re-enter their original cohort.

F. Students transferring within the public school system in Louisiana will remain in their same cohort.

1. Students transferring within an LEA on or before October 1 of their cohort's fourth year will be included in the calculation of the graduation index at the school into which they transfer and complete their fourth year of high school.

2. Students who exit their high school for more than 45 calendar days during their fourth year shall not be included in that high school’s grad cohort calculation.

G. Students who graduate or complete high school in fewer than four years will be included in the cohort in which they started 9th grade.

H. Any student who exits K-12 education to enter a school or program that does not award a high school diploma shall be considered a dropout in graduation cohort calculations.

I. All students (excluding those defined in C), regardless of entry or exit dates, are included in the state-level cohort.

J. Students who exit K-12 education and enroll in adult education shall earn points for their school and LEA only if a GED is awarded by October 1 of the following academic year. Otherwise, the student shall be considered a dropout.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1024 (June 2006), amended LR 33:424 (March 2007), LR 33:2031 (October 2007), LR 35:2312 (November 2009), LR 36:2242 (October 2010), LR 36:2840 (December 2010), LR 38:3108 (December 2012), LR 40:1316 (July 2014).

§611. Documenting a Graduation Index



A. Beginning with academic year 2005-2006, all schools are required to maintain the following documentation if the corresponding exit code is used.

Exit Code Documentation

Code

Descriptions

Required Documentation

01

Expelled

Due process documentation supporting expulsion. Students must be enrolled on October 1 of the following year.

03

Illness

Letter from a physician stating the student's date(s) of care written on the doctor office's letterhead with the doctor's original signature. Students must be enrolled on October 1 of the following year.

04

Graduate with Diploma

Official transcript showing successful completion of requirements along with records supporting any academic or career/technical endorsements.

05

GED only

LDE confirmation document and entry/exit in SIS.

06

Certificate of Achievement (Special Education)

Official transcript showing successful completion of requirements

07

Death (of student) or permanent incapacitation

Letter from parent or obituary.

08

Transferred to another public school within district

SIS (Student Information System) record indicating transfer.

09

Transferred to another public school within Louisiana

SIS record indicating transfer.

10

Transferred out of state or country

Request for records from the receiving school (out of state). Request for records or a statement signed by the parent. Documentation proving a student was a foreign exchange student.

12

Transferred to Correctional Institution

SIS record indicating transfer.

13

Transferred to Vocational Technical School

SIS record indicating transfer.

14

Transferred to non-public school
(must award high school diplomas)

Request for records from the receiving school

15

Exit from grade for reassignment to another grade

Test results, summer school grades or similar forms located in the student's cumulative records supporting the grade change

16

Transferred to home study/in-school Private Schooling

LDE Approval letter

19

Exit from non-mandatory program

Documentation of participation in specific program.

20

Transferred to Early College Admissions Program

School withdrawal form and request for records from the College or University and proof of full-time enrollment in an academic program

22

Options Program Completer: GED and Industry Based Certificate

STS and/or CATE (Career and Technical Education) record

24

Options Program Completer: Industry Based Certification

STS and/or CATE record

27

Exit under SBESE Academic School Choice Policy

SIS record indicating transfer.

28

Exit under SBESE Unsafe School Choice Policy

SIS record indicating transfer.

34

Correctional Institution/State Custody (ages 17 and above)*

SIS record indicating transfer.

35

Transferred to LEA monitored Adult Education to pursue GED

SIS record indicating transfer.

36

Completer: Skills Certificate Only

SIS record and documentation of certificate earned

40

Transferred under Student Scholarship for Excellence within student’s district of residence

SIS record indicating transfer.

41

Transferred under Student Scholarship for Excellence in a district other than the student’s district of residence

SIS record indicating transfer.

42

Transferred under Student Scholarship for Excellence to a non-public school

SIS record indicating transfer.

B. Valid alternate documentation that provides sufficient justification for the use of an exit code is allowable.

C. Schools without sufficient documentation to support exit codes are subject to the actions described in Chapter 41.

D. Schools shall maintain documentation that supports exit codes for at least four years after the data has been used in School Performance Scores.

E. The authenticity of exit code documentation is determined by the LDE.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1024 (June 2006), amended LR 35:639 (April 2009), LR 35:2312 (November 2009), LR 36:2242 (October 2010), LR 36:2841 (December 2010), LR 38:3108 (December 2012), LR 40:1316 (July 2014).

