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Dist r ict of Columbia Public Schools | School Year 2018-2019 of 56

SY18-19 Business Rules for School-Level Accountability Metrics

September 2018

School Year 2018-19 Business Rules for School-Level Accountability Metrics Submitted by: The Office of School Design and Continuous Improvement



Overview

This document was developed in a collaborative effort across the Office of School Design and Continuous Improvement (SDCI), the Office of Instructional Practice (OIP), the Office of Teaching and Learning (OTL), and the Office of the Chief of Staff (OCS). The business rules included in this document provide an outline of how metrics are tracked and calculated as displayed in SPDI and other accountability related Central Office reports. If necessary, Central Office can work directly with schools to accommodate special circumstances that have not been addressed by these business rules. While designed to answer most questions, additional inquiries should be directed to the following offices:

For data reporting: [email protected]

For IMPACT goal setting: [email protected]

For general data requests and SPDI access:

o Clusters 1, 2 and 5: Colin Welch ([email protected])

o Clusters 3 and 4: Kirsten James ([email protected])

o Clusters 6 and 7: Danna Reuven ([email protected])

o Clusters 8 and 9: Carly Abarbanel ([email protected])

mailto:[email protected]








Table of Contents Literacy ....................................................................................................................................................... 5

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) ..................................................................... 6 Text Reading Comprehension (TRC) .................................................................................................... 7 Reading Inventory (RI) ....................................................................................................................... 8

RI Participation Rate .................................................................................................................................. 8 RI Proficiency ............................................................................................................................................. 8 RI Lexile Score Growth ............................................................................................................................... 9 RI Proficiency Band Growth ..................................................................................................................... 11

Mathematics ........................................................................................................................................... 13

i-Ready ............................................................................................................................................ 14 i-Ready Participation Rate ........................................................................................................................ 14 i-Ready Grade Level Performance ............................................................................................................ 15 i-Ready Scale Score Growth ..................................................................................................................... 16

Measures of Academic Progress (MAP) ............................................................................................. 18 MAP Participation Rate ............................................................................................................................ 18 MAP Growth ............................................................................................................................................ 18

Promotion & Pass Rates ..................................................................................................................... 20

Course Pass Rate .............................................................................................................................. 21 Ninth Grade Academy (NGA) ............................................................................................................ 22

NGA On-Track to Promote ....................................................................................................................... 24

Schoolwide Promotion Rate ............................................................................................................. 26 Adjusted Cohort Graduation Rate (ACGR)* ....................................................................................... 28

College Preparedness .......................................................................................................................... 30

Advance Placement (AP) & International Baccalaureate (IB).............................................................. 31 AP Course Enrollment Rate* .................................................................................................................... 31 AP Exam Performance* ............................................................................................................................ 31

PSAT ................................................................................................................................................ 33 PSAT Participation Rate ........................................................................................................................... 33 PSAT Section Average .............................................................................................................................. 33 PSAT Average Score ................................................................................................................................. 34

SAT – College Admission Exam ......................................................................................................... 35 SAT Participation Rate ............................................................................................................................. 35 SAT College Readiness Benchmark* ......................................................................................................... 35 SAT Average Super Score ......................................................................................................................... 36

Dual Language & English Learners .................................................................................................. 37

Evaluación del Desarrollo de la Lectura 2 (EDL2) ............................................................................... 38 EDL2 Proficiency ...................................................................................................................................... 38

ACCESS for ELLs 2.0 .......................................................................................................................... 40 ACCESS 2.0 Growth* ................................................................................................................................ 40

Culture & Climate ................................................................................................................................. 42

Attendance ...................................................................................................................................... 43 In-Seat Attendance (ISA)* ........................................................................................................................ 43 Chronic Absence ...................................................................................................................................... 43

Reenrollment* ................................................................................................................................. 45 Behavior .......................................................................................................................................... 46

Suspension Days/100 Students ................................................................................................................ 46 Special Education Suspension Rates & Percent of SPED students ............................................................. 46



Student Satisfaction ......................................................................................................................... 47 Student Response Rate ............................................................................................................................ 47 Student Satisfaction Index ....................................................................................................................... 47

Appendix .................................................................................................................................................. 48

RI Growth Targets ............................................................................................................................ 49 Core Course Codes ........................................................................................................................... 51

Course for Specific Core Subjects ............................................................................................................. 51 Core Course Codes for Middle School Course Passing Rates ..................................................................... 51 Core Course Codes for High School Course Passing Rates......................................................................... 53

NOTE: Metrics with an asterisk are also included in the STAR Framework; however, business rules may differ from those defined by OSSE.



Literacy



Dynamic Indicators of Basic Early Literacy Skills (DIBELS) What is the purpose of this assessment? DIBELS are a set of procedures and measures for assessing the acquisition of early literacy skills. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills. DIBELS are comprised of seven measures to function as indicators of phonemic awareness, alphabetic principle, accuracy and fluency with connected text, reading comprehension, and vocabulary. They were designed for use in identifying children having trouble acquiring basic early literacy skills to provide support early and prevent the occurrence of later reading difficulties.

