**Mississippi Statewide**

**Accountability System**

#### 

**March 21, 2003**

#### 

#### Revisions:

**October 10, 2003**

**March 25, 2004**

**May 28, 2004**

**May 9, 2005**

**June 22, 2005**

**June 4, 2006**

**June 25, 2007**

**Consolidated State Application**

**Accountability Workbook**

**for State Grants under Title IX, Part C, Section 9302 of the
Elementary and**

> **Secondary Education Act (Public Law 107-110)**

![](media/image1.png)

**U. S. Department of Education**

**Office of Elementary and Secondary Education**

**Washington, D.C. 20202**

**Chronological Listing of Revisions**

**(Original Workbook Plus Amendments)**

March 21, 2003 Original Workbook (USDE approval letter dated 03/18/2003)

October 10, 2003 First Revision (USDE approval letter dated 10/17/2003)

Critical Element 1.1 (page 11)

Critical Element 3.2 (pages 22-23)

Critical Element 7.2 (page 46)

Critical Element 7.3 (page 47)

March 25, 2004 Second Revision (USDE approval letter dated 05/28/2004)

Critical Element 2.1 (page 17)

Critical Element 5.3 (page 39)

Critical Element 5.4 (page 40)

May 28, 2004 Third Revision

Critical Element 2.1 (page 17)

Critical Element 5.3 (page 39)

Critical Element 5.4 (page 40)

Critical Element 10.1 (page 52)

May 9, 2005 Fourth Revision (USDE approval letter dated 05/09/2005)

Critical Element 1.3 (page 13) -- Proficiency Index \"Partial Credit\"
Logic

Critical Element 3.1 (pages 20 & 23) -- Confidence interval changed to
99%

Critical Element 3.2 (page 22) -- Split grade spans model for LEA
improvement

June 22, 2005 Fifth Revision (USDE approval letter dated 06/29/2005)

Critical Element 3.2 (pages 22 & 59) -- Transitional 2% flexibility for
2005 only

June 4, 2006 Sixth Revision (USDE approval letter dated 06/27/2006)

Critical Element 3.2 (pages 22 & 59) -- Transitional 2% flexibility for
2006 only

Critical Element 5.1/5.2 (pages 37-38) -- Displaced student subgroup for
2006

Critical Element 5.3 (page 39) -- Some non-SCD students considered not
tested

June 25, 2007 Seventh Revision

Critical Element 3.2 (page 22) -- [Transitional 2% flexibility denied
for use in 2007]{.mark}

Critical Element 10.1 (page 52) -- [Testing participation of secondary
SPED students]{.mark}

# PART I: Summary of Required Elements for State Accountability Systems 

# Instructions 

# 

# The following chart is an overview of States\' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this Consolidated State Application Accountability Workbook. 

# 

# For each of the elements listed in the following chart, States should indicate the current implementation status in their State using the following legend:

# 

# F: State has a final policy, approved by all the required entities in the State (e.g., State Board of Education, State Legislature), for implementing this element in its accountability system.

# 

# P: State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State (e.g., State Board of Education, State Legislature). 

# 

# W: State is still working on formulating a policy to implement this element in its accountability system. 

# 

#  

# Summary of Implementation Status for Required Elements of

# State Accountability Systems

+---+---+--------------------------------------------------------------+
| * |   | **State Accountability System Element**                      |
| * |   |                                                              |
| S |   |                                                              |
| t |   |                                                              |
| a |   |                                                              |
| t |   |                                                              |
| u |   |                                                              |
| s |   |                                                              |
| * |   |                                                              |
| * |   |                                                              |
+---+---+--------------------------------------------------------------+
| * |   |                                                              |
| * |   |                                                              |
| [ |   |                                                              |
| P |   |                                                              |
| r |   |                                                              |
| i |   |                                                              |
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| c |   |                                                              |
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| p |   |                                                              |
| l |   |                                                              |
| e |   |                                                              |
| 1 |   |                                                              |
| : |   |                                                              |
| A |   |                                                              |
| l |   |                                                              |
| l |   |                                                              |
| S |   |                                                              |
| c |   |                                                              |
| h |   |                                                              |
| o |   |                                                              |
| o |   |                                                              |
| l |   |                                                              |
| s |   |                                                              |
| ] |   |                                                              |
| { |   |                                                              |
| . |   |                                                              |
| u |   |                                                              |
| n |   |                                                              |
| d |   |                                                              |
| e |   |                                                              |
| r |   |                                                              |
| l |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| e |   |                                                              |
| } |   |                                                              |
| * |   |                                                              |
| * |   |                                                              |
+---+---+--------------------------------------------------------------+
| F | 1 | Accountability system includes *all schools and districts in |
|   | . | the state*.                                                  |
|   | 1 |                                                              |
+---+---+--------------------------------------------------------------+
| F | 1 | Accountability system holds *all schools to the same         |
|   | . | criteria*.                                                   |
|   | 2 |                                                              |
+---+---+--------------------------------------------------------------+
| F | 1 | Accountability system incorporates the *academic achievement |
|   | . | standards*.                                                  |
|   | 3 |                                                              |
+---+---+--------------------------------------------------------------+
| F | 1 | Accountability system provides *information in a timely      |
|   | . | manner*.                                                     |
|   | 4 |                                                              |
+---+---+--------------------------------------------------------------+
| F | 1 | Accountability system includes *report cards*.               |
|   | . |                                                              |
|   | 5 |                                                              |
+---+---+--------------------------------------------------------------+
| F | 1 | Accountability system includes *rewards and sanctions*.      |
|   | . |                                                              |
|   | 6 |                                                              |
+---+---+--------------------------------------------------------------+
| # |   |                                                              |
|   |   |                                                              |
| [ |   |                                                              |
| P |   |                                                              |
| r |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| c |   |                                                              |
| i |   |                                                              |
| p |   |                                                              |
| l |   |                                                              |
| e |   |                                                              |
|   |   |                                                              |
| 2 |   |                                                              |
| : |   |                                                              |
|   |   |                                                              |
| A |   |                                                              |
| l |   |                                                              |
| l |   |                                                              |
|   |   |                                                              |
| S |   |                                                              |
| t |   |                                                              |
| u |   |                                                              |
| d |   |                                                              |
| e |   |                                                              |
| n |   |                                                              |
| t |   |                                                              |
| s |   |                                                              |
| ] |   |                                                              |
| { |   |                                                              |
| . |   |                                                              |
| u |   |                                                              |
| n |   |                                                              |
| d |   |                                                              |
| e |   |                                                              |
| r |   |                                                              |
| l |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| e |   |                                                              |
| } |   |                                                              |
+---+---+--------------------------------------------------------------+
| F | 2 | The accountability system includes *all students*            |
|   | . |                                                              |
|   | 1 |                                                              |
+---+---+--------------------------------------------------------------+
| F | 2 | The accountability system has a consistent definition of     |
|   | . | *full academic year*.                                        |
|   | 2 |                                                              |
+---+---+--------------------------------------------------------------+
| F | 2 | The accountability system properly includes *mobile          |
|   | . | students*.                                                   |
|   | 3 |                                                              |
+---+---+--------------------------------------------------------------+
| # |   |                                                              |
|   |   |                                                              |
| [ |   |                                                              |
| P |   |                                                              |
| r |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| c |   |                                                              |
| i |   |                                                              |
| p |   |                                                              |
| l |   |                                                              |
| e |   |                                                              |
|   |   |                                                              |
| 3 |   |                                                              |
| : |   |                                                              |
|   |   |                                                              |
| M |   |                                                              |
| e |   |                                                              |
| t |   |                                                              |
| h |   |                                                              |
| o |   |                                                              |
| d |   |                                                              |
|   |   |                                                              |
| o |   |                                                              |
| f |   |                                                              |
|   |   |                                                              |
| A |   |                                                              |
| Y |   |                                                              |
| P |   |                                                              |
|   |   |                                                              |
| D |   |                                                              |
| e |   |                                                              |
| t |   |                                                              |
| e |   |                                                              |
| r |   |                                                              |
| m |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| a |   |                                                              |
| t |   |                                                              |
| i |   |                                                              |
| o |   |                                                              |
| n |   |                                                              |
| s |   |                                                              |
| ] |   |                                                              |
| { |   |                                                              |
| . |   |                                                              |
| u |   |                                                              |
| n |   |                                                              |
| d |   |                                                              |
| e |   |                                                              |
| r |   |                                                              |
| l |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| e |   |                                                              |
| } |   |                                                              |
+---+---+--------------------------------------------------------------+
| F | 3 | Accountability system expects *all student subgroups, public |
|   | . | schools, and LEAs to reach proficiency by 2013-14*.          |
|   | 1 |                                                              |
+---+---+--------------------------------------------------------------+
| F | 3 | Accountability system has a method for determining whether   |
|   | . | *student subgroups, public schools, and LEAs made adequate   |
|   | 2 | yearly progress.*                                            |
+---+---+--------------------------------------------------------------+
| F | 3 | Accountability system establishes a *starting point*.        |
|   | . |                                                              |
|   | 2 |                                                              |
|   | a |                                                              |
+---+---+--------------------------------------------------------------+
| F | 3 | Accountability system establishes *statewide annual          |
|   | . | measurable objectives*.                                      |
|   | 2 |                                                              |
|   | b |                                                              |
+---+---+--------------------------------------------------------------+
| F | 3 | Accountability system establishes *intermediate goals*.      |
|   | . |                                                              |
|   | 2 |                                                              |
|   | c |                                                              |
+---+---+--------------------------------------------------------------+
| # |   |                                                              |
|   |   |                                                              |
| [ |   |                                                              |
| P |   |                                                              |
| r |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| c |   |                                                              |
| i |   |                                                              |
| p |   |                                                              |
| l |   |                                                              |
| e |   |                                                              |
|   |   |                                                              |
| 4 |   |                                                              |
| : |   |                                                              |
|   |   |                                                              |
| A |   |                                                              |
| n |   |                                                              |
| n |   |                                                              |
| u |   |                                                              |
| a |   |                                                              |
| l |   |                                                              |
|   |   |                                                              |
| D |   |                                                              |
| e |   |                                                              |
| c |   |                                                              |
| i |   |                                                              |
| s |   |                                                              |
| i |   |                                                              |
| o |   |                                                              |
| n |   |                                                              |
| s |   |                                                              |
| ] |   |                                                              |
| { |   |                                                              |
| . |   |                                                              |
| u |   |                                                              |
| n |   |                                                              |
| d |   |                                                              |
| e |   |                                                              |
| r |   |                                                              |
| l |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| e |   |                                                              |
| } |   |                                                              |
+---+---+--------------------------------------------------------------+
| F | 4 | The accountability system *determines annually the progress* |
|   | . | of schools and districts.                                    |
|   | 1 |                                                              |
+---+---+--------------------------------------------------------------+

**STATUS Legend:**

**F** -- Final state policy (Approved by SBOE on January 17, 2003)

**P** -- Proposed policy, awaiting State approval

**W** -- Working to formulate policy

+---+---+--------------------------------------------------------------+
| # |   |                                                              |
|   |   |                                                              |
| [ |   |                                                              |
| P |   |                                                              |
| r |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| c |   |                                                              |
| i |   |                                                              |
| p |   |                                                              |
| l |   |                                                              |
| e |   |                                                              |
|   |   |                                                              |
| 5 |   |                                                              |
| : |   |                                                              |
|   |   |                                                              |
| S |   |                                                              |
| u |   |                                                              |
| b |   |                                                              |
| g |   |                                                              |
| r |   |                                                              |
| o |   |                                                              |
| u |   |                                                              |
| p |   |                                                              |
|   |   |                                                              |
| A |   |                                                              |
| c |   |                                                              |
| c |   |                                                              |
| o |   |                                                              |
| u |   |                                                              |
| n |   |                                                              |
| t |   |                                                              |
| a |   |                                                              |
| b |   |                                                              |
| i |   |                                                              |
| l |   |                                                              |
| i |   |                                                              |
| t |   |                                                              |
| y |   |                                                              |
| ] |   |                                                              |
| { |   |                                                              |
| . |   |                                                              |
| u |   |                                                              |
| n |   |                                                              |
| d |   |                                                              |
| e |   |                                                              |
| r |   |                                                              |
| l |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| e |   |                                                              |
| } |   |                                                              |
+---+---+--------------------------------------------------------------+
| F | 5 | The accountability system *includes all the required student |
|   | . | subgroups*.                                                  |
|   | 1 |                                                              |
+---+---+--------------------------------------------------------------+
| F | 5 | The accountability system holds *schools and LEAs            |
|   | . | accountable for the progress of* *student subgroups*.        |
|   | 2 |                                                              |
+---+---+--------------------------------------------------------------+
| F | 5 | The accountability system includes *students with            |
|   | . | disabilities*.                                               |
|   | 3 |                                                              |
+---+---+--------------------------------------------------------------+
| F | 5 | The accountability system includes *limited English          |
|   | . | proficient students*.                                        |
|   | 4 |                                                              |
+---+---+--------------------------------------------------------------+
| F | 5 | The State has determined the minimum number of students      |
|   | . | sufficient to yield statistically reliable information for   |
|   | 5 | each purpose for which disaggregated data are used.          |
+---+---+--------------------------------------------------------------+
| F | 5 | The State has strategies to protect the privacy of           |
|   | . | individual students in reporting achievement results and in  |
|   | 6 | determining whether schools and LEAs are making adequate     |
|   |   | yearly progress on the basis of disaggregated subgroups.     |
+---+---+--------------------------------------------------------------+
| # |   |                                                              |
|   |   |                                                              |
| [ |   |                                                              |
| P |   |                                                              |
| r |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| c |   |                                                              |
| i |   |                                                              |
| p |   |                                                              |
| l |   |                                                              |
| e |   |                                                              |
|   |   |                                                              |
| 6 |   |                                                              |
| : |   |                                                              |
|   |   |                                                              |
| B |   |                                                              |
| a |   |                                                              |
| s |   |                                                              |
| e |   |                                                              |
| d |   |                                                              |
|   |   |                                                              |
| o |   |                                                              |
| n |   |                                                              |
|   |   |                                                              |
| A |   |                                                              |
| c |   |                                                              |
| a |   |                                                              |
| d |   |                                                              |
| e |   |                                                              |
| m |   |                                                              |
| i |   |                                                              |
| c |   |                                                              |
|   |   |                                                              |
| A |   |                                                              |
| s |   |                                                              |
| s |   |                                                              |
| e |   |                                                              |
| s |   |                                                              |
| s |   |                                                              |
| m |   |                                                              |
| e |   |                                                              |
| n |   |                                                              |
| t |   |                                                              |
| s |   |                                                              |
| ] |   |                                                              |
| { |   |                                                              |
| . |   |                                                              |
| u |   |                                                              |
| n |   |                                                              |
| d |   |                                                              |
| e |   |                                                              |
| r |   |                                                              |
| l |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| e |   |                                                              |
| } |   |                                                              |
+---+---+--------------------------------------------------------------+
| F | 6 | Accountability system is based *primarily on academic        |
|   | . | assessments*.                                                |
|   | 1 |                                                              |
+---+---+--------------------------------------------------------------+
| # |   |                                                              |
|   |   |                                                              |
| [ |   |                                                              |
| P |   |                                                              |
| r |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| c |   |                                                              |
| i |   |                                                              |
| p |   |                                                              |
| l |   |                                                              |
| e |   |                                                              |
|   |   |                                                              |
| 7 |   |                                                              |
| : |   |                                                              |
|   |   |                                                              |
| A |   |                                                              |
| d |   |                                                              |
| d |   |                                                              |
| i |   |                                                              |
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| i |   |                                                              |
| o |   |                                                              |
| n |   |                                                              |
| a |   |                                                              |
| l |   |                                                              |
|   |   |                                                              |
| I |   |                                                              |
| n |   |                                                              |
| d |   |                                                              |
| i |   |                                                              |
| c |   |                                                              |
| a |   |                                                              |
| t |   |                                                              |
| o |   |                                                              |
| r |   |                                                              |
| s |   |                                                              |
| ] |   |                                                              |
| { |   |                                                              |
| . |   |                                                              |
| u |   |                                                              |
| n |   |                                                              |
| d |   |                                                              |
| e |   |                                                              |
| r |   |                                                              |
| l |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| e |   |                                                              |
| } |   |                                                              |
+---+---+--------------------------------------------------------------+
| F | 7 | Accountability system includes *graduation rate for high     |
|   | . | school*s.                                                    |
|   | 1 |                                                              |
+---+---+--------------------------------------------------------------+
| F | 7 | Accountability system includes an *additional academic       |
|   | . | indicator for elementary and middle school*s.                |
|   | 2 |                                                              |
+---+---+--------------------------------------------------------------+
| F | 7 | Additional indicators are valid and reliable.                |
|   | . |                                                              |
|   | 3 |                                                              |
+---+---+--------------------------------------------------------------+
| # |   |                                                              |
|   |   |                                                              |
| [ |   |                                                              |
| P |   |                                                              |
| r |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| c |   |                                                              |
| i |   |                                                              |
| p |   |                                                              |
| l |   |                                                              |
| e |   |                                                              |
|   |   |                                                              |
| 8 |   |                                                              |
| : |   |                                                              |
|   |   |                                                              |
| S |   |                                                              |
| e |   |                                                              |
| p |   |                                                              |
| a |   |                                                              |
| r |   |                                                              |
| a |   |                                                              |
| t |   |                                                              |
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|   |   |                                                              |
| D |   |                                                              |
| e |   |                                                              |
| c |   |                                                              |
| i |   |                                                              |
| s |   |                                                              |
| i |   |                                                              |
| o |   |                                                              |
| n |   |                                                              |
| s |   |                                                              |
|   |   |                                                              |
| f |   |                                                              |
| o |   |                                                              |
| r |   |                                                              |
|   |   |                                                              |
| R |   |                                                              |
| e |   |                                                              |
| a |   |                                                              |
| d |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| g |   |                                                              |
| / |   |                                                              |
| L |   |                                                              |
| a |   |                                                              |
| n |   |                                                              |
| g |   |                                                              |
| u |   |                                                              |
| a |   |                                                              |
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|   |   |                                                              |
| A |   |                                                              |
| r |   |                                                              |
| t |   |                                                              |
| s |   |                                                              |
|   |   |                                                              |
| a |   |                                                              |
| n |   |                                                              |
| d |   |                                                              |
|   |   |                                                              |
| M |   |                                                              |
| a |   |                                                              |
| t |   |                                                              |
| h |   |                                                              |
| e |   |                                                              |
| m |   |                                                              |
| a |   |                                                              |
| t |   |                                                              |
| i |   |                                                              |
| c |   |                                                              |
| s |   |                                                              |
| ] |   |                                                              |
| { |   |                                                              |
| . |   |                                                              |
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| d |   |                                                              |
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| r |   |                                                              |
| l |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| e |   |                                                              |
| } |   |                                                              |
+---+---+--------------------------------------------------------------+
| F | 8 | Accountability system holds students, schools and districts  |
|   | . | separately accountable for *reading/language arts* and       |
|   | 1 | *mathematics*.                                               |
+---+---+--------------------------------------------------------------+
| # |   |                                                              |
|   |   |                                                              |
| [ |   |                                                              |
| P |   |                                                              |
| r |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| c |   |                                                              |
| i |   |                                                              |
| p |   |                                                              |
| l |   |                                                              |
| e |   |                                                              |
|   |   |                                                              |
| 9 |   |                                                              |
| : |   |                                                              |
|   |   |                                                              |
| S |   |                                                              |
| y |   |                                                              |
| s |   |                                                              |
| t |   |                                                              |
| e |   |                                                              |
| m |   |                                                              |
|   |   |                                                              |
| V |   |                                                              |
| a |   |                                                              |
| l |   |                                                              |
| i |   |                                                              |
| d |   |                                                              |
| i |   |                                                              |
| t |   |                                                              |
| y |   |                                                              |
|   |   |                                                              |
| a |   |                                                              |
| n |   |                                                              |
| d |   |                                                              |
|   |   |                                                              |
| R |   |                                                              |
| e |   |                                                              |
| l |   |                                                              |
| i |   |                                                              |
| a |   |                                                              |
| b |   |                                                              |
| i |   |                                                              |
| l |   |                                                              |
| i |   |                                                              |
| t |   |                                                              |
| y |   |                                                              |
| ] |   |                                                              |
| { |   |                                                              |
| . |   |                                                              |
| u |   |                                                              |
| n |   |                                                              |
| d |   |                                                              |
| e |   |                                                              |
| r |   |                                                              |
| l |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| e |   |                                                              |
| } |   |                                                              |
+---+---+--------------------------------------------------------------+
| F | 9 | Accountability system produces *reliable decisions*.         |
|   | . |                                                              |
|   | 1 |                                                              |
+---+---+--------------------------------------------------------------+
| F | 9 | Accountability system produces *valid decisions*.            |
|   | . |                                                              |
|   | 2 |                                                              |
+---+---+--------------------------------------------------------------+
| F | 9 | State has a plan for addressing *changes in assessment and   |
|   | . | student population*.                                         |
|   | 3 |                                                              |
+---+---+--------------------------------------------------------------+
| # |   |                                                              |
|   |   |                                                              |
| [ |   |                                                              |
| P |   |                                                              |
| r |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| c |   |                                                              |
| i |   |                                                              |
| p |   |                                                              |
| l |   |                                                              |
| e |   |                                                              |
|   |   |                                                              |
| 1 |   |                                                              |
| 0 |   |                                                              |
| : |   |                                                              |
|   |   |                                                              |
| P |   |                                                              |
| a |   |                                                              |
| r |   |                                                              |
| t |   |                                                              |
| i |   |                                                              |
| c |   |                                                              |
| i |   |                                                              |
| p |   |                                                              |
| a |   |                                                              |
| t |   |                                                              |
| i |   |                                                              |
| o |   |                                                              |
| n |   |                                                              |
|   |   |                                                              |
| R |   |                                                              |
| a |   |                                                              |
| t |   |                                                              |
| e |   |                                                              |
| ] |   |                                                              |
| { |   |                                                              |
| . |   |                                                              |
| u |   |                                                              |
| n |   |                                                              |
| d |   |                                                              |
| e |   |                                                              |
| r |   |                                                              |
| l |   |                                                              |
| i |   |                                                              |
| n |   |                                                              |
| e |   |                                                              |
| } |   |                                                              |
+---+---+--------------------------------------------------------------+
| F | 1 | Accountability system has a means for calculating the *rate  |
|   | 0 | of participation* in the statewide assessment.               |
|   | . |                                                              |
|   | 1 |                                                              |
+---+---+--------------------------------------------------------------+
| F | 1 | Accountability system has a means for *applying the 95%      |
|   | 0 | assessment criteria to student subgroups* *and small         |
|   | . | schools.*                                                    |
|   | 2 |                                                              |
+---+---+--------------------------------------------------------------+

**STATUS Legend:**

F -- Final policy (Approved by SBOE on January 17, 2003)

P -- Proposed Policy, awaiting State approval

W-- Working to formulate policy

**PART II: State Response and Activities for Meeting State
Accountability System Requirements**

Instructions

In Part II of this Workbook, States are to provide detailed information
for each of the critical elements required for State accountability
systems. States should answer the questions asked about each of the
critical elements in the State\'s accountability system. States that do
not have final approval for any of these elements or that have not
finalized a decision on these elements by January 31, 2003, should, when
completing this section of the Workbook, indicate the status of each
element that is not yet official State policy and provide the
anticipated date by which the proposed policy will become effective. In
each of these cases, States must include a timeline of steps to complete
to ensure that such elements are in place by May 1, 2003, and
implemented during the 2002-2003 school year. By no later than May 1,
2003, States must submit to the Department final information for all
sections of the Consolidated State Application Accountability Workbook.

**PRINCIPLE 1. A single statewide Accountability System applied to all
public schools and LEAs.**

+-----------------------+-----------------------+-----------------------+
| **CRITICAL ELEMENT**  | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                       |                       |                       |
|                       | **MEETING STATUTORY   | ***NOT* MEETING       |
|                       | REQUIREMENTS**        | REQUIREMENTS**        |
+-----------------------+-----------------------+-----------------------+
| 1.  How does the      | Every public school   | A public school or    |
|     State             | and LEA is required   | LEA is not required   |
|     Accountability    | to make adequate      | to make adequate      |
|     System include    | yearly progress and   | yearly progress and   |
|     every public      | is included in the    | is not included in    |
|     school and LEA in | State Accountability  | the State             |
|     the State?        | System.               | Accountability        |
|                       |                       | System.               |
|                       | State has a           |                       |
|                       | definition of "public | State policy          |
|                       | school" and "LEA" for | systematically        |
|                       | AYP accountability    | excludes certain      |
|                       | purposes.             | public schools and/or |
|                       |                       | LEAs.                 |
|                       | -   The State         |                       |
|                       |     Accountability    |                       |
|                       |     System produces   |                       |
|                       |     AYP decisions for |                       |
|                       |     all public        |                       |
|                       |     schools,          |                       |
|                       |     including public  |                       |
|                       |     schools with      |                       |
|                       |     variant grade     |                       |
|                       |     configurations    |                       |
|                       |     (e.g., K-12),     |                       |
|                       |     public schools    |                       |
|                       |     that serve        |                       |
|                       |     special           |                       |
|                       |     populations       |                       |
|                       |     (e.g.,            |                       |
|                       |     alternative       |                       |
|                       |     public schools,   |                       |
|                       |     juvenile          |                       |
|                       |     institutions,     |                       |
|                       |     state public      |                       |
|                       |     schools for the   |                       |
|                       |     blind) and public |                       |
|                       |     charter schools.  |                       |
|                       |     It also holds     |                       |
|                       |     accountable       |                       |
|                       |     public schools    |                       |
|                       |     with no grades    |                       |
|                       |     assessed (e.g.,   |                       |
|                       |     K-2).             |                       |
+-----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND  |                       |                       |
| STATE ACTIVITIES FOR  |                       |                       |
| MEETING               |                       |                       |
| REQUIREMENTS**        |                       |                       |
+-----------------------+-----------------------+-----------------------+
| **Every public school |                       |                       |
| and district/LEA is   |                       |                       |
| included in the       |                       |                       |
| Mississippi Statewide |                       |                       |
| Accountability System |                       |                       |
| \-- this includes     |                       |                       |
| participation in the  |                       |                       |
| Adequate Yearly       |                       |                       |
| Progress (AYP) model. |                       |                       |
| Information           |                       |                       |
| concerning how the    |                       |                       |
| schools and LEAs      |                       |                       |
| (school districts)    |                       |                       |
| are included in the   |                       |                       |
| system is provided    |                       |                       |
| under the separate    |                       |                       |
| critical elements in  |                       |                       |
| this workbook.**      |                       |                       |
|                       |                       |                       |
| -   **The conceptual  |                       |                       |
|     framework for the |                       |                       |
|     Mississippi       |                       |                       |
|     Statewide         |                       |                       |
|     Accountability    |                       |                       |
|     System is         |                       |                       |
|     presented on      |                       |                       |
|     pages 8-10.       |                       |                       |
|     \[Internal        |                       |                       |
|     Reference\]**     |                       |                       |
|                       |                       |                       |
| -   **The definitions |                       |                       |
|     for \"LEA\" and   |                       |                       |
|     \"public school\" |                       |                       |
|     are on page 11.** |                       |                       |
|                       |                       |                       |
| -   **A complete list |                       |                       |
|     of Mississippi    |                       |                       |
|     LEAs (districts)  |                       |                       |
|     and public        |                       |                       |
|     schools is        |                       |                       |
|     available.        |                       |                       |
|     \[A\]**           |                       |                       |
|                       |                       |                       |
| -   **The use of AYP  |                       |                       |
|     proficiency       |                       |                       |
|     indexes           |                       |                       |
|     (described in     |                       |                       |
|     3.1, 3.2, and     |                       |                       |
|     3.2a) ensures     |                       |                       |
|     that the AYP      |                       |                       |
|     model can be      |                       |                       |
|     applied to public |                       |                       |
|     schools with      |                       |                       |
|     assessment data   |                       |                       |
|     regardless of the |                       |                       |
|     grade             |                       |                       |
|     configuration at  |                       |                       |
|     the school.**     |                       |                       |
|                       |                       |                       |
| -   **The procedure   |                       |                       |
|     for determining   |                       |                       |
|     AYP for schools   |                       |                       |
|     that enroll any   |                       |                       |
|     students for a    |                       |                       |
|     full academic     |                       |                       |
|     year, but have no |                       |                       |
|     assessment data   |                       |                       |
|     (or fewer than 40 |                       |                       |
|     total students),  |                       |                       |
|     is shown on page  |                       |                       |
|     11.**             |                       |                       |
+-----------------------+-----------------------+-----------------------+