§612. Calculating a Cohort Graduation Index

A. To calculate the cohort graduation index, the following formulas shall be used.


Cohort Graduation Rate (CGR)

Formula Used

0 percent to 60 percent

CGR × 1.166667

61 percent to 100 percent

(CGR × 2) - 50

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 39:306 (February 2013).

§613. Calculating a Graduation Index

A. For 2014-15 only (2013-14 graduates), points shall be assigned for each member of a cohort according to the following table.


Student Result

Points

HS Diploma plus

(a) AP score of 3 or higher, IB Score of 4 or higher, or CLEP score of 50 or higher

OR

(b) Advanced statewide Jump Start credential



*Students achieving both (a) and (b) will generate 160 points.

150

HS Diploma plus

(a) At least one passing course grade of the following type: AP**, college credit, dual enrollment, or IB**

OR

(b) Basic statewide Jump Start credential



*Students achieving both (a) and (b) will generate 115 points, if the passing course grade for (a) is earned in a TOPS core curriculum course.

**Students must take the AP/IB exam and pass the course to earn 110 points.



110

Four-year graduate (includes Career Diploma student with a regional Jump Start credential)

100

Five-year graduate with any diploma

*Five-year graduates who earn an AP score of 3 or higher, an IB score of 4 or higher, or a CLEP score of 50 or higher will generate 140 points.



75

Six-year graduate with any diploma

50

HiSET

25

Non-graduate without HiSET

0

B. Beginning in 2015-16 (2014-15 graduates), points shall be assigned for each member of a cohort according to the following table.



Student Result

Points

HS Diploma plus

(a) AP score of 3 or higher, IB Score of 4 or higher, or CLEP score of 50 or higher

OR

(b) Advanced statewide Jump Start credential



*Students achieving both (a) and (b) will generate 160 points.

150

HS Diploma plus

(a) At least one passing course grade for TOPS core curriculum credit of the following type: AP**, college credit, dual enrollment, or IB**

OR

(b) Basic statewide Jump Start credential



*Students achieving both (a) and (b) will generate 115 points.

**Students must take the AP/IB exam and pass the course to earn 110 points.



110

Four-year graduate (includes Career Diploma student with a regional Jump Start credential)

100

Five-year graduate with any diploma

*Five-year graduates who earn an AP score of 3 or higher, an IB score of 4 or higher, or a CLEP score of 50 or higher will generate 140 points.



75

Six-year graduate with any diploma

50

HiSET

25

Non-graduate without HiSET

0

C. The graduation index of a school shall be the average number of points earned by cohort members.

1. Starting with the graduating class of 2017-2018 (2019 SPS), only WIC-approved industry based certifications (IBCs) will be included as basic statewide credentials.

D.1. The diploma must be earned no later than the third administration of the summer retest following the fourth year of high school of the students' cohort.

a. For example, a student who finishes the fourth year of high school in 2012 must complete the assessment requirements before or during the 2014 summer test administration.

2. When related to awarding fifth year graduate points, the enrollment must be continuous and consist of at least 45 calendar days.

E. To ensure the accuracy of data used to calculate the graduation index, the calculation shall lag one year behind the collection of the data. (The index earned by the graduating class of 2012 will be used for 2013 accountability calculations.)

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1025 (June 2006), amended LR 33:2031 (October 2007), LR 33:2594 (December 2007), LR 35:1472 (August 2009), LR 36:1769 (August 2010), repromulgated LR 36:1994 (September 2010), LR 36:2243 (October 2010), LR 37:3201 (November 2011), LR 38:1391 (June 2012), LR 38:3109 (December 2012), LR 39:306 (February 2013), LR 39:2444 (September 2013), LR 40:1317 (July 2014), LR 41:615 (April 2015).

Chapter 7. Subgroup Component

§701. Subgroup Component Indicators

A. Each school shall be evaluated on the subgroup component. A school shall pass the subgroup component provided that each subgroup of students meets the subgroup component, and the school, as a whole, meets the criteria for status or improvement on the additional academic indicator.

1. Passing the subgroup component:

a. Participation rate test―95 percent of the students within the subgroup participated in the standards-based assessments during the current year, during the current and previous year averaged, or during the current and previous two years averaged; and

b. Annual Measurable Objective status test (AMO status test)―the subgroup percent proficient score is at/or above the annual measurable objective in ELA and mathematics; or

c. Safe Harbor Test―

i. the percentage of non-proficient students within the subgroup reduced by at least 10 percent of the previous year's value; and

ii. The subgroup improved or met the criterion on the additional academic indicator (attendance rate for K-11 schools, and non-dropout rate through 2006 and graduation rate beginning in 2007 for schools with a twelfth grade).

d. Beginning with the fall 2010, the additional academic indicator for schools with a twelfth grade shall be evaluated using new procedures as required by the U. S. Department of Education published in High School Graduation Rate: Non-Regulatory Guidance (December 22, 2008).