Proficiency Rate Which students are included in the calculation? To be included in DIBELS calculations, students must meet all the following criteria:

In grades K-2 On a school’s roster at each of the test administration windows

Students who meet any the following criteria are excluded from DIBELS calculations:

English learner (EL) Newcomers1 Eligible for an exemption as determined by the OTL Literacy & Humanities Team Enrolled in a Dual-Language program and in Kindergarten

o Whole school implementation: Bancroft ES, Bruce-Monroe ES, Oyster-Adams Bilingual School o Strand implementation: Cleveland ES, Marie Reed ES, Powell ES, Tyler ES

How are results reported? Each student’s proficiency level is provided by the assessment’s vendor as Well Below Benchmark, Below Benchmark, At Benchmark, or Above Benchmark for each window. Formula for Metric The proficiency rate for DIBELS (DIBELS % Proficient) is expressed as the percentage of students who scored At Benchmark or Above Benchmark (DIBELS At/Above Benchmark) compared to the total number of students who are tested and meet the inclusion criteria above (DIBELS Tested).

Notes and Caveats:

Only students who are on a school’s roster at both the BOY and EOY windows will be included in the EOY achievement metric calculation

1 Students born outside of the United States and have been enrolled in U.S. schools for less than 12 full calendar months



Text Reading Comprehension (TRC) What is the purpose of this assessment? TRC is a reading performance assessment that allows teachers to evaluate a student’s reading comprehension skills and the ability to apply those skills to increasingly complex texts. DCPS uses TRC as a reading proficiency assessment for students in elementary school (grades K-2).

Proficiency Rate To be included in DIBELS calculations, students must meet all the following criteria:

In grades K-2 On a school’s roster at both the beginning-of-year (BOY) and end-of-year (EOY) windows

Students who meet any the following criteria are excluded from DIBELS calculations:

English learner (EL) Newcomer1 Eligible for an exemption as determined by the OTL Literacy & Humanities Team Enrolled in a Dual-Language program and in Kindergarten

o Whole school implementation: Bancroft ES, Bruce-Monroe ES, Oyster-Adams Bilingual School o Strand implementation: Cleveland ES, Marie Reed ES, Powell ES, Tyler ES

How are results reported? Each student’s proficiency level is provided by the assessment’s vendor as Far Below Proficient, Below Proficient, Proficient, or Above Proficient for each window. The table below outlines the cut points for each proficiency band and grade.

Grade Window Far Below Proficient

Below Proficient

Proficient Above

Proficient

Grade K

BOY <PC PC RB A and above

MOY RB and below A B C and above

EOY A and below B C, D E and above

Grade 1

BOY A and below B C, D E and above

MOY C and below D, E F, G H and above

EOY E and below F, G, H I J and above

Grade 2

BOY E and below F, G, H I J and above

MOY H and below I J, K L and above

EOY J and below K L, M N and above

Grade 3

BOY J and below K L, M N and above

MOY K and below L, M N O and above

EOY L and below M, N O, P Q and above

Formula for Metric The proficiency rate for TRC (TRC % Proficient) is expressed as the percentage of students who scored as Proficient or Above Proficient (TRC Proficient) compared to the total number of students who are tested and meet the inclusion criteria above (TRC Tested).

Notes and Caveats: Only students who are on a school’s roster at both the BOY and EOY windows will be included in the EOY

achievement metric calculation



Reading Inventory (RI) What is the purpose of this assessment? This assessment, administered by Houghton Mifflin Harcourt, is a research-based, adaptive assessment that measures students’ reading skills and longitudinal progress. DCPS uses this assessment to measure students’ reading comprehension in terms of Lexile scores, proficiency levels, and growth. Which students are included in RI calculations? Students in grades 3-10 will be included in all RI calculations unless otherwise noted under specific metrics. Students who meet the following criteria will be excluded from all RI calculations:

Eligible for the Multi-State Alternate Assessment (MSAA) in the respective year English learner (EL) Newcomers1 English learners with composite ACCESS scores lower than Level 4.0

RI Participation Rate Which students are included in RI Participation Rate calculations? In addition to the inclusion criteria above, students must:

Be in the enrollment snapshot at the school where they tested; the BOY snapshot is the official audited enrollment file (preliminary rates are calculated using the October enrollment snapshot) and the MOY and EOY snapshots are from the first day of the respective testing windows identified by OTL.

Formula for Metric The RI participation rate (RI Participation Rate) is expressed by the total number of students in the enrollment snapshot that were tested in a window (RI Participation Tested) as a percentage of the total number of students registered in the enrollment snapshot in the school’s testing grades (RI Registered):

RI Proficiency Which students are included in RI Proficiency calculations? All students who meet the criteria under the introductory RI section that completed a test within the testing window are included in this calculation. How are results reported? Students can fall into one of four proficiency bands based on their grade of enrollment and Lexile score: Below Basic, Basic, Proficient, or Advanced. The table below outlines the cut points for each proficiency band and grade.

Grade Below Basic Basic Proficient Advanced

Grade 3 BR to 329L 330L to 519L 520L to 824L 825L& Above

Grade 4 BR to 539L 540L to 739L 740L to 944L 945L& Above

Grade 5 BR to 619L 620L to 829L 830L to 1014L 1015L & Above








Formula for Metric The percentage of students who score as proficient or advanced on RI (RI Proficiency) is expressed as the number of proficient or advanced students (RI Proficient Students) divided by the number of eligible students tested, as recorded in the export file (RI Tested).

Notes and Caveats:

If a student tests more than once in the BOY window, the first score is used. If the student tests more than once on the earliest test date, the highest score will be used.

If a student tests more than once in the MOY or EOY window, the highest score will be used.

RI Lexile Score Growth Which students are included in the calculation? In addition to the inclusion criteria for all RI metrics, students must:

Be in the enrollment snapshot at the school where they tested; the BOY snapshot is the official audited enrollment file (preliminary rates are calculated using the October enrollment snapshot) and the MOY and EOY snapshots are from the first day of the respective testing window identified by OTL.