####  Mississippi Statewide Accountability System: A Conceptual Framework

<table style="width:100%;">
<colgroup>
<col style="width: 3%" />
<col style="width: 2%" />
<col style="width: 19%" />
<col style="width: 8%" />
<col style="width: 0%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 0%" />
<col style="width: 2%" />
<col style="width: 4%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 1%" />
<col style="width: 11%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 3%" />
<col style="width: 5%" />
<col style="width: 10%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 2%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="24"><strong>Statewide Accountability System</strong></td>
</tr>
<tr class="even">
<td></td>
<td colspan="20">School Districts (LEAs)</td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td>A</td>
<td colspan="3">Process Standards</td>
<td colspan="2"></td>
<td colspan="8" rowspan="2"><p>Accreditation</p>
<p>Status</p></td>
<td colspan="4">B</td>
<td colspan="2" rowspan="2">O</td>
<td colspan="2" rowspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td>C</td>
<td colspan="3"><p>AYP Proficiency Index</p>
<p>Rdg/Lang (across grades)</p></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="6"></td>
<td colspan="2" rowspan="3"><p>Annual</p>
<p>Accountability</p>
<p>Designation</p></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="7">H</td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td rowspan="2"></td>
<td rowspan="2">D</td>
<td colspan="3" rowspan="2"><p>AYP Proficiency Index</p>
<p>Math (across grades)</p></td>
<td colspan="2" rowspan="2"></td>
<td colspan="3">G</td>
<td colspan="2"></td>
<td colspan="4" rowspan="4"><p>Title 1 District</p>
<p>Identification</p>
<p>Flag</p></td>
<td colspan="3"></td>
<td colspan="2" rowspan="2"></td>
<td rowspan="2"></td>
</tr>
<tr class="even">
<td colspan="3" rowspan="3"><p>AYP</p>
<p>Model</p></td>
<td colspan="2"></td>
<td colspan="3" rowspan="3"></td>
<td colspan="2" rowspan="3"></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td rowspan="2"></td>
<td rowspan="2">E</td>
<td colspan="3" rowspan="2">Graduation Rate</td>
<td colspan="2" rowspan="2"></td>
<td colspan="2"></td>
<td colspan="2" rowspan="2"></td>
<td rowspan="2"></td>
</tr>
<tr class="odd">
<td colspan="5">See Note</td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="6"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td>F</td>
<td colspan="3">Growth Index</td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="6"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="6"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="6"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="20">Schools</td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td>C</td>
<td colspan="3"><p>AYP Proficiency Index</p>
<p>Rdg/Lang (across grades)</p></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="3">H</td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3">G</td>
<td colspan="3"></td>
<td colspan="3" rowspan="3"><p>Title 1 School</p>
<p>Identification</p>
<p>Flag</p></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td>D</td>
<td colspan="3"><p>AYP Proficiency Index</p>
<p>Math (across grades)</p></td>
<td colspan="3"></td>
<td colspan="3" rowspan="2"><p>AYP</p>
<p>Model</p></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td>E</td>
<td colspan="3">Graduation Rate</td>
<td colspan="3"></td>
<td colspan="6">See Note</td>
<td colspan="3"></td>
<td colspan="2" rowspan="2"></td>
<td colspan="2">O</td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="3" rowspan="3">K</td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="2" rowspan="4"><p>Annual</p>
<p>Accountability</p>
<p>Designation</p></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td rowspan="2"></td>
<td rowspan="2">F</td>
<td colspan="3" rowspan="2">Growth Index</td>
<td colspan="3" rowspan="2"></td>
<td colspan="3" rowspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2" rowspan="2"></td>
<td rowspan="2"></td>
</tr>
<tr class="even">
<td colspan="3" rowspan="3">N</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="3" rowspan="3"><p>Achiev</p>
<p>Model</p></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td rowspan="2"></td>
<td rowspan="2">I</td>
<td colspan="3" rowspan="2"><p>Higher Achievement Index</p>
<p>(across grades &amp; content)</p></td>
<td colspan="3" rowspan="2"></td>
<td colspan="3" rowspan="2"></td>
<td colspan="4" rowspan="2"></td>
<td colspan="2" rowspan="2"></td>
<td rowspan="2"></td>
</tr>
<tr class="odd">
<td colspan="3" rowspan="3"><p>School</p>
<p>Performance</p>
<p>Classification</p></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td>J</td>
<td colspan="3"><p>Basic Achievement Index</p>
<p>(across grades &amp; content)</p></td>
<td colspan="3"></td>
<td colspan="3">M</td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3" rowspan="2"><p>Growth</p>
<p>Model</p></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td>L</td>
<td colspan="3"><p>Scale Scores for &gt;=2 Years</p>
<p>(across grades &amp; content)</p></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="8" rowspan="4"><p>Note: AYP Model is run</p>
<ul>
<li><p>for all students combined</p></li>
<li><p>by race</p></li>
<li><p>for students with disabilities</p></li>
</ul>
<ul>
<li><p>for economically disadvantaged</p></li>
<li><p>for limited English proficient students</p></li>
</ul></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="9"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="4"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td></td>
</tr>
</tbody>
</table>

Explanation of Terms used in the Conceptual Framework

(Keyed to Lettered Boxes in the Figure on Page 8)

A. [Process Standards]{.underline} The standards in *Mississippi Public
School Accountability Standards*, Mississippi Department of Education,
2001, pages 15-20.

B. [Accreditation Status]{.underline} The status assigned to a school
district based on its compliance with the process standards. Same
reference, pages 5-7.

C. [AYP Proficiency Index Rdg/Lang]{.underline} An index (achievement
measure) based on the percentage of students scoring proficient or above
on the state reading/language assessments. An adjustment is required in
order to combine the test data across grade levels.

D. [AYP Proficiency Index Math]{.underline} Same as above, except the
index is for mathematics achievement.

E. [Graduation Rate]{.underline} NCLB mandates the use of graduation
rate as an additional indicator for determining adequate yearly progress
at the secondary school level. The legislation does not mandate a
particular formula for calculating graduation rate, but it must be
accurate.

F. [Growth Index]{.underline} NCLB mandates that one additional
indicator be selected and used for determining adequate yearly progress
at the elementary school level. The growth index would be a value based
on the degree to which a school (or school district, as required under
NCLB) met its growth expectation. Growth expectations and the growth
model are described below.

G. [AYP Model]{.underline} The model or formula specified in NCLB for
determining whether schools and school districts have met adequate
yearly progress criteria. Under the specified procedure, the model does
not actually consider growth at the school or school district. It holds
all schools and districts (and certain subgroups of students within the
schools and districts) to a fixed set of annual objectives based
primarily on the results of statewide assessments. The criteria are
established using a \"starting point\" that is determined using the
procedure specified in NCLB. The starting point is set at either the
performance in the lowest performing subgroup or the performance at the
20th percentile school in the state weighted by enrollment. A line is
projected from the starting point to 100% proficiency over a maximum
period of 12 years. There is an alternate method for determining whether
a school or district has met AYP based on improvement in student
achievement.

H. [Title 1 District (or School) Identification Flag]{.underline} Title
I districts and schools not meeting the annual AYP objectives for two
years or more must be identified for improvement, corrective action, or
restructuring. These actions, described in detail in the law, are
applied as follows

(a school or district's failure to meet AYP in [any]{.underline} year
will be reported in the Report Card):

> 1st year failure to meet AYP = Reported
>
> 2nd year failure to meet AYP = Improvement (Year 1)
>
> 3rd year failure to meet AYP = Improvement (Year 2)
>
> 4th year failure to meet AYP = Corrective Action
>
> 5th year failure to meet AYP = Restructuring

I. [Higher Achievement Index]{.underline} An achievement index similar
to that described for C and D except that the data are adjusted then
combined across both grade levels and content areas to yield an overall
value for the school. The \"higher achievement index\" would be
calculated using the percentage of students scoring *Proficient or
Above.* This index comprises a measure of higher achievement than does
the index below.

J. [Basic Achievement Index]{.underline} An achievement index similar to
I, except that it is calculated using the percentage of students scoring
at *Basic and Above* on the state tests. This index comprises a measure
of \"basic performance\"\--not high, but not unacceptable.

K. [Achiev\[ement\] Model]{.underline} A model that establishes the
minimal achievement index values (based on the percentage of students
achieving at certain levels) that a school must meet to be assigned to

> \(1\) one of the higher school performance classifications\--using the
> \"higher achievement index\" since it is the better measure of high
> achievement -or-
>
> \(2\) one of the lower school performance classifications\--using the
> \"basic achievement index\" since it is the better measure of adequate
> achievement.

L. [Scale Scores for \>= 2 Years]{.underline} Appropriate measures of
student achievement for use within an accurate prediction-based growth
model. The Mississippi Curriculum Test, for example, yields a
developmental scale score that can be used to measure growth for
individual students over time.

M. [Growth Model]{.underline} A model that uses student assessment data
and, possibly, other variables to set a reasonable achievement
expectation for a school. The actual achievement at the school is
compared to the expected achievement to determine the degree to which
the school has met or exceeded its expectation. Technically, the value
resulting from the comparison of actual and predicted values is called a
residual. A residual value of zero (0) indicates that the achievement at
the school was exactly as expected. A positive residual value represents
achievement above expectation and a negative residual signifies that the
school failed to meet its achievement expectation.

N. [School Performance Classification]{.underline} A value or label
assigned to a school based on \"achievement and growth.\" That is, based
on the school\'s performance on both the achievement model and the
growth model.

Note: There are five school performance Classifications.

-   5 Superior-Performing

-   4 Exemplary

-   3 Successful

-   2 Under Performing

-   1 Low Performing

O. [Annual Accountability Designation]{.underline} A label used for
reporting the overall performance of a school or district on the
statewide accountability system. The label will indicate a school\'s
performance classification or a district\'s accreditation status and
will clearly show the improvement status for Title 1 schools and
districts.

**Special Definitions and Procedures Related to AYP**

+-----------------------------------------------------------------------+
| **[Definition of \"LEA\"]{.underline}**                               |
|                                                                       |
| **An LEA is defined as any one of the 152 public school districts in  |
| Mississippi.**                                                        |
|                                                                       |
| **148 of the districts contain one or more public schools and serve   |
| grades K-12.**                                                        |
|                                                                       |
| **One district contains a single school serving grades K-6.**         |
|                                                                       |
| **Three \"districts\" contain only an agricultural high school        |
| serving grades 9-12.**                                                |
|                                                                       |
| **Each public school district is identified by a unique 4-digit       |
| code.**                                                               |
|                                                                       |
| **References:**                                                       |
|                                                                       |
| **[2001-2002 Mississippi Public Schools Fall Enrollment]{.underline}, |
| Mississippi Department of Education, April 2002. \[A\]**              |
|                                                                       |
| **[Annual Report 2002]{.underline}, Mississippi Department of         |
| Education, January 2002. \[A\]**                                      |
+-----------------------------------------------------------------------+
| **[Definition of \"Public School\"]{.underline}**                     |
|                                                                       |
| **A public school is defined as any school within the above defined   |
| LEAs that enrolls any student for a full academic year (see state     |
| definition of full academic year).**                                  |
|                                                                       |
| **The total number of elementary, secondary, and combined elementary  |
| and secondary schools with any student enrollment in 2001-2002 was    |
| 880.**                                                                |
|                                                                       |
| **For purposes of AYP, certain academic schools serving students      |
| statewide (e.g., Mississippi School for Math and Science, School for  |
| the Arts (opening in the future), Mississippi School for the Blind,   |
| and Mississippi School for the Deaf will be included in the AYP model |
| in the same way as any other public school. Those schools do not fall |
| within any of the 152 public school districts, but are under the      |
| jurisdiction of the Mississippi Department of Education.**            |
|                                                                       |
| **References:**                                                       |
|                                                                       |
| **[2001-2002 Mississippi Public Schools Fall Enrollment]{.underline}, |
| Mississippi Department of Education, April 2002. \[A\]**              |
|                                                                       |
| **[Annual Report 2002]{.underline}, Mississippi Department of         |
| Education, January 2002. \[A\]**                                      |
+-----------------------------------------------------------------------+
| **[AYP for Schools with No Data or Fewer than 40                      |
| Students]{.underline}**                                               |
|                                                                       |
| **For (approximately 38) public schools with no accountability        |
| assessment data, the AYP decision will be based on an alternative     |
| procedure. For schools with only grades below grade 3, the AYP        |
| decision will be derived from the school receiving the students. For  |
| a very small number (\<6) of unique schools enrolling fewer than 40   |
| students, the AYP determination will be based on an application of    |
| the regular AYP model even though the n-count falls below the minimum |
| of 40. In these cases, the reported AYP results will include a        |
| statement indicating that the results may be unreliable due to the    |
| small number of students.**                                           |
+-----------------------------------------------------------------------+

+-----------------------+-----------------------+-----------------------+
| **CRITICAL ELEMENT**  | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                       |                       |                       |
|                       | **MEETING STATUTORY   | ***NOT* MEETING       |
|                       | REQUIREMENTS**        | REQUIREMENTS**        |
+-----------------------+-----------------------+-----------------------+
| 1.  How are all       | All public schools    | Some public schools   |
|     public schools    | and LEAs are          | and LEAs are          |
|     and LEAs held to  | systematically judged | systematically judged |
|     the same criteria | on the basis of the   | on the basis of       |
|     when making an    | same criteria when    | alternate criteria    |
|     AYP               | making an AYP         | when making an AYP    |
|     determination?    | determination.        | determination.        |
|                       |                       |                       |
|                       | If applicable, the    |                       |
|                       | AYP definition        |                       |
|                       |                       |                       |
|                       | is integrated into    |                       |
|                       | the State             |                       |
|                       | Accountability        |                       |
|                       | System.               |                       |
+-----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND  |                       |                       |
| STATE ACTIVITIES FOR  |                       |                       |
| MEETING               |                       |                       |
| REQUIREMENTS**        |                       |                       |
+-----------------------+-----------------------+-----------------------+
| **All AYP decisions   |                       |                       |
| are based on the same |                       |                       |
| state definitions of  |                       |                       |
| proficiency on the    |                       |                       |
| statewide assessments |                       |                       |
| (see 1.3 and 3.1) and |                       |                       |
| the same annual       |                       |                       |
| measurable objectives |                       |                       |
| (see 3.2b) that are   |                       |                       |
| based on the same     |                       |                       |
| starting points (see  |                       |                       |
| 3.2a) and             |                       |                       |
| intermediate goals    |                       |                       |
| (see 3.2c). The       |                       |                       |
| procedures for the    |                       |                       |
| alternate method of   |                       |                       |
| making AYP (see 3.2)  |                       |                       |
| is the same, the      |                       |                       |
| required assessment   |                       |                       |
| participation rate    |                       |                       |
| (see 3.2, 10.1, and   |                       |                       |
| 10.2) is the same,    |                       |                       |
| the AYP subgroups     |                       |                       |
| (see 5.1 - 5.4) are   |                       |                       |
| the same, the         |                       |                       |
| definition for full   |                       |                       |
| academic year (see    |                       |                       |
| 2.2 and 2.3) is the   |                       |                       |
| same, the minimum n   |                       |                       |
| for determining AYP   |                       |                       |
| (see 5.5) is the      |                       |                       |
| same, the additional  |                       |                       |
| academic indicators   |                       |                       |
| (see 7.1-7.3) are the |                       |                       |
| same, and the process |                       |                       |
| used for judging the  |                       |                       |
| reliability and       |                       |                       |
| validity of the AYP   |                       |                       |
| decisions (see 9.1    |                       |                       |
| and 9.2) are the same |                       |                       |
| \-- for all public    |                       |                       |
| schools and for all   |                       |                       |
| districts/LEAs.**     |                       |                       |
|                       |                       |                       |
| **The AYP definition  |                       |                       |
| is integrated into    |                       |                       |
| the State             |                       |                       |
| Accountability        |                       |                       |
| System. See the       |                       |                       |
| conceptual framework  |                       |                       |
| for the Mississippi   |                       |                       |
| Statewide             |                       |                       |
| Accountability System |                       |                       |
| on pages 8-10.**      |                       |                       |
|                       |                       |                       |
| **References:**       |                       |                       |
|                       |                       |                       |
| **For purposes of     |                       |                       |
| critical element 1.2, |                       |                       |
| the                   |                       |                       |
| ref                   |                       |                       |
| erences/documentation |                       |                       |
| are those cited for   |                       |                       |
| each of the critical  |                       |                       |
| elements denoted      |                       |                       |
| above in              |                       |                       |
| parentheses.**        |                       |                       |
+-----------------------+-----------------------+-----------------------+

+-----------------------+-----------------------+-----------------------+
| **CRITICAL ELEMENT**  | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                       |                       |                       |
|                       | **MEETING STATUTORY   | ***NOT* MEETING       |
|                       | REQUIREMENTS**        | REQUIREMENTS**        |
+-----------------------+-----------------------+-----------------------+
| 2.  Does the State    | State has defined     | Standards do not meet |
|     have, at a        | three levels of       | the legislated        |
|     minimum, a        | student achievement:  | requirements.         |
|     definition of     | *basic*, *proficient* |                       |
|     *basic*,          | and *advanced*.[^1]   |                       |
|     *proficient* and  |                       |                       |
|     *advanced*        | Student achievement   |                       |
|     student           | levels of             |                       |
|     achievement       | *proficient* and      |                       |
|     levels in         | *advanced* determine  |                       |
|     reading/language  | how well students are |                       |
|     arts and          | mastering the         |                       |
|     mathematics?      | materials in the      |                       |
|                       | State's academic      |                       |
|                       | content standards;    |                       |
|                       | and the *basic* level |                       |
|                       | of achievement        |                       |
|                       | provides complete     |                       |
|                       | information about the |                       |
|                       | progress of           |                       |
|                       | lower-achieving       |                       |
|                       | students toward       |                       |
|                       | mastering the         |                       |
|                       | *proficient* and      |                       |
|                       | *advanced* levels.    |                       |
+-----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND  |                       |                       |
| STATE ACTIVITIES FOR  |                       |                       |
| MEETING               |                       |                       |
| REQUIREMENTS**        |                       |                       |
+-----------------------+-----------------------+-----------------------+
| **All the assessments |                       |                       |
| used for determining  |                       |                       |
| AYP yield student     |                       |                       |
| performance           |                       |                       |
| information based on  |                       |                       |
| four achievement      |                       |                       |
| levels: Minimal,      |                       |                       |
| Basic, Proficient,    |                       |                       |
| and Advanced. The     |                       |                       |
| proficient level is   |                       |                       |
| the goal for all      |                       |                       |
| students in           |                       |                       |
| Mississippi.**        |                       |                       |
|                       |                       |                       |
| **Consistent with the |                       |                       |
| NCLB rule regarding   |                       |                       |
| the *basic* level of  |                       |                       |
| achievement (§        |                       |                       |
| 200.1(c)(A)(2)), the  |                       |                       |
| following logic is    |                       |                       |
| used when calculating |                       |                       |
| proficiency indexes   |                       |                       |
| for reading/language  |                       |                       |
| arts and              |                       |                       |
| mathematics:**        |                       |                       |
|                       |                       |                       |
| **(1) Students        |                       |                       |
| scoring *minimal*     |                       |                       |
| will contribute no    |                       |                       |
| credit (0.0) to the   |                       |                       |
| proficiency index.**  |                       |                       |
|                       |                       |                       |
| **(2) Students        |                       |                       |
| scoring *basic* will  |                       |                       |
| contribute half       |                       |                       |
| credit (0.5) to the   |                       |                       |
| proficiency index.**  |                       |                       |
|                       |                       |                       |
| **(3) Students        |                       |                       |
| scoring *proficient*  |                       |                       |
| or *advanced* will    |                       |                       |
| contribute full       |                       |                       |
| credit (1.0) to the   |                       |                       |
| proficiency index.**  |                       |                       |
|                       |                       |                       |
| **References:**       |                       |                       |
|                       |                       |                       |
| -   **SBOE action     |                       |                       |
|     approving the     |                       |                       |
|     student           |                       |                       |
|     standards. The    |                       |                       |
|     documentation     |                       |                       |
|     includes the      |                       |                       |
|     general           |                       |                       |
|     descriptors for   |                       |                       |
|     each achievement  |                       |                       |
|     level. \[C\]**    |                       |                       |
|                       |                       |                       |
| -   **\"Student       |                       |                       |
|     Performance       |                       |                       |
|     Standards\"       |                       |                       |
|     document          |                       |                       |
|     previously        |                       |                       |
|     submitted to USDE |                       |                       |
|     (November 20,     |                       |                       |
|     2001; revised     |                       |                       |
|     August 7, 2002    |                       |                       |
|     and November 24,  |                       |                       |
|     2002). \[C\]**    |                       |                       |
|                       |                       |                       |
| -   **Development     |                       |                       |
|     data/reports and  |                       |                       |
|     description of    |                       |                       |
|     procedures from   |                       |                       |
|     the standard      |                       |                       |
|     setting meetings. |                       |                       |
|     SATP #1 (July     |                       |                       |
|     2001), MCT        |                       |                       |
|     (September 2001), |                       |                       |
|     SATP #2 (July     |                       |                       |
|     2002), and SATP   |                       |                       |
|     #3 (November      |                       |                       |
|     2002). \[D\]**    |                       |                       |
|                       |                       |                       |
| -   **Copies of       |                       |                       |
|     student level,    |                       |                       |
|     list, and summary |                       |                       |
|     reports           |                       |                       |
|     illustrating how  |                       |                       |
|     student           |                       |                       |
|     achievement       |                       |                       |
|     levels are        |                       |                       |
|     reported. \[E\]** |                       |                       |
+-----------------------+-----------------------+-----------------------+
| **CRITICAL ELEMENT**  | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                       |                       |                       |
|                       | **MEETING STATUTORY   | ***NOT* MEETING       |
|                       | REQUIREMENTS**        | REQUIREMENTS**        |
+-----------------------+-----------------------+-----------------------+
| 4.  How does the      | > State provides      | Timeline does not     |
|     State provide     | > decisions about     | provide sufficient    |
|     accountability    | > adequate yearly     | time for LEAs to      |
|     and adequate      | > progress in time    | fulfill their         |
|     yearly progress   | > for LEAs to         | responsibilities      |
|     decisions and     | > implement the       | before the beginning  |
|     information in a  | > required provisions | of the next academic  |
|     timely manner?    | > before the          | year.                 |
|                       | > beginning of the    |                       |
|                       | > next academic year. |                       |
|                       |                       |                       |
|                       | State allows enough   |                       |
|                       | time to notify        |                       |
|                       | parents about public  |                       |
|                       | school choice or      |                       |
|                       | supplemental          |                       |
|                       | educational service   |                       |
|                       | options, time for     |                       |
|                       | parents to make an    |                       |
|                       | informed decision,    |                       |
|                       | and time to implement |                       |
|                       | public school choice  |                       |
|                       | and supplemental      |                       |
|                       | educational services. |                       |
+-----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND  |                       |                       |
| STATE ACTIVITIES FOR  |                       |                       |
| MEETING               |                       |                       |
| REQUIREMENTS**        |                       |                       |
+-----------------------+-----------------------+-----------------------+
| *An accountability    |                       |                       |
| system that judges    |                       |                       |
| schools and LEAs on   |                       |                       |
| the basis of student  |                       |                       |
| achievement and       |                       |                       |
| applies significant   |                       |                       |
| sanctions on schools  |                       |                       |
| and LEAs for failure  |                       |                       |
| to perform must be    |                       |                       |
| reliable, valid, and  |                       |                       |
| equitable, and must   |                       |                       |
| reflect the true      |                       |                       |
| effectiveness of the  |                       |                       |
| schools and LEAs with |                       |                       |
| specific cohorts of   |                       |                       |
| students. Since most  |                       |                       |
| accountability        |                       |                       |
| systems are based on  |                       |                       |
| an academic year      |                       |                       |
| (school year), the    |                       |                       |
| measures of student   |                       |                       |
| achievement should    |                       |                       |
| occur close to the    |                       |                       |
| end of the year.      |                       |                       |
| While that is the     |                       |                       |
| most appropriate time |                       |                       |
| for measuring student |                       |                       |
| achievement           |                       |                       |
| (especially for       |                       |                       |
| measures involving    |                       |                       |
| secondary courses),   |                       |                       |
| it creates some       |                       |                       |
| problems for          |                       |                       |
| producing and         |                       |                       |
| distributing          |                       |                       |
| assessment results    |                       |                       |
| (and accountability   |                       |                       |
| decisions based on    |                       |                       |
| those results) in a   |                       |                       |
| timely manner.*       |                       |                       |
|                       |                       |                       |
| **In Mississippi, the |                       |                       |
| results of            |                       |                       |
| assessments conducted |                       |                       |
| in late April and     |                       |                       |
| early May are         |                       |                       |
| produced as quickly   |                       |                       |
| as possible and are   |                       |                       |
| distributed to school |                       |                       |
| districts by the      |                       |                       |
| middle of July each   |                       |                       |
| year. Student level   |                       |                       |
| data files provided   |                       |                       |
| to the Mississippi    |                       |                       |
| Department of         |                       |                       |
| Education as late as  |                       |                       |
| mid July are used for |                       |                       |
| implementing the      |                       |                       |
| Statewide             |                       |                       |
| Accountability        |                       |                       |
| System.**             |                       |                       |
|                       |                       |                       |
| **Initial             |                       |                       |
| accountability        |                       |                       |
| reports will be       |                       |                       |
| provided to LEAs and  |                       |                       |
| schools (who will     |                       |                       |
| review the data - see |                       |                       |
| 9.2) by August 8.     |                       |                       |
| Schools who are       |                       |                       |
| identified for        |                       |                       |
| improvement on the    |                       |                       |
| initial               |                       |                       |
| accountability report |                       |                       |
| must immediately      |                       |                       |
| notify parents and    |                       |                       |
| allow them to take    |                       |                       |
| advantage of school   |                       |                       |
| choice or             |                       |                       |
| supplemental          |                       |                       |
| services, as          |                       |                       |
| appropriate.**        |                       |                       |
|                       |                       |                       |
| **Final               |                       |                       |
| accountability        |                       |                       |
| reports will be       |                       |                       |
| approved by the State |                       |                       |
| Board of Education by |                       |                       |
| the middle of         |                       |                       |
| September each year.  |                       |                       |
| Immediately following |                       |                       |
| approval by the       |                       |                       |
| Board, the results    |                       |                       |
| will be posted        |                       |                       |
| publicly on the       |                       |                       |
| internet as part of   |                       |                       |
| the annual            |                       |                       |
| Mississippi Report    |                       |                       |
| Card.**               |                       |                       |
|                       |                       |                       |
| **References:**       |                       |                       |
|                       |                       |                       |
| -   **Contracts with  |                       |                       |
|     test vendors.     |                       |                       |
|     \[F\]**           |                       |                       |
+-----------------------+-----------------------+-----------------------+

