**State of Ohio**

**Consolidated Application**

**Accountability Workbook**

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

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

#### Original Submission: JANUARY 6, 2003

**June 10, 2008, Amendments**

![](media/image1.png)

### 

**U. S. Department of Education**

**Office of Elementary and Secondary Education**

**Washington, D.C. 20202**

**Summary of Amendments to Ohio's**

**January 6, 2003, Accountability Workbook**

## 

## Amendments Submitted August 27, 2003

Ohio Revised Code was amended by House Bill 3, which aligned Ohio
statutory requirements with the assessment and accountability
requirements of the *No Child Left Behind Act*. The following changes to
Ohio's January 6, 2003, accountability workbook were included in House
Bill 3, which became law on August 15, 2003. These changes were
communicated to Secretary of Education Rod Paige on August 27, 2003.

**[Sections 1.1 and 1.2]{.underline}** -- The requirements for combining
Ohio report card indicators, the performance index score, the growth
calculation, and the federal AYP requirements to determine school
building and district designations:

a)  allow an Excellent or Effective school building or district to miss
    AYP for up to two years. If the building or district misses AYP for
    a third year, its designation drops to Continuous Improvement (Ohio
    Revised Code Section 3302.03(B)(1)(b)).

b)  include a temporary growth calculation that will sunset once the
    measure of individual student achievement gains is implemented
    (House Bill 3, temporary law, Section16). Under the temporary growth
    calculation, a school building or district will move from Academic
    Emergency to Academic Watch or from Academic Watch to Continuous
    Improvement if its performance index score has improved each of the
    previous two years, with total improvement of at least ten points
    and at least three points improvement in the most recent year.

**[Section 1.3]{.underline}** -- Ohio Revised Code (Section
3301.0710(A)(2)) requires that the State Board determine at least five
ranges of scores on each new achievement tests -- advanced, accelerated,
proficient, basic, and limited. Proficient is the goal for AYP (Section
3302.01(H)). Ohio's contracts to develop tests have been amended to
require the establishment of five ranges of scores (advanced,
accelerated, proficient, basic, and limited) for each achievement test.

**[Section 1.6]{.underline}** -- The "School Building and District
Recognition and Consequences" tables present the consequences that are
identified in Ohio Revised Code (Section 3302.04). School choice and
supplemental services are requirements for Title I funded school
buildings only. All other consequences apply to each public school
building and district in the state, regardless of whether it receives
Title I funds.

**[Section 3.2]{.underline}** -- Consistent with instructions from
United States Department of Education staff in the Office of Elementary
and Secondary Education, Ohio includes the cumulative results of the
October and May administrations of the third grade reading achievement
test for purposes of AYP. Students who score proficient on either the
October or May administration are counted as proficient for purposes of
calculating AYP.

**[Section 5.3]{.underline}** -- Ohio Revised Code (Section
3302.01(I)(2)) requires compliance with federal statutes, rules, and
regulations when it comes to counting students with disabilities as
proficient through the use of an alternate assessment.

**[Section 5.4]{.underline}** --Ohio Revised Code (Section
3301.0711(C)(3)) requires that limited English proficient students be
included in the statewide testing program and that each district shall
annually assess the progress of limited English proficient students in
learning English

+----------------+-----------------+----------------------------------+
| ######         |                 |                                  |
| School Buildin |                 |                                  |
| g Consequences |                 |                                  |
+----------------+-----------------+----------------------------------+
| **Year of      | **Year of       | **What Happens**                 |
| Missing AYP**  | School          |                                  |
|                | Improvement     |                                  |
|                | Status**        |                                  |
+----------------+-----------------+----------------------------------+
| **Year 1**     | \--             |                                  |
+----------------+-----------------+----------------------------------+
| **Year 2**     | 1               | Develop improvement plan.        |
|                |                 |                                  |
|                |                 | Offer school choice \[Title I    |
|                |                 | funded only\]**.**               |
|                |                 |                                  |
|                |                 | **School enters School           |
|                |                 | Improvement Status.**            |
+----------------+-----------------+----------------------------------+
| **Year 3**     | 2               | Offer supplemental services and  |
|                |                 | school choice \[Title I funded   |
|                |                 | only\].\                         |
|                |                 | **School Improvement Status year |
|                |                 | 2.**                             |
+----------------+-----------------+----------------------------------+
| **Year 4**     | 3               | Continue to offer school choice  |
|                |                 | and supplemental services        |
|                |                 | \[Title I funded only\].         |
|                |                 | District takes one of the        |
|                |                 | following steps:                 |
|                |                 |                                  |
|                |                 | -   Institute new curriculum     |
|                |                 |                                  |
|                |                 | -   Decrease school management   |
|                |                 |     authority                    |
|                |                 |                                  |
|                |                 | -   Appoint an outside expert    |
|                |                 |                                  |
|                |                 | -   Extend school year or day    |
|                |                 |                                  |
|                |                 | -   Replace the principal and/or |
|                |                 |     other key staff              |
|                |                 |                                  |
|                |                 | -   Reorganize the               |
|                |                 |     administrative structure of  |
|                |                 |     the building                 |
|                |                 |                                  |
|                |                 | **School Improvement Status year |
|                |                 | 3.**                             |
+----------------+-----------------+----------------------------------+
| **Year 5**     | 4               | Continue to offer school choice  |
|                |                 | and supplemental services        |
|                |                 | \[Title I funded only\], and     |
|                |                 | implement the steps initiated in |
|                |                 | Year 3 of School Improvement.    |
|                |                 | Must develop a plan that         |
|                |                 | includes at least one of the     |
|                |                 | following.                       |
|                |                 |                                  |
|                |                 | -   Replace staff                |
|                |                 |                                  |
|                |                 | -   Reopen as a charter school   |
|                |                 |                                  |
|                |                 | -   Contract with a nonprofit or |
|                |                 |     for-profit entity to operate |
|                |                 |     the building                 |
|                |                 |                                  |
|                |                 | -   Turn operations over to the  |
|                |                 |     Department of Education      |
|                |                 |                                  |
|                |                 | **School Improvement Status year |
|                |                 | 4.**                             |
+----------------+-----------------+----------------------------------+
| **Year 6**     | 5               | Continue actions taken and       |
|                |                 | implement plan developed in Year |
|                |                 | 4 of School Improvement.         |
|                |                 | Continue to offer school choice  |
|                |                 | and supplemental services        |
|                |                 | \[Title I funded only\].         |
|                |                 |                                  |
|                |                 | **School Improvement Status year |
|                |                 | 5.**                             |
+----------------+-----------------+----------------------------------+

+----------------+-----------------+----------------------------------+
| #              |                 |                                  |
| ## **District  |                 |                                  |
| Consequences** |                 |                                  |
+----------------+-----------------+----------------------------------+
| **Year of      | **Year of       | **What Happens**                 |
| Missing AYP**  | District        |                                  |
|                | Improvement     |                                  |
|                | Status**        |                                  |
+----------------+-----------------+----------------------------------+
| **Year 1**     | \--             |                                  |
+----------------+-----------------+----------------------------------+
| **Year 2**     | 1               | Develop improvement plan.        |
|                |                 |                                  |
|                |                 | Notify parents of the reason for |
|                |                 | district identification and how  |
|                |                 | they can participate in          |
|                |                 | upgrading the quality of the     |
|                |                 | district.                        |
|                |                 |                                  |
|                |                 | **District enters Improvement    |
|                |                 | Status year 1.**                 |
+----------------+-----------------+----------------------------------+
| **Year 3**     | 2               | No new consequences.             |
|                |                 |                                  |
|                |                 | **District Improvement Status    |
|                |                 | year 2.**                        |
+----------------+-----------------+----------------------------------+
| **Year 4**     | 3               | State takes one of the following |
|                |                 | steps:                           |
|                |                 |                                  |
|                |                 | > • Institute new curriculum     |
|                |                 | >                                |
|                |                 | > • Replace key district         |
|                |                 | > personnel                      |
|                |                 | >                                |
|                |                 | > • Establish alternative        |
|                |                 | > governance for particular      |
|                |                 | > schools                        |
|                |                 | >                                |
|                |                 | > • Appoint a receiver or        |
|                |                 | > trustee in place of the        |
|                |                 | > superintendent and the school  |
|                |                 | > board                          |
|                |                 | >                                |
|                |                 | > • Withhold Title 1 funds       |
|                |                 |                                  |
|                |                 | **District Improvement Status    |
|                |                 | year 3.**                        |
+----------------+-----------------+----------------------------------+
| **Year 5**     | 4               | Continue actions taken in the    |
|                |                 | fourth year. No new              |
|                |                 | consequences.                    |
|                |                 |                                  |
|                |                 | **District Improvement Status    |
|                |                 | year 4.**                        |
+----------------+-----------------+----------------------------------+
| **Year 6**     | 5               | State institutes a new           |
|                |                 | corrective action (other than    |
|                |                 | what was tried in the fifth year |
|                |                 | of missing AYP).                 |
|                |                 |                                  |
|                |                 | **District Improvement Status    |
|                |                 | year 5.**                        |
+----------------+-----------------+----------------------------------+

## Request for Exception Submitted January 22, 2004

**[Section 5.3]{.underline}** -- Consistent with Assistant Secretary for
Elementary and Secondary Education Raymond Simon's May 20, 2004 letter,
Ohio will limit the proportion of students who can count as proficient
or higher in AYP calculations through an alternate assessment to 1.3
percent of the total students tested. Application of the cap of 1.3
percent to subsequent years is contingent on further United States
Department of Education approval.

## 

## 

## 

## Amendments Submitted July 8, 2004

**[Section 4.1]{.underline}** --Beginning with 2003-04, the
identification of districts for improvement status will be based on
missing AYP in the same subject in all three grade spans -- elementary
(grades 3 -- 5), middle (grades 6 -- 8), and high school. This approach
is consistent with *No Child Left Behind*'s goal of successfully
remediating subject performance deficiencies and will mitigate the
potential for falsely inferring that a school district needs technical
assistance to improve performance. If a district meets AYP in at least
one of the three grade spans, it will not enter into (or advance in)
improvement status. Ohio identified more than one-half of its school
districts (317 of 609) as not making adequate yearly progress based on
data from school year 2002-2003. All of Ohio's school districts
encompass grades K through 12. Ohio has three grade spans for
accountability purposes -- K through 5, 6 through 8, and 9 through 12.
Districts must meet AYP across all three grade span levels -- K through
5, 6 through 8, and 9 through 12. Ohio believes that districts and
schools should ensure that all students learn to high levels. A district
that is only identified as struggling in one grade span level, however,
does not need the intensity of technical assistance and resources as a
district that fails AYP in all grade spans. Ohio's goal is to accurately
identify only those districts that need additional technical assistance
to improve performance.

**[Section 5.4]{.underline}** -- Limited English proficient students in
their first year of enrollment in U.S. schools will be required to
participate in testing, but their scores will not be included in
calculations of proficiency for AYP or state accountability measures --
consistent with the guidance published by Secretary Paige on February
19, 2004. Ohio will include in the LEP subgroup for purposes of the AYP
proficiency calculation students who have exited the LEP program in the
most recent two years, as allowed by the February 19, 2004, guidance.

**[Section 10.1]{.underline}** -- The calculation of participation rates
for AYP purposes will use the higher of either the current year or a
weighted two-year average to determine whether schools and districts
meet the 95% participation requirement for reading and mathematics.
Students with significant medical emergencies will be excluded from the
participation rate calculation.

**Amendments Submitted February 15, 2007**

**[Section 3.1, 3.2, 3.2a, 8.1 and 9.1]{.underline}** -- Consistent with
instructions from United States Department of Education staff in the
Office of Elementary and Secondary Education, Ohio will use an AYP
Proficiency Index to ensure that the AYP model can be applied to public
schools with assessment data regardless of the grade configuration at
the school.

## Amendments Submitted June 10, 2008

**[Sections 1.1 and 1.2]{.underline}** -- Beginning with the 2007-2008
school year, a Value Added Growth Calculation will replace the Temporary
Growth Calculation to help determine some buildings' and all districts'
designations. The calculation:

a)  allows all Ohio districts and any buildings that have a
    configuration which includes at least one grade between four and
    eight to improve their designation by one rating as a result of
    making larger than expected student gains on their value added
    calculations for at least two consecutive years. As part of this
    calculation, a new rating called "Excellent with Distinction" has
    been created.

b)  requires districts' and buildings' ratings to be diminished by one
    degree if they make smaller than expected gains on their value added
    composite scores for at least three consecutive years. This
    provision will first affect ratings beginning with the 2009 report
    card.

c)  does not affect buildings with a grade configuration that does not
    include at least one grade between four and eight. Such buildings
    will continue to use the change in the Performance Index Score,
    which allows a school building to move from Academic Emergency to
    Academic Watch or from Academic Watch to Continuous Improvement if
    its performance index score has improved each of the previous two
    years, with total improvement of at least ten points and at least
    three points improvement in the most recent year.

**[Section 1.3]{.underline}** -- Typographical correction for the list
of ranges of scores and update to language to be consistent with Ohio
statutes.

**[Section 1.4]{.underline}** -- The testing date was changed to be
consistent with Ohio statutes and updates to SEA website links.

**[Sections 1.5, 2.1, 2.3, 5.1, 9.2]{.underline}** -- Updates to SEA
website links.

**[Section 2.2, 10.1, 10.2]{.underline}** - The testing date was changed
to be consistent with Ohio statutes.

**[Section 3.1]{.underline}** -- Typographical correction for the high
school grade.

**[Section 3.2]{.underline}** -- Consistent with instructions from
United States Department of Education staff in the Office of Elementary
and Secondary Education, Ohio will incorporate an AYP growth calculation
as an additional method of making AYP.

**[Section 3.2c]{.underline}** -- Consistent with instructions from
United States Department of Education staff in the Office of Elementary
and Secondary Education, Ohio has included a table of intermediate goals
for students in elementary, middle and high schools to ensure that all
students meet or exceed the proficient level of academic achievement in
reading and mathematics by the 2013-14 school year. Additionally, the
testing date was changed to be consistent with Ohio statutes.

**[Section 4.1]{.underline}** -- Updates were made to the grade span
configuration to reflect the incorporation of statewide testing in
grades 3 through 8, and grade 10.

**[Section 5.2]{.underline}** -- Consistent with instructions from
United States Department of Education staff in the Office of Elementary
and Secondary Education, Ohio will incorporate an AYP growth calculation
as an additional method of making AYP.

**[Section 5.4]{.underline}** -- Beginning with the 2007-2008 school
year, Ohio will incorporate a uniform minimum subgroup size for all AYP
proficiency calculations.

**[Section 6.1]{.underline}** - The AYP proficiency calculations will
now include a growth component and updates to the SEA website links

**[Section 7.1]{.underline} --** Updates to provide additional details
about Ohio's graduation rate for the purpose of determining whether
buildings and districts make AYP.

**[Section 8.1]{.underline}** - The AYP proficiency calculations will
now include a growth component**.**

**[Section 9.1]{.underline}** - The AYP proficiency calculations will
now include a growth component.

**Instructions for Completing Consolidated State Application
Accountability Workbook**

By January 31, 2003, States must complete and submit to the Department
this Consolidated State Application Accountability Workbook. We
understand that some of the critical elements for the key principles may
still be under consideration and may not yet be final State policy by
the January 31 due date. States that do not have final approval for some
of these elements or that have not finalized a decision on these
elements by January 31 should, when completing the Workbook, indicate
the status of each element which 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.