Test at the same school in the BOY and EOY windows. How are results reported? Student growth targets are provided by the vendor and are based on students’ BOY Lexile scores and grade levels. The growth targets can be found in the Appendix. For students who scores well above grade level at BOY, they will be considered having met their growth targets if they maintain or exceed their BOY scale score.

Grade Fall Lexile Score Growth Target

6 – 7 1200L+ 0

8 – 11 1300L+ 0

Formula for Metric The percentage of students who met their growth targets (RI % Met Growth) are the number of eligible students who met their growth target on RI Lexile scores (RI Student Met Growth) divided by RI Growth Total.

Notes and Caveats:

For students who meet the inclusion criteria outlined above, the first recorded proficiency band from the BOY window (or highest proficiency band if the student tested more than once on the same day) is used as the base for calculation.

If the student tested any time after the beginning of the unofficial MOY window and earned a higher score than their official EOY assessment, the higher score will be used to calculate growth. However, a student must test during the EOY window for the MOY score to count for the growth calculation.

See next page for examples of RI Lexile Score Growth calculations.



Example Calculations Example 1: 6th grade student

Testing Window (Date) School Lexile Score Growth Target

BOY (9/22/2016) School A 650 705

Unofficial MOY (2/16/2017) School A 720

EOY (5/16/2017) School A 700

Result: This student tested at the same school in the BOY and EOY windows, so she is eligible to count for the growth rate. The Data and Strategy Team will use the student’s highest score after the beginning of the informal MOY window, which is 720. The student’s Lexile point growth for the year is: 720 - 650 = 70. The student exceeded her growth target of 55 points. Example 2: 7th grade student


BOY (9/21/2016) School A 800 835

EOY (5/15/2017) School B 810

Result: This student will not count towards any school’s growth rate because she did not test at the same school at BOY and EOY. Example 3: 7th grade student


BOY (9/21/2016) School A 1010 1035

Unofficial MOY (2/16/2017) School A 1040

Result: This student will not count towards School A’s growth rate because she did not test at School A during the EOY testing window. Example 4: 10th grade student


BOY (9/21/2016) School A 1305 1305

EOY (5/15/2017) School A 1295

Result: Because this student’s expected growth was 0 and he did not maintain or improve upon his BOY score of 1305 from the beginning of the year, he did not meet his growth target.



RI Proficiency Band Growth Which students are included in RI Proficiency Band Growth calculations? In addition to the inclusion criteria for all RI metrics, students must:

Be in the enrollment snapshot at the school where they tested; the BOY snapshot is the official audited enrollment file (preliminary rates are calculated using the October enrollment snapshot) and the MOY and EOY snapshots are from the first day of the respective testing window identified by OTL.

Test at the same school in the BOY and EOY windows.

Formula for Metric Proficiency Band Growth (RI Band Growth) is the number of students who improve at least one proficiency band or maintain Advanced status (RI Improved Band) expressed as a percentage of the number of students eligible to be included in the growth calculation (RI Growth Total).

Notes and Caveats:

For the purposes of the proficiency band growth calculation only, students’ grade levels in the audit file will be used to calculate all proficiency bands during the year. Because of the different cut points at each grade level, if a student starts the year in 9th grade, for example, but promotes to 10th grade during the year, the assessment results will be excluded from accountability calculations.

For students who meet the inclusion criteria outlined above, the first recorded proficiency band from the BOY window (or highest proficiency band if the student tested more than once on the same day) is used as the base for calculation.

If the student tested any time after the beginning of the unofficial MOY window and achieved a higher proficiency band than the official EOY assessment, the higher proficiency band will be used to determine if the student improved. However, a student must test during the EOY window for the MOY score to count for the growth calculation.

See next page for example calculations of RI Proficiency Band Growth.



Example Calculations Example 1:

Testing Window (Date) School Performance Band

BOY (9/22/2016) School A Basic

Unofficial MOY (2/16/2017) School A Proficient

EOY (5/16/2017) School A Basic

Result: This student tested at the same school in the BOY and EOY windows, so she is eligible to count for the growth rate. The Data and Strategy Team will use the student’s highest proficiency band after the beginning of the unofficial MOY window, which is Proficient. Therefore, because the student scored Basic at BOY, the student will count as having improved proficiency bands. Example 2:


BOY (9/21/2016) School A Proficient

EOY (5/15/2017) School B Proficient

Result: This student will not count towards any school’s growth rate because she did not test at the same school at BOY and EOY. Example 3:


BOY (9/21/2016) School A Advanced

EOY (5/15/2017) School A Advanced

Result: This student will count as having maintained her Advanced proficiency band because she tested at the same school at BOY and EOY. Example 4:


BOY (9/21/2016) School A Advanced

Unofficial MOY (2/15/2017) School A Advanced

Result: This student will not count towards School A’s growth rate because she did not test at School A during the EOY testing window.



Mathematics



i-Ready What is the purpose of this assessment? The i-Ready mathematics diagnostic assesses a student’s performance across Common Core-aligned domains. i-Ready leverages advanced technology to provide a deep, customized evaluation of every student and to track student growth and performance consistently and continuously. Through an online computer adaptive diagnostic, DCPS measures proficiency and growth in mathematics for students in grades 2-8.

i-Ready Participation Rate Which students are included in the Participation Rate calculation? Students who meet the following criteria will be included:

In grades 2-8 In the enrollment snapshot at the school where they tested; the BOY snapshot is the official audited

enrollment file (preliminary rates are calculated using the October enrollment snapshot), and the MOY and EOY snapshots are from the first day of the respective testing window identified by OTL

Students who meet the following criteria will be excluded:

Eligible for the MSAA for the respective year if in grades 3-8 Eligible for an exemption due to other severe disabilities as determined by the Division of Specialized

Instruction in the respective year if in grade 2 Have a Red Rush Flag2

Formula for Metric The participation rate for i-Ready (i-Ready Participation Rate) is the expression of the total number of eligible students tested in the window (i-Ready Participation Tested) as a percentage of the total number of eligible students registered in i-Ready testing grades in the enrollment snapshot (i-Ready Registered).