+-----------------------+-----------------------+-----------------------+
| **CRITICAL ELEMENT**  | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                       |                       |                       |
|                       | **MEETING STATUTORY   | ***NOT* MEETING       |
|                       | REQUIREMENTS**        | REQUIREMENTS**        |
+-----------------------+-----------------------+-----------------------+
| 5.  Does the State    | The State Report Card | The State Report Card |
|     Accountability    | includes all the      | does not include all  |
|     System produce an | required data         | the required data     |
|     annual State      | elements \[see        | elements.             |
|     Report Card?      | Appendix A for the    |                       |
|                       | list of required data | The State Report Card |
|                       | elements\].           | is not available to   |
|                       |                       | the public.           |
|                       | The State Report Card |                       |
|                       | is available to the   |                       |
|                       | public at the         |                       |
|                       | beginning of the      |                       |
|                       | academic year.        |                       |
|                       |                       |                       |
|                       | The State Report Card |                       |
|                       | is accessible in      |                       |
|                       | languages of major    |                       |
|                       | populations in the    |                       |
|                       | State, to the extent  |                       |
|                       | possible.             |                       |
|                       |                       |                       |
|                       | Assessment results    |                       |
|                       | and other academic    |                       |
|                       | indicators (including |                       |
|                       | graduation rates) are |                       |
|                       | reported by student   |                       |
|                       | subgroups.            |                       |
+-----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND  |                       |                       |
| STATE ACTIVITIES FOR  |                       |                       |
| MEETING               |                       |                       |
| REQUIREMENTS**        |                       |                       |
+-----------------------+-----------------------+-----------------------+
| Mississippi has       |                       |                       |
| produced a state      |                       |                       |
| report card annually  |                       |                       |
| since 1993. the       |                       |                       |
| report cards          |                       |                       |
| contained a variety   |                       |                       |
| of information at the |                       |                       |
| district/LEA level    |                       |                       |
| (student              |                       |                       |
| demographics,         |                       |                       |
| financial, student    |                       |                       |
| assessment, and       |                       |                       |
| accountability) as    |                       |                       |
| well as student       |                       |                       |
| assessment data at    |                       |                       |
| the school level.     |                       |                       |
| Beginning in 1998,    |                       |                       |
| the assessment        |                       |                       |
| results were reported |                       |                       |
| separately for        |                       |                       |
| students with         |                       |                       |
| disabilities as       |                       |                       |
| required by IDEA97.   |                       |                       |
| Beginning with the    |                       |                       |
| 2000-2001 school      |                       |                       |
| year, data from the   |                       |                       |
| Mississippi Student   |                       |                       |
| Information System    |                       |                       |
| (MSIS) was used to    |                       |                       |
| disaggregate          |                       |                       |
| assessment results by |                       |                       |
| the subgroups         |                       |                       |
| required under IASA94 |                       |                       |
| and NCLB2001.         |                       |                       |
|                       |                       |                       |
| **For the 2001-2002   |                       |                       |
| school year, major    |                       |                       |
| changes were made to  |                       |                       |
| the report card       |                       |                       |
| format, release       |                       |                       |
| timing, and           |                       |                       |
| distribution process  |                       |                       |
| to comply with        |                       |                       |
| specific requirements |                       |                       |
| in NCLB. The report   |                       |                       |
| card is being         |                       |                       |
| released in two       |                       |                       |
| parts. Part A         |                       |                       |
| comprises report      |                       |                       |
| cards at three        |                       |                       |
| levels\--school,      |                       |                       |
| district/LEA, and     |                       |                       |
| state\--containing    |                       |                       |
| the accountability,   |                       |                       |
| instructional         |                       |                       |
| personnel, and        |                       |                       |
| assessment data       |                       |                       |
| required under NCLB.  |                       |                       |
| Part A was made       |                       |                       |
| available to school   |                       |                       |
| districts via a       |                       |                       |
| secure web site in    |                       |                       |
| September 2002 for    |                       |                       |
| the purpose of        |                       |                       |
| printing school       |                       |                       |
| report cards and      |                       |                       |
| distributing them to  |                       |                       |
| parents. The web site |                       |                       |
| containing the        |                       |                       |
| school, district, and |                       |                       |
| state level report    |                       |                       |
| cards was made public |                       |                       |
| in October. Part B    |                       |                       |
| will contain the      |                       |                       |
| district level data   |                       |                       |
| that had been         |                       |                       |
| included in the       |                       |                       |
| pre-NCLB report       |                       |                       |
| cards, but which      |                       |                       |
| cannot be compiled    |                       |                       |
| until the fall each   |                       |                       |
| year. The release of  |                       |                       |
| Part B is scheduled   |                       |                       |
| for February or March |                       |                       |
| 2003. The two-part    |                       |                       |
| release of report     |                       |                       |
| cards will continue   |                       |                       |
| in future years, but  |                       |                       |
| Part A will be        |                       |                       |
| released earlier.     |                       |                       |
| Preliminary reports   |                       |                       |
| are scheduled to be   |                       |                       |
| provided to school    |                       |                       |
| districts in August   |                       |                       |
| with public release   |                       |                       |
| occurring in early or |                       |                       |
| mid September (see    |                       |                       |
| 1.4 and 9.2).**       |                       |                       |
|                       |                       |                       |
| **References:**       |                       |                       |
|                       |                       |                       |
| -   **Mississippi     |                       |                       |
|     Report Card for   |                       |                       |
|     2001-2002 (Part   |                       |                       |
|     A: NCLB) is       |                       |                       |
|     available on the  |                       |                       |
|     web. \[G\]**      |                       |                       |
|                       |                       |                       |
| -   **Table of NCLB   |                       |                       |
|     Report Card       |                       |                       |
|     Requirements,     |                       |                       |
|     Hebbler, S.       |                       |                       |
|     (original and     |                       |                       |
|     CCSSO versions).  |                       |                       |
|     \[H\]**           |                       |                       |
+-----------------------+-----------------------+-----------------------+

+---+--------------------+---+---------------------+---+---------------------+---+
| * |                    | * |                     |   | **EXAMPLES OF**     |   |
| * |                    | * |                     |   |                     |   |
| C |                    | E |                     |   | ***NOT* MEETING     |   |
| R |                    | X |                     |   | REQUIREMENTS**      |   |
| I |                    | A |                     |   |                     |   |
| T |                    | M |                     |   |                     |   |
| I |                    | P |                     |   |                     |   |
| C |                    | L |                     |   |                     |   |
| A |                    | E |                     |   |                     |   |
| L |                    | S |                     |   |                     |   |
| E |                    | F |                     |   |                     |   |
| L |                    | O |                     |   |                     |   |
| E |                    | R |                     |   |                     |   |
| M |                    | * |                     |   |                     |   |
| E |                    | * |                     |   |                     |   |
| N |                    |   |                     |   |                     |   |
| T |                    | * |                     |   |                     |   |
| * |                    | * |                     |   |                     |   |
| * |                    | M |                     |   |                     |   |
|   |                    | E |                     |   |                     |   |
|   |                    | E |                     |   |                     |   |
|   |                    | T |                     |   |                     |   |
|   |                    | I |                     |   |                     |   |
|   |                    | N |                     |   |                     |   |
|   |                    | G |                     |   |                     |   |
|   |                    | S |                     |   |                     |   |
|   |                    | T |                     |   |                     |   |
|   |                    | A |                     |   |                     |   |
|   |                    | T |                     |   |                     |   |
|   |                    | U |                     |   |                     |   |
|   |                    | T |                     |   |                     |   |
|   |                    | O |                     |   |                     |   |
|   |                    | R |                     |   |                     |   |
|   |                    | Y |                     |   |                     |   |
|   |                    | R |                     |   |                     |   |
|   |                    | E |                     |   |                     |   |
|   |                    | Q |                     |   |                     |   |
|   |                    | U |                     |   |                     |   |
|   |                    | I |                     |   |                     |   |
|   |                    | R |                     |   |                     |   |
|   |                    | E |                     |   |                     |   |
|   |                    | M |                     |   |                     |   |
|   |                    | E |                     |   |                     |   |
|   |                    | N |                     |   |                     |   |
|   |                    | T |                     |   |                     |   |
|   |                    | S |                     |   |                     |   |
|   |                    | * |                     |   |                     |   |
|   |                    | * |                     |   |                     |   |
+---+--------------------+---+---------------------+---+---------------------+---+
| 6 |                    | S |                     |   | State does not      |   |
| . |                    | t |                     |   | implement rewards   |   |
|   |                    | a |                     |   | or sanctions for    |   |
|   |                    | t |                     |   | public schools and  |   |
| H |                    | e |                     |   | LEAs based on       |   |
| o |                    | u |                     |   | adequate yearly     |   |
| w |                    | s |                     |   | progress.           |   |
|   |                    | e |                     |   |                     |   |
|   |                    | s |                     |   |                     |   |
|   |                    | o |                     |   |                     |   |
|   |                    | n |                     |   |                     |   |
| d |                    | e |                     |   |                     |   |
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|   |                    | t |                     |   |                     |   |
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| h |                    | p |                     |   |                     |   |
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|   |                    | d |                     |   |                     |   |
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| u |                    | t |                     |   |                     |   |
| n |                    | i |                     |   |                     |   |
| t |                    | o |                     |   |                     |   |
| a |                    | n |                     |   |                     |   |
| b |                    | s |                     |   |                     |   |
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| l |                    | w |                     |   |                     |   |
| i |                    | h |                     |   |                     |   |
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|   |                    | e |                     |   |                     |   |
|   |                    | t |                     |   |                     |   |
|   |                    | h |                     |   |                     |   |
|   |                    | e |                     |   |                     |   |
| S |                    | c |                     |   |                     |   |
| y |                    | r |                     |   |                     |   |
| s |                    | i |                     |   |                     |   |
| t |                    | t |                     |   |                     |   |
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| m |                    | r |                     |   |                     |   |
|   |                    | i |                     |   |                     |   |
|   |                    | a |                     |   |                     |   |
|   |                    | a |                     |   |                     |   |
|   |                    | r |                     |   |                     |   |
| i |                    | e |                     |   |                     |   |
| n |                    | : |                     |   |                     |   |
| c |                    |   |                     |   |                     |   |
| l |                    | - |                     |   |                     |   |
| u |                    |   |                     |   |                     |   |
| d |                    |   |                     |   |                     |   |
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|   |                    | S |                     |   |                     |   |
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| w |                    |   |                     |   |                     |   |
| a |                    | b |                     |   |                     |   |
| r |                    | y |                     |   |                     |   |
| d |                    |   |                     |   |                     |   |
| s |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
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|   |                    | h |                     |   |                     |   |
| a |                    | e |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
| d |                    |   |                     |   |                     |   |
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|   |                    | S |                     |   |                     |   |
|   |                    | t |                     |   |                     |   |
| s |                    | a |                     |   |                     |   |
| a |                    | t |                     |   |                     |   |
| n |                    | e |                     |   |                     |   |
| c |                    | ; |                     |   |                     |   |
| t |                    |   |                     |   |                     |   |
| i |                    | - |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
| s |                    |   |                     |   |                     |   |
|   |                    | B |                     |   |                     |   |
|   |                    | a |                     |   |                     |   |
|   |                    | s |                     |   |                     |   |
|   |                    | e |                     |   |                     |   |
| f |                    | d |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| r |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    | o |                     |   |                     |   |
|   |                    | n |                     |   |                     |   |
| p |                    |   |                     |   |                     |   |
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| b |                    |   |                     |   |                     |   |
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| i |                    | a |                     |   |                     |   |
| c |                    | d |                     |   |                     |   |
|   |                    | e |                     |   |                     |   |
|   |                    | q |                     |   |                     |   |
|   |                    | u |                     |   |                     |   |
|   |                    | a |                     |   |                     |   |
| s |                    | t |                     |   |                     |   |
| c |                    | e |                     |   |                     |   |
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| a |                    | y |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
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| s |                    | e |                     |   |                     |   |
| ? |                    | s |                     |   |                     |   |
| [ |                    | s |                     |   |                     |   |
| ^ |                    |   |                     |   |                     |   |
| 2 |                    |   |                     |   |                     |   |
| ] |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    | d |                     |   |                     |   |
|   |                    | e |                     |   |                     |   |
|   |                    | c |                     |   |                     |   |
|   |                    | i |                     |   |                     |   |
|   |                    | s |                     |   |                     |   |
|   |                    | i |                     |   |                     |   |
|   |                    | o |                     |   |                     |   |
|   |                    | n |                     |   |                     |   |
|   |                    | s |                     |   |                     |   |
|   |                    | ; |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
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|   |                    | a |                     |   |                     |   |
|   |                    | n |                     |   |                     |   |
|   |                    | d |                     |   |                     |   |
|   |                    | , |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    | ` |                     |   |                     |   |
|   |                    | ` |                     |   |                     |   |
|   |                    | ` |                     |   |                     |   |
|   |                    | { |                     |   |                     |   |
|   |                    | = |                     |   |                     |   |
|   |                    | h |                     |   |                     |   |
|   |                    | t |                     |   |                     |   |
|   |                    | m |                     |   |                     |   |
|   |                    | l |                     |   |                     |   |
|   |                    | } |                     |   |                     |   |
|   |                    | < |                     |   |                     |   |
|   |                    | ! |                     |   |                     |   |
|   |                    | - |                     |   |                     |   |
|   |                    | - |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    | - |                     |   |                     |   |
|   |                    | - |                     |   |                     |   |
|   |                    | > |                     |   |                     |   |
|   |                    | ` |                     |   |                     |   |
|   |                    | ` |                     |   |                     |   |
|   |                    | ` |                     |   |                     |   |
|   |                    | - |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    | A |                     |   |                     |   |
|   |                    | p |                     |   |                     |   |
|   |                    | p |                     |   |                     |   |
|   |                    | l |                     |   |                     |   |
|   |                    | i |                     |   |                     |   |
|   |                    | e |                     |   |                     |   |
|   |                    | d |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    | u |                     |   |                     |   |
|   |                    | n |                     |   |                     |   |
|   |                    | i |                     |   |                     |   |
|   |                    | f |                     |   |                     |   |
|   |                    | o |                     |   |                     |   |
|   |                    | r |                     |   |                     |   |
|   |                    | m |                     |   |                     |   |
|   |                    | l |                     |   |                     |   |
|   |                    | y |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    | a |                     |   |                     |   |
|   |                    | c |                     |   |                     |   |
|   |                    | r |                     |   |                     |   |
|   |                    | o |                     |   |                     |   |
|   |                    | s |                     |   |                     |   |
|   |                    | s |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    | p |                     |   |                     |   |
|   |                    | u |                     |   |                     |   |
|   |                    | b |                     |   |                     |   |
|   |                    | l |                     |   |                     |   |
|   |                    | i |                     |   |                     |   |
|   |                    | c |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    | s |                     |   |                     |   |
|   |                    | c |                     |   |                     |   |
|   |                    | h |                     |   |                     |   |
|   |                    | o |                     |   |                     |   |
|   |                    | o |                     |   |                     |   |
|   |                    | l |                     |   |                     |   |
|   |                    | s |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    | a |                     |   |                     |   |
|   |                    | n |                     |   |                     |   |
|   |                    | d |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    | L |                     |   |                     |   |
|   |                    | E |                     |   |                     |   |
|   |                    | A |                     |   |                     |   |
|   |                    | s |                     |   |                     |   |
|   |                    | . |                     |   |                     |   |
+---+--------------------+---+---------------------+---+---------------------+---+
| * |                    |   |                     |   |                     |   |
| * |                    |   |                     |   |                     |   |
| S |                    |   |                     |   |                     |   |
| T |                    |   |                     |   |                     |   |
| A |                    |   |                     |   |                     |   |
| T |                    |   |                     |   |                     |   |
| E |                    |   |                     |   |                     |   |
| R |                    |   |                     |   |                     |   |
| E |                    |   |                     |   |                     |   |
| S |                    |   |                     |   |                     |   |
| P |                    |   |                     |   |                     |   |
| O |                    |   |                     |   |                     |   |
| N |                    |   |                     |   |                     |   |
| S |                    |   |                     |   |                     |   |
| E |                    |   |                     |   |                     |   |
| A |                    |   |                     |   |                     |   |
| N |                    |   |                     |   |                     |   |
| D |                    |   |                     |   |                     |   |
| S |                    |   |                     |   |                     |   |
| T |                    |   |                     |   |                     |   |
| A |                    |   |                     |   |                     |   |
| T |                    |   |                     |   |                     |   |
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| C |                    |   |                     |   |                     |   |
| T |                    |   |                     |   |                     |   |
| I |                    |   |                     |   |                     |   |
| V |                    |   |                     |   |                     |   |
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| T |                    |   |                     |   |                     |   |
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| M |                    |   |                     |   |                     |   |
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| N |                    |   |                     |   |                     |   |
| T |                    |   |                     |   |                     |   |
| S |                    |   |                     |   |                     |   |
| * |                    |   |                     |   |                     |   |
| * |                    |   |                     |   |                     |   |
+---+--------------------+---+---------------------+---+---------------------+---+
| * |                    |   |                     |   |                     |   |
| * |                    |   |                     |   |                     |   |
| T |                    |   |                     |   |                     |   |
| h |                    |   |                     |   |                     |   |
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| b |                    |   |                     |   |                     |   |
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| n |                    |   |                     |   |                     |   |
| c |                    |   |                     |   |                     |   |
| t |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
| s |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
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| C |                    |   |                     |   |                     |   |
| L |                    |   |                     |   |                     |   |
| B |                    |   |                     |   |                     |   |
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| 1 |                    |   |                     |   |                     |   |
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| . |                    |   |                     |   |                     |   |
| * |                    |   |                     |   |                     |   |
| * |                    |   |                     |   |                     |   |
+---+--------------------+---+---------------------+---+---------------------+---+
|   | Criterion for      |   | Applicable Reward   |   |                     |   |
|   |                    |   | or Sanction(s)      |   |                     |   |
|   | \[R\]eward or      |   |                     |   |                     |   |
|   | \[S\]anction       |   |                     |   |                     |   |
+---+--------------------+---+---------------------+---+---------------------+---+
|   |                    |   | Title I             | N |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | - |                     |   |
|   |                    |   |                     | T |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | t |                     |   |
|   |                    |   |                     | l |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | I |                     |   |
+---+--------------------+---+---------------------+---+---------------------+---+
|   | \[R\] Schools      |   | Superior-Performing | S |                     |   |
|   | achieving School   |   | School              | u |                     |   |
|   | Perf.              |   | Recognition^1^      | p |                     |   |
|   | Classification of  |   |                     | e |                     |   |
|   | Level 5            |   |                     | r |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | r |                     |   |
|   |                    |   |                     | - |                     |   |
|   |                    |   |                     | P |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | r |                     |   |
|   |                    |   |                     | f |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | r |                     |   |
|   |                    |   |                     | m |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | g |                     |   |
|   |                    |   |                     | S |                     |   |
|   |                    |   |                     | c |                     |   |
|   |                    |   |                     | h |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | l |                     |   |
|   |                    |   |                     | R |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | c |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | g |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | t |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | ^ |                     |   |
|   |                    |   |                     | 1 |                     |   |
|   |                    |   |                     | ^ |                     |   |
+---+--------------------+---+---------------------+---+---------------------+---+
|   | \[R\] Schools      |   | Exemplary School    | E |                     |   |
|   | achieving School   |   | Recognition^1^      | x |                     |   |
|   | Perf.              |   |                     | e |                     |   |
|   | Classification of  |   |                     | m |                     |   |
|   | Level 4            |   |                     | p |                     |   |
|   |                    |   |                     | l |                     |   |
|   |                    |   |                     | a |                     |   |
|   |                    |   |                     | r |                     |   |
|   |                    |   |                     | y |                     |   |
|   |                    |   |                     | S |                     |   |
|   |                    |   |                     | c |                     |   |
|   |                    |   |                     | h |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | l |                     |   |
|   |                    |   |                     | R |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | c |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | g |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | t |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | ^ |                     |   |
|   |                    |   |                     | 1 |                     |   |
|   |                    |   |                     | ^ |                     |   |
+---+--------------------+---+---------------------+---+---------------------+---+
|   | \[R\] Schools/LEAs |   | Exceptional AYP     | E |                     |   |
|   | making AYP for 2   |   | Recognition^2^      | x |                     |   |
|   | or more            |   |                     | c |                     |   |
|   | consecutive years  |   |                     | e |                     |   |
|   |                    |   |                     | p |                     |   |
|   |                    |   |                     | t |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | a |                     |   |
|   |                    |   |                     | l |                     |   |
|   |                    |   |                     | A |                     |   |
|   |                    |   |                     | Y |                     |   |
|   |                    |   |                     | P |                     |   |
|   |                    |   |                     | R |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | c |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | g |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | t |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | ^ |                     |   |
|   |                    |   |                     | 2 |                     |   |
|   |                    |   |                     | ^ |                     |   |
+---+--------------------+---+---------------------+---+---------------------+---+
|   | \[R\] Schools/LEAs |   | Closing the Gaps    | C |                     |   |
|   | closing gaps       |   | Recognition^2^      | l |                     |   |
|   | between NCLB       |   |                     | o |                     |   |
|   | subgroups          |   |                     | s |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | g |                     |   |
|   |                    |   |                     | t |                     |   |
|   |                    |   |                     | h |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | G |                     |   |
|   |                    |   |                     | a |                     |   |
|   |                    |   |                     | p |                     |   |
|   |                    |   |                     | s |                     |   |
|   |                    |   |                     | R |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | c |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | g |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | t |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | ^ |                     |   |
|   |                    |   |                     | 2 |                     |   |
|   |                    |   |                     | ^ |                     |   |
+---+--------------------+---+---------------------+---+---------------------+---+
|   | \[S\] Schools      |   | Evaluation/School   | E |                     |   |
|   | designated as      |   | Improv. \>          | v |                     |   |
|   | Priority Schools   |   | Personnel Action \> | a |                     |   |
|   | under state law    |   | Takeover            | l |                     |   |
|   |                    |   |                     | u |                     |   |
|   |                    |   |                     | a |                     |   |
|   |                    |   |                     | t |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | / |                     |   |
|   |                    |   |                     | S |                     |   |
|   |                    |   |                     | c |                     |   |
|   |                    |   |                     | h |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | l |                     |   |
|   |                    |   |                     | I |                     |   |
|   |                    |   |                     | m |                     |   |
|   |                    |   |                     | p |                     |   |
|   |                    |   |                     | r |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | v |                     |   |
|   |                    |   |                     | . |                     |   |
|   |                    |   |                     | \ |                     |   |
|   |                    |   |                     | > |                     |   |
|   |                    |   |                     | P |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | r |                     |   |
|   |                    |   |                     | s |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | l |                     |   |
|   |                    |   |                     | A |                     |   |
|   |                    |   |                     | c |                     |   |
|   |                    |   |                     | t |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | \ |                     |   |
|   |                    |   |                     | > |                     |   |
|   |                    |   |                     | T |                     |   |
|   |                    |   |                     | a |                     |   |
|   |                    |   |                     | k |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | v |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | r |                     |   |
+---+--------------------+---+---------------------+---+---------------------+---+
|   | \[S\] Schools and  |   | Improv/Choice \>    | A |                     |   |
|   | LEAs failing to    |   | Suppl. Svcs \>      | Y |                     |   |
|   | meet AYP in        |   | Corrective Action   | P |                     |   |
|   | consecutive years. |   | \> Restructuring    | d |                     |   |
|   |                    |   | (NCLB 1116)         | e |                     |   |
|   |                    |   |                     | t |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | r |                     |   |
|   |                    |   |                     | m |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | a |                     |   |
|   |                    |   |                     | t |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | s |                     |   |
|   |                    |   |                     | ( |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | c |                     |   |
|   |                    |   |                     | l |                     |   |
|   |                    |   |                     | u |                     |   |
|   |                    |   |                     | d |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | g |                     |   |
|   |                    |   |                     | A |                     |   |
|   |                    |   |                     | Y |                     |   |
|   |                    |   |                     | P |                     |   |
|   |                    |   |                     | f |                     |   |
|   |                    |   |                     | a |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | l |                     |   |
|   |                    |   |                     | u |                     |   |
|   |                    |   |                     | r |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | v |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | r |                     |   |
|   |                    |   |                     | c |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | n |                     |   |
|   |                    |   |                     | s |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | c |                     |   |
|   |                    |   |                     | u |                     |   |
|   |                    |   |                     | t |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | v |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | y |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | a |                     |   |
|   |                    |   |                     | r |                     |   |
|   |                    |   |                     | s |                     |   |
|   |                    |   |                     | ) |                     |   |
|   |                    |   |                     | w |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | l |                     |   |
|   |                    |   |                     | l |                     |   |
|   |                    |   |                     | b |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | r |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | p |                     |   |
|   |                    |   |                     | o |                     |   |
|   |                    |   |                     | r |                     |   |
|   |                    |   |                     | t |                     |   |
|   |                    |   |                     | e |                     |   |
|   |                    |   |                     | d |                     |   |
|   |                    |   |                     | p |                     |   |
|   |                    |   |                     | u |                     |   |
|   |                    |   |                     | b |                     |   |
|   |                    |   |                     | l |                     |   |
|   |                    |   |                     | i |                     |   |
|   |                    |   |                     | c |                     |   |
|   |                    |   |                     | l |                     |   |
|   |                    |   |                     | y |                     |   |
|   |                    |   |                     | . |                     |   |
+---+--------------------+---+---------------------+---+---------------------+---+
| ^ |                    |   |                     |   |                     |   |
| 1 |                    |   |                     |   |                     |   |
| ^ |                    |   |                     |   |                     |   |
| P |                    |   |                     |   |                     |   |
| u |                    |   |                     |   |                     |   |
| b |                    |   |                     |   |                     |   |
| l |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| c |                    |   |                     |   |                     |   |
| r |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| c |                    |   |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| g |                    |   |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| t |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
| \ |                    |   |                     |   |                     |   |
| - |                    |   |                     |   |                     |   |
| - |                    |   |                     |   |                     |   |
| m |                    |   |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| t |                    |   |                     |   |                     |   |
| a |                    |   |                     |   |                     |   |
| r |                    |   |                     |   |                     |   |
| y |                    |   |                     |   |                     |   |
| r |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| w |                    |   |                     |   |                     |   |
| a |                    |   |                     |   |                     |   |
| r |                    |   |                     |   |                     |   |
| d |                    |   |                     |   |                     |   |
| s |                    |   |                     |   |                     |   |
| p |                    |   |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| s |                    |   |                     |   |                     |   |
| s |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| b |                    |   |                     |   |                     |   |
| l |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
| l |                    |   |                     |   |                     |   |
| y |                    |   |                     |   |                     |   |
| t |                    |   |                     |   |                     |   |
| h |                    |   |                     |   |                     |   |
| r |                    |   |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| u |                    |   |                     |   |                     |   |
| g |                    |   |                     |   |                     |   |
| h |                    |   |                     |   |                     |   |
| s |                    |   |                     |   |                     |   |
| p |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| c |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| f |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| c |                    |   |                     |   |                     |   |
| l |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| g |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| s |                    |   |                     |   |                     |   |
| l |                    |   |                     |   |                     |   |
| a |                    |   |                     |   |                     |   |
| t |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| v |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| a |                    |   |                     |   |                     |   |
| p |                    |   |                     |   |                     |   |
| p |                    |   |                     |   |                     |   |
| r |                    |   |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| p |                    |   |                     |   |                     |   |
| r |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| a |                    |   |                     |   |                     |   |
| t |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
| ( |                    |   |                     |   |                     |   |
| § |                    |   |                     |   |                     |   |
| 3 |                    |   |                     |   |                     |   |
| 7 |                    |   |                     |   |                     |   |
| - |                    |   |                     |   |                     |   |
| 1 |                    |   |                     |   |                     |   |
| 8 |                    |   |                     |   |                     |   |
| - |                    |   |                     |   |                     |   |
| 1 |                    |   |                     |   |                     |   |
| M |                    |   |                     |   |                     |   |
| S |                    |   |                     |   |                     |   |
| C |                    |   |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| d |                    |   |                     |   |                     |   |
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| . |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
| ^ |                    |   |                     |   |                     |   |
| 2 |                    |   |                     |   |                     |   |
| ^ |                    |   |                     |   |                     |   |
| P |                    |   |                     |   |                     |   |
| u |                    |   |                     |   |                     |   |
| b |                    |   |                     |   |                     |   |
| l |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| c |                    |   |                     |   |                     |   |
| r |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| c |                    |   |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| g |                    |   |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| t |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
| ( |                    |   |                     |   |                     |   |
| N |                    |   |                     |   |                     |   |
| C |                    |   |                     |   |                     |   |
| L |                    |   |                     |   |                     |   |
| B |                    |   |                     |   |                     |   |
| S |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| c |                    |   |                     |   |                     |   |
| . |                    |   |                     |   |                     |   |
| 1 |                    |   |                     |   |                     |   |
| 1 |                    |   |                     |   |                     |   |
| 1 |                    |   |                     |   |                     |   |
| 7 |                    |   |                     |   |                     |   |
| ( |                    |   |                     |   |                     |   |
| b |                    |   |                     |   |                     |   |
| ) |                    |   |                     |   |                     |   |
| ) |                    |   |                     |   |                     |   |
| \ |                    |   |                     |   |                     |   |
| - |                    |   |                     |   |                     |   |
| - |                    |   |                     |   |                     |   |
| m |                    |   |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| t |                    |   |                     |   |                     |   |
| a |                    |   |                     |   |                     |   |
| r |                    |   |                     |   |                     |   |
| y |                    |   |                     |   |                     |   |
| r |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| w |                    |   |                     |   |                     |   |
| a |                    |   |                     |   |                     |   |
| r |                    |   |                     |   |                     |   |
| d |                    |   |                     |   |                     |   |
| s |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
| t |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
| d |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| d |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
| a |                    |   |                     |   |                     |   |
| c |                    |   |                     |   |                     |   |
| c |                    |   |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| r |                    |   |                     |   |                     |   |
| d |                    |   |                     |   |                     |   |
| a |                    |   |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
| c |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| w |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| t |                    |   |                     |   |                     |   |
| h |                    |   |                     |   |                     |   |
| S |                    |   |                     |   |                     |   |
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| c |                    |   |                     |   |                     |   |
| . |                    |   |                     |   |                     |   |
| 1 |                    |   |                     |   |                     |   |
| 0 |                    |   |                     |   |                     |   |
| 0 |                    |   |                     |   |                     |   |
| 3 |                    |   |                     |   |                     |   |
| ( |                    |   |                     |   |                     |   |
| a |                    |   |                     |   |                     |   |
| ) |                    |   |                     |   |                     |   |
| a |                    |   |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
| d |                    |   |                     |   |                     |   |
| 1 |                    |   |                     |   |                     |   |
| 0 |                    |   |                     |   |                     |   |
| 0 |                    |   |                     |   |                     |   |
| 3 |                    |   |                     |   |                     |   |
| ( |                    |   |                     |   |                     |   |
| g |                    |   |                     |   |                     |   |
| ) |                    |   |                     |   |                     |   |
| . |                    |   |                     |   |                     |   |
+---+--------------------+---+---------------------+---+---------------------+---+
| * |                    |   |                     |   |                     |   |
| * |                    |   |                     |   |                     |   |
| R |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| f |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| r |                    |   |                     |   |                     |   |
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| n |                    |   |                     |   |                     |   |
| c |                    |   |                     |   |                     |   |
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| s |                    |   |                     |   |                     |   |
| : |                    |   |                     |   |                     |   |
| * |                    |   |                     |   |                     |   |
| * |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
| - |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
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| * |                    |   |                     |   |                     |   |
| * |                    |   |                     |   |                     |   |
| M |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| s |                    |   |                     |   |                     |   |
| s |                    |   |                     |   |                     |   |
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| s |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| p |                    |   |                     |   |                     |   |
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|   |                    |   |                     |   |                     |   |
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|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
| C |                    |   |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| d |                    |   |                     |   |                     |   |
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|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
| 1 |                    |   |                     |   |                     |   |
| 9 |                    |   |                     |   |                     |   |
| 7 |                    |   |                     |   |                     |   |
| 2 |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
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| ; |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
| § |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
| 3 |                    |   |                     |   |                     |   |
| 7 |                    |   |                     |   |                     |   |
| - |                    |   |                     |   |                     |   |
| 1 |                    |   |                     |   |                     |   |
| 8 |                    |   |                     |   |                     |   |
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| 3 |                    |   |                     |   |                     |   |
| 7 |                    |   |                     |   |                     |   |
| - |                    |   |                     |   |                     |   |
| 1 |                    |   |                     |   |                     |   |
| 8 |                    |   |                     |   |                     |   |
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| 7 |                    |   |                     |   |                     |   |
| . |                    |   |                     |   |                     |   |
|   |                    |   |                     |   |                     |   |
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| i |                    |   |                     |   |                     |   |
| l |                    |   |                     |   |                     |   |
| i |                    |   |                     |   |                     |   |
| t |                    |   |                     |   |                     |   |
| y |                    |   |                     |   |                     |   |
| S |                    |   |                     |   |                     |   |
| y |                    |   |                     |   |                     |   |
| s |                    |   |                     |   |                     |   |
| t |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| m |                    |   |                     |   |                     |   |
| \ |                    |   |                     |   |                     |   |
| - |                    |   |                     |   |                     |   |
| - |                    |   |                     |   |                     |   |
| C |                    |   |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| n |                    |   |                     |   |                     |   |
| c |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| p |                    |   |                     |   |                     |   |
| t |                    |   |                     |   |                     |   |
| u |                    |   |                     |   |                     |   |
| a |                    |   |                     |   |                     |   |
| l |                    |   |                     |   |                     |   |
| F |                    |   |                     |   |                     |   |
| r |                    |   |                     |   |                     |   |
| a |                    |   |                     |   |                     |   |
| m |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| w |                    |   |                     |   |                     |   |
| o |                    |   |                     |   |                     |   |
| r |                    |   |                     |   |                     |   |
| k |                    |   |                     |   |                     |   |
| ( |                    |   |                     |   |                     |   |
| S |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| p |                    |   |                     |   |                     |   |
| a |                    |   |                     |   |                     |   |
| g |                    |   |                     |   |                     |   |
| e |                    |   |                     |   |                     |   |
| s |                    |   |                     |   |                     |   |
| 8 |                    |   |                     |   |                     |   |
| - |                    |   |                     |   |                     |   |
| 1 |                    |   |                     |   |                     |   |
| 0 |                    |   |                     |   |                     |   |
| ) |                    |   |                     |   |                     |   |
| * |                    |   |                     |   |                     |   |
| * |                    |   |                     |   |                     |   |
+---+--------------------+---+---------------------+---+---------------------+---+