**Transmittal Instructions**

To expedite the receipt of this Consolidated State Application
Accountability Workbook, please send your submission via the Internet as
a .doc file, pdf file, rtf or .txt file or provide the URL for the site
where your submission is posted on the Internet. Send electronic
submissions to conapp@ed.gov.

A State that submits only a paper submission should mail the submission
by express courier to:

Celia Sims

U.S. Department of Education

400 Maryland Ave., SW

Room 3W300

Washington, D.C. 20202-6400

\(202\) 401-0113

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

**STATUS Legend:**

**F** -- Final state policy

**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 |    |                                                              |
| } |    |                                                              |
+---+----+--------------------------------------------------------------+
| * | 5  | The accountability system *includes all the required student |
| * | .1 | subgroups*.                                                  |
| P |    |                                                              |
| * |    |                                                              |
| * |    |                                                              |
+---+----+--------------------------------------------------------------+
| * | 5  | The accountability system holds *schools and LEAs            |
| * | .2 | accountable for the progress of* *student subgroups*.        |
| P |    |                                                              |
| * |    |                                                              |
| * |    |                                                              |
+---+----+--------------------------------------------------------------+
| * | 5  | The accountability system includes *students with            |
| * | .3 | disabilities*.                                               |
| F |    |                                                              |
| * |    |                                                              |
| * |    |                                                              |
+---+----+--------------------------------------------------------------+
| * | 5  | The accountability system includes *limited English          |
| * | .4 | proficient students*.                                        |
| P |    |                                                              |
| * |    |                                                              |
| * |    |                                                              |
+---+----+--------------------------------------------------------------+
| * | 5  | The State has determined the minimum number of students      |
| * | .5 | sufficient to yield statistically reliable information for   |
| P |    | each purpose for which disaggregated data are used.          |
| * |    |                                                              |
| * |    |                                                              |
+---+----+--------------------------------------------------------------+
| * | 5  | The State has strategies to protect the privacy of           |
| * | .6 | individual students in reporting achievement results and in  |
| F |    | 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 |    |                                                              |
| } |    |                                                              |
+---+----+--------------------------------------------------------------+
| * | 6  | Accountability system is based *primarily on academic        |
| * | .1 | assessments*.                                                |
| F |    |                                                              |
| * |    |                                                              |
| * |    |                                                              |
+---+----+--------------------------------------------------------------+
| # |    |                                                              |
|   |    |                                                              |
| [ |    |                                                              |
| P |    |                                                              |
| r |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| c |    |                                                              |
| i |    |                                                              |
| p |    |                                                              |
| l |    |                                                              |
| e |    |                                                              |
|   |    |                                                              |
| 7 |    |                                                              |
| : |    |                                                              |
|   |    |                                                              |
| A |    |                                                              |
| d |    |                                                              |
| d |    |                                                              |
| i |    |                                                              |
| t |    |                                                              |
| i |    |                                                              |
| o |    |                                                              |
| n |    |                                                              |
| a |    |                                                              |
| l |    |                                                              |
|   |    |                                                              |
| I |    |                                                              |
| n |    |                                                              |
| d |    |                                                              |
| i |    |                                                              |
| c |    |                                                              |
| a |    |                                                              |
| t |    |                                                              |
| o |    |                                                              |
| r |    |                                                              |
| s |    |                                                              |
| ] |    |                                                              |
| { |    |                                                              |
| . |    |                                                              |
| u |    |                                                              |
| n |    |                                                              |
| d |    |                                                              |
| e |    |                                                              |
| r |    |                                                              |
| l |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| e |    |                                                              |
| } |    |                                                              |
+---+----+--------------------------------------------------------------+
| * | 7  | Accountability system includes *graduation rate for high     |
| * | .1 | school*s.                                                    |
| F |    |                                                              |
| * |    |                                                              |
| * |    |                                                              |
+---+----+--------------------------------------------------------------+
| * | 7  | Accountability system includes an *additional academic       |
| * | .2 | indicator for elementary and middle school*s.                |
| F |    |                                                              |
| * |    |                                                              |
| * |    |                                                              |
+---+----+--------------------------------------------------------------+
| * | 7  | Additional indicators are valid and reliable.                |
| * | .3 |                                                              |
| P |    |                                                              |
| * |    |                                                              |
| * |    |                                                              |
+---+----+--------------------------------------------------------------+
| # |    |                                                              |
|   |    |                                                              |
| [ |    |                                                              |
| P |    |                                                              |
| r |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| c |    |                                                              |
| i |    |                                                              |
| p |    |                                                              |
| l |    |                                                              |
| e |    |                                                              |
|   |    |                                                              |
| 8 |    |                                                              |
| : |    |                                                              |
|   |    |                                                              |
| S |    |                                                              |
| e |    |                                                              |
| p |    |                                                              |
| a |    |                                                              |
| r |    |                                                              |
| a |    |                                                              |
| t |    |                                                              |
| e |    |                                                              |
|   |    |                                                              |
| 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 |    |                                                              |
| g |    |                                                              |
| e |    |                                                              |
|   |    |                                                              |
| A |    |                                                              |
| r |    |                                                              |
| t |    |                                                              |
| s |    |                                                              |
|   |    |                                                              |
| a |    |                                                              |
| n |    |                                                              |
| d |    |                                                              |
|   |    |                                                              |
| M |    |                                                              |
| a |    |                                                              |
| t |    |                                                              |
| h |    |                                                              |
| e |    |                                                              |
| m |    |                                                              |
| a |    |                                                              |
| t |    |                                                              |
| i |    |                                                              |
| c |    |                                                              |
| s |    |                                                              |
| ] |    |                                                              |
| { |    |                                                              |
| . |    |                                                              |
| u |    |                                                              |
| n |    |                                                              |
| d |    |                                                              |
| e |    |                                                              |
| r |    |                                                              |
| l |    |                                                              |
| i |    |                                                              |
| n |    |                                                              |
| e |    |                                                              |
| } |    |                                                              |
+---+----+--------------------------------------------------------------+
| * | 8  | Accountability system holds students, schools and districts  |
| * | .1 | separately accountable for *reading/language arts* and       |
| P |    | *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 |    |                                                              |
| } |    |                                                              |
+---+----+--------------------------------------------------------------+
| * | 9  | Accountability system produces *reliable decisions*.         |
| * | .1 |                                                              |
| P |    |                                                              |
| * |    |                                                              |
| * |    |                                                              |
+---+----+--------------------------------------------------------------+
| * | 9  | Accountability system produces *valid decisions*.            |
| * | .2 |                                                              |
| P |    |                                                              |
| * |    |                                                              |
| * |    |                                                              |
+---+----+--------------------------------------------------------------+
| * | 9  | State has a plan for addressing *changes in assessment and   |
| * | .3 | student population*.                                         |
| P |    |                                                              |
| * |    |                                                              |
| * |    |                                                              |
+---+----+--------------------------------------------------------------+
| # |    |                                                              |
|   |    |                                                              |
| [ |    |                                                              |
| 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 |    |                                                              |
| } |    |                                                              |
+---+----+--------------------------------------------------------------+
| * | 10 | Accountability system has a means for calculating the *rate  |
| * | .1 | of participation* in the statewide assessment.               |
| P |    |                                                              |
| * |    |                                                              |
| * |    |                                                              |
+---+----+--------------------------------------------------------------+
| * | 10 | Accountability system has a means for *applying the 95%      |
| * | .2 | assessment criteria to student subgroups* *and small         |
| P |    | schools.*                                                    |
| * |    |                                                              |
| * |    |                                                              |
+---+----+--------------------------------------------------------------+

**STATUS Legend:**

F -- Final policy

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**      |
+-----------------------------------------------------------------------+
| Ohio has adopted a single statewide accountability system that is     |
| applied to all public school buildings and districts. Determinations  |
| of school district and school building designations are made on the   |
| basis of multiple measures -- the proportion of Ohio report card      |
| indicators met, a performance index score, adequate yearly progress   |
| (AYP) as defined by federal statute, and a measure based on           |
| individual student achievement gains over time. Beginning in 2008,    |
| Ohio will incorporate the Value Added growth calculation that allows  |
| schools with at least one grade between four and eight and all        |
| districts to improve their designation by one rating category if they |
| achieve larger than expected gains on their value added composite     |
| scores for at least two consecutive years. Buildings and districts    |
| can also have their designation affected by making or not making AYP. |
| Such entities will not have their designation further affected by     |
| their value added composite scores. Beginning in 2009, districts and  |
| buildings will have their rating diminished by one rating category    |
| for making smaller than expected gains for at least three consecutive |
| years. The change in Performance Index Score will continue to be used |
| for buildings that do not meet the grade configuration described      |
| above. This calculation allows a school to move from Academic         |
| Emergency to Academic Watch or from Academic Watch to Continuous      |
| Improvement if its performance index score has improved each of the   |
| previous two years, with total improvement of at least ten points and |
| at least three points improvement in the most recent year. Figure 1   |
| provides an overview of the way in which the calculations are         |
| combined to determine each school building's and each school          |
| district's designation using Value Added.                             |
|                                                                       |
| **Figure 1**                                                          |
|                                                                       |
| ![](media/image2.wmf){width="6.938888888888889in"                     |
| height="4.929166666666666in"}                                         |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS        |
| (continued)**                                                         |
+-----------------------------------------------------------------------+
| All public school buildings and districts are accountable for the     |
| performance of student subgroups -- including major racial/ethnic     |
| subgroups, students with disabilities, limited English proficient     |
| students, and economically disadvantaged students -- through the AYP  |
| determination, provided the subgroup meets the minimum group size     |
| requirement. Both Title I and non-Title I school buildings and        |
| districts are part of the single statewide accountability system.     |
|                                                                       |
| For accountability purposes, school buildings that have no tested     |
| grades are linked with the school buildings into which their students |
| feed. For example, where a kindergarten through grade two school      |
| building feeds into a grades three through six school building, the   |
| AYP determination for the grades three through six school building    |
| also applies to the feeder school building.                           |
|                                                                       |
| Section 3302.03(D)(1) of Ohio code requires that the Ohio Department  |
| of Education "issue annual report cards for each school district,     |
| each building within each district, and for the state as a whole."    |
|                                                                       |
| "Where Students Statewide Assessment Scores Count" identifies Ohio's  |
| business rules for ensuring that all students are accounted for in    |
| Ohio's accountability system and can be found at the following        |
| website link:                                                         |
| <http://www.ode.state.oh.us/GD/Templates/P                            |
| ages/ODE/ODEDetail.aspx?Page=3&TopicRelationID=1266&Content=46929#12> |
+-----------------------------------------------------------------------+

+-----------------------+-----------------------+-----------------------+
| **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**      |
+-----------------------------------------------------------------------+
| Ohio has adopted a single statewide accountability system that will   |
| be applied to all public school buildings and districts.              |
| Determinations of school district and school building designations    |
| are made on the basis of multiple measures -- the proportion of Ohio  |
| report card indicators met, a performance index score, adequate       |
| yearly progress (AYP) as defined by federal statute, and a measure    |
| based on individual student achievement gains over time. Beginning in |
| 2008, Ohio will incorporate the Value Added growth calculation that   |
| allows schools with at least one grade between four and eight and all |
| districts to improve their designation by one rating category if they |
| achieve larger than expected gains on their value added composite     |
| scores for at least two consecutive years. With the 2009 report card, |
| schools and districts that achieve smaller than expected gains for at |
| least three consecutive years will see their rating diminished by one |
| rating category. Figure 1 provides an overview of the way in which    |
| the calculations are combined to determine each school building's and |
| each school district's designation using Value Added.                 |
|                                                                       |
| **Figure 1**                                                          |
|                                                                       |
| ![](media/image2.wmf){width="6.5625in" height="4.373611111111111in"}  |
| All public school buildings and districts are accountable for the     |
| performance of student subgroups -- including major racial/ethnic     |
| subgroups, students with disabilities, limited English proficient     |
| students, and economically disadvantaged students -- through the AYP  |
| determination, provided the subgroup meets the minimum group size     |
| requirement. Both Title I and non-Title I school buildings and        |
| districts are part of the single statewide accountability system.     |
+-----------------------------------------------------------------------+

+-----------------------+-----------------------+-----------------------+
| **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**        |                       |                       |
+-----------------------+-----------------------+-----------------------+
| House Bill 3 requires |                       |                       |
| that the State Board  |                       |                       |
| shall determine at    |                       |                       |
| least five ranges of  |                       |                       |
| scores on each state  |                       |                       |
| test -- advanced,     |                       |                       |
| accelerated,          |                       |                       |
| proficient, basic,    |                       |                       |
| and limited levels of |                       |                       |
| skill.                |                       |                       |
|                       |                       |                       |
| Ohio's contracts to   |                       |                       |
| develop tests have    |                       |                       |
| been amended to       |                       |                       |
| require the           |                       |                       |
| establishment of at   |                       |                       |
| least five ranges of  |                       |                       |
| scores (advanced,     |                       |                       |
| accelerated,          |                       |                       |
| proficient, basic,    |                       |                       |
| and limited) for each |                       |                       |
| achievement test.     |                       |                       |
|                       |                       |                       |
| "Proficient"          |                       |                       |
| performance is        |                       |                       |
| defined in Ohio code  |                       |                       |
| as an end-of-grade    |                       |                       |
| expectation (Sections |                       |                       |
| 3301.0710(A)(1) and   |                       |                       |
| 3313.608((B)(2)).     |                       |                       |
| School districts must |                       |                       |
| provide students who  |                       |                       |
| score in the          |                       |                       |
| "limited" range with  |                       |                       |
| "pr                   |                       |                       |
| evention/intervention |                       |                       |
| services in pertinent |                       |                       |
| subject areas"        |                       |                       |
| (Section              |                       |                       |
| 3313.6012(B))         |                       |                       |
| "commensurate with    |                       |                       |
| the student's test    |                       |                       |
| performance" (Section |                       |                       |
| 3301.0711(D)).        |                       |                       |
| Students who score    |                       |                       |
| "limited" on the      |                       |                       |
| third grade reading   |                       |                       |
| test must be offered  |                       |                       |
| "intense remediation  |                       |                       |
| services" (Section    |                       |                       |
| 3313.608(B)(2)).      |                       |                       |
+-----------------------+-----------------------+-----------------------+

+-----------------------+-----------------------+-----------------------+
| **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**        |                       |                       |
+-----------------------+-----------------------+-----------------------+
| Ohio code specifies   |                       |                       |
| that tests be         |                       |                       |
| administered in March |                       |                       |
| and May (Section      |                       |                       |
| 3301.0710(C)) and     |                       |                       |
| that "not later than  |                       |                       |
| sixty days after any  |                       |                       |
| administration of any |                       |                       |
| test . . . the        |                       |                       |
| department shall send |                       |                       |
| to each school        |                       |                       |
| district board a list |                       |                       |
| of the individual     |                       |                       |
| test scores of all    |                       |                       |
| persons taking the    |                       |                       |
| test"                 |                       |                       |
| (Section3301.0711     |                       |                       |
| (G)).                 |                       |                       |
|                       |                       |                       |
| Ohio's contracts to   |                       |                       |
| develop tests include |                       |                       |
| the following         |                       |                       |
| requirement:          |                       |                       |
| "Annually, for each   |                       |                       |
| administration the    |                       |                       |
| Contractor must       |                       |                       |
| develop, print, and   |                       |                       |
| distribute            |                       |                       |
| individual,           |                       |                       |
| classroom, school,    |                       |                       |
| district, and         |                       |                       |
| statewide reports     |                       |                       |
| within 60 days after  |                       |                       |
| each administration   |                       |                       |
| (30 days for the      |                       |                       |
| third grade reading   |                       |                       |
| achievement test)."   |                       |                       |
|                       |                       |                       |
| The FY03 EMIS Yearend |                       |                       |
| Processing and ESEA   |                       |                       |
| Reporting Timeline    |                       |                       |
|                       |                       |                       |
| <ht                   |                       |                       |
| tp://www.ode.state.oh |                       |                       |
| .us/GD/Templates/Page |                       |                       |
| s/ODE/ODEDetail.aspx? |                       |                       |
| Page=3&TopicRelationI |                       |                       |
| D=1281&Content=45873> |                       |                       |
| provides the district |                       |                       |
| reporting timeline.   |                       |                       |
| It is modified from   |                       |                       |
| previous years to     |                       |                       |
| ensure that all AYP   |                       |                       |
| determinations are    |                       |                       |
| verified and final by |                       |                       |
| August 1, 2003.       |                       |                       |
+-----------------------+-----------------------+-----------------------+