2Indicates student spent an average of 12 seconds or fewer per question



i-Ready Grade Level Performance Which students are included in the Performance calculation? Students who meet the following criteria will be included:

In grades 2-8 In the enrollment snapshot at the school where they tested; the BOY snapshot is the official audited

enrollment file (preliminary rates are calculated using the October enrollment snapshot), and the MOY and EOY snapshots are from the first day of the respective testing window identified by OTL

Students who meet the following criteria will be excluded:

Eligible for the MSAA for the respective year if in grades 3-8 Eligible for an exemption due to other severe disabilities as determined by the Division of Specialized

Instruction in the respective year if in grade 2 Have a Red Rush Flag2

How are results reported? Students can fall into one of five performance levels based on their grade of enrollment and scale score: 3+ Grade Levels Below, 2 Grade Levels Below, 1 Grade Level Below, On Grade Level, Early, or On Grade Level Mid, Late, or Above. See the Scale Score Placement Table below.

Grade 3+ Grade Levels

Below 2 Grade Levels

Below 1 Grade Level

Below On Level, Early

On Level, Mid, Late, or Above

2 - 100 – 387 387 – 427 428 – 440 441+

3 ≥ 386 387 – 412 413 – 448 449 – 463 464+

4 ≥ 412 413 – 433 434 – 464 465 – 481 482+

5 ≥ 433 434 – 449 450 – 479 480 – 497 498+

6 ≥ 449 450 – 464 465 – 494 495 – 513 514+

7 ≥ 464 465 – 479 480 – 507 508 – 530 531+

8 ≥ 479 480 – 492 493 – 517 518 – 540 541+

Formula for Metric i-Ready Grade Level Performance (i-Ready GLP) is the number of students who score On/Above Grade Level (i-Ready Level Students), expressed as a percentage of the eligible students who are tested (i-Ready Participation Tested).

Notes and Caveats: If a student tests more than once in any testing window, business rules will be applied after Red Rush

Flag results are removed. If a student tests more than once during the BOY window, the first score will be used in the calculation. If

a student tests more than once on the test date of the first score, the highest score on that date will be used in the calculation.

If a student tests more than once in the MOY or EOY window, the highest score of the first two will be used in the calculation.



i-Ready Scale Score Growth Which students are included in the Growth calculation? In addition to the inclusion criteria for i-Ready Participation Rates, students must:

Test at the same school in the BOY and EOY windows How are results reported? Student growth targets are provided by the vendor and are based on each student’s grade of enrollment and BOY performance. The table below displays “typical growth” targets.

Fall Diagnostic Placement Level K 1 2 3 4 5 6 7 8

3+ Levels Below - - - 30 24 20 15 13 12

2 Levels Below - 36 29 27 23 18 14 13 10

1 Level Below 32 29 26 26 23 18 14 12 9

On Level, Early 24 26 22 25 23 18 13 12 9

On Level, Mid, Late, or Above 21 21 18 21 19 14 13 11 9

Formula for Metric The percentage of eligible students who met their i-Ready growth targets (i-Ready % Met Growth) is the number of students who met or exceeded their expected growth target (i-Ready Students Met Growth) expressed as a percentage of the total number of eligible students tested in BOY and EOY windows (i-Ready Growth Tested).

Notes and Caveats:

If a student tests more than once in any testing window, business rules will be applied after Red Rush Flag results are removed.

If a student tests more than once during the BOY window, the first score will be used in the calculation. If a student tests more than once on the test date of the first score, the highest score on that date will be used in the calculation.

If a student tests more than once in the MOY or EOY window, the highest score of the first two will be used in the calculation.

A student’s MOY score will be used in place of a lower EOY score for the growth calculation only if both of the following are true: o It is the first score recorded for that student between the beginning of the MOY window and the

beginning of the EOY window If a student tests more than once on the first test date, the highest score on that date will be

used in the calculation. o A student tests at least once during the EOY window

See next page for examples of i-Ready scale score growth calculations.



Example Calculations Example 1: 2nd grade student

Testing Window (Date) School Scale Score Grade Level Performance Growth Target

BOY 1 (9/20/2018) School A 300 2 Grade Levels Below

BOY 2 (9/20/2018) School A 430 On Level, Early 452

EOY (5/16/2019) School A 465 On Level, Mid

Result: This student tested at the same school in the BOY and EOY windows, so she is eligible to count for the growth rate. The student’s BOY 2 score of 430 will be used for the growth calculation because it was the highest score in the BOY window from the student’s first day of testing (9/20/2016). The student’s scale score growth for the year is: 465 - 430 = 35. The student exceeded his growth target of 22 points. Example 2: 7th grade student


BOY (9/19/2016) School A 505 1 Grade Level Below 517

EOY (5/15/2017) School B 520 On Level, Early

Result: This student will not count towards any school’s growth rate because she did not test at the same school at BOY and EOY. Example 3: 5th grade student


BOY (9/20/2016) School A 465 1 Grade Level Below 483

MOY (2/16/2017) School A 490 On Level, Early

EOY (5/16/2017) School A 480 On Level, Early

Result: This student tested at the same school in the BOY and EOY windows, so she is eligible to count for the growth rate. Because the student is eligible to be included in the calculation, the Data and Strategy Team will use the student’s highest score after the beginning of the MOY window, which is 490. The student’s scale score growth for the year is: 490 - 465 = 25. The student exceeded her growth target of 18 points.