**PRINCIPLE 2. All students are included in the State Accountability
System.**

+-----------------------+-----------------------+-----------------------+
| **CRITICAL ELEMENT**  | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                       |                       |                       |
|                       | **MEETING STATUTORY   | ***NOT* MEETING       |
|                       | REQUIREMENTS**        | REQUIREMENTS**        |
+-----------------------+-----------------------+-----------------------+
| 1.  How does the      | All students in the   | Public school         |
|     State             | State are included in | students exist in the |
|     Accountability    | the State             | State for whom the    |
|     System include    | Accountability        | State Accountability  |
|     all students in   | System.               | System makes no       |
|     the State?        |                       | provision.            |
|                       | The definitions of    |                       |
|                       | "public school" and   |                       |
|                       | "LEA" account for all |                       |
|                       | students enrolled in  |                       |
|                       | the public school     |                       |
|                       | district, regardless  |                       |
|                       | of program or type of |                       |
|                       | public school.        |                       |
+-----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND  |                       |                       |
| STATE ACTIVITIES FOR  |                       |                       |
| MEETING               |                       |                       |
| REQUIREMENTS**        |                       |                       |
+-----------------------+-----------------------+-----------------------+
| **See 1.1 \"State     |                       |                       |
| Accountability System |                       |                       |
| includes every public |                       |                       |
| school and LEA in the |                       |                       |
| State.\"**            |                       |                       |
|                       |                       |                       |
| **All students in     |                       |                       |
| Mississippi public    |                       |                       |
| schools are required  |                       |                       |
| to participate in the |                       |                       |
| statewide assessment  |                       |                       |
| program and the data  |                       |                       |
| for all students who  |                       |                       |
| have been in the      |                       |                       |
| school (or district   |                       |                       |
| or state, as          |                       |                       |
| appropriate) for a    |                       |                       |
| full academic year    |                       |                       |
| (see 2.2 and 2.3) are |                       |                       |
| included in the       |                       |                       |
| achievement, growth,  |                       |                       |
| and AYP               |                       |                       |
| calculations.**       |                       |                       |
|                       |                       |                       |
| **Although students   |                       |                       |
| with disabilities and |                       |                       |
| limited English       |                       |                       |
| proficient students   |                       |                       |
| may receive certain   |                       |                       |
| testing               |                       |                       |
| accommodations or     |                       |                       |
| modifications, the    |                       |                       |
| only students who may |                       |                       |
| be exempted from      |                       |                       |
| parts of the          |                       |                       |
| assessment or         |                       |                       |
| accountability system |                       |                       |
| are certain LEP       |                       |                       |
| students who satisfy  |                       |                       |
| the requirements      |                       |                       |
| under the USDE        |                       |                       |
| transitional rule     |                       |                       |
| (\"Dear Colleague,\"  |                       |                       |
| Rod Paige, February   |                       |                       |
| 20, 2004) and         |                       |                       |
| students who satisfy  |                       |                       |
| the state criteria    |                       |                       |
| for a medical         |                       |                       |
| emergency (see letter |                       |                       |
| from USDE, Rod Paige, |                       |                       |
| March 29, 2004)       |                       |                       |
| during the test       |                       |                       |
| administration        |                       |                       |
| window.**             |                       |                       |
|                       |                       |                       |
| **See 5.3 \"How are   |                       |                       |
| students with         |                       |                       |
| disabilities included |                       |                       |
| in the State\'s       |                       |                       |
| definition of         |                       |                       |
| adequate yearly       |                       |                       |
| progress?\"**         |                       |                       |
|                       |                       |                       |
| **See 5.4 \"How are   |                       |                       |
| students with limited |                       |                       |
| English proficiency   |                       |                       |
| included in the       |                       |                       |
| State\'s definition   |                       |                       |
| of adequate yearly    |                       |                       |
| progress?\"**         |                       |                       |
|                       |                       |                       |
| **References:**       |                       |                       |
|                       |                       |                       |
| **[Mississippi Public |                       |                       |
| School Accountability |                       |                       |
| St                    |                       |                       |
| andards]{.underline}, |                       |                       |
| Mississippi           |                       |                       |
| Department of         |                       |                       |
| Education, 2001.      |                       |                       |
| \[B\]**               |                       |                       |
|                       |                       |                       |
| **Mississippi State   |                       |                       |
| Board of Education    |                       |                       |
| Policy IIB-3 \[B\]**  |                       |                       |
|                       |                       |                       |
| **Mississippi Code    |                       |                       |
| 1972 Annotated §      |                       |                       |
| 37-16-3(2). \[I\]**   |                       |                       |
+-----------------------+-----------------------+-----------------------+

+-----------------------+-----------------------+-----------------------+
| **CRITICAL ELEMENT**  | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                       |                       |                       |
|                       | **MEETING STATUTORY   | ***NOT* MEETING       |
|                       | REQUIREMENTS**        | REQUIREMENTS**        |
+-----------------------+-----------------------+-----------------------+
| 2.  How does the      | The State has a       | LEAs have varying     |
|     State define      | definition of "full   | definitions of "full  |
|     "full academic    | academic year" for    | academic year."       |
|     year" for         | determining which     |                       |
|     identifying       | students are to be    | The State's           |
|     students in AYP   | included in decisions | definition excludes   |
|     decisions?        | about AYP.            | students who must     |
|                       |                       | transfer from one     |
|                       | The definition of     | district to another   |
|                       | full academic year is | as they advance to    |
|                       | consistent and        | the next grade.       |
|                       | applied statewide.    |                       |
|                       |                       | The definition of     |
|                       |                       | full academic year is |
|                       |                       | not applied           |
|                       |                       | consistently.         |
+-----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND  |                       |                       |
| STATE ACTIVITIES FOR  |                       |                       |
| MEETING               |                       |                       |
| REQUIREMENTS**        |                       |                       |
+-----------------------+-----------------------+-----------------------+
| **The following       |                       |                       |
| definition of full    |                       |                       |
| academic year was     |                       |                       |
| approved by the       |                       |                       |
| Mississippi State     |                       |                       |
| Board of Education in |                       |                       |
| October 2002. The     |                       |                       |
| definition is         |                       |                       |
| consistent and        |                       |                       |
| applied statewide for |                       |                       |
| determining which     |                       |                       |
| students are to be    |                       |                       |
| included in decisions |                       |                       |
| about AYP and in the  |                       |                       |
| calculations for the  |                       |                       |
| achievement and       |                       |                       |
| growth models.        |                       |                       |
| Although the          |                       |                       |
| definition            |                       |                       |
| specifically relates  |                       |                       |
| to student enrollment |                       |                       |
| within the same       |                       |                       |
| school for a full     |                       |                       |
| academic year, the    |                       |                       |
| same logic is used to |                       |                       |
| determine whether the |                       |                       |
| student was enrolled  |                       |                       |
| in the same           |                       |                       |
| district/LEA and in   |                       |                       |
| the state for AYP     |                       |                       |
| decisions at those    |                       |                       |
| levels.**             |                       |                       |
|                       |                       |                       |
| **Spring Testing Data |                       |                       |
| (MCT and Traditional  |                       |                       |
| Schedule SATP)**      |                       |                       |
|                       |                       |                       |
| -   **End of Month 8  |                       |                       |
|     School = Same     |                       |                       |
|     School on 6 of    |                       |                       |
|     the 7 Earlier End |                       |                       |
|     of Month Records  |                       |                       |
|     (Month 1 through  |                       |                       |
|     Month 7) \--      |                       |                       |
|     75%**             |                       |                       |
|                       |                       |                       |
| ```{=html}            |                       |                       |
| <!-- -->              |                       |                       |
| ```                   |                       |                       |
| -   **End of Month 7  |                       |                       |
|     School = Same     |                       |                       |
|     School on all 6   |                       |                       |
|     of the Earlier    |                       |                       |
|     End of Month      |                       |                       |
|     Records (Months 1 |                       |                       |
|     through 6) \--    |                       |                       |
|     75%**             |                       |                       |
|                       |                       |                       |
| **Fall Testing Data   |                       |                       |
| (SATP Semester/Block  |                       |                       |
| Schedule)**           |                       |                       |
|                       |                       |                       |
| -   **End of Month 3  |                       |                       |
|     School = Same     |                       |                       |
|     School on End of  |                       |                       |
|     Month 1 and Month |                       |                       |
|     2 Records \--     |                       |                       |
|     67%**             |                       |                       |
|                       |                       |                       |
| **Spring Testing Data |                       |                       |
| (SATP Semester/Block  |                       |                       |
| Schedule)**           |                       |                       |
|                       |                       |                       |
| -   **End of Month 8  |                       |                       |
|     School = Same     |                       |                       |
|     School on End of  |                       |                       |
|     Month 5, 6, and 7 |                       |                       |
|     Records \-- 75%** |                       |                       |
|                       |                       |                       |
| **References:**       |                       |                       |
|                       |                       |                       |
| **School Level        |                       |                       |
| Accountability Model  |                       |                       |
| Based on Achievement  |                       |                       |
| and Growth: Approved  |                       |                       |
| by the Mississippi    |                       |                       |
| State Board of        |                       |                       |
| Education for Use in  |                       |                       |
| Fall 2003,            |                       |                       |
| Mississippi           |                       |                       |
| Department of         |                       |                       |
| Education, October    |                       |                       |
| 2002. \[M\]**         |                       |                       |
|                       |                       |                       |
| **[The School         |                       |                       |
| Accountability Model: |                       |                       |
| Understanding the     |                       |                       |
| School Level Models   |                       |                       |
| for Achievement and   |                       |                       |
| Growth and Using the  |                       |                       |
| School Accountability |                       |                       |
| Model                 |                       |                       |
| Reports]{.underline}, |                       |                       |
| Mississippi           |                       |                       |
| Department of         |                       |                       |
| Education, November   |                       |                       |
| 2002, p. 22. \[N\]**  |                       |                       |
+-----------------------+-----------------------+-----------------------+

+-----------------------+-----------------------+-----------------------+
| **CRITICAL ELEMENT**  | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                       |                       |                       |
|                       | **MEETING STATUTORY   | ***NOT* MEETING       |
|                       | REQUIREMENTS**        | REQUIREMENTS**        |
+-----------------------+-----------------------+-----------------------+
| 1.  How does the      | State holds public    | State definition      |
|     State             | schools accountable   | requires students to  |
|     Accountability    | for students who were | attend the same       |
|     System determine  | enrolled at the same  | public school for     |
|     which students    | public school for a   | more than a full      |
|     have attended the | full academic year.   | academic year to be   |
|     same public       |                       | included in public    |
|     school and/or LEA | State holds LEAs      | school                |
|     for a full        | accountable for       | accountability.       |
|     academic year?    | students who transfer |                       |
|                       | during the full       | State definition      |
|                       | academic year from    | requires students to  |
|                       | one public school     | attend school in the  |
|                       | within the district   | same district for     |
|                       | to another public     | more than a full      |
|                       | school within the     | academic year to be   |
|                       | district.             | included in district  |
|                       |                       | accountability.       |
|                       |                       |                       |
|                       |                       | State holds public    |
|                       |                       | schools accountable   |
|                       |                       | for students who have |
|                       |                       | not attended the same |
|                       |                       | public school for a   |
|                       |                       | full academic year.   |
+-----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND  |                       |                       |
| STATE ACTIVITIES FOR  |                       |                       |
| MEETING               |                       |                       |
| REQUIREMENTS**        |                       |                       |
+-----------------------+-----------------------+-----------------------+
| **The state\'s        |                       |                       |
| definition of \"full  |                       |                       |
| academic year\"       |                       |                       |
| (presented in 2.2)    |                       |                       |
| uses monthly          |                       |                       |
| enrollment snapshots  |                       |                       |
| from the Mississippi  |                       |                       |
| Student Information   |                       |                       |
| System (MSIS) to      |                       |                       |
| implement the         |                       |                       |
| decision logic. Every |                       |                       |
| student enrolled in a |                       |                       |
| public school in      |                       |                       |
| Mississippi has a     |                       |                       |
| single master record  |                       |                       |
| in MSIS. Monthly      |                       |                       |
| transmissions from    |                       |                       |
| various data          |                       |                       |
| management computer   |                       |                       |
| applications used by  |                       |                       |
| the school            |                       |                       |
| districts/LEAs create |                       |                       |
| separate              |                       |                       |
| \"indicator\" records |                       |                       |
| for each student. The |                       |                       |
| monthly indicator     |                       |                       |
| record shows where    |                       |                       |
| the student was       |                       |                       |
| enrolled at the end   |                       |                       |
| of each month. Using  |                       |                       |
| the district and      |                       |                       |
| school codes on the   |                       |                       |
| student indicator     |                       |                       |
| records within the    |                       |                       |
| full academic year    |                       |                       |
| definition allows the |                       |                       |
| state to closely      |                       |                       |
| estimate the amount   |                       |                       |
| of \"time\" any       |                       |                       |
| student has been      |                       |                       |
| enrolled in a         |                       |                       |
| particular school, a  |                       |                       |
| particular district,  |                       |                       |
| or the state. When    |                       |                       |
| the definition is     |                       |                       |
| applied, the          |                       |                       |
| achievement, growth,  |                       |                       |
| and AYP models        |                       |                       |
| include all students  |                       |                       |
| who were enrolled in  |                       |                       |
| the school (or        |                       |                       |
| district/LEA or       |                       |                       |
| state) for between    |                       |                       |
| 70% and 100% of the   |                       |                       |
| instructional time    |                       |                       |
| prior to the time of  |                       |                       |
| testing.**            |                       |                       |
|                       |                       |                       |
| **Note: Transient     |                       |                       |
| students are included |                       |                       |
| in the Mississippi    |                       |                       |
| Student Information   |                       |                       |
| System the first time |                       |                       |
| they enroll in any    |                       |                       |
| Mississippi public    |                       |                       |
| school. As transient  |                       |                       |
| students withdraw and |                       |                       |
| re-enroll in the same |                       |                       |
| school, or move from  |                       |                       |
| school to school      |                       |                       |
| within the state,     |                       |                       |
| this enrollment       |                       |                       |
| information in        |                       |                       |
| tracked in the        |                       |                       |
| monthly indicator     |                       |                       |
| records.**            |                       |                       |
+-----------------------+-----------------------+-----------------------+

**PRINCIPLE 3. State definition of AYP is based on expectations for
growth in student achievement that is continuous and substantial, such
that all students are proficient in reading/language arts and
mathematics no later than 2013-2014.**

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                      | MEETING               |                       |
|                      | REQUIREMENTS**        | ***NOT* MEETING       |
|                      |                       | REQUIREMENTS**        |
+======================+=======================+=======================+
| 1.  How does the     | The State has a       | State definition does |
|     State's          | timeline for ensuring | not require all       |
|     definition of    | that all students     | students to achieve   |
|     adequate yearly  | will meet or exceed   | proficiency by        |
|     progress require | the State's           | 2013-2014.            |
|     all students to  | proficient level of   |                       |
|     be proficient in | academic achievement  | State extends the     |
|     reading/language | in reading/language   | timeline past the     |
|     arts and         | arts[^3] and          | 2013-2014 academic    |
|     mathematics by   | mathematics, not      | year.                 |
|     the 2013-2014    | later than 2013-2014. |                       |
|     academic year?   |                       |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+
| **Using the state\'s |                       |                       |
| standards for        |                       |                       |
| proficiency on the   |                       |                       |
| Mississippi          |                       |                       |
| Curriculum Test      |                       |                       |
| (MCT) and Subject    |                       |                       |
| Area Testing Program |                       |                       |
| (SATP), data from    |                       |                       |
| school year          |                       |                       |
| 2001-2002 were used  |                       |                       |
| to establish AYP     |                       |                       |
| starting points      |                       |                       |
| using the procedure  |                       |                       |
| specified in NCLB    |                       |                       |
| (see 3.2a). A linear |                       |                       |
| trajectory was       |                       |                       |
| projected between    |                       |                       |
| each starting point  |                       |                       |
| and a value of 100%  |                       |                       |
| in 2013-2014. The    |                       |                       |
| trajectories were    |                       |                       |
| used to establish    |                       |                       |
| intermediate goals   |                       |                       |
| (see 3.2c) and       |                       |                       |
| annual measurable    |                       |                       |
| objectives (see      |                       |                       |
| 3.2b). If all        |                       |                       |
| students in all      |                       |                       |
| subgroups in all     |                       |                       |
| schools meet the     |                       |                       |
| annual measurable    |                       |                       |
| objectives, all      |                       |                       |
| students in the      |                       |                       |
| state will be        |                       |                       |
| proficient in        |                       |                       |
| reading/language and |                       |                       |
| in mathematics by    |                       |                       |
| the end of the       |                       |                       |
| 2013-2014 school     |                       |                       |
| year.**              |                       |                       |
|                      |                       |                       |
| **Example of the     |                       |                       |
| Mathematics          |                       |                       |
| proficiency index    |                       |                       |
| for a hypothetical   |                       |                       |
| school with grades 4 |                       |                       |
| and 5**              |                       |                       |
|                      |                       |                       |
| **(the process is    |                       |                       |
| repeated for each    |                       |                       |
| subgroup using the   |                       |                       |
| [same]{.underline}   |                       |                       |
| annual measurable    |                       |                       |
| objectives):**       |                       |                       |
|                      |                       |                       |
| -   **Grade 4        |                       |                       |
|     Mathematics      |                       |                       |
|     Annual           |                       |                       |
|     Measurable       |                       |                       |
|     Objective for    |                       |                       |
|     2003 = 49%       |                       |                       |
|     Proficient**     |                       |                       |
|                      |                       |                       |
| **Percentage of      |                       |                       |
| Grade 4              |                       |                       |
| [H                   |                       |                       |
| ispanic]{.underline} |                       |                       |
| students (N=20)      |                       |                       |
| proficient or above  |                       |                       |
| in 2003 = 54%**      |                       |                       |
|                      |                       |                       |
| **Difference for     |                       |                       |
| [H                   |                       |                       |
| ispanic]{.underline} |                       |                       |
| students on the      |                       |                       |
| Grade 4 assessment = |                       |                       |
| (54%-49%) = +5%**    |                       |                       |
|                      |                       |                       |
| -   **Grade 5        |                       |                       |
|     Mathematics      |                       |                       |
|     Annual           |                       |                       |
|     Measurable       |                       |                       |
|     Objective for    |                       |                       |
|     2003 = 35%       |                       |                       |
|     Proficient**     |                       |                       |
|                      |                       |                       |
| **Percentage of      |                       |                       |
| Grade 5              |                       |                       |
| [H                   |                       |                       |
| ispanic]{.underline} |                       |                       |
| students (N=30)      |                       |                       |
| proficient or above  |                       |                       |
| in 2003 = 20%**      |                       |                       |
|                      |                       |                       |
| **Difference for     |                       |                       |
| [H                   |                       |                       |
| ispanic]{.underline} |                       |                       |
| students on the      |                       |                       |
| Grade 5 assessment = |                       |                       |
| (20%-35%) = -15%**   |                       |                       |
|                      |                       |                       |
| -   **Weighting      |                       |                       |
|     constants (Grade |                       |                       |
|     n/Total n):      |                       |                       |
|     Grade 4 =        |                       |                       |
|     (20/50) = .4;    |                       |                       |
|     Grade 5 =        |                       |                       |
|     (30/50) = .6**   |                       |                       |
|                      |                       |                       |
| ```{=html}           |                       |                       |
| <!-- -->             |                       |                       |
| ```                  |                       |                       |
| -   **[H             |                       |                       |
| ispanic]{.underline} |                       |                       |
|     Mathematics      |                       |                       |
|     Proficiency      |                       |                       |
|     Index = .4       |                       |                       |
|     (+5%) + .6       |                       |                       |
|     (-15%) = (+2%) + |                       |                       |
|     (-9%) = -7%**    |                       |                       |
|                      |                       |                       |
| **The                |                       |                       |
| [H                   |                       |                       |
| ispanic]{.underline} |                       |                       |
| n-count of 50 is     |                       |                       |
| above the minimum.   |                       |                       |
| The proficiency      |                       |                       |
| index shows that the |                       |                       |
| [H                   |                       |                       |
| ispanic]{.underline} |                       |                       |
| subgroup is below    |                       |                       |
| the annual           |                       |                       |
| measurable objective |                       |                       |
| by 7 percentage      |                       |                       |
| points. The 99%      |                       |                       |
| confidence interval  |                       |                       |
| for n=50 is now      |                       |                       |
| applied to determine |                       |                       |
| AYP for the          |                       |                       |
| subgroup. If a       |                       |                       |
| difference of 7% is  |                       |                       |
| significant at the   |                       |                       |
| .01 level, then the  |                       |                       |
| [H                   |                       |                       |
| ispanic]{.underline} |                       |                       |
| subgroup failed to   |                       |                       |
| make adequate yearly |                       |                       |
| progress.**          |                       |                       |
|                      |                       |                       |
| **Reference:**       |                       |                       |
|                      |                       |                       |
| **[Making Valid and  |                       |                       |
| Reliable Decisions   |                       |                       |
| in Determining       |                       |                       |
| Adequate Yearly      |                       |                       |
| Pr                   |                       |                       |
| ogress]{.underline}, |                       |                       |
| CCSSO (State         |                       |                       |
| Collaboratives on    |                       |                       |
| Comprehensive        |                       |                       |
| Assessment Systems   |                       |                       |
| for Title I and      |                       |                       |
| Accountability       |                       |                       |
| Systems and          |                       |                       |
| Reporting),          |                       |                       |
| December, 2002.      |                       |                       |
| \[O\]**              |                       |                       |
+----------------------+-----------------------+-----------------------+

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                      | MEETING               |                       |
|                      | REQUIREMENTS**        | ***NOT* MEETING       |
|                      |                       | REQUIREMENTS**        |
+======================+=======================+=======================+
| 1.  How does the     | For a public school   | State uses different  |
|     State            | and LEA to make       | method for            |
|     Accountability   | adequate yearly       | calculating how       |
|     System determine | progress, each        | public schools and    |
|     whether each     | student subgroup must | LEAs make AYP.        |
|     student          | meet or exceed the    |                       |
|     subgroup, public | State annual          |                       |
|     school and LEA   | measurable            |                       |
|     makes AYP?       | objectives, each      |                       |
|                      | student subgroup must |                       |
|                      | have at least a 95%   |                       |
|                      | participation rate in |                       |
|                      | the statewide         |                       |
|                      | assessments, and the  |                       |
|                      | school must meet the  |                       |
|                      | State's requirement   |                       |
|                      | for other academic    |                       |
|                      | indicators.           |                       |
|                      |                       |                       |
|                      | However, if in any    |                       |
|                      | particular year the   |                       |
|                      | student subgroup does |                       |
|                      | not meet those annual |                       |
|                      | measurable            |                       |
|                      | objectives, the       |                       |
|                      | public school or LEA  |                       |
|                      | ~~may be considered   |                       |
|                      | to have made~~ AYP,   |                       |
|                      | if the percentage of  |                       |
|                      | students in that      |                       |
|                      | group who did not     |                       |
|                      | meet or exceed the    |                       |
|                      | proficient level of   |                       |
|                      | academic achievement  |                       |
|                      | on the State          |                       |
|                      | assessments for that  |                       |
|                      | year decreased by 10% |                       |
|                      | of that percentage    |                       |
|                      | from the preceding    |                       |
|                      | ~~public~~ school     |                       |
|                      | year; that group made |                       |
|                      | progress on one or    |                       |
|                      | more of the State's   |                       |
|                      | academic indicators;  |                       |
|                      | and that group had at |                       |
|                      | least 95%             |                       |
|                      | participation rate on |                       |
|                      | the statewide         |                       |
|                      | assessment.           |                       |
+----------------------+-----------------------+-----------------------+

