§ 403.3. Single accountability system.
(a) Requirement of NCLB. Section 1111 of Title I, added by NCLB (20 U.S.C.A. § 6311), requires each state to develop and implement a single, statewide state accountability system that will be effective in ensuring that all LEAs, public elementary schools and public secondary schools make AYP as defined in section 1111(b)(2)(C) of Title I.
(b) Proficiency as a measure of student progress.
(1) As the starting point for calculating the AYP, the Department will use the proficient level of student performance, as adopted by the State Board on May 10, 2001. See 31 Pa.B. 2763 (May 26, 2001).
(2) Using data from the 2001-02 school year as the baseline, the Department will determine the number of students meeting or exceeding the proficient level of achievement on State assessments.
(c) Adequate yearly progress.
(1) The Department will calculate the AYP by using the intermediate method of calculation, involving stepped goals.
(2) The Department will provide yearly targets to assist the LEAs in measuring progress within the intermediate method.
(3) The Department will use graduation rates as an additional indicator of the AYP for secondary schools and students.
(4) The Department will use child attendance rates as an additional indicator of the AYP for elementary schools and students.
(5) The Department will use 40 as the required number of students tested per building to form a group for the purposes of measuring the AYP of students with disabilities, limited English proficient students and students who are members of economically disadvantaged, major racial and ethnic groups.
(1) Section 1111(b)(3)(A) of Title I specifically requires that, beginning no later than the 2005-06 school year, states must assess all students in grades three through eight against the challenging state academic content standards in, at a minimum, math and reading or language arts, or both. In addition, beginning in the 2007-08 school year, states must assess all students at least once in each of the intermediate, middle and high school levels against the challenging state academic content standards for science.
(i) To accomplish the mandates described in paragraph (1), the LEAs shall continue to use the PSSA to assess students in grades three, five, eight and eleven in reading and mathematics and to assess students at least once in each of the intermediate, middle and high school levels in writing.
(ii) The Department will supplement the PSSA with a single assessment for reading and mathematics that will be administered to students in each of grades four, six and seven.
(iii) The Value Added Assessment System shall be implemented as a component of the Commonwealths assessment system to provide the LEAs with analyses and reports to offer valuable information for focused program improvement to increase performance.
(2) Section 3121 of Title III of the ESEA, added by the NCLB (20 U.S.C.A. § 6841), requires that each state approve evaluation measures that are designed to assess the progress of children in attaining English proficiency, including a childs level of comprehension, listening, speaking, reading and writing skills in English.
(i) To accomplish the mandates described in paragraph (2), the Commonwealth will serve as the leader in a consortium of states seeking to develop a language proficiency assessment that will meet the needs of the NCLB.
(ii) The Department may use the consortiums assessment to evaluate the progress of students in attaining English proficiency, including a childs level of comprehension, listening, reading and writing skills in English.
(iii) The Department will identify commercially developed language proficiency assessment that the LEAs shall administer.
The provisions of this § 403.3 amended June 4, 2004, effective retroactively to June 14, 2003, 34 Pa.B. 2975; amended June 25, 2004, effective June 26, 2004, 34 Pa.B. 3355. Immediately preceeding text appears at serial pages (304049) to (304050).
This section cited in 22 Pa. Code § 19.1a (relating to general provisions).
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