Measures of Academic Progress (MAP) What is the purpose of this assessment? Measures of Academic Progress® (MAP) is a computer-adaptive assessment that reveals precisely which mathematics skills and concepts the student has acquired and what they are ready to learn. It measures growth and projects proficiency on high-stakes tests. DCPS uses MAP results to inform how educators differentiate instruction, evaluate programs, and structure curriculum. Which students are included in MAP calculations? Students who meet the following criteria will be included in the calculation:

Enrolled in Algebra I (M21, M22, M23, M24, MMX), Algebra II (M41, M42, M43, M44), or Geometry (M31, M32, M33, M34, MMY) as of the BOY and/or EOY enrollment snapshot.

In the enrollment snapshot at the school where they tested: the BOY snapshot is the official audited enrollment file and the MOY and EOY snapshots are from the first day of the respective testing windows identified by OTL (Opportunity Academies: TBD)

Students who meet the following criteria will be excluded from the calculation:

Eligible for the Multi-State Alternate Assessment (MSAA) for mathematics Enrolled in Credit Recovery or Twilight courses

MAP Participation Rate Formula for Metric The MAP participation rate (MAP Participation Rate) is expressed by the total number of students tested in given benchmark period (MAP Participation Tested) as a percentage of the total number of students registered in the enrollment snapshot in the school’s testing courses (MAP Registered):

MAP Growth Which students are included in the calculation? In addition to the inclusion criteria above, students meeting the following criteria are included in the MAP growth calculation:

Be in grades 6-103 based on the EOY assessment grade level Test at the same school in the BOY and EOY windows

How are results reported? Student growth norms are calculated and provided by NWEA. The system predicts a student’s growth for the year called a growth target, based on each student’s starting position on the RIT scale and the amount of instructional time offered. Formula for Metric The MAP normative growth rate (MAP Growth) is expressed by the total number of students that met their projected growth target (MAP Met Growth) as a percentage of the total number of students assessed during the compared administration windows—BOY/BOC to MOY, or BOY/BOC to EOY/EOC. (MAP Assessed)

3 NWEA norms do not go beyond 10

th grade.

https://www.nwea.org/content/uploads/2015/06/2015-MAP-Normative-Data-AUG15.pdf



Notes and Caveats: MAP is offered in both English and Spanish. Downloads for high schools and Opportunity Academies happen based on assessment windows closing.

Results should not be updated if/when one school type’s download occurs before the other. The highest score between the beginning of the unofficial MOY window and the end of the EOY/EOC

window will be used to calculate growth.



Promotion & Pass Rates



Course Pass Rate What is the purpose of this metric? Course Pass rates are measured to observe trends in student population achievement in different areas of study. These rates can be broken down by sub-groups to better assist school leaders in identifying instructional areas which may benefit from additional support. Which students are included in the calculations? Students who received a final mark in the specified course(s). Students who meet the following criteria are excluded from the calculation:

Withdrawn from a course Received a course mark of “W”, “AUD”, “S”, or “U” Did not receive a final grade

How are results reported? Passing marks are:

non-numeric marks of: P, A, A-, B+, B, B-, C+, C, C-, D+, D; or numeric marks of 64 and above.

Formula for Metric The passage rate of an individual course (% Passing) is the number of Passing Students expressed as a percentage of the Course Enrollment.

Notes and Caveats:

If a student takes a course twice or more, the student’s best grade is included in the calculation. The final marks used to calculate passing rates will be pulled two weeks after the end of summer school. For the passing all core courses calculation, the student’s best grade from each core subject area is

included in the calculation. The core course codes tables in the appendix display which courses count towards each core subject area.

For high schools, core courses are defined as courses in English, math, science, or social studies that count toward graduation credit as defined by programs of study in ASPEN.

For middle schools, core courses are English, math, science, and social studies courses. See the appendix for comprehensive list.



Middle School On-Track What is the purpose of this metric? The Middle School On-Track metric allows schools with middle grades to systematically identify struggling students and target supports to ensure students are on-track for academic success in high school. Which students are included in the NGA population? All students in grades 6, 7, and 8 that were both in the official audited enrollment file of a school and in the EOY enrollment snapshot of the same school. How are results reported? Student-Level Flag: Students will fall into one of six statuses based on their course marks. Note that the criteria and courses for SPED and ELL4 students differ from the criteria for students in the general education population.

General Education OR SPED & enrolled in SPED course(s)

If ELL & enrolled in ELL course(s)

grade-level English courses,

grade-level science courses,

grade-level social studies courses,

grade-level or higher math courses,

AND at least one non-core course.

any middle school ELL English courses,

any middle school ELL science courses,

any middle school ELL social studies courses,

any middle school ELL math courses,

AND at least one non-core course.

The criteria for each status are displayed in the following table. The core subject areas noted in the table are defined as English, science, social studies, and math. Specific courses that count as core for each subject are outlined in the Core Courses Table.

Status Criteria

Green Receiving passing marks in all core subject areas and at least one non-core course.

Yellow Passing at least one course in all core subject areas but receiving non-passing marks in all non-core courses OR receiving non-passing marks in all courses in one core subject area.

Purple Passing English, science, social studies, and at least one non-core course but receiving a non-passing mark in a higher grade-level math course.