+-----------------------------------------------------------------------+
| **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS**      |
+-----------------------------------------------------------------------+
| **The method used for determining whether each subgroup, public       |
| school, and district/LEA makes AYP is stated below and is illustrated |
| on the flowchart on the next page.**                                  |
|                                                                       |
| **For a public school and LEA to make adequate yearly progress in     |
| reading/language arts or in mathematics, each student subgroup must   |
| meet or exceed the State annual measurable objectives and each        |
| student subgroup must have at least a 95% participation rate in the   |
| statewide assessments. However, if in any particular year the student |
| subgroup does not meet those annual measurable objectives, the public |
| school or LEA makes AYP, if the percentage of students in that group  |
| who did not meet or exceed the proficient level of academic           |
| achievement on the State assessments for that year decreased by 10%   |
| of that percentage from the preceding public school year; that group  |
| made progress on one or more of the State's academic indicators; and  |
| that group had at least 95% participation rate on the statewide       |
| assessment. In order to meet AYP on the other academic indicator(s),  |
| the school/LEA must meet the State's criteria for other academic      |
| indicators.**                                                         |
|                                                                       |
| **The sequence of steps used in determining AYP is important. The     |
| sequence, shown clearly on the flowchart (for steps 1-4), follows.**  |
|                                                                       |
| 1.  **Calculate the n-count for the subgroup (or aggregate group, as  |
|     appropriate) and compare the value to the minimum n criterion     |
|     (see 5.5). If the n-count is smaller than the minimum n           |
|     criterion, the subgroup is not used in determining AYP. Note: A   |
|     subgroup with an n-count too small to count toward AYP at the     |
|     school level may be large enough to count toward AYP at the       |
|     district/LEA and/or state levels.**                               |
|                                                                       |
| 2.  **Calculate the assessment participation rate value for the       |
|     subgroup \[or student aggregate\] (see 10.1 and 10.2). If the     |
|     participation rate does not meet the criterion of 95%, in         |
|     reading/language arts or in mathematics, the subgroup did not     |
|     make AYP in that subject area.**                                  |
|                                                                       |
| 3.  **If the participation rate is at least 95%, apply the            |
|     appropriate confidence interval to the subgroup\'s proficiency    |
|     percentage to determine whether the subgroup met the annual       |
|     measurable objectives.**                                          |
|                                                                       |
| 4.  **If the subgroup did not make AYP under the criteria in step 3,  |
|     apply the test to determine whether AYP was met under the         |
|     alternative method (sometimes called \"safe harbor\").**          |
|                                                                       |
| 5.  **Apply test against additional academic indicator(s) for the     |
|     aggregate (not the subgroups).**                                  |
|                                                                       |
| **The determination of AYP will be made annually for each public      |
| school and each district/LEA in three areas -- reading/language arts, |
| mathematics, and other academic indicators. The AYP determinations    |
| from steps 1-5 above will be reported annually in the NCLB Report     |
| Cards.**                                                              |
|                                                                       |
| **[[Note:]{.underline} Transitional "2%" flexibility used in 2005 and |
| 2006 was DENIED by USDE for use in 2007.]{.mark}**                    |
|                                                                       |
| **[School Improvement.]{.underline} Failure to make AYP over          |
| consecutive years \-- defined as failure of ANY subgroup or the       |
| student aggregate failing to make AYP in the same content area        |
| (reading/language or mathematics) or the student aggregate failing to |
| make progress on the other academic indicator(s) -- will result in a  |
| Title I school being identified for improvement, corrective action,   |
| or restructuring as specified in NCLB. For a school to exit from      |
| improvement status, it must meet AYP for two consecutive years in the |
| area(s) that triggered improvement.**                                 |
|                                                                       |
| **[LEA Improvement.]{.underline} For LEAs, Title I improvement status |
| will be determined by tracking annual results on the \"split grade    |
| spans\" model. For reading/language arts and mathematics, separate    |
| proficiency indexes are calculated for each grade span (3-5, 6-9,     |
| 10-12). The LEA meets the subject area criterion if all subgroups     |
| meet the criterion in at least one of the grade spans. For other      |
| academic indicators, the LEA meets the criterion if                   |
| [either]{.underline} the attendance rate criterion                    |
| (elementary/middle) or the graduation rate criterion (high school) is |
| met. An LEA that fails to meet the criterion in any area              |
| (reading/language, mathematics, or other academic indicators) for two |
| consecutive years will be identified for improvement. For an LEA to   |
| exit from improvement status, it must meet the \"split grade spans\"  |
| criteria above for two consecutive years in the area(s) that          |
| triggered improvement. See Appendix B for additional information on   |
| the split grade spans model.**                                        |
+-----------------------------------------------------------------------+

<table>
<colgroup>
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 3%" />
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="6" rowspan="9"><h1
id="mississippi-statewide-accountability-system">Mississippi Statewide
Accountability System</h1>
<h1 id="section-9"></h1>
<h1 id="adequate-yearly">Adequate Yearly</h1>
<h1 id="progress-ayp">Progress (AYP)</h1>
<h1 id="flowchart-for-reading">Flowchart for Reading/</h1>
<p><strong>Language and Mathematics</strong></p>
<p><strong>(not AYP on Other Academic Indicators)</strong></p></td>
<td colspan="3" rowspan="5">Does the Number of Students in this AYP
Group Meet the Minimum N?</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">NO</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="5" rowspan="12"><p>The logic in this flowchart is followed
separately in reading/language and in mathematics for the following AYP
groups in each school and LEA (school district):</p>
<ul>
<li><p>All Students</p></li>
</ul>
<ul>
<li><p>Students with Disabilities</p></li>
<li><p>Economically Disadvantaged</p></li>
<li><p>LEP Students</p></li>
<li><p>Five Racial/Ethnic Groups</p></li>
</ul></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2" rowspan="2">YES</td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="3" rowspan="5">Were 95% of the Students Tested?</td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td>NO</td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2" rowspan="2">YES</td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6" rowspan="5"><p>This box represents the calculation of
the</p>
<p>proficiency index and</p>
<p>application of the 99%</p>
<p>confidence interval.</p></td>
<td colspan="3" rowspan="5">Is % of Students Proficient at or Above
Annual Measurable Objective?</td>
<td></td>
<td></td>
<td colspan="3" rowspan="5"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">YES</td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="4" rowspan="7"></td>
<td></td>
<td></td>
<td></td>
<td colspan="2" rowspan="2">NO</td>
<td></td>
<td></td>
<td></td>
<td colspan="2" rowspan="2"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td colspan="3" rowspan="5">Decreased % of Non-Proficient Students by
10% of Last Year’s Value?</td>
<td colspan="3" rowspan="5">Comparison of the proficiency indexes from
two years.</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td rowspan="2">NO</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="2" rowspan="2">YES</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="5" rowspan="7">See Critical Elements 7.1 and 7.2 regarding
the other academic indicators used in safe harbor.</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3" rowspan="5">Improved (or Met Criterion) on at least one
of the Other Academic Indicator(s)?</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2">YES</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="2" rowspan="2">NO</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6" rowspan="7"><h1 id="office-of-research">Office of
Research</h1>
<h1 id="and-statistics">And Statistics</h1>
<h1 id="mississippi-department">Mississippi Department</h1>
<p>Of Education</p>
<h1 id="revised-october-10-2003">Revised October 10, 2003</h1></td>
<td colspan="3" rowspan="5"><p>Group Did NOT Meet AYP – the School or
LEA will not meet AYP</p>
<p>this year.</p></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="3" rowspan="5">Group Made AYP or Does Not Count in the
School or LEA AYP Decision</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4" rowspan="4"><h1 id="ayp-decision-for-this">AYP Decision
for this</h1>
<h1 id="group-in-reading">Group in Reading/</h1>
<h1 id="language-or--in-mathematics">Language –or- in
Mathematics</h1></td>
</tr>
<tr class="even">
<td></td>
</tr>
<tr class="odd">
<td></td>
</tr>
<tr class="even">
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                      | MEETING               |                       |
|                      | REQUIREMENTS**        | ***NOT* MEETING       |
|                      |                       | REQUIREMENTS**        |
+======================+=======================+=======================+
| 3.2a What is the     | Using data from the   | The State             |
| State's starting     | 2001-2002 school      | Accountability System |
| point for            | year, the State       | uses a different      |
| calculating Adequate | established separate  | method for            |
| Yearly Progress?     | starting points in    | calculating the       |
|                      | reading/language arts | starting point (or    |
|                      | and mathematics for   | baseline data).       |
|                      | measuring the         |                       |
|                      | percentage of         |                       |
|                      | students meeting or   |                       |
|                      | exceeding the State's |                       |
|                      | proficient level of   |                       |
|                      | academic achievement. |                       |
|                      |                       |                       |
|                      | Each starting point   |                       |
|                      | is based, at a        |                       |
|                      | minimum, on the       |                       |
|                      | higher of the         |                       |
|                      | following percentages |                       |
|                      | of students at the    |                       |
|                      | proficient level: (1) |                       |
|                      | the percentage in the |                       |
|                      | State of proficient   |                       |
|                      | students in the       |                       |
|                      | lowest-achieving      |                       |
|                      | student subgroup; or, |                       |
|                      | (2) the percentage of |                       |
|                      | proficient students   |                       |
|                      | in a public school at |                       |
|                      | the 20^th^ percentile |                       |
|                      | of the State's total  |                       |
|                      | enrollment among all  |                       |
|                      | schools ranked by the |                       |
|                      | percentage of         |                       |
|                      | students at the       |                       |
|                      | proficient level.     |                       |
|                      |                       |                       |
|                      | A State may use these |                       |
|                      | procedures to         |                       |
|                      | establish separate    |                       |
|                      | starting points by    |                       |
|                      | grade span; however,  |                       |
|                      | the starting point    |                       |
|                      | must be the same for  |                       |
|                      | all like schools      |                       |
|                      | (e.g., one same       |                       |
|                      | starting point for    |                       |
|                      | all elementary        |                       |
|                      | schools, one same     |                       |
|                      | starting point for    |                       |
|                      | all middle            |                       |
|                      | schools...).          |                       |
+----------------------+-----------------------+-----------------------+

+-----------------------------------------------------------------------+
| **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS**      |
+-----------------------------------------------------------------------+
| **The state\'s starting points for calculating AYP were established   |
| using the procedures specified in NCLB and in the USDE final          |
| regulations for Title I. The procedure used for determining AYP and   |
| ensuring that the AYP decisions for student subgroups, public         |
| schools, and districts/LEAs are valid and reliable accomplishes those |
| goals by incorporating the following features.**                      |
|                                                                       |
| -   **A method of accurately combining data from different            |
|     assessments across grade levels as allowed under NCLB (§          |
|     1111(b)(2)(J)(iii) and 34 CFR § 200.13(b)(2)). This method        |
|     requires separate trajectories and separate starting points for   |
|     each assessment.**                                                |
|                                                                       |
| -   **A comparison of student achievement on each assessment to the   |
|     annual measurable objective and the calculation of a              |
|     \"difference\" score for each assessment.**                       |
|                                                                       |
| -   **A procedure to weight the difference scores based on the number |
|     of students taking each assessment.**                             |
|                                                                       |
| -   **Production of proficiency indexes in reading/language and in    |
|     mathematics. These indexes have the necessary characteristics     |
|     since the data from the different assessments were standardized   |
|     (for comparability) and weighted to ensure that each student      |
|     counts equally within the subgroup\'s proficiency index.**        |
|                                                                       |
| *The use of different starting points (and trajectories) for each     |
| assessment serves as a post-hoc statistical equating method. Although |
| the MCT scale score is vertically equated across test levels (i.e.,   |
| grades) within content area, the proficiency cut scores for the MCT   |
| and the SATP reflect the standards set appropriately by the standard  |
| setting committees (see 1.3). Raw proficiency percentages are         |
| meaningful within grade levels and content areas, but they cannot     |
| simply be combined (averaged, etc.) across grades or across the MCT   |
| reading and language tests.*                                          |
|                                                                       |
| **The tables and graphs on pages 27-32 show the starting points       |
| established for each assessment. The starting points are the values   |
| in the first column of each table and the first data point for each   |
| test on each graph (they are labeled \"2003\").**                     |
|                                                                       |
| **References:**                                                       |
|                                                                       |
| **[Making Valid and Reliable Decisions in Determining Adequate Yearly |
| Progress]{.underline}, CCSSO (State Collaboratives on Comprehensive   |
| Assessment Systems for Title I and Accountability Systems and         |
| Reporting), December, 2002. \[O\]**                                   |
|                                                                       |
| **Accountability Systems: Implications of Requirements of the No      |
| Child Left Behind Act of 2001, Linn, R., Baker, E. and Betebenner,    |
| D., [Educational Researcher]{.underline}, 31:6, pp. 3-16. \[P\]**     |
|                                                                       |
| **[Adequate Yearly Progress Under the ESEA: Provisions, Issues, and   |
| Options Regarding House and Senate Versions of H.R. 1]{.underline},   |
| Riddle, W., Congressional Research Service, Library of Congress       |
| #RL31035, July 2001. \[Q\]**                                          |
|                                                                       |
| **[Starting Points for Measures of Proficiency in Reading and         |
| Mathematics: Documentation of Calculations]{.underline}, Mississippi  |
| Department of Education, November 2002. \[R\]**                       |
|                                                                       |
| **[Starting Points for Measures of Proficiency in Language:           |
| Documentation of Calculations]{.underline}, Mississippi Department of |
| Education, December 2002. \[R\]**                                     |
+-----------------------------------------------------------------------+

Starting Points and Intermediate Goals for Creating

Proficiency Indexes in Reading/Language^a^ and

###### Mathematics Based on Four Equal

Increases over 12 Years

  ---- -------------- ------------ ------ ------ ------ ------ ------ ------ ------ ------ ------ ------ ------
       **AYP READING                                                                                     
       Starting                                                                                          
       Points and                                                                                        
       Intermediate                                                                                      
       Goals For                                                                                         
       Creating a                                                                                        
       READING                                                                                           
       Index**                                                                                           

       Assessment     Goals:                                                                             
       Variable       Percentage                                                                         
                      of                                                                                 
                      Proficient                                                                         
                      Students                                                                           
                      Based on                                                                           
                      Previous                                                                           
                      School Year                                                                        
                      Test Data                                                                          

                      2003         2004   2005   2006   2007   2008   2009   2010   2011   2012   2013   2014

       MCT Grade 3    61           61     71     71     71     81     81     81     90     90     90     100
       Reading                                                                                           

       MCT Grade 4    66           66     75     75     75     83     83     83     92     92     92     100
       Reading                                                                                           

       MCT Grade 5    58           58     69     69     69     79     79     79     90     90     90     100
       Reading                                                                                           

       MCT Grade 6    51           51     63     63     63     76     76     76     88     88     88     100
       Reading                                                                                           

       MCT Grade 7    36           36     52     52     52     68     68     68     84     84     84     100
       Reading                                                                                           

       MCT Grade 8    30           30     48     48     48     65     65     65     83     83     83     100
       Reading                                                                                           

       English II     16           16     37     37     37     58     58     58     79     79     79     100
       Grade 10                                                                                          
  ---- -------------- ------------ ------ ------ ------ ------ ------ ------ ------ ------ ------ ------ ------

Starting points represent 20^th^ percentile enrollment in schools ranked
by percentage of proficient students.

Based on 2001/2002 test data.

All instructional level tests and alternate assessments forced to
non-proficient.

^a^The tables and graphs on pages 27-30 present starting points,
intermediate goals, and annual measurable objectives for reading and
language separately and reference a Reading Index and a Language Index.
In practice, the subgroup and aggregate difference values (see text in
3.2a) across all the reading and language annual measurable objectives
will be weighted and summed to yield the Reading/Language Index.

![](media/image2.wmf)

  -------------- ------------ ------ ------ ------ ------ ------ ------ ------ ------ ------ ------ ------
  **AYP Starting                                                                                    
  Points and                                                                                        
  Intermediate                                                                                      
  Goals For                                                                                         
  Creating a                                                                                        
  LANGUAGE                                                                                          
  Index**                                                                                           

  Assessment     Goals:                                                                             
  Variable       Percentage                                                                         
                 of                                                                                 
                 Proficient                                                                         
                 Students                                                                           
                 Based on                                                                           
                 Previous                                                                           
                 School Year                                                                        
                 Test Data                                                                          

                 2003         2004   2005   2006   2007   2008   2009   2010   2011   2012   2013   2014

  MCT Grade 3    51           51     63     63     63     76     76     76     88     88     88     100
  Language                                                                                          

  MCT Grade 4    49           49     62     62     62     75     75     75     87     87     87     100
  Language                                                                                          

  MCT Grade 5    43           43     57     57     57     72     72     72     86     86     86     100
  Language                                                                                          

  MCT Grade 6    35           35     51     51     51     68     68     68     84     84     84     100
  Language                                                                                          

  MCT Grade 7    30           30     48     48     48     65     65     65     83     83     83     100
  Language                                                                                          

  MCT Grade 8    27           27     45     45     45     64     64     64     82     82     82     100
  Language                                                                                          

  English II     16           16     37     37     37     58     58     58     79     79     79     100
  Grade 10                                                                                          
  -------------- ------------ ------ ------ ------ ------ ------ ------ ------ ------ ------ ------ ------

Starting points represent 20^th^ percentile enrollment in schools ranked
by percentage of proficient students.

Based on 2001/2002 test data.

All instructional level tests and alternate assessments forced to
non-proficient.

![](media/image3.wmf)

  ---- -------------- ------------ ------ ------ ------ ------ ------ ------ ------ ------ ------ ------ ------
       **AYP Starting                                                                                    
       Points and                                                                                        
       Intermediate                                                                                      
       Goals For                                                                                         
       Creating a                                                                                        
       MATHEMATICS                                                                                       
       Index**                                                                                           

       Assessment     Goals:                                                                             
       Variable       Percentage                                                                         
                      of                                                                                 
                      Proficient                                                                         
                      Students                                                                           
                      Based on                                                                           
                      Previous                                                                           
                      School Year                                                                        
                      Test Data                                                                          

                      2003         2004   2005   2006   2007   2008   2009   2010   2011   2012   2013   2014

       MCT Grade 3    72           72     79     79     79     86     86     86     93     93     93     100
       Math                                                                                              

       MCT Grade 4    49           49     62     62     62     75     75     75     87     87     87     100
       Math                                                                                              

       MCT Grade 5    35           35     51     51     51     68     68     68     84     84     84     100
       Math                                                                                              

       MCT Grade 6    39           39     54     54     54     70     70     70     85     85     85     100
       Math                                                                                              

       MCT Grade 7    19           19     39     39     39     60     60     60     80     80     80     100
       Math                                                                                              

       MCT Grade 8    23           23     42     42     42     62     62     62     81     81     81     100
       Math                                                                                              

       Algebra I      59           59     69     69     69     79     79     79     89     89     89     100
       Grade 8                                                                                           

       Algebra I      13           13     35     35     35     56     56     56     78     78     78     100
       Grade 9                                                                                           

       Algebra I      5            5      28     28     28     52     52     52     76     76     76     100
       Grade 10                                                                                          

       Algebra I      0            0      25     25     25     50     50     50     75     75     75     100
       Grade 11                                                                                          

       Algebra I      0            0      25     25     25     50     50     50     75     75     75     100
       Grade 12                                                                                          
  ---- -------------- ------------ ------ ------ ------ ------ ------ ------ ------ ------ ------ ------ ------

Starting points represent 20^th^ percentile enrollment in schools ranked
by percentage of proficient students.

Based on 2001/2002 test data.

All instructional level tests and alternate assessments forced to
non-proficient.

![](media/image4.wmf)

This page was left blank intentionally.

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                      | MEETING               |                       |
|                      | REQUIREMENTS**        | ***NOT* MEETING       |
|                      |                       | REQUIREMENTS**        |
+======================+=======================+=======================+
| 2.  What are the     | State has annual      | The State             |
|     State's annual   | measurable objectives | Accountability System |
|     measurable       | that are consistent   | uses another method   |
|                      | with a state's        | for calculating       |
| > objectives for     | intermediate goals    | annual measurable     |
| > determining        | and that identify for | objectives.           |
| > adequate yearly    | each year a minimum   |                       |
| > progress?          | percentage of         | The State             |
|                      | students who must     | Accountability System |
|                      | meet or exceed the    | does not include      |
|                      | proficient level of   | annual measurable     |
|                      | academic achievement  | objectives.           |
|                      | on the State's        |                       |
|                      | academic assessments. |                       |
|                      |                       |                       |
|                      | The State's annual    |                       |
|                      | measurable objectives |                       |
|                      | ensure that all       |                       |
|                      | students meet or      |                       |
|                      | exceed the State's    |                       |
|                      | proficient level of   |                       |
|                      | academic achievement  |                       |
|                      | within the timeline.  |                       |
|                      |                       |                       |
|                      | The State's annual    |                       |
|                      | measurable objectives |                       |
|                      | are the same          |                       |
|                      | throughout the State  |                       |
|                      | for each public       |                       |
|                      | school, each LEA, and |                       |
|                      | each subgroup of      |                       |
|                      | students.             |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+
| **The state\'s       |                       |                       |
| annual measurable    |                       |                       |
| objectives are set   |                       |                       |
| at the intermediate  |                       |                       |
| goals described in   |                       |                       |
| 3.2c.**              |                       |                       |
|                      |                       |                       |
| **The annual         |                       |                       |
| measurable           |                       |                       |
| objectives           |                       |                       |
| established for each |                       |                       |
| assessment are       |                       |                       |
| presented in the     |                       |                       |
| tables and graphs on |                       |                       |
| pages 27--32. The    |                       |                       |
| measurable objective |                       |                       |
| for each year is     |                       |                       |
| labeled with the     |                       |                       |
| year corresponding   |                       |                       |
| to the end of the    |                       |                       |
| school term (e.g.,   |                       |                       |
| the measurable       |                       |                       |
| objective for the    |                       |                       |
| 2004-2005 school     |                       |                       |
| year is labeled,     |                       |                       |
| "2005").**           |                       |                       |
|                      |                       |                       |
| *Note: This critical |                       |                       |
| element addresses    |                       |                       |
| annual measurable    |                       |                       |
| objectives on the    |                       |                       |
| state\'s academic    |                       |                       |
| assessments that are |                       |                       |
| the primary          |                       |                       |
| determinants of AYP  |                       |                       |
| (see 6.1). The other |                       |                       |
| academic indicators  |                       |                       |
| that the state uses  |                       |                       |
| in determining AYP   |                       |                       |
| are addressed in     |                       |                       |
| 7.1, 7.2, and 7.3.   |                       |                       |
| The final            |                       |                       |
| regulations for      |                       |                       |
| Title I state that a |                       |                       |
| school (i.e., the    |                       |                       |
| aggregate student    |                       |                       |
| group) must \"meet   |                       |                       |
| or exceed the        |                       |                       |
| State\'s other       |                       |                       |
| academic             |                       |                       |
| indicators\"*        |                       |                       |
|                      |                       |                       |
| *(§                  |                       |                       |
| 200.20(a)(1)(ii)),   |                       |                       |
| that a subgroup or   |                       |                       |
| the school must      |                       |                       |
| \"make progress on   |                       |                       |
| one or more of the   |                       |                       |
| State\'s academic    |                       |                       |
| indicators\" to make |                       |                       |
| AYP under the        |                       |                       |
| alternative method   |                       |                       |
| (§ 200.20(b)(2)),    |                       |                       |
| and that the state   |                       |                       |
| \"may, but is not    |                       |                       |
| required to,         |                       |                       |
| increase the goals   |                       |                       |
| of its other         |                       |                       |
| academic indicators  |                       |                       |
| over the course of   |                       |                       |
| the timeline\" (§    |                       |                       |
| 200.19(d)(1)). None  |                       |                       |
| of the critical      |                       |                       |
| elements ask for the |                       |                       |
| state\'s goals on    |                       |                       |
| its other academic   |                       |                       |
| indicators.*         |                       |                       |
+----------------------+-----------------------+-----------------------+

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                      | MEETING               |                       |
|                      | REQUIREMENTS**        | ***NOT* MEETING       |
|                      |                       | REQUIREMENTS**        |
+======================+=======================+=======================+
| 3.2c What are the    | State has established | The State uses        |
| State's intermediate | intermediate goals    | another method for    |
| goals for            | that increase in      | calculating           |
| determining adequate | equal increments over | intermediate goals.   |
| yearly progress?     | the period covered by |                       |
|                      | the State timeline.   | The State does not    |
|                      |                       | include intermediate  |
|                      | -   The first         | goals in its          |
|                      |     incremental       | definition of         |
|                      |     increase takes    | adequate yearly       |
|                      |     effect not later  | progress.             |
|                      |     than the          |                       |
|                      |     2004-2005         |                       |
|                      |     academic year.    |                       |
|                      |                       |                       |
|                      | -   Each following    |                       |
|                      |     incremental       |                       |
|                      |     increase occurs   |                       |
|                      |     within three      |                       |
|                      |     years.            |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+
| **The state\'s       |                       |                       |
| intermediate goals   |                       |                       |
| for determining      |                       |                       |
| adequate yearly      |                       |                       |
| progress were        |                       |                       |
| established in       |                       |                       |
| accordance with the  |                       |                       |
| specifications in    |                       |                       |
| NCLB. The            |                       |                       |
| intermediate goals   |                       |                       |
| increase in equal    |                       |                       |
| increments from      |                       |                       |
| 2002-2003 through    |                       |                       |
| 2013-2014 beginning  |                       |                       |
| at the starting      |                       |                       |
| point and reaching   |                       |                       |
| 100% in 2013-2014.   |                       |                       |
| The first            |                       |                       |
| incremental increase |                       |                       |
| takes effect in the  |                       |                       |
| 2004-2005 academic   |                       |                       |
| year and each        |                       |                       |
| following            |                       |                       |
| incremental increase |                       |                       |
| occurs within three  |                       |                       |
| years.**             |                       |                       |
|                      |                       |                       |
| **The intermediate   |                       |                       |
| goals established    |                       |                       |
| for each assessment  |                       |                       |
| are presented in the |                       |                       |
| tables and graphs on |                       |                       |
| pages 27-32. The     |                       |                       |
| intermediate goal    |                       |                       |
| for each year is     |                       |                       |
| labeled with the     |                       |                       |
| year corresponding   |                       |                       |
| to the end of the    |                       |                       |
| school term (e.g.,   |                       |                       |
| the measurable       |                       |                       |
| objective for the    |                       |                       |
| 2004-2005 school     |                       |                       |
| year is labeled,     |                       |                       |
| "2005").**           |                       |                       |
+----------------------+-----------------------+-----------------------+

**PRINCIPLE 4. State makes annual decisions about the achievement of all
public schools and LEAs.**

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | ## EXAMPLES FOR       | **EXAMPLES OF**       |
|                      |                       |                       |
|                      | **MEETING             | ***NOT* MEETING       |
|                      | REQUIREMENTS**        | REQUIREMENTS**        |
+======================+=======================+=======================+
| 1.  How does the     | AYP decisions for     | AYP decisions for     |
|     State            | each public school    | public schools and    |
|     Accountability   | and LEA are made      | LEAs are not made     |
|     System make an   | annually.[^4]         | annually.             |
|     annual           |                       |                       |
|     determination of |                       |                       |
|     whether each     |                       |                       |
|     public school    |                       |                       |
|     and LEA in the   |                       |                       |
|     State made AYP?  |                       |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+
| **The procedure for  |                       |                       |
| determining whether  |                       |                       |
| each student         |                       |                       |
| subgroup, each       |                       |                       |
| public school, and   |                       |                       |
| each LEA made        |                       |                       |
| adequate yearly      |                       |                       |
| progress is          |                       |                       |
| described in 3.2.    |                       |                       |
| The process          |                       |                       |
| described in that    |                       |                       |
| section (and         |                       |                       |
| illustrated using    |                       |                       |
| the flowchart on     |                       |                       |
| page 23) is          |                       |                       |
| conducted annually   |                       |                       |
| resulting in an AYP  |                       |                       |
| decision every year. |                       |                       |
| Also see 1.4 that    |                       |                       |
| describes the        |                       |                       |
| timeline for         |                       |                       |
| releasing assessment |                       |                       |
| results and          |                       |                       |
| accountability       |                       |                       |
| information on an    |                       |                       |
| annual basis.**      |                       |                       |
+----------------------+-----------------------+-----------------------+