+-----------------------+-----------------------+-----------------------+
| **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**        |                       |                       |
+-----------------------+-----------------------+-----------------------+
| Section 3302.03(D)(1) |                       |                       |
| of Ohio code requires |                       |                       |
| that the Ohio         |                       |                       |
| Department of         |                       |                       |
| Education "issue      |                       |                       |
| annual report cards   |                       |                       |
| for each school       |                       |                       |
| district, each        |                       |                       |
| building within each  |                       |                       |
| district, and for the |                       |                       |
| state as a whole."    |                       |                       |
|                       |                       |                       |
| Section 3302.03(D)(3) |                       |                       |
| requires              |                       |                       |
| disaggregations of    |                       |                       |
| data according to     |                       |                       |
| student               |                       |                       |
| characteristics,      |                       |                       |
| including race,       |                       |                       |
| ethnicity, gender,    |                       |                       |
| and economic          |                       |                       |
| disadvantage. In      |                       |                       |
| addition, Section     |                       |                       |
| 3302.03(D)(2)(h)      |                       |                       |
| specifically allows   |                       |                       |
| the Ohio Department   |                       |                       |
| of Education to       |                       |                       |
| "disaggregate data on |                       |                       |
| student performance   |                       |                       |
| according to other    |                       |                       |
| categories that the   |                       |                       |
| department determines |                       |                       |
| are appropriate."     |                       |                       |
|                       |                       |                       |
| The state report card |                       |                       |
| is accessible via the |                       |                       |
| state web site at     |                       |                       |
| <http://www.ode.sta   |                       |                       |
| te.oh.us/GD/Templates |                       |                       |
| /Pages/ODE/ODEDetail. |                       |                       |
| aspx?page=3&TopicRela |                       |                       |
| tionID=116&ContentID= |                       |                       |
| 34744&Content=40553>. |                       |                       |
| In addition to        |                       |                       |
| disaggregations that  |                       |                       |
| are required by Ohio  |                       |                       |
| code, Ohio's report   |                       |                       |
| card includes         |                       |                       |
| disaggregations by    |                       |                       |
| disability status,    |                       |                       |
| English proficiency,  |                       |                       |
| and migrant status.   |                       |                       |
| Beginning with the    |                       |                       |
| 2002-03 report card,  |                       |                       |
| Ohio will include     |                       |                       |
| disaggregated results |                       |                       |
| by economic           |                       |                       |
| disadvantage,         |                       |                       |
| percentage of         |                       |                       |
| students not tested,  |                       |                       |
| graduation and        |                       |                       |
| attendance rates      |                       |                       |
| disaggregated by      |                       |                       |
| subgroup, and teacher |                       |                       |
| qualifications,       |                       |                       |
| including a           |                       |                       |
| comparison of         |                       |                       |
| qualifications for    |                       |                       |
| schools in the top    |                       |                       |
| and bottom quartiles  |                       |                       |
| by poverty.           |                       |                       |
|                       |                       |                       |
| The FY03 EMIS Yearend |                       |                       |
| Processing and ESEA   |                       |                       |
| Reporting Timeline    |                       |                       |
| <ht                   |                       |                       |
| tp://www.ode.state.oh |                       |                       |
| .us/GD/Templates/Page |                       |                       |
| s/ODE/ODEDetail.aspx? |                       |                       |
| Page=3&TopicRelationI |                       |                       |
| D=1281&Content=45873> |                       |                       |
| has been modified     |                       |                       |
| from previous years   |                       |                       |
| to ensure that the    |                       |                       |
| state report card is  |                       |                       |
| available to the      |                       |                       |
| public before the     |                       |                       |
| start of the next     |                       |                       |
| school year.          |                       |                       |
+-----------------------+-----------------------+-----------------------+

+-----------------------+-----------------------+-----------------------+
| **CRITICAL ELEMENT**  | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                       |                       |                       |
|                       | **MEETING STATUTORY   | ***NOT* MEETING       |
|                       | REQUIREMENTS**        | REQUIREMENTS**        |
+-----------------------+-----------------------+-----------------------+
| 6.  How does the      | State uses one or     | State does not        |
|     State             | more types of rewards | implement rewards or  |
|     Accountability    | and sanctions, where  | sanctions for public  |
|     System include    | the criteria are:     | schools and LEAs      |
|     rewards and       |                       | based on adequate     |
|     sanctions for     | -   Set by the State; | yearly progress.      |
|     public schools    |                       |                       |
|     and LEAs?[^2]     | -   Based on adequate |                       |
|                       |     yearly progress   |                       |
|                       |     decisions; and,   |                       |
|                       |                       |                       |
|                       | -   Applied uniformly |                       |
|                       |     across public     |                       |
|                       |     schools and LEAs. |                       |
+-----------------------+-----------------------+-----------------------+
| **STATE RESPONSE AND  |                       |                       |
| STATE ACTIVITIES FOR  |                       |                       |
| MEETING               |                       |                       |
| REQUIREMENTS**        |                       |                       |
+-----------------------+-----------------------+-----------------------+
| The following "School |                       |                       |
| Building and District |                       |                       |
| Recognition and       |                       |                       |
| Consequences" tables  |                       |                       |
| present the           |                       |                       |
| consequences that are |                       |                       |
| identified in Ohio    |                       |                       |
| Revised Code (Section |                       |                       |
| 3302.04). School      |                       |                       |
| choice and            |                       |                       |
| supplemental services |                       |                       |
| are requirements for  |                       |                       |
| Title I funded school |                       |                       |
| buildings only. All   |                       |                       |
| other consequences    |                       |                       |
| apply to each public  |                       |                       |
| school building and   |                       |                       |
| district in the       |                       |                       |
| state, regardless of  |                       |                       |
| whether it receives   |                       |                       |
| Title I funds.        |                       |                       |
+-----------------------+-----------------------+-----------------------+

+-----------------------------------------------------------------------+
| **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS        |
| (continued)**                                                         |
+-----------------------------------------------------------------------+

+----------------+-----------------+----------------------------------+
| ######         |                 |                                  |
| School Buildin |                 |                                  |
| g Consequences |                 |                                  |
+----------------+-----------------+----------------------------------+
| **Year of      | **Year of       | **What Happens**                 |
| Missing AYP**  | School          |                                  |
|                | Improvement     |                                  |
|                | Status**        |                                  |
+----------------+-----------------+----------------------------------+
| **Year 1**     | \--             |                                  |
+----------------+-----------------+----------------------------------+
| **Year 2**     | 1               | Develop improvement plan.        |
|                |                 |                                  |
|                |                 | Offer school choice \[Title I    |
|                |                 | funded only\]**.**               |
|                |                 |                                  |
|                |                 | **School enters School           |
|                |                 | Improvement Status.**            |
+----------------+-----------------+----------------------------------+
| **Year 3**     | 2               | Offer supplemental services and  |
|                |                 | school choice \[Title I funded   |
|                |                 | only\].\                         |
|                |                 | **School Improvement Status year |
|                |                 | 2.**                             |
+----------------+-----------------+----------------------------------+
| **Year 4**     | 3               | Continue to offer school choice  |
|                |                 | and supplemental services        |
|                |                 | \[Title I funded only\].         |
|                |                 | District takes one of the        |
|                |                 | following steps:                 |
|                |                 |                                  |
|                |                 | -   Institute new curriculum     |
|                |                 |                                  |
|                |                 | -   Decrease school management   |
|                |                 |     authority                    |
|                |                 |                                  |
|                |                 | -   Appoint an outside expert    |
|                |                 |                                  |
|                |                 | -   Extend school year or day    |
|                |                 |                                  |
|                |                 | -   Replace the principal and/or |
|                |                 |     other key staff              |
|                |                 |                                  |
|                |                 | -   Reorganize the               |
|                |                 |     administrative structure of  |
|                |                 |     the building                 |
|                |                 |                                  |
|                |                 | **School Improvement Status year |
|                |                 | 3.**                             |
+----------------+-----------------+----------------------------------+
| **Year 5**     | 4               | Continue to offer school choice  |
|                |                 | and supplemental services        |
|                |                 | \[Title I funded only\], and     |
|                |                 | implement the steps initiated in |
|                |                 | Year 3 of School Improvement.    |
|                |                 | Must develop a plan that         |
|                |                 | includes at least one of the     |
|                |                 | following.                       |
|                |                 |                                  |
|                |                 | -   Replace staff                |
|                |                 |                                  |
|                |                 | -   Reopen as a charter school   |
|                |                 |                                  |
|                |                 | -   Contract with a nonprofit or |
|                |                 |     for-profit entity to operate |
|                |                 |     the building                 |
|                |                 |                                  |
|                |                 | -   Turn operations over to the  |
|                |                 |     Department of Education      |
|                |                 |                                  |
|                |                 | **School Improvement Status year |
|                |                 | 4.**                             |
+----------------+-----------------+----------------------------------+
| **Year 6**     | 5               | Continue actions taken and       |
|                |                 | implement plan developed in Year |
|                |                 | 4 of School Improvement.         |
|                |                 | Continue to offer school choice  |
|                |                 | and supplemental services        |
|                |                 | \[Title I funded only\].         |
|                |                 |                                  |
|                |                 | **School Improvement Status year |
|                |                 | 5.**                             |
+----------------+-----------------+----------------------------------+

+----------------+-----------------+----------------------------------+
| #              |                 |                                  |
| ## **District  |                 |                                  |
| Consequences** |                 |                                  |
+----------------+-----------------+----------------------------------+
| **Year of      | **Year of       | **What Happens**                 |
| Missing AYP**  | District        |                                  |
|                | Improvement     |                                  |
|                | Status**        |                                  |
+----------------+-----------------+----------------------------------+
| **Year 1**     | \--             |                                  |
+----------------+-----------------+----------------------------------+
| **Year 2**     | 1               | Develop improvement plan.        |
|                |                 |                                  |
|                |                 | Notify parents of the reason for |
|                |                 | district identification and how  |
|                |                 | they can participate in          |
|                |                 | upgrading the quality of the     |
|                |                 | district.                        |
|                |                 |                                  |
|                |                 | **District enters Improvement    |
|                |                 | Status year 1.**                 |
+----------------+-----------------+----------------------------------+
| **Year 3**     | 2               | No new consequences.             |
|                |                 |                                  |
|                |                 | **District Improvement Status    |
|                |                 | year 2.**                        |
+----------------+-----------------+----------------------------------+
| **Year 4**     | 3               | State takes one of the following |
|                |                 | steps:                           |
|                |                 |                                  |
|                |                 | > • Institute new curriculum     |
|                |                 | >                                |
|                |                 | > • Replace key district         |
|                |                 | > personnel                      |
|                |                 | >                                |
|                |                 | > • Establish alternative        |
|                |                 | > governance for particular      |
|                |                 | > schools                        |
|                |                 | >                                |
|                |                 | > • Appoint a receiver or        |
|                |                 | > trustee in place of the        |
|                |                 | > superintendent and the school  |
|                |                 | > board                          |
|                |                 | >                                |
|                |                 | > • Withhold Title 1 funds       |
|                |                 |                                  |
|                |                 | **District Improvement Status    |
|                |                 | year 3.**                        |
+----------------+-----------------+----------------------------------+
| **Year 5**     | 4               | Continue actions taken in the    |
|                |                 | fourth year. No new              |
|                |                 | consequences.                    |
|                |                 |                                  |
|                |                 | **District Improvement Status    |
|                |                 | year 4.**                        |
+----------------+-----------------+----------------------------------+
| **Year 6**     | 5               | State institutes a new           |
|                |                 | corrective action (other than    |
|                |                 | what was tried in the fifth year |
|                |                 | of missing AYP).                 |
|                |                 |                                  |
|                |                 | **District Improvement Status    |
|                |                 | year 5.**                        |
+----------------+-----------------+----------------------------------+

  -----------------------------------------------------------------------
  **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS
  (continued)**

  -----------------------------------------------------------------------

**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**        |                       |                       |
+-----------------------+-----------------------+-----------------------+
| All public school     |                       |                       |
| students will be      |                       |                       |
| included in Ohio's    |                       |                       |
| accountability system |                       |                       |
| and in the statewide  |                       |                       |
| AYP calculation. In   |                       |                       |
| cases in which the    |                       |                       |
| school building or    |                       |                       |
| district that serves  |                       |                       |
| a student's           |                       |                       |
| attendance area has a |                       |                       |
| say in deciding to    |                       |                       |
| educate the student   |                       |                       |
| in another            |                       |                       |
| institution (e.g.,    |                       |                       |
| the school            |                       |                       |
| building/district     |                       |                       |
| decided to place      |                       |                       |
| students with a       |                       |                       |
| particular disability |                       |                       |
| in a school building  |                       |                       |
| other than the        |                       |                       |
| student's school of   |                       |                       |
| residence), the       |                       |                       |
| student will be       |                       |                       |
| counted at his/her    |                       |                       |
| neighborhood school   |                       |                       |
| building. In cases in |                       |                       |
| which the school      |                       |                       |
| building or district  |                       |                       |
| that serves a         |                       |                       |
| student's attendance  |                       |                       |
| area had no say in    |                       |                       |
| deciding to educate   |                       |                       |
| the student in        |                       |                       |
| another institution   |                       |                       |
| (e.g., students who   |                       |                       |
| are placed by a       |                       |                       |
| court), the student   |                       |                       |
| will be counted at    |                       |                       |
| the educating         |                       |                       |
| institution. Ohio     |                       |                       |
| will create one       |                       |                       |
| statewide school      |                       |                       |
| district to account   |                       |                       |
| for all youth who are |                       |                       |
| adjudicated for       |                       |                       |
| reasons of unruliness |                       |                       |
| or delinquency (e.g., |                       |                       |
| incarcerated youth    |                       |                       |
| and Department of     |                       |                       |
| Youth Services        |                       |                       |
| placement).           |                       |                       |
|                       |                       |                       |
| Ohio has developed a  |                       |                       |
| comprehensive set of  |                       |                       |
| business rules to     |                       |                       |
| ensure that each and  |                       |                       |
| every student is      |                       |                       |
| included in the       |                       |                       |
| accountability system |                       |                       |
| and to determine      |                       |                       |
| where each student    |                       |                       |
| counts. These         |                       |                       |
| business rules are    |                       |                       |
| codified in the       |                       |                       |
| linked document:      |                       |                       |
|                       |                       |                       |
| <http:                |                       |                       |
| //www.ode.state.oh.us |                       |                       |
| /GD/Templates/Pages/O |                       |                       |
| DE/ODEDetail.aspx?Pag |                       |                       |
| e=3&TopicRelationID=1 |                       |                       |
| 266&Content=46929#12> |                       |                       |
|                       |                       |                       |
| For accountability    |                       |                       |
| purposes, school      |                       |                       |
| buildings that have   |                       |                       |
| no tested grades will |                       |                       |
| be linked with the    |                       |                       |
| school buildings into |                       |                       |
| which their students  |                       |                       |
| feed. For example,    |                       |                       |
| where a kindergarten  |                       |                       |
| through grade two     |                       |                       |
| school building feeds |                       |                       |
| into a grades three   |                       |                       |
| through six school    |                       |                       |
| building, the AYP     |                       |                       |
| determinations for    |                       |                       |
| the grades three      |                       |                       |
| through six school    |                       |                       |
| building will also    |                       |                       |
| apply to the feeder   |                       |                       |
| school building.      |                       |                       |
+-----------------------+-----------------------+-----------------------+