Orange Not enrolled at least one course in each of the core subject areas OR not enrolled in a non-core course.

Red Receiving non-passing marks in all courses in two or more core subject areas OR receiving non-passing marks in all courses in one core subject area and in all non-core courses.

Missing Marks Missing a mark in any core course and/or missing marks for all non-core courses.

Formula for Metric MS On-Track status aggregations (% i Status) are reported as the number of students who fall under each status (# i Status) expressed as a percentage of the total number of students with Green, Yellow, Red, Purple, and Orange statuses (# Eligible). Students with the Missing Marks status are not included in the calculations.

NOTE: The “i” represents the respective status.

4 ELL students include all students with the following ELL statuses: ELL, ELL Level 1, ELL Level 2, ELL Level 3, ELL Level 4, ELLm (Return to

ESL), FLEP Monitoring Year 1, FLEP Monitoring Year 2, LES, NES, Outdated (Re-Assess), and Parental Exempt (ELL Level 1-4).



Example Middle School On-Track Scenarios

Student Grade Math English Social

Studies Science

Non-Core Courses

Status

Student A 7 Passing Passing Passing Passing Passing Green

Student B 8 Passing Passing Passing Passing Not passing Yellow

Student C 7 Passing Not passing Passing Passing Passing Yellow

Student D 6 Not passing Passing Not passing Passing Passing Red

Student E 7 Passing Passing Passing Passing 6th

grade science Passing Orange

Student F 7 Not passing 8th

grade math Passing Passing Passing Passing Purple

Student G 6 Passing Missing

mark Passing Passing Passing

Missing Marks

Student H 7

Not passing 7th grade math; Passing 8th grade math

Passing Passing Passing Passing Green

Student I 6 Missing mark Passing Not enrolled Passing Passing Orange

Notes and Caveats: Students in the Missing Marks category will not be included in aggregate calculations so that the

percentages only reflect students with marks entered for all core subject areas and at least one non-core course.

Statuses for SPED and ELL students will incorporate identified SPED and ELL courses as well as the general education courses. SPED and ELL courses will not count towards statuses for students who are not identified as SPED or ELL, respectively.

A, A-, B+, B, B-, C+, C, C-, D+, D, and P are considered passing marks. Instances in which students withdrew with a course mark of W will be removed and will not be considered in determining students’ statuses. All other marks are considered non-passing marks.

If a student is enrolled in more than one grade-level or higher math course (as in the example of Student H above), the highest mark will be used to determine the student’s on-track flag. If a student is enrolled in a math course at a higher grade-level than his or her own (e.g., a 7th grade student enrolled in 8th grade math) and not in the grade-level course, the student is assumed to have previously passed the course associated with his or her grade of enrollment.

Mark entry rates are calculated by dividing the total number of courses in which students included in the calculation have received a mark by the total number of courses in which students included in the calculation are enrolled.



Ninth Grade Academy (NGA) What is the purpose of this metric? Ninth Grade Academy is a program meant to track the progress of high school cohorts in passing core courses needed to graduate. DCPS measures the percentage of these students who are “On-Track to Promote”, or those students passing said core courses, to better gauge progress toward graduation. Which students are included in the NGA population?

First-time 9th grade students who are currently registered in English I and/or Algebra I courses in the current school year based on the following rules: o Enrolled and registered on the last day of school at one of the participating NGA high schools:

Anacostia HS (450); Ballou HS (452); Cardozo EC (454); Coolidge HS (455); Dunbar HS (467); Eastern HS (457); Roosevelt HS (459); Ron Brown High School (436); Woodson, H.D. HS (464).

o Classified as first-time 9th graders 9th grade entry year—a data point entered by schools—is the current school year Registered as grade 9 on the last day of school

o Enrolled in English I and/or Algebra I or completed the course already in the current year. o “English I courses” include courses whose course codes contain the following leading characters: E03;

E09; E15; E16; E50; E95; EC6; EI3; X01; X02; E07. For schools on a semester schedule, EX1 counts as English I in the first semester.

o “Algebra I courses” include courses whose course codes contain the following leading characters: M21; M22; M24; MMX; M18; M19; M8X; MA1; MA2; MX8; M23.

o Students who took Alg I-A (M23), but not Alg I-B (M24), count as NGA. o Students with credit recovery courses (i.e. suffix of “CR”) only count if they have another record of

that course at any point in the year.

Students who meet the following criteria are excluded from the calculation: o Special education (SPED) students in self-contained classrooms because they are not taught by

Academy teachers. o ELL Level 1 students are excluded because they are not taught by an NGA teacher for English I. o Students at Cardozo Education Campus and Roosevelt Senior High School who are part of the

International Academy5.

NGA On-Track to Promote Which students are included in the calculation?

Currently enrolled and registered NGA students. The final on-track to promote rate is limited to NGA students registered on the last day of school.

Notes on Course Passing for inclusion among On-Track Students:

Passing English I: Student is currently enrolled in an English I course and has a passing mark for the most recent term OR has completed English I and passed the course.

Passing Algebra I: Student is currently enrolled in an Algebra I course and has a passing mark for the most recent term OR has completed Algebra I and passed the course, including middle school Algebra I credit.

Passing 6 Total Credits: Student is currently passing or has earned credits equal to at least 6 total credits. Passing credits are calculated by summing up the credit value of all courses a student is passing; credits a student has already earned is based on cumulative credit on the student’s transcript (including applicable credit from middle school or a non-DCPS school).

5Students at Cardozo registered in an “IA” section, and students at Roosevelt registered in an “ESL” section.