**PRINCIPLE 5. All public schools and LEAs are held accountable for the
achievement of individual subgroups.**

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+=====================+=======================+=======================+
| 1.  How does the    | Identifies subgroups  | State does not        |
|     definition of   | for defining adequate | disaggregate data by  |
|     adequate yearly | yearly progress:      | each required student |
|     progress        | economically          | subgroup.             |
|     include all the | disadvantaged, major  |                       |
|     required        | racial and ethnic     |                       |
|     student         | groups, students with |                       |
|     subgroups?      | disabilities, and     |                       |
|                     | students with limited |                       |
|                     | English proficiency.  |                       |
|                     |                       |                       |
|                     | Provides definition   |                       |
|                     | and data source of    |                       |
|                     | subgroups for         |                       |
|                     | adequate yearly       |                       |
|                     | progress.             |                       |
+---------------------+-----------------------+-----------------------+
| **STATE RESPONSE    |                       |                       |
| AND STATE           |                       |                       |
| ACTIVITIES FOR      |                       |                       |
| MEETING             |                       |                       |
| REQUIREMENTS**      |                       |                       |
+---------------------+-----------------------+-----------------------+
| **The procedure for |                       |                       |
| determining whether |                       |                       |
| each student        |                       |                       |
| subgroup made       |                       |                       |
| adequate yearly     |                       |                       |
| progress is         |                       |                       |
| described in 3.2.   |                       |                       |
| The process         |                       |                       |
| described in that   |                       |                       |
| section (and        |                       |                       |
| illustrated using   |                       |                       |
| the flowchart on    |                       |                       |
| page 23) is         |                       |                       |
| conducted           |                       |                       |
| separately for each |                       |                       |
| of the listed       |                       |                       |
| subgroups. All of   |                       |                       |
| the subgroups in    |                       |                       |
| the school or       |                       |                       |
| district/LEA must   |                       |                       |
| make AYP for the    |                       |                       |
| school or           |                       |                       |
| district/LEA to     |                       |                       |
| make AYP. The       |                       |                       |
| subgroups are**     |                       |                       |
|                     |                       |                       |
| -   **All           |                       |                       |
|     Students**      |                       |                       |
|                     |                       |                       |
| ```{=html}          |                       |                       |
| <!-- -->            |                       |                       |
| ```                 |                       |                       |
| -   **Students with |                       |                       |
|     Disabilities**  |                       |                       |
|                     |                       |                       |
| -   **Economically  |                       |                       |
|     Disadvantaged** |                       |                       |
|                     |                       |                       |
| -   **LEP           |                       |                       |
|     Students**      |                       |                       |
|                     |                       |                       |
| ```{=html}          |                       |                       |
| <!-- -->            |                       |                       |
| ```                 |                       |                       |
| -   **Five          |                       |                       |
|     Racial/Ethnic   |                       |                       |
|     Groups**        |                       |                       |
|                     |                       |                       |
| -   **Black**       |                       |                       |
|                     |                       |                       |
| -   **White**       |                       |                       |
|                     |                       |                       |
| -   **Asian**       |                       |                       |
|                     |                       |                       |
| -   **Hispanic**    |                       |                       |
|                     |                       |                       |
| -   **Native        |                       |                       |
|     American**      |                       |                       |
|                     |                       |                       |
| **Also, see 5.2.**  |                       |                       |
+---------------------+-----------------------+-----------------------+

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+=====================+=======================+=======================+
| 1.  How are public  | Public schools and    | State does not        |
|     schools and     | LEAs are held         | include student       |
|     LEAs held       | accountable for       | subgroups in its      |
|     accountable for | student subgroup      | State Accountability  |
|     the progress of | achievement:          | System.               |
|     student         | economically          |                       |
|     subgroups in    | disadvantaged, major  |                       |
|     the             | ethnic and racial     |                       |
|     determination   | groups, students with |                       |
|     of adequate     | disabilities, and     |                       |
|     yearly          | limited English       |                       |
|     progress?       | proficient students.  |                       |
+---------------------+-----------------------+-----------------------+
| **STATE RESPONSE    |                       |                       |
| AND STATE           |                       |                       |
| ACTIVITIES FOR      |                       |                       |
| MEETING             |                       |                       |
| REQUIREMENTS**      |                       |                       |
+---------------------+-----------------------+-----------------------+
| **The procedure for |                       |                       |
| determining whether |                       |                       |
| each student        |                       |                       |
| subgroup made       |                       |                       |
| adequate yearly     |                       |                       |
| progress is         |                       |                       |
| described in 3.2.   |                       |                       |
| The process         |                       |                       |
| described in that   |                       |                       |
| section (and        |                       |                       |
| illustrated using   |                       |                       |
| the flowchart on    |                       |                       |
| page 23) is         |                       |                       |
| conducted           |                       |                       |
| separately for each |                       |                       |
| of the listed       |                       |                       |
| subgroups. All of   |                       |                       |
| the subgroups in    |                       |                       |
| the school or       |                       |                       |
| district/LEA must   |                       |                       |
| make AYP for the    |                       |                       |
| school or           |                       |                       |
| district/LEA to     |                       |                       |
| make AYP. The       |                       |                       |
| subgroups are**     |                       |                       |
|                     |                       |                       |
| -   **All           |                       |                       |
|     Students**      |                       |                       |
|                     |                       |                       |
| ```{=html}          |                       |                       |
| <!-- -->            |                       |                       |
| ```                 |                       |                       |
| -   **Students with |                       |                       |
|     Disabilities**  |                       |                       |
|                     |                       |                       |
| -   **Economically  |                       |                       |
|     Disadvantaged** |                       |                       |
|                     |                       |                       |
| -   **LEP           |                       |                       |
|     Students**      |                       |                       |
|                     |                       |                       |
| ```{=html}          |                       |                       |
| <!-- -->            |                       |                       |
| ```                 |                       |                       |
| -   **Five          |                       |                       |
|     Racial/Ethnic   |                       |                       |
|     Groups**        |                       |                       |
|                     |                       |                       |
| -   **Black**       |                       |                       |
|                     |                       |                       |
| -   **White**       |                       |                       |
|                     |                       |                       |
| -   **Asian**       |                       |                       |
|                     |                       |                       |
| -   **Hispanic**    |                       |                       |
|                     |                       |                       |
| -   **Native        |                       |                       |
|     American**      |                       |                       |
|                     |                       |                       |
| **Also, see 5.1.**  |                       |                       |
+---------------------+-----------------------+-----------------------+

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+=====================+=======================+=======================+
| 1.  How are         | All students with     | The State             |
|     students with   | disabilities          | Accountability System |
|     disabilities    | participate in        | or State policy       |
|     included in the | statewide             | excludes students     |
|     State's         | assessments: general  | with disabilities     |
|     definition of   | assessments with or   | from participating in |
|     adequate yearly | without               | the statewide         |
|     progress?       | accommodations or an  | assessments.          |
|                     | alternate assessment  |                       |
|                     | based on grade level  | State cannot          |
|                     | standards for the     | demonstrate that      |
|                     | grade in which        | alternate assessments |
|                     | students are          | measure grade-level   |
|                     | enrolled.             | standards for the     |
|                     |                       | grade in which        |
|                     | State demonstrates    | students are          |
|                     | that students with    | enrolled.             |
|                     | disabilities are      |                       |
|                     | fully included in the |                       |
|                     | State Accountability  |                       |
|                     | System.               |                       |
+---------------------+-----------------------+-----------------------+
| **STATE RESPONSE    |                       |                       |
| AND STATE           |                       |                       |
| ACTIVITIES FOR      |                       |                       |
| MEETING             |                       |                       |
| REQUIREMENTS**      |                       |                       |
+---------------------+-----------------------+-----------------------+
| **All students in   |                       |                       |
| Mississippi public  |                       |                       |
| schools are         |                       |                       |
| required to         |                       |                       |
| participate in the  |                       |                       |
| statewide           |                       |                       |
| assessment program  |                       |                       |
| and the data for    |                       |                       |
| all students who    |                       |                       |
| have been in the    |                       |                       |
| school (or district |                       |                       |
| or state, as        |                       |                       |
| appropriate) for a  |                       |                       |
| full academic year  |                       |                       |
| (see 2.2 and 2.3)   |                       |                       |
| are included in the |                       |                       |
| achievement,        |                       |                       |
| growth, and AYP     |                       |                       |
| calculations.       |                       |                       |
| Although students   |                       |                       |
| with disabilities   |                       |                       |
| may receive certain |                       |                       |
| testing             |                       |                       |
| accommodations or   |                       |                       |
| modifications, they |                       |                       |
| may not be exempted |                       |                       |
| from the assessment |                       |                       |
| or accountability   |                       |                       |
| system based on     |                       |                       |
| demographics,       |                       |                       |
| instructional       |                       |                       |
| program, or type of |                       |                       |
| school. See         |                       |                       |
| Critical Element    |                       |                       |
| 2.1, for exceptions |                       |                       |
| based on a medical  |                       |                       |
| emergency.**        |                       |                       |
|                     |                       |                       |
| **In Mississippi,   |                       |                       |
| testing             |                       |                       |
| modifications       |                       |                       |
| include             |                       |                       |
| instructional level |                       |                       |
| testing on the MCT  |                       |                       |
| and the use of      |                       |                       |
| alternate           |                       |                       |
| assessments, if     |                       |                       |
| those options are   |                       |                       |
| recommended by the  |                       |                       |
| student's IEP team. |                       |                       |
| Instructional level |                       |                       |
| tests and low       |                       |                       |
| stakes alternate    |                       |                       |
| assessments are     |                       |                       |
| based,              |                       |                       |
| appropriately, on   |                       |                       |
| the learning goals  |                       |                       |
| and objectives in   |                       |                       |
| the student's IEP.  |                       |                       |
| With few            |                       |                       |
| exceptions,         |                       |                       |
| students            |                       |                       |
| participating in    |                       |                       |
| instructional level |                       |                       |
| testing and         |                       |                       |
| alternate           |                       |                       |
| assessments are not |                       |                       |
| proficient at their |                       |                       |
| peer grade levels.  |                       |                       |
| To ensure valid and |                       |                       |
| reliable assessment |                       |                       |
| information for     |                       |                       |
| instructional       |                       |                       |
| purposes and comply |                       |                       |
| with the August     |                       |                       |
| 2005 USDE           |                       |                       |
| non-regulatory      |                       |                       |
| guidance requiring  |                       |                       |
| that AYP decisions  |                       |                       |
| be made based on    |                       |                       |
| student performance |                       |                       |
| on grade level      |                       |                       |
| standards, non-SCD  |                       |                       |
| students            |                       |                       |
| participating in    |                       |                       |
| instructional level |                       |                       |
| testing and         |                       |                       |
| alternate           |                       |                       |
| assessments will be |                       |                       |
| considered "not     |                       |                       |
| tested." SCD        |                       |                       |
| students scoring    |                       |                       |
| proficient or       |                       |                       |
| advanced on an      |                       |                       |
| instructional level |                       |                       |
| test or the         |                       |                       |
| Mississippi         |                       |                       |
| Alternate           |                       |                       |
| Assessment for the  |                       |                       |
| Extended Curriculum |                       |                       |
| Frameworks (MAAECF) |                       |                       |
| will be subject to  |                       |                       |
| the limitation      |                       |                       |
| (cap) for including |                       |                       |
| those               |                       |                       |
| \"proficient\"      |                       |                       |
| scores consistent   |                       |                       |
| with the USDE final |                       |                       |
| rule (34 CFR, Part  |                       |                       |
| 200, December 9,    |                       |                       |
| 2003) and the       |                       |                       |
| August 2005 USDE    |                       |                       |
| non-regulatory      |                       |                       |
| guidance.**         |                       |                       |
|                     |                       |                       |
| *Although test data |                       |                       |
| from instructional  |                       |                       |
| level testing and   |                       |                       |
| alternate           |                       |                       |
| assessment will be  |                       |                       |
| considered "not     |                       |                       |
| proficient" for     |                       |                       |
| purposes of AYP,    |                       |                       |
| students whose IEP  |                       |                       |
| committees          |                       |                       |
| recommend those     |                       |                       |
| options will not    |                       |                       |
| automatically be    |                       |                       |
| administered tests  |                       |                       |
| corresponding to    |                       |                       |
| their peer grade    |                       |                       |
| levels. Such tests  |                       |                       |
| would produce data  |                       |                       |
| that would be       |                       |                       |
| meaningless for     |                       |                       |
| instructional       |                       |                       |
| purposes and would  |                       |                       |
| violate             |                       |                       |
| 1111(b)(3)(C)(iii & |                       |                       |
| xii).*              |                       |                       |
|                     |                       |                       |
| **Students with     |                       |                       |
| disabilities will   |                       |                       |
| be students whose   |                       |                       |
| IDEA eligibility    |                       |                       |
| flag (the SPED flag |                       |                       |
| in MSIS) is \"Y\"   |                       |                       |
| (Yes) at the end of |                       |                       |
| month 8 (closest    |                       |                       |
| approximation to    |                       |                       |
| the test            |                       |                       |
| administration      |                       |                       |
| dates).**           |                       |                       |
|                     |                       |                       |
| **References:**     |                       |                       |
|                     |                       |                       |
| **[Legal Corner:    |                       |                       |
| Alternate           |                       |                       |
| Asses               |                       |                       |
| sment]{.underline}, |                       |                       |
| Phillips, S., NCME  |                       |                       |
| Newsletter, 10:3,   |                       |                       |
| September 2002.     |                       |                       |
| \[T\]**             |                       |                       |
|                     |                       |                       |
| **[Assessing One    |                       |                       |
| and All:            |                       |                       |
| Educational         |                       |                       |
| Accountability for  |                       |                       |
| Students with       |                       |                       |
| Disabil             |                       |                       |
| ities]{.underline}, |                       |                       |
| Elliott, S.,        |                       |                       |
| Braden, J., and     |                       |                       |
| White, J., Council  |                       |                       |
| for Exceptional     |                       |                       |
| Children, 2001.     |                       |                       |
| \[T\]**             |                       |                       |
|                     |                       |                       |
| **[Making Valid and |                       |                       |
| Reliable Decisions  |                       |                       |
| in Determining      |                       |                       |
| Adequate Yearly     |                       |                       |
| Pro                 |                       |                       |
| gress]{.underline}, |                       |                       |
| CCSSO (CAS and ASR  |                       |                       |
| SCASS Study         |                       |                       |
| Groups), December   |                       |                       |
| 2002, p. 84.        |                       |                       |
| \[O\]**             |                       |                       |
+---------------------+-----------------------+-----------------------+

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+=====================+=======================+=======================+
| 2.  How are         | All LEP student       | LEP students are not  |
|     students with   | participate in        | fully included in the |
|     limited English | statewide             | State Accountability  |
|     proficiency     | assessments: general  | System.               |
|     included in the | assessments with or   |                       |
|     State's         | without               |                       |
|     definition of   | accommodations or a   |                       |
|     adequate yearly | native language       |                       |
|     progress?       | version of the        |                       |
|                     | general assessment    |                       |
|                     | based on grade level  |                       |
|                     | standards.            |                       |
|                     |                       |                       |
|                     | State demonstrates    |                       |
|                     | that LEP students are |                       |
|                     | fully included in the |                       |
|                     | State Accountability  |                       |
|                     | System.               |                       |
+---------------------+-----------------------+-----------------------+
| **STATE RESPONSE    |                       |                       |
| AND STATE           |                       |                       |
| ACTIVITIES FOR      |                       |                       |
| MEETING             |                       |                       |
| REQUIREMENTS**      |                       |                       |
+---------------------+-----------------------+-----------------------+
| **See 1.1 \"State   |                       |                       |
| Accountability      |                       |                       |
| System includes     |                       |                       |
| every public school |                       |                       |
| and LEA in the      |                       |                       |
| State.\"**          |                       |                       |
|                     |                       |                       |
| **See 2.1 \"How     |                       |                       |
| does the State      |                       |                       |
| Accountability      |                       |                       |
| System include all  |                       |                       |
| students in the     |                       |                       |
| State?\"**          |                       |                       |
|                     |                       |                       |
| **All students in   |                       |                       |
| Mississippi public  |                       |                       |
| schools are         |                       |                       |
| required to         |                       |                       |
| participate in the  |                       |                       |
| statewide           |                       |                       |
| assessment program  |                       |                       |
| and the data for    |                       |                       |
| all students who    |                       |                       |
| have been in the    |                       |                       |
| school (or district |                       |                       |
| or state, as        |                       |                       |
| appropriate) for a  |                       |                       |
| full academic year  |                       |                       |
| (see 2.2 and 2.3)   |                       |                       |
| are included in the |                       |                       |
| achievement,        |                       |                       |
| growth, and AYP     |                       |                       |
| calculations.**     |                       |                       |
|                     |                       |                       |
| **Although students |                       |                       |
| with limited        |                       |                       |
| English proficiency |                       |                       |
| may receive certain |                       |                       |
| testing             |                       |                       |
| accommodations, the |                       |                       |
| only LEP students   |                       |                       |
| who may be exempted |                       |                       |
| from parts of the   |                       |                       |
| assessment or       |                       |                       |
| accountability      |                       |                       |
| system are those    |                       |                       |
| who satisfy the     |                       |                       |
| requirements under  |                       |                       |
| the USDE            |                       |                       |
| transitional rule   |                       |                       |
| (\"Dear             |                       |                       |
| Colleague,\" Rod    |                       |                       |
| Paige, February 20, |                       |                       |
| 2004) and students  |                       |                       |
| who satisfy the     |                       |                       |
| state criteria for  |                       |                       |
| a medical emergency |                       |                       |
| (see letter from    |                       |                       |
| USDE, Rod Paige,    |                       |                       |
| March 29, 2004)     |                       |                       |
| during the test     |                       |                       |
| administration      |                       |                       |
| window.**           |                       |                       |
|                     |                       |                       |
| **Limited English   |                       |                       |
| proficient students |                       |                       |
| will be students    |                       |                       |
| with an LEP         |                       |                       |
| eligibility flag in |                       |                       |
| MSIS at the time of |                       |                       |
| spring testing      |                       |                       |
| (i.e., the end of   |                       |                       |
| month 8 enrollment  |                       |                       |
| snapshot).**        |                       |                       |
|                     |                       |                       |
| **Reference         |                       |                       |
| (Applicable to LEP  |                       |                       |
| students as well as |                       |                       |
| students with       |                       |                       |
| disabilities under  |                       |                       |
| IDEA):**            |                       |                       |
|                     |                       |                       |
| **[Critical         |                       |                       |
| Questions to Ask    |                       |                       |
| When Interpreting   |                       |                       |
| or Reporting Trends |                       |                       |
| in the Large-Scale  |                       |                       |
| Test Performance of |                       |                       |
| Students with       |                       |                       |
| Disabil             |                       |                       |
| ities]{.underline}, |                       |                       |
| CCSSO (State        |                       |                       |
| Collaborative on    |                       |                       |
| Assessing Special   |                       |                       |
| Education           |                       |                       |
| Students), June     |                       |                       |
| 2001. \[S\]**       |                       |                       |
+---------------------+-----------------------+-----------------------+

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+---------------------+-----------------------+-----------------------+
| 3.  What is the     | State defines the     | State does not define |
|     State\'s        | number of students    | the required number   |
|     definition of   | required in a         | of students in a      |
|     the minimum     | subgroup for          | subgroup for          |
|     number of       | reporting and         | reporting and         |
|     students in a   | accountability        | accountability        |
|     subgroup        | purposes, and applies | purposes.             |
|     required for    | this definition       |                       |
|     reporting       | consistently across   | Definition is not     |
|     purposes? For   | the State.[^5]        | applied consistently  |
|     accountability  |                       | across the State.     |
|     purposes?       | Definition of         |                       |
|                     | subgroup will result  | Definition does not   |
|                     | in data that are      | result in data that   |
|                     | statistically         | are statistically     |
|                     | reliable.             | reliable.             |
+---------------------+-----------------------+-----------------------+
| **STATE RESPONSE    |                       |                       |
| AND STATE           |                       |                       |
| ACTIVITIES FOR      |                       |                       |
| MEETING             |                       |                       |
| REQUIREMENTS**      |                       |                       |
+---------------------+-----------------------+-----------------------+
| *Note: The n-count  |                       |                       |
| can affect the      |                       |                       |
| reliability and     |                       |                       |
| validity of the     |                       |                       |
| data/results, but   |                       |                       |
| it is only one      |                       |                       |
| factor. There are   |                       |                       |
| many other          |                       |                       |
| technical issues in |                       |                       |
| assessment and      |                       |                       |
| evaluation that     |                       |                       |
| must be considered. |                       |                       |
| See notes from      |                       |                       |
| 12/17/02 conference |                       |                       |
| call with USDE.*    |                       |                       |
|                     |                       |                       |
| **The following are |                       |                       |
| applied             |                       |                       |
| consistently across |                       |                       |
| the state.**        |                       |                       |
|                     |                       |                       |
| -   **The minimum   |                       |                       |
|     n-count for     |                       |                       |
|     reporting       |                       |                       |
|     purposes is     |                       |                       |
|     10.**           |                       |                       |
|                     |                       |                       |
| -   **A minimum     |                       |                       |
|     n-count for     |                       |                       |
|     purposes of     |                       |                       |
|     determining AYP |                       |                       |
|     under the       |                       |                       |
|     conjunctive     |                       |                       |
|     standards       |                       |                       |
|     paradigm        |                       |                       |
|     specified in    |                       |                       |
|     NCLB will be    |                       |                       |
|     set at 40 (per  |                       |                       |
|     subgroup, not   |                       |                       |
|     per variable).  |                       |                       |
|     This value will |                       |                       |
|     maximize        |                       |                       |
|     statistical     |                       |                       |
|     reliability in  |                       |                       |
|     the AYP         |                       |                       |
|     calculations    |                       |                       |
|     while holding   |                       |                       |
|     schools         |                       |                       |
|     accountable for |                       |                       |
|     the maximum     |                       |                       |
|     number of       |                       |                       |
|     students. The   |                       |                       |
|     minimum n-count |                       |                       |
|     will be used in |                       |                       |
|     conjunction     |                       |                       |
|     with a          |                       |                       |
|     confidence      |                       |                       |
|     interval        |                       |                       |
|     applied to the  |                       |                       |
|                     |                       |                       |
|    reading/language |                       |                       |
|     and mathematics |                       |                       |
|     proficiency     |                       |                       |
|     indexes (see    |                       |                       |
|     3.1 and 3.2).** |                       |                       |
|                     |                       |                       |
| **References:**     |                       |                       |
|                     |                       |                       |
| **[Making Valid and |                       |                       |
| Reliable Decisions  |                       |                       |
| in Determining      |                       |                       |
| Adequate Yearly     |                       |                       |
| Pro                 |                       |                       |
| gress]{.underline}, |                       |                       |
| CCSSO (State        |                       |                       |
| Collaboratives on   |                       |                       |
| Comprehensive       |                       |                       |
| Assessment Systems  |                       |                       |
| for Title I and     |                       |                       |
| Accountability      |                       |                       |
| Systems and         |                       |                       |
| Reporting),         |                       |                       |
| December 2002, pp.  |                       |                       |
| 60-66. \[O\]**      |                       |                       |
|                     |                       |                       |
| **[Minimum Group    |                       |                       |
| Size for Measuring  |                       |                       |
| Adequate Yearly     |                       |                       |
| Pro                 |                       |                       |
| gress]{.underline}, |                       |                       |
| Linn, R., Baker, E. |                       |                       |
| and Herman, J., The |                       |                       |
| CRESST Line,        |                       |                       |
| National Center for |                       |                       |
| Research on         |                       |                       |
| Evaluation,         |                       |                       |
| Standards, and      |                       |                       |
| Student Testing,    |                       |                       |
| Fall 2002. \[U\]**  |                       |                       |
+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+---------------------+-----------------------+-----------------------+
| 1.  How does the    | Definition does not   | Definition reveals    |
|     State           | reveal personally     | personally            |
|     Accountability  | identifiable          | identifiable          |
|     System protect  | information.[^6]      | information.          |
|     the privacy of  |                       |                       |
|     students when   |                       |                       |
|     reporting       |                       |                       |
|     results and     |                       |                       |
|     when            |                       |                       |
|     determining     |                       |                       |
|     AYP?            |                       |                       |
+---------------------+-----------------------+-----------------------+
| **STATE RESPONSE    |                       |                       |
| AND STATE           |                       |                       |
| ACTIVITIES FOR      |                       |                       |
| MEETING             |                       |                       |
| REQUIREMENTS**      |                       |                       |
+---------------------+-----------------------+-----------------------+
| **The minimum       |                       |                       |
| n-count for         |                       |                       |
| reporting purposes  |                       |                       |
| is 10.**            |                       |                       |
|                     |                       |                       |
| **If the            |                       |                       |
| proficiency         |                       |                       |
| percentage value    |                       |                       |
| (or other           |                       |                       |
| information) for a  |                       |                       |
| subgroup would      |                       |                       |
| reveal the          |                       |                       |
| performance of all  |                       |                       |
| students in the     |                       |                       |
| subgroup (e.g., 0%  |                       |                       |
| proficient or 100%  |                       |                       |
| proficient), the    |                       |                       |
| data will be fuzzed |                       |                       |
| to provide          |                       |                       |
| reportable data     |                       |                       |
| without             |                       |                       |
| compromising        |                       |                       |
| student             |                       |                       |
| confidentiality.**  |                       |                       |
|                     |                       |                       |
| **References:**     |                       |                       |
|                     |                       |                       |
| **[Confidentiality, |                       |                       |
| Reliability, and    |                       |                       |
| Calculation         |                       |                       |
| Alternatives for No |                       |                       |
| Child Left          |                       |                       |
| B                   |                       |                       |
| ehind]{.underline}, |                       |                       |
| Ligon, G.,          |                       |                       |
| Jennings, J. and    |                       |                       |
| Clements, S.,       |                       |                       |
| Evaluation Software |                       |                       |
| Publishing,         |                       |                       |
| Unpublished Draft   |                       |                       |
| Manuscript for      |                       |                       |
| CCSSO, June 2002,   |                       |                       |
| pp. 8-14. \[O\]**   |                       |                       |
+---------------------+-----------------------+-----------------------+

**PRINCIPLE 6. State definition of AYP is based primarily on the State's
academic assessments.**

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | ## EXAMPLES FOR       | ## EXAMPLES OF        |
|                      |                       |                       |
|                      | **MEETING             | ***NOT* MEETING       |
|                      | REQUIREMENTS**        | REQUIREMENTS**        |
+======================+=======================+=======================+
| 1.  How is the       | Formula for AYP shows | Formula for AYP shows |
|     State's          | that decisions are    | that decisions are    |
|     definition of    | based primarily on    | based primarily on    |
|     adequate yearly  | assessments.[^7]      | non-academic          |
|     progress based   |                       | indicators or         |
|     primarily on     | Plan clearly          | indicators other than |
|     academic         | identifies which      | the State             |
|     assessments?     | assessments are       | assessments.          |
|                      | included in           |                       |
|                      | accountability.       |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+
| **The procedure for  |                       |                       |
| determining whether  |                       |                       |
| each student         |                       |                       |
| subgroup made        |                       |                       |
| adequate yearly      |                       |                       |
| progress is          |                       |                       |
| described in 3.2.    |                       |                       |
| The process          |                       |                       |
| described in that    |                       |                       |
| section (and         |                       |                       |
| illustrated using    |                       |                       |
| the flowchart on     |                       |                       |
| page 23) relies      |                       |                       |
| primarily on student |                       |                       |
| assessment data from |                       |                       |
| the Mississippi      |                       |                       |
| Curriculum Test and  |                       |                       |
| the Subject Area     |                       |                       |
| Testing Program.**   |                       |                       |
|                      |                       |                       |
| **The degree to      |                       |                       |
| which academic       |                       |                       |
| assessments are used |                       |                       |
| for calculating      |                       |                       |
| proficiency indexes  |                       |                       |
| in reading/language  |                       |                       |
| and mathematics and  |                       |                       |
| determining whether  |                       |                       |
| each student         |                       |                       |
| subgroup, each       |                       |                       |
| public school, and   |                       |                       |
| each district/LEA    |                       |                       |
| made AYP is apparent |                       |                       |
| from the annual      |                       |                       |
| measurable           |                       |                       |
| objectives for each  |                       |                       |
| assessment shown on  |                       |                       |
| pages 27-32.**       |                       |                       |
+----------------------+-----------------------+-----------------------+

PRINCIPLE 7. State definition of AYP includes graduation rates for
public High schools and an additional indicator selected by the State
for public Middle and public Elementary schools (such as attendance
rates).