+-----------------------+-----------------------+-----------------------+
| **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**        |                       |                       |
+-----------------------+-----------------------+-----------------------+
| Full academic year is |                       |                       |
| defined as continuous |                       |                       |
| enrollment from the   |                       |                       |
| October enrollment    |                       |                       |
| accounting period     |                       |                       |
| through the March or  |                       |                       |
| May test              |                       |                       |
| administration.       |                       |                       |
| Student data provided |                       |                       |
| during the October    |                       |                       |
| enrollment accounting |                       |                       |
| period determines the |                       |                       |
| allocation of state   |                       |                       |
| funds to each         |                       |                       |
| district.             |                       |                       |
|                       |                       |                       |
| A student attending   |                       |                       |
| the same school       |                       |                       |
| building from the     |                       |                       |
| October enrollment    |                       |                       |
| accounting period     |                       |                       |
| through the spring    |                       |                       |
| statewide test        |                       |                       |
| administration will   |                       |                       |
| be included when      |                       |                       |
| determining if the    |                       |                       |
| school building has   |                       |                       |
| made adequate yearly  |                       |                       |
| progress (AYP). A     |                       |                       |
| student attending the |                       |                       |
| same district from    |                       |                       |
| the October           |                       |                       |
| enrollment accounting |                       |                       |
| period through the    |                       |                       |
| spring statewide test |                       |                       |
| administration will   |                       |                       |
| be included when      |                       |                       |
| determining if the    |                       |                       |
| district has made     |                       |                       |
| AYP. A student who    |                       |                       |
| attends more than one |                       |                       |
| school building       |                       |                       |
| within a district     |                       |                       |
| during the school     |                       |                       |
| year is only included |                       |                       |
| in determining if the |                       |                       |
| district has met AYP  |                       |                       |
| standards. All Ohio   |                       |                       |
| students will be part |                       |                       |
| of the statewide AYP  |                       |                       |
| calculation,          |                       |                       |
| including students    |                       |                       |
| who have not been     |                       |                       |
| enrolled in any       |                       |                       |
| single district for a |                       |                       |
| full academic year.   |                       |                       |
+-----------------------+-----------------------+-----------------------+

+-----------------------+-----------------------+-----------------------+
| **CRITICAL ELEMENT**  | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                       |                       |                       |
|                       | **MEETING STATUTORY   | ***NOT* MEETING       |
|                       | REQUIREMENTS**        | REQUIREMENTS**        |
+-----------------------+-----------------------+-----------------------+
| 3.  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 student data      |                       |                       |
| elements that are     |                       |                       |
| collected in the      |                       |                       |
| statewide data system |                       |                       |
| and used to determine |                       |                       |
| which students have   |                       |                       |
| attended the same     |                       |                       |
| public school and/or  |                       |                       |
| LEA for a full        |                       |                       |
| academic year are     |                       |                       |
| described at the      |                       |                       |
| following web site:   |                       |                       |
|                       |                       |                       |
| <http://www.ode.sta   |                       |                       |
| te.oh.us/GD/Templates |                       |                       |
| /Pages/ODE/ODEDetail. |                       |                       |
| aspx?Page=3&TopicRela |                       |                       |
| tionID=367&ContentID= |                       |                       |
| 25338&Content=48034>. |                       |                       |
| In addition, Ohio is  |                       |                       |
| implementing a        |                       |                       |
| statewide system of   |                       |                       |
| unique student        |                       |                       |
| identifiers that will |                       |                       |
| enhance the           |                       |                       |
| capabilities of the   |                       |                       |
| statewide data system |                       |                       |
| to account for        |                       |                       |
| individual student    |                       |                       |
| attendance and        |                       |                       |
| mobility. The new     |                       |                       |
| statewide system of   |                       |                       |
| unique student        |                       |                       |
| identifiers is being  |                       |                       |
| implemented during    |                       |                       |
| the 2002-03 school    |                       |                       |
| year, and will be     |                       |                       |
| operational during    |                       |                       |
| the 2003-04 school    |                       |                       |
| year.                 |                       |                       |
+-----------------------+-----------------------+-----------------------+

**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**      |
+-----------------------------------------------------------------------+
| Starting points, intermediate goals, and annual measurable objectives |
| will be set separately for reading and mathematics at the elementary, |
| middle, and high school levels. Figure 2 illustrates Ohio's approach  |
| to setting intermediate goals and annual measurable objectives, thus  |
| determining AYP, for a starting point of 40 percent proficient. In    |
| each case, Ohio's definition of adequate yearly progress results in   |
| all students meeting or exceeding the proficient level of academic    |
| achievement in reading and mathematics not later than 2013-14.        |
|                                                                       |
| ##### Figure 2                                                        |
|                                                                       |
| ![](media/image3.wmf){width="6.5in" height="4.416666666666667in"}     |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS        |
| (continued)**                                                         |
+-----------------------------------------------------------------------+
| To meet the expectations represented by these intermediate goals and  |
| annual measurable objectives, schools and districts must make         |
| substantial and continuous improvement. To provide a sense of the     |
| challenge that Ohio schools and districts will face in meeting these  |
| annual measurable objectives and intermediate goals, consider the     |
| following:                                                            |
|                                                                       |
| -   If these requirements had been implemented in 2001-02, two of     |
|     every five Ohio school districts would have missed the AYP        |
|     standard.                                                         |
|                                                                       |
| -   If these requirements had been implemented in 1999-2000,          |
|     approximately 70 percent of Ohio's 2,049 elementary and middle    |
|     schools would have failed the AYP standard by the 2001-02 school  |
|     year.                                                             |
|                                                                       |
| -   The statewide proficiency rates for some subgroups are            |
|     substantially below Ohio's AYP starting point. For example:       |
|                                                                       |
|     -   If Ohio's starting point were set on the basis of 2001-02     |
|         statewide fourth- and sixth-grade scores, it would be         |
|         approximately 40 percent proficient for both reading and      |
|         mathematics. If the starting point were set solely on the     |
|         basis of Hispanic or African-American performance, it would   |
|         be approximately 13 percent proficient for both reading and   |
|         mathematics.                                                  |
|                                                                       |
|     -   Of 277 schools with at least 30 African-American students,    |
|         more than 90 percent would have failed AYP in 2001-02 on the  |
|         basis of the African-American subgroup performance.           |
|                                                                       |
|     -   Of 101 Ohio schools with at least 50 students with            |
|         disabilities, one, and only one, would have met AYP in        |
|         2001-02 for the students with disabilities subgroup. The      |
|         remaining 100 schools would have failed AYP on the basis of   |
|         the students with disabilities subgroup performance.          |
|                                                                       |
| -   There is a substantial gap between the academic performance of    |
|     racial subgroups in Ohio. For example:                            |
|                                                                       |
|     -   In 2001-02, the fourth grade percent proficient in both       |
|         reading and mathematics for Hispanic and African-American     |
|         students trailed that of white students by at least 20        |
|         points. The African-American student proficiency rate in both |
|         reading and mathematics was one-half of the rate for white    |
|         students.                                                     |
|                                                                       |
|     -   In 2000-01, only 11 percent of African-American students in   |
|         the sixth grade achieved the proficient level on all five     |
|         Ohio proficiency tests. The rate for white sixth grade        |
|         students was 43 percent.                                      |
|                                                                       |
|     -   In 2000-01, 59 percent of African-American students           |
|         graduated, compared with 85 percent of white students.        |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS        |
| (continued)**                                                         |
+-----------------------------------------------------------------------+
| Grades 3-8 and 10 within a school will be combined for adequate       |
| yearly progress determinations using the proficiency index.  (This    |
| proficiency index provides the fairest method of establishing         |
| starting points across schools since the schools in Ohio have a wide  |
| variety of grade configurations. For example, a middle school, where  |
| scores are lowest, would be disadvantaged if required to meet the     |
| same starting point as an elementary school.)  An example of the      |
| reading proficiency index for a hypothetical school with Grades 4 and |
| 5 is shown below:                                                     |
|                                                                       |
| 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 [Hispanic]{.underline} students (N=20)          |
| proficient or above in 2003 = 54%                                     |
|                                                                       |
| Difference for [Hispanic]{.underline} students on the Grade 4         |
| assessment = (54%-49%) = +5%                                          |
|                                                                       |
| -   Grade 5 Mathematics Annual Measurable Objective for 2003 = 35%    |
|     Proficient                                                        |
|                                                                       |
| Percentage of Grade 5 [Hispanic]{.underline} students (N=30)          |
| proficient or above in 2003 = 20%                                     |
|                                                                       |
| Difference for [Hispanic]{.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}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   [Hispanic]{.underline} Mathematics Proficiency Index = .4 (+5%) + |
|     .6 (-15%) = (+2%) + (-9%) = -7%                                   |
|                                                                       |
| The [Hispanic]{.underline} n-count of 50 is above the minimum. A      |
| proficiency index of zero or higher indicates that the annual         |
| measurable objective has been met by the subgroup.  The proficiency   |
| index in this example shows that the Hispanic subgroup is below the   |
| annual measurable objective by 7 percentage points.                   |
|                                                                       |
| For an LEA, a proficiency index will be determined separately for     |
| elementary (Grades 3-5), middle (Grades 6-8), and high school (Grade  |
| 10) using the procedure described above.                              |
+-----------------------------------------------------------------------+

+----------------------+-----------------------+-----------------------+
| ## 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**      |
+-----------------------------------------------------------------------+
| In determining whether each subgroup, school building, and district,  |
| as well as the state-as-a-whole meets the annual measurable           |
| objectives, Ohio will calculate the percent of the tested students    |
| who achieve the proficient level or higher, examine participation     |
| rates, implement a uniform averaging procedure, employ the safe       |
| harbor provision and implement an AYP growth calculation.             |
|                                                                       |
| Consistent with instructions from United States Department of         |
| Education staff in the Office of Elementary and Secondary Education,  |
| Ohio includes the cumulative results of the October and May           |
| administrations of the third grade reading achievement test for       |
| purposes of AYP. Students who score proficient on either the October  |
| or May administration are counted as proficient for purposes of       |
| calculating AYP.                                                      |
|                                                                       |
| > [Participation requirements]{.underline} -- School buildings and    |
| > districts in which at least 95 percent of the students enrolled at  |
| > the time of the test take the state assessments will meet the AYP   |
| > standard. School buildings and districts in which fewer than 95     |
| > percent of any student subgroup takes the state assessment will not |
| > meet the AYP standard, provided the size of the subgroup meets the  |
| > minimum number required (40 students). If the size of the subgroup  |
| > is less than 40 students, then a participation rate of less than 95 |
| > percent for that subgroup will not result in a failure to meet the  |
| > AYP standard.                                                       |
| >                                                                     |
| > [Uniform averaging procedure]{.underline} -- Averaging pertains to  |
| > both grades and years. Ohio will average the percent proficient     |
| > across grades within a school building and district to determine    |
| > AYP. The percent proficient will be calculated based on the number  |
| > of tested students that were enrolled for a full academic year. The |
| > mean will be calculated separately for reading and mathematics.     |
| >                                                                     |
| > In addition, Ohio will average the most recent two years of test    |
| > scores (including the current year's scores) and compare the        |
| > results to the current year's test scores. The highest score will   |
| > be used to determine the district's/school building's AYP status.   |
| > This approach rewards school buildings and districts for efforts    |
| > that result in strong single-year achievement gains and minimizes   |
| > the potential for falsely inferring that a school building or       |
| > district has failed to meet AYP standards (Linn, 2002).             |
| >                                                                     |
| > [Safe harbor provision]{.underline} -- If a school building or      |
| > district fails to meet the annual measurable objective, or if one   |
| > or more subgroups fail to meet the annual measurable objective,     |
| > then the school building or district makes adequate yearly progress |
| > if both of these conditions are met:                                |
| >                                                                     |
| > 1\) the percentage of tested students in that school building,      |
| > district, or subgroup below the proficient achievement level        |
| > decreases by at least ten (10) percent from the preceding year. In  |
| > calculating the percentage decrease, Ohio will average the most     |
| > recent three years of test scores (including the current year's     |
| > scores) and compare the results to the current year's test scores.  |
| > The highest score will be used to determine whether the school      |
| > building, district, or subgroup achieved the ten (10) percent       |
| > reduction from the previous year.                                   |
| >                                                                     |
| > 2\) the students in that school building, district, or subgroup:    |
| >                                                                     |
| > a\) meet the threshold for the other academic indicators or         |
|                                                                       |
| b)  make progress on one or more of the other academic indicators.    |
|                                                                       |
| > [AYP growth calculation]{.underline} -- Consistent with             |
| > instructions from United States Department of Education staff in    |
| > the Office of Elementary and Secondary Education, Ohio will employ  |
| > an AYP growth calculation as a fourth method of determining if      |
| > buildings and districts make Adequate Yearly Progress. The AYP      |
| > growth calculation will be used to evaluate student trajectories    |
| > toward proficiency once the conventional assessment of whether all  |
| > subgroups are making the status, uniform averaging or Safe Harbor   |
| > goal for percent proficient is made. Under this provision, if one   |
| > or more subgroups (including the *all students* group) falls short  |
| > of the status, uniform average and safe harbor goals, but the       |
| > subgroup demonstrates that sufficient numbers of students are       |
| > making gains such that they are on track to reach or remain         |
| > proficient by the next grade beyond the school's grade              |
| > configuration, then the subgroup will be considered as having made  |
| > AYP.                                                                |
+-----------------------------------------------------------------------+
| **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS        |
| (continued)**                                                         |
+-----------------------------------------------------------------------+
| **Reference**                                                         |
|                                                                       |
| Linn, Robert L. & Haug, Carolyn (2002). Stability of School-Building  |
| Accountability Scores and Gains. *Educational Evaluation and Policy   |
| Analysis*, *24*(1), 29-36.                                            |
+-----------------------------------------------------------------------+