How are results reported? On-track to promote is measured each term. Students are considered on-track to promote (On-Track Students) if their most recent term marks (or final marks for completed courses) indicate they are passing English I, Algebra I and 6 total credits (5 DCMR, Chapter 2201.8)

Reporting Schedule

No. Reporting Period Purpose

1 Term 1 End Reflects term 1 marks



4 Term 4 End Reflects final marks

5 Post-Summer (used for EOY metrics) Reflects credits earned post-summer school

Formula for Metric NGA On-Track % is the number of On-Track Students expressed as a percentage of the total number of students enrolled in the ninth-grade academy (NGA Enrolled).

Notes and Caveats:

The final on-track to promote rate includes courses passed and credits earned after summer school.



Schoolwide Promotion Rate What is the purpose of this metric? DCPS measures the percentage of students who promote at least one grade level within a school year. This metric measures the percent of students in a school who pass the courses plus earn credits needed to promote from their baseline grade level to a higher grade-level by the end of the school year. This metric includes first-time and repeater 9th, 10th and 11th grade students. DCPS separately measures the promotion rate for first-time 9th, 10th and 11th graders. Which students are included in the population? All students eligible to promote one grade level but not graduate. This includes: 9th graders

All students enrolled in grade 9, including those in their first 9th grade year and those repeating the 9th grade

First 9th grade year is determined by 9th grade entry year, a data point entered by schools Students registered on the last day of school.

10th graders


First 10th grade year is defined as those students whose First 9th grade year, a data point entered by schools, is the prior school year

Students registered on the last day of school. 11th graders


First 11th grade year is defined as those students whose 9th grade entry year, a data point entered by schools, is two years prior

Students registered on the last day of school. How are results reported? A baseline grade level for a student is determined by taking snapshots of student grade levels recorded in Aspen: at BOY (the end of the first week of school) and five (5) business days before the end of each term. The lowest recorded grade level among these five snapshots will be the student’s baseline grade level. Any grade level advancement from a student’s baseline grade level within the school year will be counted as promotion. Results are reported school-wide and separately by grade level within a school.

9th to 10th grade promotion: earn 6 credits, including English I 9th grade students are considered promoted if their final marks for completed courses indicate they

passed required courses and plus earned enough credits to promote to grade 10, 11 or 12, per “5 DCMR, Chapter 2201.8”.

10th to 11th grade promotion: earned 12 credits, including English II and Algebra I 10th grade students are considered promoted if their final marks for completed courses indicate they

passed required courses and plus earned enough credits to promote to grade 11 or 12, per “5 DCMR, Chapter 2201.8”.

11th to 12th grade promotion: earned 18 credits, including English III 11th grade students are considered promoted if their final marks for completed courses indicate they

passed required courses and plus earned enough credits to promote to grade 12, per “5 DCMR, Chapter 2201.8”.



Formula for Metric Promotion rate is the number of promoted students expressed as a percentage of the total number of students registered (Registered).

Notes and Caveats:

Promotion will only be counted using grade levels captured after the snapshot wherein baseline grade level was determined. For example, if a student’s grade snapshots are as follows: {BOY= grade 10; Term 1= grade 9; Term 2= grade 9; Term 3= grade 9; Term 4= grade 9; After summer= grade 9}. This will not be flagged as promotion.

Promotion rate includes students registered on the last day of school, but reflects credits earned through summer school.

A students’ school of record is defined as the reported school where student is registered at on the last day of school.

Promotion will only be counted once, regardless of the number of grade levels a student advances within a single school year.

Per DC Code § 38-781.02(c)(2), no student with more than 30 unexcused absences in a school year shall be promoted unless the principal submits a written explanation justifying the decision to the Chancellor before the promotion is made.



Adjusted Cohort Graduation Rate (ACGR)* What is the purpose of this metric? ACGR is a measure of how many students graduate within four years of enrolling in 9th grade for the first time. This metric will allow school leaders to better observe how often students are both retained and achieve promotion to graduate “on time”. Which students are included in the calculation? The ACGR cohort initially consists of all students who enrolled in DCPS at any point within the four years following their first ninth grade year and whose first ninth grade year is the school year three years prior to the accountability year. For example, the SY2015-2016 graduating cohort was comprised of students who enrolled as first-time 9th graders in SY2012-2013. Any student who has received a Stage 5 enrollment at any point between their first ninth-grade year and their expected year of graduation can enter the cohort at any point in time during the 4-year span. The following students are NOT included in the cohort:

Students only ever enrolled in a non-diploma-granting institution while aged 14 to 22 years [River Terrace, Incarcerated Youth Program, Youth Services Center, CHOICE Academy, Resolution]

Any student who has most recently attended DYRS Students who were last enrolled in DCPS prior to the official October 2012 audit and were withdrawn

with the code “Enrolled but never attended” Students who never reached Stage 5 enrollment Students who first enrolled in DCPS four years after their first ninth-grade year Students who were last enrolled in CFSA/PRO schools (948, 958, 7000) Students for whom. All students with validated6 cohort exits

o Exited to home-schooling or a public, private, or online diploma-granting school in a different state o Exited to a school outside the United States o Exited to be home-schooled in DC o Exited to attend a private school in DC o Died or is permanently incapacitated

How are results reported? The Four-Year ACGR method of calculating graduation rate, which has been in use in DC since SY2010-2011, accounts for the completion outcomes (e.g., graduation) of a cohort of students who all started 9th grade at the same time and form the four-year cohort for the graduating class. The adjusted cohort is determined by the number of students who enter grade 9 for the first time, adding any students who enter at a later point during the ninth-grade year or at any point up until the expected year of graduation, and subtracting any students who exit the state public school system with a validated reason during that same time. ACGR accounts not only for the outcome of a student but also the time spent in reaching that outcome. Initial ACGR rates are available in August of most years. ACGR calculations are audited and finalized in the fall, after approval by OSSE; this typically occurs in October or November.