2. 2002-03 will be year one of judging schools based on the subgroup component.

3. 2003-04 will be year two of judging schools based on the subgroup component.

4. For the non-proficient reduction portion of the safe harbor test, a comparison of current year assessment data to the previous year assessment data shall be used. For the additional academic indicator check for the safe harbor test and for the whole school check, attendance and dropout data from two years prior will be compared to data from three years prior. Beginning in 2007, a graduation rate shall replace use of the dropout data for the additional academic indicator.

5. To ensure high levels of reliability, Louisiana will apply a 99 percent confidence interval to the calculations of subgroup component determinations for the:

a. AMO status test;

b. reduction of non-proficient students (safe harbor test); and

c. additional academic indicator status analyses.

6. Louisiana will not apply a confidence interval to improvement analyses for the additional academic indicator.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 29:2742 (December 2003), amended LR 30:2445 (November 2004), LR 32:1025 (June 2006), LR 36:2842 (December 2010).

§703. Inclusion of Students in the Subgroup Component

A. Students that meet the full academic year criteria, as described in §517 and as described in Paragraphs A.1-2 of this Section, shall be included in all subgroup component analyses for the AMO status test and reduction of non-proficient students (safe harbor test):

1. student is not exempted from testing due to medical illness, death of the student's family member(s), or the student being identified as LEP and in a school in the United States for less than one full academic year;

2. student is a former LEP student for up to two years after no longer being considered LEP under state rules.

a. These students will not count toward the minimum n for the LEP subgroup.

B. For analyses involving the additional academic indicator, all students in each subgroup in the school shall be included.

C. Each subgroup (African American, American Indian/Alaskan Native, Asian, Hispanic, white, multi-racial, Pacific Islander, economically disadvantaged, limited English proficient, students with disabilities, and all students) within each school shall be evaluated separately on ELA and mathematics. Students who are identified as Hispanic in one or more subgroup categories will be included in the Hispanic subgroup.

1. In calculating the subgroup component for a school:

a. the alternate academic achievement standards for students participating in LAA 1 will be used, provided that the percentage of proficient LAA 1 students at the district level does not exceed 1.0 percent of all students in the grades assessed. If the district exceeds the 1.0 percent proficient cap, the district shall request a waiver. The students exceeding the cap shall be assigned a zero on the assessment and be considered non-proficient if:

i. the district fails to request the waiver; or

ii. if the district requests the waiver but it is determined by LDE that ineligible students were administered LAA 1;

b. when calculating the 1 percent cap for alternate assessment purposes, all decimals in results shall be rounded to the next highest whole number;

i. 1.0 percent of 628 students is 6.28 students. The 1.0 percent cap, in this instance, is 7 students.

2. Students participating in LAA 1 shall be included in the special education subgroup.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1.

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 29:2743 (December 2003), amended LR 30:1619 (August 2004), repromulgated LR 30:1996 (September 2004), amended LR 30:2256 (October 2004), amended LR 30:2445 (November 2004), LR 31:912 (April 2005), LR 31:2762 (November 2005), LR 33:253 (February 2007), LR 34:428 (March 2008), LR 34:867 (May 2008), LR 36:1991 (September 2010), LR 37:2119 (July 2011), LR 38:3110 (December 2012), LR 40:2507 (December 2014).

§705. AMO

A. The annual measurable objective (AMO) is the percent of students required to reach the proficient level in a given year on the standards-based assessments. Beginning in 2015, English language arts and mathematics test results from grades 3-8 LEAP, iLEAP, high school EOC algebra I and English II, and LAA 1 will be used to calculate the percent proficient for the subgroup component (for schools and districts).

B. As required in NCLB, the AMOs have been established based on the baseline percent proficient score (proficient = CRT level of basic, mastery, or advanced) in English-language arts and mathematics in the 20th percentile school, using the 2002 CRT test scores in ELA and mathematics for grades 4, 8, and 10.

1. For proficiency levels see chart below.


Proficiency

LEAP/iLEAP

Basic, Mastery, Advanced

EOC

Good, Excellent

LAA 1

Meets or Exceeds Standard

  1   2   3   4


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