+----------------------+-----------------------+-----------------------+
| ## 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**      |
+-----------------------------------------------------------------------+
| Ohio's starting point will be calculated by averaging 1999-2000,      |
| 2000-01, and 2001-02 statewide test scores. Three starting points     |
| each will be set for reading and mathematics -- one each for          |
| elementary (grades three to five), middle (grades six to eight), and  |
| high schools. In each case the starting point will be the higher of   |
| (1) the percentage of proficient students in the lowest-achieving     |
| subgroup and (2) the percentage of proficient students in the school  |
| building in which is enrolled the student at the 20^th^ percentile of |
| Ohio's total enrollment. In setting the starting point, students who  |
| took the assessment with extended accommodations will be assigned a   |
| non-proficient score. Students who took the alternate assessment and  |
| limited English proficient students who were exempted from the        |
| statewide tests will not be included in determining the starting      |
| point.                                                                |
|                                                                       |
| The reading and mathematics starting points will be applied to each   |
| school building and school district, as well as to each subgroup at   |
| the school building, district, and statewide levels to determine AYP  |
| status. For the 2002-03 school year, the elementary starting point    |
| comprises the fourth grade scores, the middle grades starting point   |
| comprises the sixth grade scores, and the high school starting point  |
| comprises the ninth grade scores. The only year in which high school  |
| AYP will be based on ninth-grade proficiency test scores is 2002-03.  |
| Beginning with school year 2003-04, the status of school buildings    |
| that encompass grades nine through twelve will be judged against AYP  |
| standards based on Ohio's new tenth grade tests. The intermediate     |
| goals and annual measurable objectives will be re-established using   |
| scores from the 2002-03 administration of the tenth grade test -- the |
| first year of administration of the new tenth grade test.             |
|                                                                       |
| Beginning with school year 2006-2007, Ohio will incorporate a         |
| comparison of student achievement on each assessment to the annual    |
| measurable objective to calculate a \"difference\" score for each     |
| assessment. A procedure will be used to weight the difference scores  |
| based on the number of students taking each assessment to produce     |
| proficiency indexes in reading/language and in mathematics. These     |
| indexes are weighted to ensure that each student counts equally       |
| within the subgroup\'s proficiency index.                             |
|                                                                       |
| When calculating the results statewide, for school districts, and for |
| school buildings with multiple levels, as well as for subgroups       |
| within them, the starting point will be the average of the starting   |
| points for grades four, six, and nine. This average will be based on  |
| the higher of -- for each of grades four, six, and nine -- (1) the    |
| percentage of proficient students in the lowest-achieving subgroup    |
| and (2) the percentage of proficient students in the school building  |
| in which is enrolled the student at the 20^th^ percentile of Ohio's   |
| total enrollment.                                                     |
|                                                                       |
| Ohio is analyzing test results for 1999-2000, 2000-01, and 2001-02 to |
| determine the starting point for calculating adequate yearly          |
| progress. Final starting points will be identified by February 18,    |
| 2003.                                                                 |
+-----------------------------------------------------------------------+

+----------------------+-----------------------+-----------------------+
| ## 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**       |                       |                       |
+----------------------+-----------------------+-----------------------+
| Ohio will establish  |                       |                       |
| separate reading and |                       |                       |
| mathematics          |                       |                       |
| statewide annual     |                       |                       |
| measurable           |                       |                       |
| objectives for       |                       |                       |
| elementary, middle,  |                       |                       |
| and high school      |                       |                       |
| grades that identify |                       |                       |
| a minimum percentage |                       |                       |
| of students that     |                       |                       |
| must meet the        |                       |                       |
| proficient level of  |                       |                       |
| academic             |                       |                       |
| achievement. Annual  |                       |                       |
| measurable           |                       |                       |
| objectives will      |                       |                       |
| utilize the same     |                       |                       |
| percent proficient   |                       |                       |
| as the most recent   |                       |                       |
| intermediate goal.   |                       |                       |
| The reading and      |                       |                       |
| mathematics annual   |                       |                       |
| measurable           |                       |                       |
| objectives will be   |                       |                       |
| applied to each      |                       |                       |
| school building and  |                       |                       |
| school district, as  |                       |                       |
| well as to each      |                       |                       |
| subgroup at the      |                       |                       |
| school building,     |                       |                       |
| district, and        |                       |                       |
| statewide levels to  |                       |                       |
| determine AYP        |                       |                       |
| status. When         |                       |                       |
| calculating the      |                       |                       |
| 2002-03 results      |                       |                       |
| statewide, for       |                       |                       |
| school districts,    |                       |                       |
| and for school       |                       |                       |
| buildings with       |                       |                       |
| multiple levels, as  |                       |                       |
| well as for          |                       |                       |
| subgroups within     |                       |                       |
| them, the annual     |                       |                       |
| measurable objective |                       |                       |
| will be an average   |                       |                       |
| of the elementary,   |                       |                       |
| middle, and high     |                       |                       |
| school annual        |                       |                       |
| measurable           |                       |                       |
| objectives for       |                       |                       |
| reading and          |                       |                       |
| mathematics          |                       |                       |
| respectively.        |                       |                       |
+----------------------+-----------------------+-----------------------+

+----------------------+-----------------------+-----------------------+
| ## 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**       |                       |                       |
+----------------------+-----------------------+-----------------------+
| Ohio will establish  |                       |                       |
| separate reading and |                       |                       |
| mathematics          |                       |                       |
| intermediate goals   |                       |                       |
| for elementary,      |                       |                       |
| middle, and high     |                       |                       |
| school grades that   |                       |                       |
| increase in equal    |                       |                       |
| increments over the  |                       |                       |
| 12-year timeline.    |                       |                       |
| There will be five   |                       |                       |
| intermediate goals   |                       |                       |
| total. The           |                       |                       |
| intermediate goals   |                       |                       |
| will take effect     |                       |                       |
| with the 2004-05,    |                       |                       |
| 2007-08, 2010-11,    |                       |                       |
| 2011-12, and 2012-13 |                       |                       |
| school years. Figure |                       |                       |
| 3 illustrates the    |                       |                       |
| intermediate goals   |                       |                       |
| through the 2013-14  |                       |                       |
| school year for      |                       |                       |
| elementary, middle,  |                       |                       |
| and high school      |                       |                       |
| grades.              |                       |                       |
|                      |                       |                       |
| The intermediate     |                       |                       |
| goals for            |                       |                       |
| elementary, middle,  |                       |                       |
| and high school      |                       |                       |
| reading and          |                       |                       |
| mathematics will be  |                       |                       |
| applied to each      |                       |                       |
| school building, as  |                       |                       |
| well as to each      |                       |                       |
| subgroup at the      |                       |                       |
| school building      |                       |                       |
| level to determine   |                       |                       |
| AYP status. When     |                       |                       |
| calculating the      |                       |                       |
| 2002-03 results      |                       |                       |
| statewide, for       |                       |                       |
| school districts,    |                       |                       |
| and for school       |                       |                       |
| buildings that span  |                       |                       |
| multiple levels, as  |                       |                       |
| well as for          |                       |                       |
| subgroups within     |                       |                       |
| them, the            |                       |                       |
| intermediate goal    |                       |                       |
| will be an average   |                       |                       |
| of the elementary,   |                       |                       |
| middle, and high     |                       |                       |
| school intermediate  |                       |                       |
| goals for reading    |                       |                       |
| and mathematics      |                       |                       |
| respectively.        |                       |                       |
|                      |                       |                       |
| Figure 3             |                       |                       |
|                      |                       |                       |
|   ---------          |                       |                       |
|  --------- --------- |                       |                       |
|  --------- --------- |                       |                       |
|  --------- --------- |                       |                       |
|   Math               |                       |                       |
|    2006-07   2007-08 |                       |                       |
|    2010-11   2011-12 |                       |                       |
|    2012-13   2013-14 |                       |                       |
|                      |                       |                       |
|   3                  |                       |                       |
|     60.6%     68.5%  |                       |                       |
|     76.4%     84.2%  |                       |                       |
|     92.1%     100.0% |                       |                       |
|                      |                       |                       |
|   4                  |                       |                       |
|     67.1%     73.7%  |                       |                       |
|     80.3%     86.8%  |                       |                       |
|     93.4%     100.0% |                       |                       |
|                      |                       |                       |
|   5                  |                       |                       |
|     49.6%     59.7%  |                       |                       |
|     69.8%     79.8%  |                       |                       |
|     89.9%     100.0% |                       |                       |
|                      |                       |                       |
|   6                  |                       |                       |
|     55.1%     64.1%  |                       |                       |
|     73.1%     82.1%  |                       |                       |
|     91.0%     100.0% |                       |                       |
|                      |                       |                       |
|   7                  |                       |                       |
|     47.3%     57.8%  |                       |                       |
|     68.4%     78.9%  |                       |                       |
|     89.5%     100.0% |                       |                       |
|                      |                       |                       |
|   8                  |                       |                       |
|     47.5%     58.0%  |                       |                       |
|     68.5%     79.0%  |                       |                       |
|     89.5%     100.0% |                       |                       |
|                      |                       |                       |
|   OGT                |                       |                       |
|     60.0%     68.0%  |                       |                       |
|     76.0%     84.0%  |                       |                       |
|     92.0%     100.0% |                       |                       |
|                      |                       |                       |
|                      |                       |                       |
|                      |                       |                       |
|                      |                       |                       |
|                      |                       |                       |
|                      |                       |                       |
|   Reading            |                       |                       |
|    2006-07   2007-08 |                       |                       |
|    2010-11   2011-12 |                       |                       |
|    2012-13   2013-14 |                       |                       |
|                      |                       |                       |
|   3                  |                       |                       |
|     71.2%     77.0%  |                       |                       |
|     82.7%     88.5%  |                       |                       |
|     94.2%     100.0% |                       |                       |
|                      |                       |                       |
|   4                  |                       |                       |
|     68.3%     74.6%  |                       |                       |
|     81.0%     87.3%  |                       |                       |
|     93.7%     100.0% |                       |                       |
|                      |                       |                       |
|   5                  |                       |                       |
|     68.3%     74.6%  |                       |                       |
|     81.0%     87.3%  |                       |                       |
|     93.7%     100.0% |                       |                       |
|                      |                       |                       |
|   6                  |                       |                       |
|     75.8%     80.6%  |                       |                       |
|     85.5%     90.3%  |                       |                       |
|     95.2%     100.0% |                       |                       |
|                      |                       |                       |
|   7                  |                       |                       |
|     68.6%     74.9%  |                       |                       |
|     81.2%     87.4%  |                       |                       |
|     93.7%     100.0% |                       |                       |
|                      |                       |                       |
|   8                  |                       |                       |
|     73.8%     79.0%  |                       |                       |
|     84.3%     89.5%  |                       |                       |
|     94.8%     100.0% |                       |                       |
|                      |                       |                       |
|   OGT                |                       |                       |
|     71.8%     77.4%  |                       |                       |
|     83.1%     88.7%  |                       |                       |
|     94.4%     100.0% |                       |                       |
|   ---------          |                       |                       |
|  --------- --------- |                       |                       |
|  --------- --------- |                       |                       |
|  --------- --------- |                       |                       |
+----------------------+-----------------------+-----------------------+

**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**      |
+-----------------------------------------------------------------------+
| Ohio code requires that the Ohio Department of Education "issue       |
| annual report cards for each school district, each building within    |
| each district, and for the state as a whole" (Section 3302.03(D)(1)). |
| AYP decisions will be made annually for each public school and LEA in |
| Ohio.                                                                 |
|                                                                       |
| Consecutive years of failing AYP requirements is predicated on        |
| failing the same subject (reading or mathematics) for multiple years  |
| for schools. The following school building example illustrates this   |
| approach:                                                             |
|                                                                       |
| > [Year 1]{.underline} -- students with disabilities miss the AYP     |
| > reading standard -- all other AYP targets are met                   |
| >                                                                     |
| > [Year 2]{.underline} -- economically disadvantaged students miss    |
| > the AYP reading standard -- all other AYP targets are met -- the    |
| > school is now in improvement and must offer choice                  |
| >                                                                     |
| > [Year 3]{.underline} -- limited English proficient students miss    |
| > the AYP reading standard -- all other\                              |
| > AYP targets are met -- the school continues in improvement status   |
| > and must offer choice and supplemental services                     |
| >                                                                     |
| > [Year 4]{.underline} -- students with disabilities miss the AYP     |
| > math standard -- all other targets met -- school remains in         |
| > improvement status and must continue to offer choice and            |
| > supplemental services                                               |
| >                                                                     |
| > [Year 5]{.underline} -- there are four possible scenarios:          |
|                                                                       |
| a)  one or more subgroups misses the AYP reading standard and one or  |
|     more subgroups misses the AYP math standard -- the school is now  |
|     in corrective action                                              |
|                                                                       |
| b)  one or more subgroups misses the AYP reading standard and all     |
|     subgroups meet the AYP math standard -- the school is now in      |
|     corrective action                                                 |
|                                                                       |
| c)  all subgroups meet the AYP reading target and one or more         |
|     subgroups misses the AYP math standard -- the school is now in    |
|     year one of school improvement and must offer choice              |
|                                                                       |
| d)  all subgroups meet the AYP reading and math targets -- the school |
|     is no longer in school improvement                                |
|                                                                       |
| Beginning with 2003-04, the identification of districts for           |
| improvement status will be based on missing AYP in the same subject   |
| in all three grade spans -- elementary (grades 3 -- 5), middle        |
| (grades 6 -- 8), and high school. This approach is consistent with    |
| *No Child Left Behind*'s goal of successfully remediating subject     |
| performance deficiencies and will mitigate the potential for falsely  |
| inferring that a school district needs technical assistance to        |
| improve performance. If a district meets AYP in at least one of the   |
| three grade spans, it will not enter into (or advance in) improvement |
| status. Ohio identified more than one-half of its school districts    |
| (317 of 609) as not making adequate yearly progress based on data     |
| from school year 2002-2003. All of Ohio's school districts encompass  |
| grades K through 12. Ohio has three grade spans for accountability    |
| purposes -- 3 through 5, 6 through 8, and 9 through 12. Districts     |
| must meet AYP across all three grade span levels -- 3 through 5, 6    |
| through 8, and 9 through 12. Ohio believes that districts and schools |
| should ensure that all students learn to high levels. A district that |
| is only identified as struggling in one grade span level, however,    |
| does not need the intensity of technical assistance and resources as  |
| a district that fails AYP in all grade spans. Ohio's goal is to       |
| accurately identify only those districts that need additional         |
| technical assistance to improve performance.                          |
+-----------------------------------------------------------------------+

**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**      |
+-----------------------------------------------------------------------+
| Ohio currently disaggregates data for the state report card. Please   |
| see a sample on-line at:                                              |
| [ww                                                                   |
| w.ode.state.oh.us/reportcard](http://www.ode.state.oh.us/reportcard). |
|                                                                       |
| All public school buildings and districts will be accountable for the |
| performance of student subgroups -- including major racial/ethnic     |
| subgroups, students with disabilities, limited English proficient     |
| students, and economically disadvantaged students -- through the AYP  |
| determination, provided the subgroup meets the minimum group size     |
| requirement.                                                          |
|                                                                       |
| Districts submit data for each individual, which includes demographic |
| information, through the Educational Management Information System. A |
| description of required student data elements is available at:        |
|                                                                       |
| > <http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODED             |
| etail.aspx?Page=3&TopicRelationID=367&ContentID=25338&Content=48034>. |
+-----------------------------------------------------------------------+