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+=====================+=======================+=======================+
| 1.  What is the     | State definition of   | State definition of   |
|     State           | graduation rate:      | public high school    |
|     definition for  |                       | graduation rate does  |
|     the public high | -   Calculates the    | not meet these        |
|     school          |     percentage of     | criteria.             |
|     graduation      |     students,         |                       |
|     rate?           |     measured from the |                       |
|                     |     beginning of      |                       |
|                     |     ~~the school      |                       |
|                     |     year~~, who       |                       |
|                     |     graduate from     |                       |
|                     |     public high       |                       |
|                     |     school with a     |                       |
|                     |     regular diploma   |                       |
|                     |     (not including a  |                       |
|                     |     GED or any other  |                       |
|                     |     diploma not fully |                       |
|                     |     aligned with the  |                       |
|                     |     state's academic  |                       |
|                     |     standards) in the |                       |
|                     |     standard number   |                       |
|                     |     of years; or,     |                       |
|                     |                       |                       |
|                     | -   Uses another more |                       |
|                     |     accurate          |                       |
|                     |     definition that   |                       |
|                     |     has been approved |                       |
|                     |     by the Secretary; |                       |
|                     |     and               |                       |
|                     |                       |                       |
|                     | -   Must avoid        |                       |
|                     |     counting a        |                       |
|                     |     dropout as a      |                       |
|                     |     transfer.         |                       |
|                     |                       |                       |
|                     | Graduation rate is    |                       |
|                     | included (in the      |                       |
|                     | aggregate) for AYP,   |                       |
|                     | and disaggregated (as |                       |
|                     | necessary) for use    |                       |
|                     | when applying the     |                       |
|                     | exception clause[^8]  |                       |
|                     | to make AYP.          |                       |
+---------------------+-----------------------+-----------------------+

+-----------------------------------------------------------------------+
| **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS**      |
+-----------------------------------------------------------------------+
| **The following definition of graduation rate is from [Mississippi    |
| Report Card for 2000-2001]{.underline}, Mississippi Department of     |
| Education, March 2002.**                                              |
|                                                                       |
| **The graduation rate is calculated by dividing the number of         |
| graduates by the number of ninth grade students four years earlier.   |
| The ninth grade enrollment number has been adjusted to reflect the    |
| number of new students entering the system, the number moving out,    |
| the number failing, and the number of deaths. Students who were       |
| originally coded by school districts as dropouts who later are        |
| determined to be transfer students may not be included in the         |
| calculations.**                                                       |
|                                                                       |
| **In the past, graduation rates were calculated and reported only at  |
| the district/LEA and state levels.**                                  |
|                                                                       |
| **The data collected for calculating and reporting district           |
| graduation rates are collected by school and will be used to          |
| calculate graduation rates for individual high schools.**             |
|                                                                       |
| **Graduation rates will be included for the student aggregate at each |
| school and used to determine whether that group makes AYP.**          |
|                                                                       |
| **For purposes of implementing the alternate method of making AYP     |
| (for subgroups), one of the following procedures (both deemed         |
| allowable by the USDE) will be used:**                                |
|                                                                       |
| 1.  **Each high school will have a growth index (i.e., the same       |
|     \"other academic indicator\" used at the elementary and middle    |
|     school grade levels and described in 7.2). In the interim, the    |
|     growth index will be used as the other academic indicator for     |
|     high schools when implementing the alternate AYP method.**        |
|                                                                       |
| 2.  **A one-year graduation rate will be calculated for each          |
|     subgroup. That graduation rate will be used as the other academic |
|     indicator for high schools when implementing the alternate AYP    |
|     method.**                                                         |
|                                                                       |
| **At the end of the 2004-2005 school year, there will be four years   |
| of data for each individual student in the Mississippi Student        |
| Information System (MSIS). At that time, graduation rates for NCLB    |
| subgroups and the student aggregate at each school will be calculated |
| by tracking individual students in MSIS and those values will be      |
| reported.**                                                           |
+-----------------------------------------------------------------------+

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+=====================+=======================+=======================+
| 1.  What is the     | State defines the     | State has not defined |
|     State's         | additional academic   | an additional         |
|     additional      | indicators, e.g.,     | academic indicator    |
|     academic        | additional State or   | for elementary and    |
|     indicator for   | locally administered  | middle schools.       |
|     public          | assessments not       |                       |
|     elementary      | included in the State |                       |
|     schools for the | assessment system,    |                       |
|     definition of   | grade-to-grade        |                       |
|     AYP? For public | retention rates or    |                       |
|     middle schools  | attendance rates.[^9] |                       |
|     for the         |                       |                       |
|     definition of   | An additional         |                       |
|     AYP?            | academic indicator is |                       |
|                     | included (in the      |                       |
|                     | aggregate) for AYP,   |                       |
|                     | and disaggregated (as |                       |
|                     | necessary) for use    |                       |
|                     | when applying the     |                       |
|                     | exception clause to   |                       |
|                     | make AYP.             |                       |
+---------------------+-----------------------+-----------------------+
| **STATE RESPONSE    |                       |                       |
| AND STATE           |                       |                       |
| ACTIVITIES FOR      |                       |                       |
| MEETING             |                       |                       |
| REQUIREMENTS**      |                       |                       |
+---------------------+-----------------------+-----------------------+
| **The state's       |                       |                       |
| additional academic |                       |                       |
| indicator for       |                       |                       |
| public schools      |                       |                       |
| containing          |                       |                       |
| elementary and      |                       |                       |
| middle grades is    |                       |                       |
| attendance rate.    |                       |                       |
| Attendance rate is  |                       |                       |
| calculated by       |                       |                       |
| dividing the        |                       |                       |
| average daily       |                       |                       |
| attendance across   |                       |                       |
| months 1-9 by the   |                       |                       |
| average net         |                       |                       |
| membership across   |                       |                       |
| months 1-9 and      |                       |                       |
| multiplying by 100. |                       |                       |
| That yields an      |                       |                       |
| average attendance  |                       |                       |
| rate for the school |                       |                       |
| year.**             |                       |                       |
|                     |                       |                       |
| **Note: Until       |                       |                       |
| disaggregated       |                       |                       |
| graduation rates    |                       |                       |
| and attendance      |                       |                       |
| rates can be        |                       |                       |
| calculated (in      |                       |                       |
| 2004-2005), the     |                       |                       |
| growth index may be |                       |                       |
| used as the other   |                       |                       |
| academic indicator  |                       |                       |
| for schools when    |                       |                       |
| implementing the    |                       |                       |
| alternate AYP       |                       |                       |
| method (also see    |                       |                       |
| 7.1).**             |                       |                       |
|                     |                       |                       |
| **The growth model  |                       |                       |
| uses a set of       |                       |                       |
| regression          |                       |                       |
| equations to        |                       |                       |
| predict the amount  |                       |                       |
| of growth in MCT    |                       |                       |
| scale scores (or    |                       |                       |
| the SATP scale      |                       |                       |
| score) each student |                       |                       |
| should make each    |                       |                       |
| year. The           |                       |                       |
| individual student  |                       |                       |
| regression          |                       |                       |
| residuals (the      |                       |                       |
| degree to which     |                       |                       |
| each student        |                       |                       |
| missed, met, or     |                       |                       |
| exceeded his/her    |                       |                       |
| expectation) are    |                       |                       |
| averaged for each   |                       |                       |
| student cohort      |                       |                       |
| (i.e., for each     |                       |                       |
| test variable) to   |                       |                       |
| yield a school      |                       |                       |
| level average       |                       |                       |
| residual value. The |                       |                       |
| average residual    |                       |                       |
| values are          |                       |                       |
| standardized for    |                       |                       |
| comparability,      |                       |                       |
| weighted according  |                       |                       |
| to the number of    |                       |                       |
| students in the     |                       |                       |
| cohort (the minimum |                       |                       |
| n for this step is  |                       |                       |
| 10), and summed to  |                       |                       |
| yield a growth      |                       |                       |
| composite for the   |                       |                       |
| school. The         |                       |                       |
| development of the  |                       |                       |
| growth model is     |                       |                       |
| documented in the   |                       |                       |
| references cited    |                       |                       |
| below.**            |                       |                       |
|                     |                       |                       |
| **References:**     |                       |                       |
|                     |                       |                       |
| **[The School       |                       |                       |
| Accountability      |                       |                       |
| Model:              |                       |                       |
| Understanding the   |                       |                       |
| School Level Models |                       |                       |
| for Achievement and |                       |                       |
| Growth and Using    |                       |                       |
| the School          |                       |                       |
| Accountability      |                       |                       |
| Model               |                       |                       |
| Re                  |                       |                       |
| ports]{.underline}, |                       |                       |
| Mississippi         |                       |                       |
| Department of       |                       |                       |
| Education, November |                       |                       |
| 2002, pp. 13-17.    |                       |                       |
| \[N\]**             |                       |                       |
|                     |                       |                       |
| **Reports and       |                       |                       |
| associated          |                       |                       |
| documents           |                       |                       |
| chronicling the     |                       |                       |
| development and     |                       |                       |
| pilot testing of    |                       |                       |
| the school level    |                       |                       |
| accountability      |                       |                       |
| system, including   |                       |                       |
| the growth          |                       |                       |
| component.          |                       |                       |
| Mississippi         |                       |                       |
| Department of       |                       |                       |
| Education, August   |                       |                       |
| 2002 through        |                       |                       |
| October 2002.       |                       |                       |
| \[V\]**             |                       |                       |
+---------------------+-----------------------+-----------------------+
| 2.  Are the State's | State has defined     | State has an academic |
|     academic        | academic indicators   | indicator that is not |
|     indicators      | that are valid and    | valid and reliable.   |
|     valid and       | reliable.             |                       |
|     reliable?       |                       | State has an academic |
|                     | State has defined     | indicator that is not |
|                     | academic indicators   | consistent with       |
|                     | that are consistent   | nationally recognized |
|                     | with nationally       | standards.            |
|                     | recognized standards, |                       |
|                     | if any.               | State has an academic |
|                     |                       | indicator that is not |
|                     |                       | consistent within     |
|                     |                       | grade levels.         |
+---------------------+-----------------------+-----------------------+
| **STATE RESPONSE    |                       |                       |
| AND STATE           |                       |                       |
| ACTIVITIES FOR      |                       |                       |
| MEETING             |                       |                       |
| REQUIREMENTS**      |                       |                       |
+---------------------+-----------------------+-----------------------+
| **The graduation    |                       |                       |
| rates calculated    |                       |                       |
| for schools and     |                       |                       |
| districts/LEAs are  |                       |                       |
| valid and reliable. |                       |                       |
| The formula used to |                       |                       |
| calculate           |                       |                       |
| graduation rates is |                       |                       |
| consistent with the |                       |                       |
| formulas used       |                       |                       |
| throughout the      |                       |                       |
| nation and with the |                       |                       |
| procedures          |                       |                       |
| specified in NCLB.  |                       |                       |
| Graduation rates    |                       |                       |
| calculated using    |                       |                       |
| individual student  |                       |                       |
| records in MSIS     |                       |                       |
| (beginning in 2005) |                       |                       |
| will also be valid  |                       |                       |
| and reliable.**     |                       |                       |
|                     |                       |                       |
| **The attendance    |                       |                       |
| rates calculated    |                       |                       |
| for districts/LEAs  |                       |                       |
| are valid and       |                       |                       |
| reliable.           |                       |                       |
| Disaggregated       |                       |                       |
| attendance rates    |                       |                       |
| calculated using    |                       |                       |
| individual student  |                       |                       |
| records in MSIS     |                       |                       |
| (beginning in 2005) |                       |                       |
| will also be valid  |                       |                       |
| and reliable.**     |                       |                       |
|                     |                       |                       |
| **The school and    |                       |                       |
| LEA growth indexes  |                       |                       |
| (used only in       |                       |                       |
| calculations        |                       |                       |
| related to safe     |                       |                       |
| harbor in           |                       |                       |
| reading/language    |                       |                       |
| and in mathematics) |                       |                       |
| are valid and       |                       |                       |
| reliable. The       |                       |                       |
| development of the  |                       |                       |
| growth model that   |                       |                       |
| is used to generate |                       |                       |
| the growth indexes  |                       |                       |
| is documented in    |                       |                       |
| the references      |                       |                       |
| cited below.        |                       |                       |
| Analyses conducted  |                       |                       |
| during the          |                       |                       |
| development and     |                       |                       |
| pilot testing of    |                       |                       |
| the growth model    |                       |                       |
| established a       |                       |                       |
| relationship        |                       |                       |
| between the growth  |                       |                       |
| composite for each  |                       |                       |
| school and the      |                       |                       |
| level of student    |                       |                       |
| achievement.**      |                       |                       |
|                     |                       |                       |
| **References:**     |                       |                       |
|                     |                       |                       |
| **[The School       |                       |                       |
| Accountability      |                       |                       |
| Model:              |                       |                       |
| Understanding the   |                       |                       |
| School Level Models |                       |                       |
| for Achievement and |                       |                       |
| Growth and Using    |                       |                       |
| the School          |                       |                       |
| Accountability      |                       |                       |
| Model               |                       |                       |
| Re                  |                       |                       |
| ports]{.underline}, |                       |                       |
| Mississippi         |                       |                       |
| Department of       |                       |                       |
| Education, November |                       |                       |
| 2002, pp. 13-17.    |                       |                       |
| \[N\]**             |                       |                       |
|                     |                       |                       |
| **Reports and       |                       |                       |
| associated          |                       |                       |
| documents           |                       |                       |
| chronicling the     |                       |                       |
| development and     |                       |                       |
| pilot testing of    |                       |                       |
| the school level    |                       |                       |
| accountability      |                       |                       |
| system, including   |                       |                       |
| the growth          |                       |                       |
| component.          |                       |                       |
| Mississippi         |                       |                       |
| Department of       |                       |                       |
| Education, August   |                       |                       |
| 2002 through        |                       |                       |
| October 2002.       |                       |                       |
| \[V\]**             |                       |                       |
+---------------------+-----------------------+-----------------------+

**PRINCIPLE 8. AYP is based on reading/language arts and mathematics
achievement objectives.**

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                      | MEETING               |                       |
|                      | REQUIREMENTS**        | ***NOT* MEETING       |
|                      |                       | REQUIREMENTS**        |
+----------------------+-----------------------+-----------------------+
| 1.  Does the state   | State AYP             | State AYP             |
|     measure          | determination for     | determination for     |
|     achievement in   | student subgroups,    | student subgroups,    |
|     reading/language | public schools and    | public schools and    |
|     arts and         | LEAs separately       | LEAs averages or      |
|     mathematics      | measures              | combines achievement  |
|     separately for   | reading/language arts | across                |
|     determining AYP? | and mathematics.      | reading/language arts |
|                      | [^10]                 | and mathematics.      |
|                      |                       |                       |
|                      | AYP is a separate     |                       |
|                      | calculation for       |                       |
|                      | reading/language arts |                       |
|                      | and mathematics for   |                       |
|                      | each group, public    |                       |
|                      | school, and LEA.      |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+
| **Using the state\'s |                       |                       |
| standards for        |                       |                       |
| proficiency on the   |                       |                       |
| Mississippi          |                       |                       |
| Curriculum Test      |                       |                       |
| (MCT) and Subject    |                       |                       |
| Area Testing Program |                       |                       |
| (SATP), data from    |                       |                       |
| school year          |                       |                       |
| 2001-2002 were used  |                       |                       |
| to establish annual  |                       |                       |
| measurable           |                       |                       |
| objectives (see      |                       |                       |
| 3.2b). Subgroup      |                       |                       |
| performance is       |                       |                       |
| compared to the      |                       |                       |
| annual measurable    |                       |                       |
| objectives and       |                       |                       |
| differences (the     |                       |                       |
| degree to which      |                       |                       |
| students in the      |                       |                       |
| subgroup met the     |                       |                       |
| objective) are       |                       |                       |
| weighted and summed  |                       |                       |
| to yield an index of |                       |                       |
| proficiency in       |                       |                       |
| reading/language and |                       |                       |
| an index of          |                       |                       |
| proficiency in       |                       |                       |
| mathematics.**       |                       |                       |
|                      |                       |                       |
| **Note: The Language |                       |                       |
| section of the MCT   |                       |                       |
| has been added to    |                       |                       |
| the Reading section  |                       |                       |
| to yield a           |                       |                       |
| reading/language     |                       |                       |
| proficiency index.   |                       |                       |
| Writing assessments  |                       |                       |
| are reported         |                       |                       |
| (including           |                       |                       |
| disaggregated), but  |                       |                       |
| are not included in  |                       |                       |
| the accountability   |                       |                       |
| system due to        |                       |                       |
| reliability/validity |                       |                       |
| issues.**            |                       |                       |
|                      |                       |                       |
| **Reference:**       |                       |                       |
|                      |                       |                       |
| **[The School        |                       |                       |
| Accountability       |                       |                       |
| Model: Understanding |                       |                       |
| the School Level     |                       |                       |
| Models for           |                       |                       |
| Achievement and      |                       |                       |
| Growth and Using the |                       |                       |
| School               |                       |                       |
| Accountability Model |                       |                       |
| R                    |                       |                       |
| eports]{.underline}, |                       |                       |
| Mississippi          |                       |                       |
| Department of        |                       |                       |
| Education, November  |                       |                       |
| 2002, p. 22. \[N\]** |                       |                       |
+----------------------+-----------------------+-----------------------+

PRINCIPLE 9. State Accountability System is statistically valid and
reliable.

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                      | MEETING               |                       |
|                      | REQUIREMENTS**        | ***NOT* MEETING       |
|                      |                       | REQUIREMENTS**        |
+======================+=======================+=======================+
| 1.  How do AYP       | State has defined a   | State does not have   |
|     determinations   | method for            | an acceptable method  |
|     meet the State's | determining an        | for determining       |
|     standard for     | acceptable level of   | reliability (decision |
|     acceptable       | reliability (decision | consistency) of       |
|     reliability?     | consistency) for AYP  | accountability        |
|                      | decisions.            | decisions, e.g., it   |
|                      |                       | reports only          |
|                      | State provides        | reliability           |
|                      | evidence that         | coefficients for its  |
|                      | decision consistency  | assessments.          |
|                      | is (1) within the     |                       |
|                      | range deemed          | State has parameters  |
|                      | acceptable to the     | for acceptable        |
|                      | State, and (2) meets  | reliability; however, |
|                      | professional          | the actual            |
|                      | standards and         | reliability (decision |
|                      | practice.             | consistency) falls    |
|                      |                       | outside those         |
|                      | State publicly        | parameters.           |
|                      | reports the estimate  |                       |
|                      | of decision           | State's evidence      |
|                      | consistency, and      | regarding             |
|                      | incorporates it       | accountability        |
|                      | appropriately into    | reliability (decision |
|                      | accountability        | consistency) is not   |
|                      | decisions.            | updated.              |
|                      |                       |                       |
|                      | State updates         |                       |
|                      | analysis and          |                       |
|                      | reporting of decision |                       |
|                      | consistency at        |                       |
|                      | appropriate           |                       |
|                      | intervals.            |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+
| *The most important  |                       |                       |
| thing a state can do |                       |                       |
| to ensure accurate   |                       |                       |
| and reliable AYP     |                       |                       |
| decisions is to      |                       |                       |
| incorporate          |                       |                       |
| procedures within    |                       |                       |
| the AYP process that |                       |                       |
| reduce error. This   |                       |                       |
| begins with valid    |                       |                       |
| and reliable         |                       |                       |
| assessments (and     |                       |                       |
| other indicators),   |                       |                       |
| continues with       |                       |                       |
| procedures to ensure |                       |                       |
| data comparability,  |                       |                       |
| and ends with        |                       |                       |
| adequate controls    |                       |                       |
| for errors related   |                       |                       |
| to random            |                       |                       |
| fluctuation from     |                       |                       |
| year to year that    |                       |                       |
| will occur within a  |                       |                       |
| system based on many |                       |                       |
| conjunctive          |                       |                       |
| standards. Due to    |                       |                       |
| the complex nature   |                       |                       |
| of the AYP process   |                       |                       |
| and the fact that    |                       |                       |
| decisions will       |                       |                       |
| involve schools with |                       |                       |
| diverse grade        |                       |                       |
| configurations and   |                       |                       |
| student populations, |                       |                       |
| there is probably no |                       |                       |
| clean                |                       |                       |
| \"statistical\" test |                       |                       |
| that can be applied  |                       |                       |
| to accurately        |                       |                       |
| estimate the         |                       |                       |
| reliability of the   |                       |                       |
| state\'s AYP         |                       |                       |
| decisions.*          |                       |                       |
|                      |                       |                       |
| **The state\'s AYP   |                       |                       |
| decision model (see  |                       |                       |
| 3.2a) includes the   |                       |                       |
| following error      |                       |                       |
| reduction            |                       |                       |
| procedures.**        |                       |                       |
|                      |                       |                       |
| -   **Use of the     |                       |                       |
|     same criteria    |                       |                       |
|     for all public   |                       |                       |
|     schools and      |                       |                       |
|     districts/LEAs   |                       |                       |
|     (see 1.2)**      |                       |                       |
|                      |                       |                       |
| -   **Inclusion of   |                       |                       |
|     all students     |                       |                       |
|     (see 2.1, 5.3,   |                       |                       |
|     and 5.4 \[but    |                       |                       |
|     also the caveat  |                       |                       |
|     in 5.4\])**      |                       |                       |
|                      |                       |                       |
| -   **Valid and      |                       |                       |
|     reliable         |                       |                       |
|     assessments and  |                       |                       |
|     other academic   |                       |                       |
|     indicators (see  |                       |                       |
|     7.3)**           |                       |                       |
|                      |                       |                       |
| -   **Adequate group |                       |                       |
|     size \-- minimum |                       |                       |
|     n-count          |                       |                       |
|     criterion (see   |                       |                       |
|     5.5)**           |                       |                       |
|                      |                       |                       |
| -   **Use of         |                       |                       |
|     proficiency      |                       |                       |
|     indexes to allow |                       |                       |
|     assessment data  |                       |                       |
|     to be combined   |                       |                       |
|     (see 3.2 and     |                       |                       |
|     3.2a)**          |                       |                       |
|                      |                       |                       |
| -   **Confidence     |                       |                       |
|     interval applied |                       |                       |
|     to indexes to    |                       |                       |
|     determine AYP    |                       |                       |
|     each year (see   |                       |                       |
|     3.2 - item 3)**  |                       |                       |
|                      |                       |                       |
| **References:**      |                       |                       |
|                      |                       |                       |
| **[Making Valid and  |                       |                       |
| Reliable Decisions   |                       |                       |
| in Determining       |                       |                       |
| Adequate Yearly      |                       |                       |
| Pr                   |                       |                       |
| ogress]{.underline}, |                       |                       |
| CCSSO (CAS and ASR   |                       |                       |
| SCASS Study Groups), |                       |                       |
| December, 2002.      |                       |                       |
| \[O\]**              |                       |                       |
|                      |                       |                       |
| **Accountability     |                       |                       |
| Systems:             |                       |                       |
| Implications of      |                       |                       |
| Requirements of the  |                       |                       |
| No Child Left Behind |                       |                       |
| Act of 2001, Linn,   |                       |                       |
| R., Baker, E. and    |                       |                       |
| Betebenner, D.,      |                       |                       |
| [Educational         |                       |                       |
| Rese                 |                       |                       |
| archer]{.underline}, |                       |                       |
| 31:6, pp. 3-16.      |                       |                       |
| \[P\]**              |                       |                       |
|                      |                       |                       |
| **[Adequate Yearly   |                       |                       |
| Progress Under the   |                       |                       |
| ESEA: Provisions,    |                       |                       |
| Issues, and options  |                       |                       |
| Regarding House and  |                       |                       |
| Senate Versions of   |                       |                       |
| H.R. 1]{.underline}, |                       |                       |
| Riddle, W.,          |                       |                       |
| Congressional        |                       |                       |
| Research Service,    |                       |                       |
| Library of Congress  |                       |                       |
| #RL31035, July 2001. |                       |                       |
| \[Q\]**              |                       |                       |
+----------------------+-----------------------+-----------------------+
| 1.  What is the      | State has established | State does not have a |
|     State\'s process | a process for public  | system for handling   |
|     for making valid | schools and LEAs to   | appeals of            |
|     AYP              | appeal an             | accountability        |
|     determinations?  | accountability        | decisions.            |
|                      | decision.             |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+
| *The state response  |                       |                       |
| for 9.1 describes    |                       |                       |
| the process the      |                       |                       |
| state will use for   |                       |                       |
| making valid AYP     |                       |                       |
| decisions and        |                       |                       |
| highlights the       |                       |                       |
| specific procedures  |                       |                       |
| that contribute to   |                       |                       |
| the identification   |                       |                       |
| of the correct       |                       |                       |
| schools and LEAs by  |                       |                       |
| reducing various     |                       |                       |
| errors that lower    |                       |                       |
| reliability and      |                       |                       |
| cause schools to be  |                       |                       |
| identified for       |                       |                       |
| improvement based on |                       |                       |
| chance (random data  |                       |                       |
| fluctuations) alone. |                       |                       |
| The error reducing   |                       |                       |
| procedures in the    |                       |                       |
| AYP model are used   |                       |                       |
| to increase the      |                       |                       |
| probability of       |                       |                       |
| identifying the      |                       |                       |
| correct schools for  |                       |                       |
| improvement (and     |                       |                       |
| reducing the         |                       |                       |
| probability of       |                       |                       |
| misclassifying       |                       |                       |
| schools that are     |                       |                       |
| successful or those  |                       |                       |
| that need            |                       |                       |
| improvement) \-- not |                       |                       |
| simply to reduce the |                       |                       |
| number of schools    |                       |                       |
| that would be        |                       |                       |
| identified \[this is |                       |                       |
| an important         |                       |                       |
| distinction\].*      |                       |                       |
|                      |                       |                       |
| **The review/appeal  |                       |                       |
| process required in  |                       |                       |
| NCLB is described    |                       |                       |
| below.**             |                       |                       |
|                      |                       |                       |
| **The review process |                       |                       |
| will, to the extent  |                       |                       |
| possible, be         |                       |                       |
| implemented within   |                       |                       |
| the following        |                       |                       |
| timeline:**          |                       |                       |
|                      |                       |                       |
| **(All dates below   |                       |                       |
| will be adjusted     |                       |                       |
| annually to account  |                       |                       |
| for weekends,        |                       |                       |
| etc.)**              |                       |                       |
|                      |                       |                       |
| -   **July 15        |                       |                       |
|     Districts        |                       |                       |
|     receive          |                       |                       |
|     assessment       |                       |                       |
|     results from     |                       |                       |
|     test vendors.**  |                       |                       |
|                      |                       |                       |
| -   **July 15-31 MDE |                       |                       |
|     receives student |                       |                       |
|     level data files |                       |                       |
|     from test        |                       |                       |
|     vendors.**       |                       |                       |
|                      |                       |                       |
| -   **Aug. 1-8 MDE   |                       |                       |
|     prepares data    |                       |                       |
|     files with       |                       |                       |
|     student test     |                       |                       |
|     data matched to  |                       |                       |
|     MSIS records.**  |                       |                       |
|                      |                       |                       |
| ```{=html}           |                       |                       |
| <!-- -->             |                       |                       |
| ```                  |                       |                       |
| -   **Aug. 1-8 MDE   |                       |                       |
|     runs the         |                       |                       |
|     accountability   |                       |                       |
|     model and        |                       |                       |
|     provides initial |                       |                       |
|     reports to       |                       |                       |
|     districts.**     |                       |                       |
|                      |                       |                       |
| -   **Aug. 11-20     |                       |                       |
|     Districts and    |                       |                       |
|     schools review   |                       |                       |
|     and respond      |                       |                       |
|     concerning       |                       |                       |
|     potential        |                       |                       |
|     identification.  |                       |                       |
|     They also inform |                       |                       |
|     parents of       |                       |                       |
|     school choice    |                       |                       |
|     and supplemental |                       |                       |
|     services         |                       |                       |
|     options.**       |                       |                       |
|                      |                       |                       |
| -   **Aug. 21-30 MDE |                       |                       |
|     makes final      |                       |                       |
|     determination of |                       |                       |
|     AYP for          |                       |                       |
|     districts and    |                       |                       |
|     schools.**       |                       |                       |
|                      |                       |                       |
| -   **Sept. 1-5      |                       |                       |
|     Recommendation   |                       |                       |
|     by Mississippi   |                       |                       |
|     Commission on    |                       |                       |
|     School           |                       |                       |
|     Accreditation    |                       |                       |
|     (meeting).**     |                       |                       |
|                      |                       |                       |
| -   **Sept. 8-12     |                       |                       |
|     Approval by      |                       |                       |
|     Mississippi      |                       |                       |
|     State Board of   |                       |                       |
|     Education        |                       |                       |
|     Meeting (early   |                       |                       |
|     meeting date).** |                       |                       |
|                      |                       |                       |
| **In accordance with |                       |                       |
| both the final       |                       |                       |
| regulations for      |                       |                       |
| Title I, and the     |                       |                       |
| state\'s procedures  |                       |                       |
| for handling         |                       |                       |
| accountability       |                       |                       |
| decisions for        |                       |                       |
| districts and        |                       |                       |
| schools through the  |                       |                       |
| district             |                       |                       |
| superintendents\'    |                       |                       |
| offices, the review  |                       |                       |
| process will be      |                       |                       |
| implemented as       |                       |                       |
| follows.**           |                       |                       |
|                      |                       |                       |
| -   **Notification   |                       |                       |
|     that an LEA      |                       |                       |
|     suspects that    |                       |                       |
|     its              |                       |                       |
|     identification   |                       |                       |
|     (on the initial  |                       |                       |
|     report) is in    |                       |                       |
|     error will be    |                       |                       |
|     provided to the  |                       |                       |
|     MDE by the date  |                       |                       |
|     specified under  |                       |                       |
|     the signature of |                       |                       |
|     the district     |                       |                       |
|     superintendent.  |                       |                       |
|     Supporting       |                       |                       |
|     evidence must be |                       |                       |
|     submitted with   |                       |                       |
|     the notification |                       |                       |
|     letter/form.**   |                       |                       |
|                      |                       |                       |
| -   **Notification   |                       |                       |
|     that a school    |                       |                       |
|     principal (or a  |                       |                       |
|     majority of      |                       |                       |
|     parents)         |                       |                       |
|     suspects that    |                       |                       |
|     its              |                       |                       |
|     identification   |                       |                       |
|     is in error will |                       |                       |
|     be provided to   |                       |                       |
|     the MDE by the   |                       |                       |
|     date specified   |                       |                       |
|     under the        |                       |                       |
|     signature of the |                       |                       |
|     district         |                       |                       |
|     superintendent.  |                       |                       |
|     Supporting       |                       |                       |
|     evidence must be |                       |                       |
|     submitted with   |                       |                       |
|     the notification |                       |                       |
|     letter/form.**   |                       |                       |
|                      |                       |                       |
| -   **MDE will       |                       |                       |
|     consider all     |                       |                       |
|     notifications    |                       |                       |
|     and the          |                       |                       |
|     supporting       |                       |                       |
|     evidence and     |                       |                       |
|     make a final     |                       |                       |
|     determination.   |                       |                       |
|     Final            |                       |                       |
|     determinations   |                       |                       |
|     will be provided |                       |                       |
|     to districts on  |                       |                       |
|     reports          |                       |                       |
|     delivered before |                       |                       |
|     the middle of    |                       |                       |
|     September.**     |                       |                       |
|                      |                       |                       |
| -   **The            |                       |                       |
|     accountability   |                       |                       |
|     results will be  |                       |                       |
|     made public      |                       |                       |
|     immediately      |                       |                       |
|     following        |                       |                       |
|     approval by the  |                       |                       |
|     SBOE and within  |                       |                       |
|     the 30-day       |                       |                       |
|     window required  |                       |                       |
|     under NCLB.**    |                       |                       |
+----------------------+-----------------------+-----------------------+
| 3.  How has the      | State has a plan to   | State's transition    |
|     State planned    | maintain continuity   | plan interrupts       |
|     for              | in AYP decisions      | annual determination  |
|     incorporating    | necessary for         | of AYP.               |
|     into its         | validity through      |                       |
|     definition of    | planned assessment    | State does not have a |
|     AYP anticipated  | changes, and other    | plan for handling     |
|     changes in       | changes necessary to  | changes: e.g., to its |
|     assessments?     | comply fully with     | assessment system, or |
|                      | NCLB.[^11]            | the addition of new   |
|                      |                       | public schools.       |
|                      | State has a plan for  |                       |
|                      | including new public  |                       |
|                      | schools in the State  |                       |
|                      | Accountability        |                       |
|                      | System.               |                       |
|                      |                       |                       |
|                      | State has a plan for  |                       |
|                      | periodically          |                       |
|                      | reviewing its State   |                       |
|                      | Accountability        |                       |
|                      | System, so that       |                       |
|                      | unforeseen changes    |                       |
|                      | can be quickly        |                       |
|                      | addressed.            |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+
| **The procedure used |                       |                       |
| for determining AYP  |                       |                       |
| and ensuring that    |                       |                       |
| the AYP decisions    |                       |                       |
| for student          |                       |                       |
| subgroups, public    |                       |                       |
| schools, and         |                       |                       |
| districts/LEAs are   |                       |                       |
| valid and reliable   |                       |                       |
| accomplishes those   |                       |                       |
| goals by             |                       |                       |
| incorporating the    |                       |                       |
| following            |                       |                       |
| features.**          |                       |                       |
|                      |                       |                       |
| -   **A method of    |                       |                       |
|     accurately       |                       |                       |
|     combining data   |                       |                       |
|     from different   |                       |                       |
|     assessments      |                       |                       |
|     across grade     |                       |                       |
|     levels as        |                       |                       |
|     allowed under    |                       |                       |
|     NCLB (§          |                       |                       |
|                      |                       |                       |
|   1111(b)(2)(J)(iii) |                       |                       |
|     and 34 CFR §     |                       |                       |
|     200.13(b)(2)).   |                       |                       |
|     This method      |                       |                       |
|     requires         |                       |                       |
|     separate         |                       |                       |
|     trajectories and |                       |                       |
|     separate         |                       |                       |
|     starting points  |                       |                       |
|     for each         |                       |                       |
|     assessment.**    |                       |                       |
|                      |                       |                       |
| -   **A comparison   |                       |                       |
|     of student       |                       |                       |
|     achievement on   |                       |                       |
|     each assessment  |                       |                       |
|     to the annual    |                       |                       |
|     measurable       |                       |                       |
|     objective and    |                       |                       |
|     the calculation  |                       |                       |
|     of a             |                       |                       |
|     \"difference\"   |                       |                       |
|     score for each   |                       |                       |
|     assessment.**    |                       |                       |
|                      |                       |                       |
| -   **A procedure to |                       |                       |
|     weight the       |                       |                       |
|     difference       |                       |                       |
|     scores based on  |                       |                       |
|     the number of    |                       |                       |
|     students taking  |                       |                       |
|     each             |                       |                       |
|     assessment.**    |                       |                       |
|                      |                       |                       |
| -   **Production of  |                       |                       |
|     proficiency      |                       |                       |
|     indexes in       |                       |                       |
|     reading/language |                       |                       |
|     and in           |                       |                       |
|     mathematics.     |                       |                       |
|     These indexes    |                       |                       |
|     have the         |                       |                       |
|     necessary        |                       |                       |
|     characteristics  |                       |                       |
|     since the data   |                       |                       |
|     from the         |                       |                       |
|     different        |                       |                       |
|     assessments were |                       |                       |
|     standardized     |                       |                       |
|     (for             |                       |                       |
|     comparability)   |                       |                       |
|     and weighted to  |                       |                       |
|     ensure that each |                       |                       |
|     student counts   |                       |                       |
|     equally within   |                       |                       |
|     the subgroup\'s  |                       |                       |
|     proficiency      |                       |                       |
|     index.**         |                       |                       |
|                      |                       |                       |
| **The procedures     |                       |                       |
| described above make |                       |                       |
| it easy to \"scale"  |                       |                       |
| additional           |                       |                       |
| assessment variables |                       |                       |
| into the AYP model   |                       |                       |
| while maintaining    |                       |                       |
| the required         |                       |                       |
| reliability and      |                       |                       |
| validity.**          |                       |                       |
|                      |                       |                       |
| **References:**      |                       |                       |
|                      |                       |                       |
| **[Making Valid and  |                       |                       |
| Reliable Decisions   |                       |                       |
| in Determining       |                       |                       |
| Adequate Yearly      |                       |                       |
| Pr                   |                       |                       |
| ogress]{.underline}, |                       |                       |
| CCSSO (State         |                       |                       |
| Collaboratives on    |                       |                       |
| Comprehensive        |                       |                       |
| Assessment Systems   |                       |                       |
| for Title I and      |                       |                       |
| Accountability       |                       |                       |
| Systems and          |                       |                       |
| Reporting), December |                       |                       |
| 2002. \[O\]**        |                       |                       |
|                      |                       |                       |
| **Accountability     |                       |                       |
| Systems:             |                       |                       |
| Implications of      |                       |                       |
| Requirements of the  |                       |                       |
| No Child Left Behind |                       |                       |
| Act of 2001, Linn,   |                       |                       |
| R., Baker, E. and    |                       |                       |
| Betebenner, D.,      |                       |                       |
| [Educational         |                       |                       |
| Rese                 |                       |                       |
| archer]{.underline}, |                       |                       |
| 31:6, pp. 3-16.      |                       |                       |
| \[P\]**              |                       |                       |
+----------------------+-----------------------+-----------------------+