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+=====================+=======================+=======================+
| 2.  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**      |                       |                       |
+---------------------+-----------------------+-----------------------+
| In determining      |                       |                       |
| whether each school |                       |                       |
| building and        |                       |                       |
| district, as well   |                       |                       |
| as the              |                       |                       |
| state-as-a-whole,   |                       |                       |
| meets the annual    |                       |                       |
| measurable          |                       |                       |
| objectives, Ohio    |                       |                       |
| will calculate, for |                       |                       |
| each subgroup, the  |                       |                       |
| percent of the      |                       |                       |
| tested students who |                       |                       |
| achieve the         |                       |                       |
| proficient level or |                       |                       |
| higher, examine     |                       |                       |
| participation       |                       |                       |
| rates, implement a  |                       |                       |
| uniform averaging   |                       |                       |
| procedure, and      |                       |                       |
| employ the safe     |                       |                       |
| harbor provision.   |                       |                       |
|                     |                       |                       |
| > [Participation    |                       |                       |
| > requir            |                       |                       |
| ements]{.underline} |                       |                       |
| > -- School         |                       |                       |
| > buildings and     |                       |                       |
| > districts in      |                       |                       |
| > which fewer than  |                       |                       |
| > 95 percent of any |                       |                       |
| > student subgroup  |                       |                       |
| > takes the state   |                       |                       |
| > assessment will   |                       |                       |
| > not meet the AYP  |                       |                       |
| > standard,         |                       |                       |
| > provided the size |                       |                       |
| > of the subgroup   |                       |                       |
| > meets the minimum |                       |                       |
| > number required   |                       |                       |
| > (40 students). If |                       |                       |
| > the size of the   |                       |                       |
| > subgroup is less  |                       |                       |
| > than 40 students, |                       |                       |
| > then a            |                       |                       |
| > participation     |                       |                       |
| > rate of less than |                       |                       |
| > 95 percent for    |                       |                       |
| > that subgroup     |                       |                       |
| > will not result   |                       |                       |
| > in a failure to   |                       |                       |
| > meet the AYP      |                       |                       |
| > standard.         |                       |                       |
| >                   |                       |                       |
| > [Uniform          |                       |                       |
| > averaging         |                       |                       |
| > pro               |                       |                       |
| cedure]{.underline} |                       |                       |
| > -- Ohio will      |                       |                       |
| > average the most  |                       |                       |
| > recent two years  |                       |                       |
| > of test scores    |                       |                       |
| > (including the    |                       |                       |
| > current year's    |                       |                       |
| > scores) for each  |                       |                       |
| > subgroup and      |                       |                       |
| > compare the       |                       |                       |
| > results to the    |                       |                       |
| > current year's    |                       |                       |
| > test scores for   |                       |                       |
| > the same          |                       |                       |
| > subgroup. The     |                       |                       |
| > highest score     |                       |                       |
| > will be used to   |                       |                       |
| > determine the     |                       |                       |
| > district's/school |                       |                       |
| > building's AYP    |                       |                       |
| > status. This      |                       |                       |
| > approach rewards  |                       |                       |
| > school buildings  |                       |                       |
| > and districts for |                       |                       |
| > efforts that      |                       |                       |
| > result in strong  |                       |                       |
| > single-year       |                       |                       |
| > achievement gains |                       |                       |
| > and minimizes the |                       |                       |
| > potential for     |                       |                       |
| > falsely inferring |                       |                       |
| > that a school     |                       |                       |
| > building or       |                       |                       |
| > district has      |                       |                       |
| > failed to meet    |                       |                       |
| > AYP standards     |                       |                       |
| > (Linn, 2002).     |                       |                       |
| >                   |                       |                       |
| > [Safe harbor      |                       |                       |
| > pro               |                       |                       |
| vision]{.underline} |                       |                       |
| > -- If one or more |                       |                       |
| > subgroups fail to |                       |                       |
| > meet the annual   |                       |                       |
| > measurable        |                       |                       |
| > objective, then   |                       |                       |
| > the school        |                       |                       |
| > building or       |                       |                       |
| > district makes    |                       |                       |
| > adequate yearly   |                       |                       |
| > progress if both  |                       |                       |
| > of these          |                       |                       |
| > conditions are    |                       |                       |
| > met:              |                       |                       |
| >                   |                       |                       |
| > 1\) the           |                       |                       |
| > percentage of     |                       |                       |
| > tested students   |                       |                       |
| > in that subgroup  |                       |                       |
| > below the         |                       |                       |
| > proficient        |                       |                       |
| > achievement level |                       |                       |
| > decreases by at   |                       |                       |
| > least ten (10)    |                       |                       |
| > percent from the  |                       |                       |
| > preceding year.   |                       |                       |
| > In calculating    |                       |                       |
| > the percentage    |                       |                       |
| > decrease, Ohio    |                       |                       |
| > will average the  |                       |                       |
| > most recent three |                       |                       |
| > years of test     |                       |                       |
| > scores (including |                       |                       |
| > the current       |                       |                       |
| > year's scores)    |                       |                       |
| > and compare the   |                       |                       |
| > results to the    |                       |                       |
| > current year's    |                       |                       |
| > test scores. The  |                       |                       |
| > highest score     |                       |                       |
| > will be used to   |                       |                       |
| > determine whether |                       |                       |
| > the subgroup      |                       |                       |
| > achieved the ten  |                       |                       |
| > (10) percent      |                       |                       |
| > reduction from    |                       |                       |
| > the previous      |                       |                       |
| > year.             |                       |                       |
| >                   |                       |                       |
| > 2\) the students  |                       |                       |
| > in that subgroup: |                       |                       |
| >                   |                       |                       |
| > a\) meet the      |                       |                       |
| > threshold for the |                       |                       |
| > other academic    |                       |                       |
| > indicators or     |                       |                       |
| >                   |                       |                       |
| > b\) make progress |                       |                       |
| > on one or more of |                       |                       |
| > the other         |                       |                       |
| > academic          |                       |                       |
| > indicators.       |                       |                       |
| >                   |                       |                       |
| > [AYP growth       |                       |                       |
| > calcu             |                       |                       |
| lation]{.underline} |                       |                       |
| > -- Consistent     |                       |                       |
| > with instructions |                       |                       |
| > from United       |                       |                       |
| > States Department |                       |                       |
| > of Education      |                       |                       |
| > staff in the      |                       |                       |
| > Office of         |                       |                       |
| > Elementary and    |                       |                       |
| > Secondary         |                       |                       |
| > Education, Ohio   |                       |                       |
| > will employ an    |                       |                       |
| > AYP growth        |                       |                       |
+---------------------+-----------------------+-----------------------+

+-----------------------------------------------------------------------+
| **STATE RESPONSE AND STATE ACTIVITIES FOR MEETING REQUIREMENTS        |
| (continued)**                                                         |
+-----------------------------------------------------------------------+
| > calculation as a fourth method of determining if buildings and      |
| > districts make Adequate Yearly Progress. The AYP growth calculation |
| > will be used to evaluate student trajectories toward proficiency    |
| > once the conventional assessment of whether all subgroups are       |
| > making the status, uniform averaging or Safe Harbor goal for        |
| > percent proficient is made. Under this provision, if one or more    |
| > subgroups (including the *all students* group) falls short of the   |
| > status, uniform average and safe harbor goals, but the subgroup     |
| > demonstrates that sufficient numbers of students are making gains   |
| > such that they are on track to reach or remain proficient by the    |
| > next grade beyond the school's grade configuration, then the        |
| > subgroup will be considered as having made AYP.                     |
|                                                                       |
| **Reference**                                                         |
|                                                                       |
| Linn, Robert L. & Haug, Carolyn (2002). Stability of School-Building  |
| Accountability Scores and Gains. *Educational Evaluation and Policy   |
| Analysis*, *24*(1), 29-36.                                            |
+-----------------------------------------------------------------------+

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+=====================+=======================+=======================+
| 3.  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**      |                       |                       |
+---------------------+-----------------------+-----------------------+
| The requirement for |                       |                       |
| full participation  |                       |                       |
| of students with    |                       |                       |
| disabilities in the |                       |                       |
| statewide testing   |                       |                       |
| program is codified |                       |                       |
| in Ohio law in      |                       |                       |
| Section             |                       |                       |
| 3301.0711(C). The   |                       |                       |
| requirement that    |                       |                       |
| the performance of  |                       |                       |
| students with       |                       |                       |
| disabilities on     |                       |                       |
| statewide tests be  |                       |                       |
| included in school  |                       |                       |
| and district        |                       |                       |
| accountability      |                       |                       |
| calculations is     |                       |                       |
| found in Section    |                       |                       |
| 3302.03(E) of Ohio  |                       |                       |
| code.               |                       |                       |
|                     |                       |                       |
| Ohio requires all   |                       |                       |
| students with       |                       |                       |
| disabilities to     |                       |                       |
| participate in the  |                       |                       |
| statewide           |                       |                       |
| assessment program  |                       |                       |
| by taking the       |                       |                       |
| regular assessment  |                       |                       |
| without             |                       |                       |
| accommodations, by  |                       |                       |
| taking the regular  |                       |                       |
| assessment with     |                       |                       |
| approved            |                       |                       |
| accommodations, or  |                       |                       |
| taking the          |                       |                       |
| alternate           |                       |                       |
| assessment. Ohio    |                       |                       |
| law requires that   |                       |                       |
| the scores for      |                       |                       |
| students with       |                       |                       |
| disabilities who    |                       |                       |
| take the alternate  |                       |                       |
| assessment be       |                       |                       |
| included in the     |                       |                       |
| assessment data in  |                       |                       |
| the accountability  |                       |                       |
| system within the   |                       |                       |
| parameters defined  |                       |                       |
| by federal statute  |                       |                       |
| and regulations     |                       |                       |
| (Section3302.01     |                       |                       |
| (I)(2)).            |                       |                       |
|                     |                       |                       |
| Consistent with     |                       |                       |
| Assistant Secretary |                       |                       |
| for Elementary and  |                       |                       |
| Secondary Education |                       |                       |
| Raymond Simon's May |                       |                       |
| 20, 2004 letter,    |                       |                       |
| Ohio will limit the |                       |                       |
| proportion of       |                       |                       |
| students who can    |                       |                       |
| count as proficient |                       |                       |
| or higher in AYP    |                       |                       |
| calculations        |                       |                       |
| through an          |                       |                       |
| alternate           |                       |                       |
| assessment to 1.3   |                       |                       |
| percent of the      |                       |                       |
| total students      |                       |                       |
| tested. Application |                       |                       |
| of the cap of 1.3   |                       |                       |
| percent to          |                       |                       |
| subsequent years is |                       |                       |
| contingent on       |                       |                       |
| further United      |                       |                       |
| States Department   |                       |                       |
| of Education        |                       |                       |
| approval.           |                       |                       |
|                     |                       |                       |
| For 2002-03,        |                       |                       |
| students with       |                       |                       |
| disabilities who    |                       |                       |
| take Ohio's         |                       |                       |
| existing alternate  |                       |                       |
| assessment will be  |                       |                       |
| included in         |                       |                       |
| subgroup, school,   |                       |                       |
| district, and       |                       |                       |
| statewide data. As  |                       |                       |
| defined in Ohio's   |                       |                       |
| timeline agreement  |                       |                       |
| with the United     |                       |                       |
| States Department   |                       |                       |
| of Education,       |                       |                       |
| beginning with the  |                       |                       |
| 2003-04 school year |                       |                       |
| Ohio will           |                       |                       |
| administer new      |                       |                       |
| alternate           |                       |                       |
| assessments.        |                       |                       |
| Effective with      |                       |                       |
| school year         |                       |                       |
| 2003-04, students   |                       |                       |
| with disabilities   |                       |                       |
| who take Ohio's new |                       |                       |
| alternate           |                       |                       |
| assessment will be  |                       |                       |
| included in         |                       |                       |
| subgroup, school,   |                       |                       |
| district, and       |                       |                       |
| statewide data.     |                       |                       |
+---------------------+-----------------------+-----------------------+

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+=====================+=======================+=======================+
| 4.  How are         | All LEP students      | 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**      |                       |                       |
+---------------------+-----------------------+-----------------------+
| Ohio statute        |                       |                       |
| requires that all   |                       |                       |
| limited English     |                       |                       |
| proficient students |                       |                       |
| participate in the  |                       |                       |
| statewide testing   |                       |                       |
| program. House Bill |                       |                       |
| 3 amended Ohio      |                       |                       |
| Revised Code        |                       |                       |
| (Section            |                       |                       |
| 3301.0711(C)(3)) to |                       |                       |
| bring Ohio statute  |                       |                       |
| into full alignment |                       |                       |
| with the limited    |                       |                       |
| English proficient  |                       |                       |
| student             |                       |                       |
| participation       |                       |                       |
| requirements        |                       |                       |
| contained in the    |                       |                       |
| *No Child Left      |                       |                       |
| Behind Act*,        |                       |                       |
| Sections            |                       |                       |
| 1111                |                       |                       |
| (b)(3)(C)(ix)(III)) |                       |                       |
| and                 |                       |                       |
| 1111(b)(3)(C)(x).   |                       |                       |
|                     |                       |                       |
| Ohio requirements   |                       |                       |
| ensure that each    |                       |                       |
| student in this     |                       |                       |
| subgroup is         |                       |                       |
| receiving direct    |                       |                       |
| services and/or is  |                       |                       |
| being monitored     |                       |                       |
| until such time as  |                       |                       |
| s/he no longer      |                       |                       |
| meets the federal   |                       |                       |
| definition of       |                       |                       |
| limited English     |                       |                       |
| proficient          |                       |                       |
| contained in        |                       |                       |
| Section 9101(25) of |                       |                       |
| the *No Child Left  |                       |                       |
| Behind Act***.**    |                       |                       |
|                     |                       |                       |
| Limited English     |                       |                       |
| proficient students |                       |                       |
| enrolled in U.S.    |                       |                       |
| schools for not     |                       |                       |
| more than 180       |                       |                       |
| school days will be |                       |                       |
| required to         |                       |                       |
| participate in      |                       |                       |
| testing, but their  |                       |                       |
| scores will not be  |                       |                       |
| included in         |                       |                       |
| calculations of     |                       |                       |
| proficiency for AYP |                       |                       |
| or state            |                       |                       |
| accountability      |                       |                       |
| measures --         |                       |                       |
| consistent with the |                       |                       |
| guidance published  |                       |                       |
| by Secretary Paige  |                       |                       |
| on February 19,     |                       |                       |
| 2004. Ohio will     |                       |                       |
| include in the LEP  |                       |                       |
| subgroup for        |                       |                       |
| purposes of the AYP |                       |                       |
| proficiency         |                       |                       |
| calculation         |                       |                       |
| students who have   |                       |                       |
| exited the LEP      |                       |                       |
| program in the most |                       |                       |
| recent two years,   |                       |                       |
| as allowed by the   |                       |                       |
| February 19, 2004,  |                       |                       |
| guidance.           |                       |                       |
+---------------------+-----------------------+-----------------------+

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+---------------------+-----------------------+-----------------------+
| 5.  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**      |                       |                       |
+---------------------+-----------------------+-----------------------+
| In May, 2007, Ohio  |                       |                       |
| received            |                       |                       |
| conditional         |                       |                       |
| approval to         |                       |                       |
| implement a growth  |                       |                       |
| model for the       |                       |                       |
| purposes of         |                       |                       |
| determining         |                       |                       |
| Adequate Yearly     |                       |                       |
| Progress. The       |                       |                       |
| condition was that  |                       |                       |
| Ohio adopts a       |                       |                       |
| uniform minimum     |                       |                       |
| group size. The     |                       |                       |
| State Board of      |                       |                       |
| Education           |                       |                       |
| recommended a       |                       |                       |
| minimum group size  |                       |                       |
| of 30 and the Ohio  |                       |                       |
| General Assembly    |                       |                       |
| approved this       |                       |                       |
| proposal in April,  |                       |                       |
| 2008. The uniform   |                       |                       |
| group size will be  |                       |                       |
| incorporated into   |                       |                       |
| the calculation of  |                       |                       |
| proficiency rates   |                       |                       |
| for accountability  |                       |                       |
| purposes beginning  |                       |                       |
| with the 2007-2008  |                       |                       |
| school year. A      |                       |                       |
| differentiated      |                       |                       |
| minimum group size  |                       |                       |
| still will be       |                       |                       |
| employed for        |                       |                       |
| reporting purposes  |                       |                       |
| and for the         |                       |                       |
| calculation of      |                       |                       |
| participation rates |                       |                       |
| for accountability  |                       |                       |
| purposes.           |                       |                       |
|                     |                       |                       |
| **[Reporting        |                       |                       |
| Res                 |                       |                       |
| ults]{.underline}** |                       |                       |
|                     |                       |                       |
| For reporting       |                       |                       |
| purposes, but not   |                       |                       |
| for determining     |                       |                       |
| AYP, we will employ |                       |                       |
| a minimum size of   |                       |                       |
| 10 for all          |                       |                       |
| subgroups.          |                       |                       |
|                     |                       |                       |
| **[Calculating      |                       |                       |
| Participation       |                       |                       |
| R                   |                       |                       |
| ates]{.underline}** |                       |                       |
|                     |                       |                       |
| For determining     |                       |                       |
| participation rate  |                       |                       |
| as part of the AYP  |                       |                       |
| calculation we will |                       |                       |
| employ a minimum    |                       |                       |
| size of 40 for all  |                       |                       |
| subgroups (except   |                       |                       |
| students with       |                       |                       |
| disabilities). The  |                       |                       |
| federal requirement |                       |                       |
| for participation   |                       |                       |
| -- 95 percent --    |                       |                       |
| allows little room  |                       |                       |
| for extenuating     |                       |                       |
| circumstances when  |                       |                       |
| small groups of     |                       |                       |
| students are        |                       |                       |
| involved. The 95    |                       |                       |
| percent             |                       |                       |
| participation       |                       |                       |
| requirements means  |                       |                       |
| that all students   |                       |                       |
| must be tested when |                       |                       |
| the subgroup        |                       |                       |
| numbers less than   |                       |                       |
| 20; no more than    |                       |                       |
| one (1) student can |                       |                       |
| miss the test when  |                       |                       |
| the subgroup size   |                       |                       |
| is between 20 and   |                       |                       |
| 39; and no more     |                       |                       |
| than two (2)        |                       |                       |
| students can miss   |                       |                       |
| the test when the   |                       |                       |
| subgroup size is    |                       |                       |
| 40. Even schools    |                       |                       |
| and districts that  |                       |                       |
| are bullish about   |                       |                       |
| test participation  |                       |                       |
| will encounter      |                       |                       |
| circumstances that  |                       |                       |
| prevent students    |                       |                       |
| from taking the     |                       |                       |
| test -- for         |                       |                       |
| example, extended   |                       |                       |
| illness or injury.  |                       |                       |
| A minimum subgroup  |                       |                       |
| size of 40 provides |                       |                       |
| schools with a      |                       |                       |
| cushion against     |                       |                       |
| failing the         |                       |                       |
| participation       |                       |                       |
| requirement for     |                       |                       |
| reasons that are    |                       |                       |
| beyond their        |                       |                       |
| control.            |                       |                       |
|                     |                       |                       |
| **[Accountability   |                       |                       |
| for                 |                       |                       |
| Res                 |                       |                       |
| ults]{.underline}** |                       |                       |
|                     |                       |                       |
| Beginning with the  |                       |                       |
| 2007-2008 school    |                       |                       |
| year, a uniform     |                       |                       |
| subgroups size of   |                       |                       |
| 30 students will be |                       |                       |
| used for all AYP    |                       |                       |
| proficiency         |                       |                       |
| calculations.       |                       |                       |
+---------------------+-----------------------+-----------------------+

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR**      | **EXAMPLES OF**       |
|                     |                       |                       |
|                     | **MEETING             | ***NOT* MEETING       |
|                     | REQUIREMENTS**        | REQUIREMENTS**        |
+=====================+=======================+=======================+
| 6.  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**      |                       |                       |
+---------------------+-----------------------+-----------------------+
| ##                  |                       |                       |
|                     |                       |                       |
| ## Ohio is d        |                       |                       |
| edicated to the pro |                       |                       |
| tection of individu |                       |                       |
| al student privacy  |                       |                       |
| when reporting resu |                       |                       |
| lts. Ohio code proh |                       |                       |
| ibits the reporting |                       |                       |
|  of "any data stati |                       |                       |
| stical in nature .  |                       |                       |
| . . that could resu |                       |                       |
| lt in the identific |                       |                       |
| ation of individual |                       |                       |
|  students" (Section |                       |                       |
|  3302.03(D)(3)(h)). |                       |                       |
|                     |                       |                       |
| ##                  |                       |                       |
|                     |                       |                       |
| ## Ohio d           |                       |                       |
| oes not report resu |                       |                       |
| lts for groups in w |                       |                       |
| hich there are fewe |                       |                       |
| r than ten students |                       |                       |
| . Ohio employs the  |                       |                       |
| following reporting |                       |                       |
|  conventions on acc |                       |                       |
| ountability reports |                       |                       |
|  and report cards t |                       |                       |
| o protect the priva |                       |                       |
| cy of students when |                       |                       |
|  reporting results: |                       |                       |
|                     |                       |                       |
| -   \<10 = Fewer    |                       |                       |
|     than 10. This   |                       |                       |
|     will appear for |                       |                       |
|     any counts in   |                       |                       |
|     which there are |                       |                       |
|     fewer than 10   |                       |                       |
|     students.       |                       |                       |
|                     |                       |                       |
| -   NC = Not        |                       |                       |
|     calculated for  |                       |                       |
|     fewer than 10   |                       |                       |
|     students. This  |                       |                       |
|     will appear on  |                       |                       |
|     the Report Card |                       |                       |
|     for statistics  |                       |                       |
|     in which there  |                       |                       |
|     are fewer than  |                       |                       |
|     10 students in  |                       |                       |
|     the             |                       |                       |
|     denominator.    |                       |                       |
|     For example,    |                       |                       |
|     when looking at |                       |                       |
|     4th grade       |                       |                       |
|     proficiency     |                       |                       |
|     results, if     |                       |                       |
|     there are only  |                       |                       |
|     three 4th grade |                       |                       |
|     Hispanic        |                       |                       |
|     students in a   |                       |                       |
|     district, "NC"  |                       |                       |
|     would appear    |                       |                       |
|     because there   |                       |                       |
|     are fewer than  |                       |                       |
|     10 students in  |                       |                       |
|     the             |                       |                       |
|     denominator.    |                       |                       |
|                     |                       |                       |
| In cases where      |                       |                       |
| there are ten or    |                       |                       |
| more students all   |                       |                       |
| of who score at the |                       |                       |
| proficient level or |                       |                       |
| higher, or all of   |                       |                       |
| whom score below    |                       |                       |
| the proficient      |                       |                       |
| level, Ohio will    |                       |                       |
| report that "80     |                       |                       |
| percent or more"    |                       |                       |
| scored at that      |                       |                       |
| level.              |                       |                       |
+---------------------+-----------------------+-----------------------+

**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**       |                       |                       |
+----------------------+-----------------------+-----------------------+
| Reading and          |                       |                       |
| mathematics          |                       |                       |
| assessment scores    |                       |                       |
| are the predominant  |                       |                       |
| determinant of AYP.  |                       |                       |
| While the required   |                       |                       |
| additional academic  |                       |                       |
| indicators (NCLB     |                       |                       |
| Section              |                       |                       |
| 1111(b)(2)(C)(vi)    |                       |                       |
| are part of the AYP  |                       |                       |
| determination, in    |                       |                       |
| determining whether  |                       |                       |
| each subgroup,       |                       |                       |
| school building, and |                       |                       |
| district, as well as |                       |                       |
| the state-as-a-whole |                       |                       |
| meets the annual     |                       |                       |
| measurable           |                       |                       |
| objectives, Ohio     |                       |                       |
| will calculate the   |                       |                       |
| percent of the       |                       |                       |
| tested students who  |                       |                       |
| achieve the          |                       |                       |
| proficient level or  |                       |                       |
| higher, examine      |                       |                       |
| participation rates, |                       |                       |
| implement a uniform  |                       |                       |
| averaging procedure, |                       |                       |
| employ the safe      |                       |                       |
| harbor provision and |                       |                       |
| implement an AYP     |                       |                       |
| growth calculation.  |                       |                       |
| Each of these        |                       |                       |
| calculations is      |                       |                       |
| based on reading and |                       |                       |
| mathematics          |                       |                       |
| assessments scores.  |                       |                       |
+----------------------+-----------------------+-----------------------+

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**      |
+-----------------------------------------------------------------------+
| Ohio's initial threshold for graduation rate will be the rate for the |
| district at the top of the bottom quintile of enrollment when         |
| districts are ranked from lowest to highest graduation rates. At the  |
| end of school years 2010-11 and 2012-13 the graduation rate will be   |
| raised by one-third of the gap between the initial threshold rate and |
| 100 percent. For example, if the initial threshold graduation rate is |
| 70 percent, then the threshold will become 80 percent at the end of   |
| 2010-11 and 90 percent at the end of 2012-13.                         |
|                                                                       |
| The graduation rate is an estimated cohort group rate that is         |
| calculated by the method recommended by the National Center for       |
| Educational Statistics:                                               |
|                                                                       |
| ![](media/image4.wmf){width="5.397916666666666in"                     |
| height="1.1520833333333333in"}                                        |
|                                                                       |
| Students receiving non-standards based diplomas or GEDs are not       |
| included as graduates when calculating graduation rates. The          |
| following website address contains the Student Data Elements section  |
| of Ohio's educational management system:                              |
|                                                                       |
| <http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODED               |
| etail.aspx?Page=3&TopicRelationID=367&ContentID=25338&Content=48034>. |
| It includes information about the calculation of the graduation rate. |
|                                                                       |
| For purposes of AYP (other than "safe harbor") the calculation of the |
| graduation rate will apply to the school building and district level, |
| but not to the subgroup level. School buildings and districts that    |
| achieve or exceed the threshold for the graduation rate, as well as   |
| those that are below the threshold but improve their graduation rate  |
| when compared to the previous year, will have met the other academic  |
| indicator for purposes of calculating AYP.                            |
|                                                                       |
| In addition to being part of the definition of AYP, school            |
| buildings/districts will be required to meet the graduation rate      |
| threshold or improve their graduation rate as a requirement for the   |
| "safe harbor" provision (subgroups that fail to meet AYP standards    |
| but succeed in reducing the proportion of students who are not        |
| proficient by at least ten percent).                                  |
|                                                                       |
| Ohio is committed to ensuring improved graduation rates within        |
| low-performing high schools. The Ohio Department of Education will    |
| work with school districts to aggressively focus on improving the     |
| graduation rates of high schools where the rate is below the          |
| threshold.                                                            |
+-----------------------------------------------------------------------+

+---------------------+-----------------------+-----------------------+
| ## 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**      |
+-----------------------------------------------------------------------+
| Ohio's additional academic indicator for public elementary and middle |
| schools for the definition of AYP is student attendance. The student  |
| attendance rate is the ratio of the number of student days of actual  |
| attendance over the course of a school year to the number of days of  |
| student enrollment for that school year.                              |
|                                                                       |
| ![](media/image5.wmf){width="5.301388888888889in"                     |
| height="0.8326388888888889in"}                                        |
|                                                                       |
| Ohio's threshold for attendance will be the rate for the school       |
| building at the top of the bottom quintile of enrollment when school  |
| buildings are ranked from lowest to highest attendance rates.         |
|                                                                       |
| For purposes of AYP (other than "safe harbor") the calculation of the |
| attendance will apply to the school building and district level, but  |
| not to the subgroup level. School buildings and districts that        |
| achieve or exceed the threshold for attendance, as well as those that |
| are below the threshold but improve their attendance rate when        |
| compared to the previous year, will have met the other academic       |
| indicator for purposes of calculating AYP.                            |
|                                                                       |
| In addition to being part of the definition of AYP, school            |
| buildings/districts will be required to meet the attendance rate      |
| threshold or improve their attendance rate as a requirement for the   |
| "safe harbor" provision (subgroups that fail to meet AYP standards    |
| but succeed in reducing the proportion of students who are not        |
| proficient by at least ten percent).                                  |
|                                                                       |
| Ohio is committed to ensuring improved attendance rates within        |
| low-performing elementary and middle schools. The Ohio Department of  |
| Education will work with school districts to aggressively focus on    |
| improving the attendance rates of elementary and middle schools where |
| the rate is below the threshold.                                      |
+-----------------------------------------------------------------------+

+---------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                     | MEETING               |                       |
|                     | REQUIREMENTS**        | ***NOT* MEETING       |
|                     |                       | REQUIREMENTS**        |
+---------------------+-----------------------+-----------------------+
| 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**      |                       |                       |
+---------------------+-----------------------+-----------------------+
| Ohio's graduation   |                       |                       |
| rate calculation    |                       |                       |
| complies with       |                       |                       |
| national standards  |                       |                       |
| and both the        |                       |                       |
| graduation and      |                       |                       |
| attendance rates    |                       |                       |
| are subject to      |                       |                       |
| audit and           |                       |                       |
| verification at the |                       |                       |
| state level.        |                       |                       |
|                     |                       |                       |
| The graduation rate |                       |                       |
| calculation is      |                       |                       |
| consistent with the |                       |                       |
| methodology         |                       |                       |
| recommended by the  |                       |                       |
| National Center for |                       |                       |
| Education           |                       |                       |
| Statistics.         |                       |                       |
|                     |                       |                       |
| The Ohio Department |                       |                       |
| of Education        |                       |                       |
| reviews data        |                       |                       |
| submitted by school |                       |                       |
| districts relative  |                       |                       |
| to the graduation   |                       |                       |
| and attendance      |                       |                       |
| rates and           |                       |                       |
| identifies figures  |                       |                       |
| that represent      |                       |                       |
| substantial change  |                       |                       |
| from past           |                       |                       |
| performance. The    |                       |                       |
| Ohio Department of  |                       |                       |
| Education engages   |                       |                       |
| individual school   |                       |                       |
| districts in        |                       |                       |
| verifying data that |                       |                       |
| represents          |                       |                       |
| substantial change  |                       |                       |
| form past           |                       |                       |
| performance. These  |                       |                       |
| audits are          |                       |                       |
| conducted by two    |                       |                       |
| units with the      |                       |                       |
| Agency -- the       |                       |                       |
| fiscal office,      |                       |                       |
| since attendance    |                       |                       |
| and enrollment      |                       |                       |
| contribute to       |                       |                       |
| funding, and the    |                       |                       |
| policy research     |                       |                       |
| office, which       |                       |                       |
| monitors the        |                       |                       |
| accountability      |                       |                       |
| data.               |                       |                       |
+---------------------+-----------------------+-----------------------+