**PRINCIPLE 10. In order for a public school or LEA to make AYP, the
State ensures that it assessed at least 95% of the students enrolled in
each subgroup.**

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF\        |
|                      | MEETING               | *NOT* MEETING         |
|                      | REQUIREMENTS**        | REQUIREMENTS**        |
+======================+=======================+=======================+
| 1.  What is the      | State has a procedure | The state does not    |
|     State\'s method  | to determine the      | have a procedure for  |
|     for calculating  | number of absent or   | determining the rate  |
|     participation    | untested students (by | of students           |
|     rates in the     | subgroup and          | participating in      |
|     State            | aggregate).           | statewide             |
|     assessments for  |                       | assessments.          |
|     use in AYP       | State has a procedure |                       |
|     determinations?  | to determine the      | Public schools and    |
|                      | denominator (total    | LEAs are not held     |
|                      | enrollment) for the   | accountable for       |
|                      | 95% calculation (by   | testing at least 95%  |
|                      | subgroup and          | of their students.    |
|                      | aggregate).           |                       |
|                      |                       |                       |
|                      | Public schools and    |                       |
|                      | LEAs are held         |                       |
|                      | accountable for       |                       |
|                      | reaching the 95%      |                       |
|                      | assessed goal.        |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+
| **The state uses the |                       |                       |
| Mississippi Student  |                       |                       |
| Information System   |                       |                       |
| (MSIS) to identify   |                       |                       |
| all students         |                       |                       |
| enrolled in public   |                       |                       |
| schools who are      |                       |                       |
| required to be       |                       |                       |
| tested (i.e., those  |                       |                       |
| students who are in  |                       |                       |
| the grades and       |                       |                       |
| courses where        |                       |                       |
| statewide            |                       |                       |
| assessments are      |                       |                       |
| administered and     |                       |                       |
| certain students     |                       |                       |
| with disabilities    |                       |                       |
| who are assigned no  |                       |                       |
| specific grade, but  |                       |                       |
| are the same age as  |                       |                       |
| non-disabled peers   |                       |                       |
| who must be          |                       |                       |
| tested.**            |                       |                       |
|                      |                       |                       |
| **The state began    |                       |                       |
| using a pre-ID label |                       |                       |
| procedure in         |                       |                       |
| 2002-2003 to         |                       |                       |
| increase the         |                       |                       |
| accuracy of the MSIS |                       |                       |
| ID numbers on the    |                       |                       |
| student level test   |                       |                       |
| data files. However, |                       |                       |
| there are still many |                       |                       |
| students for whom    |                       |                       |
| demographic data     |                       |                       |
| must be hand gridded |                       |                       |
| on their answer      |                       |                       |
| documents.**         |                       |                       |
|                      |                       |                       |
| *The appeals process |                       |                       |
| plus a new MSIS ID   |                       |                       |
| ver                  |                       |                       |
| ification/correction |                       |                       |
| process developed in |                       |                       |
| spring 2003 provide  |                       |                       |
| ways for schools and |                       |                       |
| LEAs to detect data  |                       |                       |
| problems resulting   |                       |                       |
| from incorrectly     |                       |                       |
| coded MSIS ID        |                       |                       |
| numbers and provide  |                       |                       |
| corrected            |                       |                       |
| information to MDE.  |                       |                       |
| The final            |                       |                       |
| accountability       |                       |                       |
| reports will reflect |                       |                       |
| accurate             |                       |                       |
| participation        |                       |                       |
| rates.*              |                       |                       |
|                      |                       |                       |
| **[To ensure that    |                       |                       |
| ALL secondary        |                       |                       |
| students (including  |                       |                       |
| ALL secondary        |                       |                       |
| special education    |                       |                       |
| students) are        |                       |                       |
| assessed at least    |                       |                       |
| once within the      |                       |                       |
| secondary grade      |                       |                       |
| span, every          |                       |                       |
| secondary student    |                       |                       |
| assigned to MSIS     |                       |                       |
| grade 12 and all     |                       |                       |
| self-contained       |                       |                       |
| special education    |                       |                       |
| students with an     |                       |                       |
| equivalent peer      |                       |                       |
| grade based on age   |                       |                       |
| will be identified.  |                       |                       |
| To adjust for        |                       |                       |
| students             |                       |                       |
| transferring into    |                       |                       |
| the state with       |                       |                       |
| earned credit in the |                       |                       |
| reading/ language    |                       |                       |
| and/or mathematics   |                       |                       |
| subjects, the        |                       |                       |
| identified students  |                       |                       |
| who were enrolled in |                       |                       |
| the state from grade |                       |                       |
| 10 through 12 will   |                       |                       |
| comprise the         |                       |                       |
| denominator. The     |                       |                       |
| SATP and High School |                       |                       |
| MAAECF longitudinal  |                       |                       |
| score files will be  |                       |                       |
| used to determine    |                       |                       |
| whether each student |                       |                       |
| in the denominator   |                       |                       |
| was assessed.        |                       |                       |
| Students who have    |                       |                       |
| taken the English II |                       |                       |
| test or SCD students |                       |                       |
| who have taken the   |                       |                       |
| MAAECF language arts |                       |                       |
| assessment will be   |                       |                       |
| counted as tested in |                       |                       |
| the reading/         |                       |                       |
| language arts        |                       |                       |
| testing              |                       |                       |
| participation rate.  |                       |                       |
| Students who have    |                       |                       |
| taken the Algebra I  |                       |                       |
| test or SCD students |                       |                       |
| have taken the       |                       |                       |
| MAAECF mathematics   |                       |                       |
| assessment will be   |                       |                       |
| counted as tested in |                       |                       |
| the mathematics      |                       |                       |
| participation        |                       |                       |
| rate.]{.mark}**      |                       |                       |
|                      |                       |                       |
| **The participation  |                       |                       |
| rate used within the |                       |                       |
| AYP model each year  |                       |                       |
| will be higher of    |                       |                       |
| (1) the rate for the |                       |                       |
| current school year, |                       |                       |
| (2) the average of   |                       |                       |
| the current school   |                       |                       |
| year and the         |                       |                       |
| previous school      |                       |                       |
| year, or (3) the     |                       |                       |
| average of the       |                       |                       |
| current school year  |                       |                       |
| and the two prior    |                       |                       |
| school years (see    |                       |                       |
| letter from USDE,    |                       |                       |
| Rod Paige, March 29, |                       |                       |
| 2004).**             |                       |                       |
+----------------------+-----------------------+-----------------------+
| 2.  What is the      | State has a policy    | State does not have a |
|     State\'s policy  | that implements the   | procedure for making  |
|     for determining  | regulation regarding  | this determination.   |
|     when the 95%     | the use of 95%        |                       |
|     assessed         | allowance when the    |                       |
|     requirement      | group is              |                       |
|     should be        | statistically         |                       |
|     applied?         | significant according |                       |
|                      | to State rules.       |                       |
+----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND |                       |                       |
| STATE ACTIVITIES FOR |                       |                       |
| MEETING              |                       |                       |
| REQUIREMENTS**       |                       |                       |
+----------------------+-----------------------+-----------------------+
| **See 3.2 and 9.1    |                       |                       |
| regarding the use of |                       |                       |
| participation rates  |                       |                       |
| in AYP decisions.**  |                       |                       |
|                      |                       |                       |
| **The procedure for  |                       |                       |
| calculating testing  |                       |                       |
| participation rates  |                       |                       |
| is explained in      |                       |                       |
| 10.1. The            |                       |                       |
| participation rate   |                       |                       |
| is included as a     |                       |                       |
| requirement for AYP  |                       |                       |
| for any group where  |                       |                       |
| the number of        |                       |                       |
| students enrolled in |                       |                       |
| the school or        |                       |                       |
| district/LEA for a   |                       |                       |
| full academic year   |                       |                       |
| meets or exceeds the |                       |                       |
| minimum n value (see |                       |                       |
| 5.5).**              |                       |                       |
+----------------------+-----------------------+-----------------------+

**Appendix A**

Required Data Elements for State Report Card

**1111(h)(1)(C)**

1\. Information, in the aggregate, on student achievement at each
proficiency level on the State academic assessments (disaggregated by
race, ethnicity, gender, disability status, migrant status, English
proficiency, and status as economically disadvantaged, except that such
disaggregation shall not be required in a case in which the number of
students in a category is insufficient to yield statistically reliable
information or the results would reveal personally identifiable
information about an individual student.

2\. Information that provides a comparison between the actual
achievement levels of each student subgroup and the State's annual
measurable objectives for each such group of students on each of the
academic assessments.

*There must be a comparison for each subgroup and the school aggregate
for at least reading/language and mathematics. Depending on how each
state defines AYP, there may not (and probably won\'t be) a comparison
for each academic assessment. Most or all states will elect to use some
way to combine data across grades. This is part of the AYP reporting,
not the general assessment reporting.*

3\. The percentage of students not tested (disaggregated by the student
subgroups), except that such disaggregation shall not be required in a
case in which the number of students in a category is insufficient to
yield statistically reliable information or the results would reveal
personally identifiable information about an individual student.

4\. The most recent 2-year trend in student achievement in each subject
area, and for each grade level, for the required assessments.

5\. Aggregate information on any other indicators used by the State to
determine the adequate yearly progress of students in achieving State
academic achievement standards disaggregated by student subgroups.

6\. Graduation rates for secondary school students disaggregated by
student subgroups.

7\. Information on the performance of local educational agencies in the
State regarding making adequate yearly progress, including the number
and names of each school identified for school improvement under section
1116.

8\. The professional qualifications of teachers in the State, the
percentage of such teachers teaching with emergency or provisional
credentials, and the percentage of classes in the State not taught by
highly qualified teachers, in the aggregate and disaggregated by
high-poverty compared to low-poverty schools which (for this purpose)
means schools in the top quartile of poverty and the bottom quartile of
poverty in the State.

**Appendix B**

**The Split Grade Spans District Level AYP Model**

The U.S. Department of Education approved an amendment to the way the
state runs the AYP model for school districts in order to reduce
misclassification error. The [Split Grade Spans]{.underline} methodology
will be used for district level Title I Improvement Status decisions.
For purposes of reporting district level reading/language arts (RLA),
mathematics (MTH) other academic indicator (OAI) AYP determinations each
year the original combined grades model will be used.

The rest of this paper describes the Split Grades model and how the
results from that model will be used to track district performance from
year to year for purposes of identifying districts for \"improvement\"
(Year 1, Year 2, Corrective Action) under NCLB.

The [basic]{.underline} logic used in the original district level AYP
model and in the Split Grade Spans model is exactly the same:

\(1\) Determine whether the district met AYP in reading/language arts
(RLA)

\(2\) Determine whether the district met AYP in mathematics (MTH)

\(3\) Determine whether the district met AYP on the Other Academic
Indicators (OAI)

\(4\) Use the RLA, MTH, and OAI determinations along with the
determinations from prior years to determine whether certain NCLB
sanctions need to be applied or removed.

The Split Grade Spans district level AYP model produces special RLA and
MTH AYP determinations that will be used only for improvement tracking
purposes. In the following explanation, the special \"split grade
spans\" AYP determinations are labeled RLAT and MTHT. The original
district level AYP method is described in more detail below and the
Split Grade Spans method is described on pages 2 through 4. Page 4 also
contains an example showing how the Split Grade Spans AYP model would
work under one scenario.

[Original District Level AYP Model]{.underline}

A. Reading/Language Arts (RLA) -- All Grades Combined

> 1\. Run AYP (Basic \[% Tested + Proficiency w/CI\] + Safe Harbor
> \[Improvement + OAI\])

-   For All Students if N\>=40 -- Met = Yes, \*Yes, No, or \<Min

-   For Subgroup 1 if N\>=40 -- Met = Yes, \*Yes, No, or \<Min

-   \[Same for Subgroups 2-8\]

> 2\. If any Met value for above bullets = No, district level AYP for
> **RLA** is NO, otherwise, OK.

B. Mathematics (MTH) -- All Grades Combined

> 1\. Run AYP (Basic \[% Tested + Proficiency w/CI\] + Safe Harbor
> \[Improvement + OAI\])

-   For All Students if N\>=40 -- Met = Yes, \*Yes, No, or \<Min

-   For Subgroup 1 if N\>=40 -- Met = Yes, \*Yes, No, or \<Min

-   \[Same for Subgroups 2-8\]

> 2\. If any Met value for above bullets = No, district level AYP for
> **MTH** is NO, otherwise, OK.

C. Other Academic Indicators (OAI)

> 1\. Apply criteria for attendance rate and graduation rate
>
> 2\. If for either criterion, Met = No, district level AYP for OAI is
> NO, otherwise, OK.

[Split Grade Spans District Level AYP Model]{.underline}

A~E~. Reading/Language Arts (RLA) -- **Elementary Grades (3-5)** Data
Only

> 1\. Run AYP (Basic \[% Tested + Proficiency w/CI\] + Safe Harbor
> \[Improvement + OAI\])

-   For All Students if N\>=40 -- Met = Yes, \*Yes, No, or \<Min

-   For Subgroup 1 if N\>=40 -- Met = Yes, \*Yes, No, or \<Min

-   \[Same for Subgroups 2-8\]

> 2\. If any Met value for above bullets = No, **RLAT Elementary Level**
> is NO, otherwise, OK.

A~M~. Reading/Language Arts (RLA) -- **Middle Grades (6-8^1^)** Data
Only

> 1\. Run AYP (Basic \[% Tested + Proficiency w/CI\] + Safe Harbor
> \[Improvement + OAI\])

-   For All Students if N\>=40 -- Met = Yes, \*Yes, No, or \<Min

-   For Subgroup 1 if N\>=40 -- Met = Yes, \*Yes, No, or \<Min

-   \[Same for Subgroups 2-8\]

> 2\. If any Met value for above bullets = No, **RLAT Middle Level** is
> NO, otherwise, OK.

A~H~. Reading/Language Arts (RLA) -- **High School (English II MC^1^)**
Data Only

> 1\. Run AYP (Basic \[% Tested + Proficiency w/CI\] + Safe Harbor
> \[Improvement + OAI\])

-   For All Students if N\>=40 -- Met = Yes, \*Yes, No, or \<Min

-   For Subgroup 1 if N\>=40 -- Met = Yes, \*Yes, No, or \<Min

-   \[Same for Subgroups 2-8\]

> 2\. If any Met value for above bullets = No, **RLAT High School
> Level** is NO, otherwise, OK.

A~X~. Use the grade span RLAT decisions to make a district level RLAT
AYP determination.

> If **more than 2** grade span decisions = No, district level **RLAT**
> is NO otherwise, OK.

*^1^Note: NCLB specifies three grade spans -- 3-5, 6-9, and 10-12. For
RLA, Mississippi\'s approved AYP plan uses MCT reading and language data
at grades 3-8 and English II data from the secondary grade span. NCLB
does not require assessment at Grade 9.*

(Split Grade Spans Model continues on the next page)

[Split Grade Spans District Level AYP Model (continued)]{.underline}

B~E~. Mathematics (MTH) -- **Elementary Grades (3-5)** Data Only

> 1\. Run AYP (Basic \[% Tested + Proficiency w/CI\] + Safe Harbor
> \[Improvement + OAI\])

-   For All Students if N\>=40 -- Met = Yes, \*Yes, No, or \<Min

-   For Subgroup 1 if N\>=40 -- Met = Yes, \*Yes, No, or \<Min

-   \[Same for Subgroups 2-8\]

> 2\. If any Met value for above bullets = No, **MTHT Elementary Level**
> is NO, otherwise, OK.

B~M~. Mathematics (MTH) -- **Middle Grades (6-8^1^)** Data Only

> 1\. Run AYP (Basic \[% Tested + Proficiency w/CI\] + Safe Harbor
> \[Improvement + OAI\])

-   For All Students if N\>=40 -- Met = Yes, \*Yes, No, or \<Min

-   For Subgroup 1 if N\>=40 -- Met = Yes, \*Yes, No, or \<Min

-   \[Same for Subgroups 2-8\]

> 2\. If any Met value for above bullets = No, **MTHT Middle Level** is
> NO, otherwise, OK.

B~H~. Mathematics (MTH) -- **High School (Algebra I^1^)** Data Only

> 1\. Run AYP (Basic \[% Tested + Proficiency w/CI\] + Safe Harbor
> \[Improvement + OAI\])

-   For All Students if N\>=40 -- Met = Yes, \*Yes, No, or \<Min

-   For Subgroup 1 if N\>=40 -- Met = Yes, \*Yes, No, or \<Min

-   \[Same for Subgroups 2-8\]

> 2\. If any Met value for above bullets = No, **MTHT High School
> Level** is NO, otherwise, OK.

B~X~. Use the grade span MTH decisions to make a district level MTH AYP
determination.

> If **more than 2** grade span decisions = No, district level **MTHT**
> is NO otherwise, OK.

*^1^Note: NCLB specifies three grade spans -- 3-5, 6-9, and 10-12. For
MTH, Mississippi\'s approved AYP plan uses MCT mathematics data at
grades 3-8 and Algebra I data from the secondary grade span. NCLB does
not require assessment at Grade 9.*

(Split Grade Spans Model continues on the next page)

[Split Grade Spans District Level AYP Model (continued)]{.underline}

C~E/M~. Other Academic Indicator -- **Elementary/Middle (Attendance
Rate)** Data Only

> If district does not meet OAI criterion, **OAIT Elementary/Middle** is
> NO, otherwise, OK.

C~H~. Other Academic Indicator -- **High School (Graduation Rate)** Data
Only

> If district does not meet OAI criterion, **OAIT Elementary/Middle** is
> NO, otherwise, OK.
>
> Note: The above are applied only for \"All Students,\" not for
> separate AYP subgroups.

C~X~. Use the grade span OAI decisions to make a district level OAI AYP
determination.

> If **both** grade span decisions = No, district level **OAIT** is NO
> otherwise, OK.

D. Use the district level **RLAT**, **MTHT**, and **OAIT** AYP
determinations along with determinations from prior years to make
decisions regarding NCLB sanctions.

**Example of the Split Grade Spans Model**

RLAT Elementary Grade Results

All Students Met = Yes Elementary

SPED Students Met = Yes Decision is **OK**

Black Students Met = Yes 0 \"No\"s

White Students Met = Yes

RLAT Middle Grade Results

All Students Met = Yes Middle District Level Determination:

SPED Students Met = No Decision is **No RLAT = Yes**

Black Students Met = Yes At least 1 \"No\" (2 \"No\"s are allowed)

White Students Met = Yes

RLAT High School Grade Results

All Students Met = Yes High School

SPED Students Met = No Decision is **No**

Black Students Met = No At least 1 \"No\"

White Students Met = No

The same logic would be applied to the three grade spans in mathematics
to get a district level **MTHT** determination.

[^1]: System of State achievement standards will be reviewed by the
    Standards and Assessments Peer Review. The Accountability Peer
    Review will determine that achievement levels are used in
    determining AYP.

[^2]: The state must provide rewards and sanctions for all public
    schools and LEAs for making adequate yearly progress, except that
    the State is not required to hold schools and LEAs not receiving
    Title I funds to the requirements of section 1116 of NCLB
    \[§200.12(b)(40)\]. Note: "40" is a typo.

[^3]: If the state has separate assessments to cover its language arts
    standards (e.g., reading and writing), the State must create a
    method to include scores from all the relevant assessments.

[^4]: Decisions may be based upon several years of data and data may be
    averaged across grades within a public school \[§1111(b)(2)(J)\].

[^5]: The minimum number is not required to be the same for reporting
    and accountability.

[^6]: The Family Education Rights and Privacy Act (FERPA) prohibits an
    LEA that receives Federal funds from releasing, without the prior
    written consent of a student's parents, any personally identifiable
    information contained in a student's education record.

[^7]: State Assessment System will be reviewed by the Standards and
    Assessments Peer Review Team.

[^8]: See USC 6311(b)(2)(I)(i), and 34 C.F.R. 200.20(b)

[^9]: NCLB only lists these indicators as examples.

[^10]: If the state has more than one assessment to cover its language
    arts standards, the State must create a method for including scores
    from all the relevant assessments.

[^11]: Several events may occur which necessitate such a plan. For
    example, (1) the State may need to include additional assessments in
    grades 3-8 by 2005-2006; (2) the State may revise content and/or
    academic achievement standards; (3) the State may need to
    recalculate the starting point with the addition of new assessments;
    or (4) the State may need to incorporate the graduation rate or
    other indicators into its State Accountability System. These events
    may require new calculations of validity and reliability.