**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**       |                       |                       |
+----------------------+-----------------------+-----------------------+
| The Adequate Yearly  |                       |                       |
| Progress (AYP)       |                       |                       |
| calculation will     |                       |                       |
| examine separately   |                       |                       |
| the proportion of    |                       |                       |
| students proficient  |                       |                       |
| in reading and       |                       |                       |
| mathematics, as well |                       |                       |
| as the rates of      |                       |                       |
| participation in     |                       |                       |
| reading and          |                       |                       |
| mathematics. In      |                       |                       |
| determining whether  |                       |                       |
| each subgroup,       |                       |                       |
| school building, and |                       |                       |
| district, as well as |                       |                       |
| the state-as-a-whole |                       |                       |
| meets the annual     |                       |                       |
| measurable           |                       |                       |
| objectives, Ohio     |                       |                       |
| will calculate --    |                       |                       |
| separately for       |                       |                       |
| reading and for      |                       |                       |
| mathematics -- the   |                       |                       |
| percent of the       |                       |                       |
| tested students who  |                       |                       |
| achieve the          |                       |                       |
| proficient level or  |                       |                       |
| higher, examine      |                       |                       |
| participation rates, |                       |                       |
| implement a uniform  |                       |                       |
| averaging procedure, |                       |                       |
| employ the safe      |                       |                       |
| harbor provision and |                       |                       |
| implement an AYP     |                       |                       |
| growth calculation.  |                       |                       |
|                      |                       |                       |
| 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.         |                       |                       |
|                      |                       |                       |
| Ohio will establish  |                       |                       |
| separate reading and |                       |                       |
| mathematics          |                       |                       |
| statewide annual     |                       |                       |
| measurable           |                       |                       |
| objectives for       |                       |                       |
| elementary, middle,  |                       |                       |
| and high schools     |                       |                       |
| that identify a      |                       |                       |
| minimum percentage   |                       |                       |
| of students that     |                       |                       |
| must meet the        |                       |                       |
| proficient level of  |                       |                       |
| academic             |                       |                       |
| achievement. The     |                       |                       |
| reading and          |                       |                       |
| mathematics annual   |                       |                       |
| measurable           |                       |                       |
| objectives will be   |                       |                       |
| applied to each      |                       |                       |
| school building and  |                       |                       |
| school district, as  |                       |                       |
| well as to each      |                       |                       |
| subgroup at the      |                       |                       |
| school building,     |                       |                       |
| district, and        |                       |                       |
| statewide levels to  |                       |                       |
| determine AYP        |                       |                       |
| status.              |                       |                       |
|                      |                       |                       |
| Consecutive years of |                       |                       |
| failing AYP          |                       |                       |
| requirements will be |                       |                       |
| predicated on        |                       |                       |
| failing the same     |                       |                       |
| subject (reading or  |                       |                       |
| mathematics) for     |                       |                       |
| multiple years (see  |                       |                       |
| response to          |                       |                       |
| Principle 4.1 for a  |                       |                       |
| more detailed        |                       |                       |
| explanation).        |                       |                       |
+----------------------+-----------------------+-----------------------+

**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**       |                       |                       |
+----------------------+-----------------------+-----------------------+
| Ohio has included    |                       |                       |
| several features     |                       |                       |
| that are designed to |                       |                       |
| maximize decision    |                       |                       |
| consistency and the  |                       |                       |
| validity of          |                       |                       |
| inferences drawn.    |                       |                       |
| These include:       |                       |                       |
|                      |                       |                       |
| -   the use of       |                       |                       |
|     multiple         |                       |                       |
|     measures -- AYP, |                       |                       |
|     Ohio indicators, |                       |                       |
|     a performance    |                       |                       |
|     index score, and |                       |                       |
|     a growth         |                       |                       |
|     calculation --   |                       |                       |
|     in determining   |                       |                       |
|     the rating of    |                       |                       |
|     schools (see     |                       |                       |
|     Figure 1 in the  |                       |                       |
|     response to      |                       |                       |
|     Principle 1.1).  |                       |                       |
|                      |                       |                       |
| -   the use of       |                       |                       |
|     uniform          |                       |                       |
|     averaging and    |                       |                       |
|     comparing the    |                       |                       |
|     average to the   |                       |                       |
|     most recent      |                       |                       |
|     year's test      |                       |                       |
|     results.         |                       |                       |
|                      |                       |                       |
| -   the employment   |                       |                       |
|     of the "safe     |                       |                       |
|     harbor," so that |                       |                       |
|     schools and      |                       |                       |
|     districts that   |                       |                       |
|     miss AYP but     |                       |                       |
|     show a strong    |                       |                       |
|     gain in the      |                       |                       |
|     areas missed     |                       |                       |
|     will not be      |                       |                       |
|     identified.      |                       |                       |
|                      |                       |                       |
| -   the employment   |                       |                       |
|     of an AYP growth |                       |                       |
|     calculation,     |                       |                       |
|     which will       |                       |                       |
|     calculate        |                       |                       |
|     student          |                       |                       |
|     trajectories     |                       |                       |
|     toward           |                       |                       |
|     proficiency.     |                       |                       |
|                      |                       |                       |
| -   predicating      |                       |                       |
|     consecutive      |                       |                       |
|     years of failing |                       |                       |
|     AYP on failing   |                       |                       |
|     the same subject |                       |                       |
|     (reading or      |                       |                       |
|     mathematics) for |                       |                       |
|     consecutive      |                       |                       |
|     years.           |                       |                       |
|                      |                       |                       |
| -   Use of           |                       |                       |
|     proficiency      |                       |                       |
|     indexes across   |                       |                       |
|     grades to allow  |                       |                       |
|     assessment data  |                       |                       |
|     to be combined.  |                       |                       |
|                      |                       |                       |
| As the new           |                       |                       |
| accountability       |                       |                       |
| system is            |                       |                       |
| implemented, the     |                       |                       |
| Ohio Department of   |                       |                       |
| Education will       |                       |                       |
| examine data related |                       |                       |
| to the reliability   |                       |                       |
| and validity of the  |                       |                       |
| inferences made      |                       |                       |
| about schools and    |                       |                       |
| districts. This      |                       |                       |
| information will be  |                       |                       |
| shared with schools  |                       |                       |
| and districts, and   |                       |                       |
| used to refine the   |                       |                       |
| system as            |                       |                       |
| appropriate.         |                       |                       |
+----------------------+-----------------------+-----------------------+

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                      | MEETING               |                       |
|                      | REQUIREMENTS**        | ***NOT* MEETING       |
|                      |                       | REQUIREMENTS**        |
+======================+=======================+=======================+
| 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 2002-03 School   |                       |                       |
| Improvement Status   |                       |                       |
| Review Process       |                       |                       |
| begins on June       |                       |                       |
| 4^th^, 2003.         |                       |                       |
|                      |                       |                       |
| Ohio's data          |                       |                       |
| collection and       |                       |                       |
| reporting timeline   |                       |                       |
| allows 30 days for   |                       |                       |
| schools to appeal    |                       |                       |
| the AYP              |                       |                       |
| determination.       |                       |                       |
| Schools declared in  |                       |                       |
| school improvement   |                       |                       |
| status have 30 days  |                       |                       |
| to review data       |                       |                       |
| before being         |                       |                       |
| included on the      |                       |                       |
| school improvement   |                       |                       |
| list for the         |                       |                       |
| district. The end of |                       |                       |
| 30-day period for    |                       |                       |
| appealing AYP is     |                       |                       |
| July 25^th^, 2003.   |                       |                       |
|                      |                       |                       |
| The Education        |                       |                       |
| Management           |                       |                       |
| Information System   |                       |                       |
| timeline at:         |                       |                       |
|                      |                       |                       |
| <http://ww           |                       |                       |
| w.ode.state.oh.us/gd |                       |                       |
| /storage/published/9 |                       |                       |
| 6fb6172-bf91-4c22-91 |                       |                       |
| ef-95f9c1f51e86.pdf> |                       |                       |
|                      |                       |                       |
| provides the         |                       |                       |
| specific dates for   |                       |                       |
| processing and       |                       |                       |
| validating 2002-03   |                       |                       |
| data before          |                       |                       |
| finalizing AYP       |                       |                       |
| determinations and   |                       |                       |
| school and district  |                       |                       |
| ratings by August 1, |                       |                       |
| 2003.                |                       |                       |
+----------------------+-----------------------+-----------------------+

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF**       |
|                      | MEETING               |                       |
|                      | REQUIREMENTS**        | ***NOT* MEETING       |
|                      |                       | REQUIREMENTS**        |
+======================+=======================+=======================+
| 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**      |
+-----------------------------------------------------------------------+
| As Ohio implements new assessments, we will adjust our definition of  |
| adequate yearly progress so that we incorporate data from the new     |
| tests while maintaining the timeline for all students to reach        |
| proficiency by 2013-14. Following the first year of administration of |
| each new statewide assessment, new baselines will be calculated and   |
| the remaining intermediate goals will be adjusted. The process of     |
| identifying the baseline percent proficient on the new assessments    |
| will parallel the process used to establish the 2001-02 baseline (see |
| the response to Principle 3.2a) -- by identifying the higher of the   |
| lowest performing subgroup and the school at the top of the bottom    |
| quintile enrollment when sorted by percent proficient. The baseline   |
| percent proficient rate from the new assessment will be averaged with |
| the rate from the continuing assessments to determine the             |
| intermediate goals and annual measurable objectives for the           |
| respective school level (elementary, middle, or high school grades).  |
|                                                                       |
| Figure 2 displays the schedule for incorporating new assessments into |
| the AYP calculation. For example, following the initial               |
| administration of the grade 3 reading achievement test in 2003-04, we |
| will calculate a new reading baseline and adjust the remaining        |
| intermediate goals accordingly. The new intermediate goals will apply |
| prospectively, but will not result in a change in the statewide       |
| annual measurable objective for the initial year's administration (in |
| this example, 2003-04).                                               |
|                                                                       |
| **[Figure 2]{.underline}**                                            |
|                                                                       |
| > ![](media/image6.wmf){width="6.5in" height="2.2631944444444443in"}  |
|                                                                       |
| Students attending public schools that are in their first year of     |
| operation will be included at the district and state levels in        |
| determining district AYP. AYP determinations for new schools will     |
| commence with their second year of operation, at which time students  |
| attending the new school will be included at the school, district,    |
| and state levels.                                                     |
+-----------------------------------------------------------------------+

**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 participation    |                       |                       |
| rate for each school |                       |                       |
| and district, and    |                       |                       |
| for the state as a   |                       |                       |
| whole, as well as    |                       |                       |
| for each subgroup,   |                       |                       |
| will be based on the |                       |                       |
| enrollment during    |                       |                       |
| the March and May    |                       |                       |
| test administration. |                       |                       |
| Subgroup, school and |                       |                       |
| district             |                       |                       |
| participation rates  |                       |                       |
| will be determined   |                       |                       |
| by comparing the     |                       |                       |
| number of students   |                       |                       |
| with test results to |                       |                       |
| the number of        |                       |                       |
| students enrolled at |                       |                       |
| the time of the      |                       |                       |
| test.                |                       |                       |
|                      |                       |                       |
| For determining      |                       |                       |
| participation rate   |                       |                       |
| as part of the AYP   |                       |                       |
| calculation we will  |                       |                       |
| employ a minimum     |                       |                       |
| size of 40 for all   |                       |                       |
| subgroups. The       |                       |                       |
| federal requirement  |                       |                       |
| for participation -- |                       |                       |
| 95 percent -- allows |                       |                       |
| little room for      |                       |                       |
| extenuating          |                       |                       |
| circumstances when   |                       |                       |
| small groups of      |                       |                       |
| students are         |                       |                       |
| involved. The 95     |                       |                       |
| percent              |                       |                       |
| participation        |                       |                       |
| requirements means   |                       |                       |
| that all students    |                       |                       |
| must be tested when  |                       |                       |
| the subgroup numbers |                       |                       |
| less than 20; no     |                       |                       |
| more than one (1)    |                       |                       |
| student can miss the |                       |                       |
| test when the        |                       |                       |
| subgroup size is     |                       |                       |
| between 20 and 39;   |                       |                       |
| and no more than two |                       |                       |
| (2) students can     |                       |                       |
| miss the test when   |                       |                       |
| the subgroup size is |                       |                       |
| 40. Even schools and |                       |                       |
| districts that are   |                       |                       |
| bullish about test   |                       |                       |
| participation will   |                       |                       |
| encounter            |                       |                       |
| circumstances that   |                       |                       |
| prevent students     |                       |                       |
| from taking the test |                       |                       |
| -- for example,      |                       |                       |
| extended illness or  |                       |                       |
| injury. A minimum    |                       |                       |
| subgroup size of 40  |                       |                       |
| provides schools     |                       |                       |
| with a cushion       |                       |                       |
| against failing the  |                       |                       |
| participation        |                       |                       |
| requirement for      |                       |                       |
| reasons that are     |                       |                       |
| beyond their         |                       |                       |
| control.             |                       |                       |
|                      |                       |                       |
| Ohio will employ the |                       |                       |
| guidance regarding   |                       |                       |
| the calculation of   |                       |                       |
| participation rates  |                       |                       |
| issued by Secretary  |                       |                       |
| Paige on March 29,   |                       |                       |
| 2004. We will use    |                       |                       |
| the higher result of |                       |                       |
| either the current   |                       |                       |
| year or a two-year   |                       |                       |
| average when         |                       |                       |
| evaluating           |                       |                       |
| participation rates  |                       |                       |
| for AYP. In          |                       |                       |
| addition, we will    |                       |                       |
| allow for the        |                       |                       |
| exclusion of         |                       |                       |
| students with        |                       |                       |
| significant medical  |                       |                       |
| emergencies from AYP |                       |                       |
| participation rate   |                       |                       |
| calculations.        |                       |                       |
+----------------------+-----------------------+-----------------------+

+----------------------+-----------------------+-----------------------+
| ## CRITICAL ELEMENT  | **EXAMPLES FOR\       | **EXAMPLES OF\        |
|                      | MEETING               | *NOT* MEETING         |
|                      | REQUIREMENTS**        | REQUIREMENTS**        |
+======================+=======================+=======================+
| 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**       |                       |                       |
+----------------------+-----------------------+-----------------------+
| School buildings and |                       |                       |
| districts will be    |                       |                       |
| required to          |                       |                       |
| administer the       |                       |                       |
| statewide test to    |                       |                       |
| all students         |                       |                       |
| enrolled at the time |                       |                       |
| of the March and May |                       |                       |
| test. School         |                       |                       |
| buildings and        |                       |                       |
| districts in which   |                       |                       |
| at least 95 percent  |                       |                       |
| of the students      |                       |                       |
| enrolled at the time |                       |                       |
| of the test take the |                       |                       |
| statewide assessment |                       |                       |
| will meet the AYP    |                       |                       |
| standard. School     |                       |                       |
| buildings and        |                       |                       |
| districts in which   |                       |                       |
| fewer than 95        |                       |                       |
| percent of any       |                       |                       |
| student subgroup     |                       |                       |
| takes the state      |                       |                       |
| assessment will not  |                       |                       |
| meet the AYP         |                       |                       |
| standard, provided   |                       |                       |
| the size of the      |                       |                       |
| subgroup meets the   |                       |                       |
| minimum number       |                       |                       |
| required (40         |                       |                       |
| students). If the    |                       |                       |
| size of the subgroup |                       |                       |
| is less than 40      |                       |                       |
| students, then a     |                       |                       |
| participation rate   |                       |                       |
| of less than 95      |                       |                       |
| percent for that     |                       |                       |
| subgroup will not    |                       |                       |
| result in a failure  |                       |                       |
| to meet the AYP      |                       |                       |
| standard.            |                       |                       |
+----------------------+-----------------------+-----------------------+

# 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.

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.

[^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
    \[§200.12(b)(40)\].

[^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.