6Schools have provided acceptable withdrawal documentation indicating a transfer to another diploma-granting institution after the

student’s final withdrawal from DCPS or unofficial documentation for deceased students or those who have moved outside the country



Formula for Metric ACGR is the number of certified graduates within the cohort (Cohort Grads) expressed as a percentage of the total number of students in the cohort, minus the number of those students who transferred out with valid transfer documentation (Cohort Size).

Notes and Caveats:

School of Responsibility: For graduates, the school from which the student graduated. For non-graduates, the last diploma-granting school which a student attended as of the end of the school year in which the student was expected to graduate (i.e., four years from his or her first ninth grade year for the calculation of the four-year ACGR or five years from his or her first ninth grade year for the calculation of the five-year ACGR). The last diploma-granting school in which a student is enrolled is the school of responsibility. If students subsequently transfer to a non-diploma-granting institution, the last diploma-granting school in which the student was enrolled prior to the end of June is held responsible. Schools that have closed and non-public schools do not get their own ACGR rates.

Non-public Units (NPU): Students enrolled in non-public schools will not be assigned to a cohort responsible school; students will not be included in a school-level graduation rate calculation.

Diploma Types: GEDs, SPED certificates, and other specialized or technical certificates do not count towards ACGR. DCPS diplomas count towards graduation; this includes the DCPS-II 24-CU, diplomas issued by DCPS application schools, older DCPS diploma types, and the External Diploma Program.

Graduation Status: A student is considered a certified graduate for ACGR calculations if he or she appears on any certified graduates list in 2016 or prior. August graduates are treated the same as June graduates.

Court Involvement: Students who transfer to Department of Youth Rehabilitation Services (DYRS) or Maya Angelou New Beginnings become members of the “state” cohort. Students who transfer to DYRS become members of the “state” cohort because DYRS is diploma-granting. Students who transfer to the Incarcerated Youth Program (IYP) remain on the cohort of their most recent previous diploma-granting school because IYP does not grant a regular diploma

Transition Institutions: Students who transfer to Youth Services Center (YSC) or C.H.O.I.C.E. Academy (CHOICE) will remain on the cohort of their most recent previous diploma-granting school because YSC and CHOICE do not grant a regular diploma.

Adult Education: Students who transfer to a non-diploma-granting adult education program (currently Academy of Hope, Briya PCS, Four Walls CTE Center, Carlos Rosario International PCS, Community College Preparatory Academy, LAYC Career Academy, Maya Angelou Young Adult Learning Center, The Next Step PCS, and Youth Build PCS), will remain on the cohort of their most recent previous diploma-granting school because these schools do not offer a regular diploma.

Special Education: Students who transfer to non-diploma-granting special education schools (currently River Terrace Education Campus and St. Coletta PCS) remain on the cohort of their most recent previous diploma-granting school because these schools do not grant a regular diploma.

Adult Education Programs: Students who transfer to a non-diploma-granting adult education program (currently Academy of Hope, Briya PCS, Carlos Rosario International PCS, Community College Preparatory Academy, LAYC Career Academy, Maya Angelou Young Adult Learning Center, The Next Step PCS, and Youth Build PCS), will remain on the cohort of their most recent previous diploma-granting school because these schools do not offer a regular diploma.

Special Education Programs: Students who transfer to non-diploma-granting special education schools (currently River Terrace Education Campus and St. Coletta PCS) remain on the cohort of their most recent previous diploma-granting school because these schools do not grant a regular diploma.



College Preparedness



Advance Placement (AP) & International Baccalaureate (IB) What is the purpose of these metrics? When students take Advanced Placement (AP) courses and exams, they demonstrate to college admission officers that they have sought out an educational experience that will prepare them for success in college and beyond. AP exams are administered toward the end of the year and are offered to students who are enrolled in the respective AP course during that school year. Studies have shown that AP exam scores are good predictors of college success; most colleges and universities accept successful exam scores for credit, advanced placement, or both. The International Baccalaureate (IB) program was made to be a rigorous, internationally-recognized diploma for entry into universities that students all around the world could earn. To earn an IB diploma, a student must attend an IB-approved school and meet several requirements, including taking classes in the six subject groups and passing the respective exams. The AP/IB Performance metric captures the share of students participating in AP or IB assessments who are proficient in content material at the college level. By measuring the percentage of students who achieve each of the possible scores on each exam, school leaders can see how well their AP/IB courses are preparing their students for success on the exams.

AP Course Enrollment Rate* Which students are included in the calculation? All 9th-12th grade students who were enrolled in an AP course at the school at the end of the year. How are results reported? The College Board sends a summative annual examination file with individual scores for each AP test. Exams are graded on a scale from 1-5 (5 being the highest), where scores of 3 and above represent passing. Calculation The course enrollment rate for AP (AP Course Enrollment Rate) is the number of 9th-12th grade students enrolled and registered in AP courses at the school at the end of the year (AP Enrolled) expressed as a percentage of the total number of 9th-12th grade students enrolled and registered at the school at the end of the year (AP Enroll Total). Formula for Metric

AP Exam Performance* Which students are included in the calculation? All students who completed an AP exam with a valid score (1-5) and are registered at the end of year snapshot at a DCPS school. Student scores will be attributed to the school at which the student tested. How are results reported? The College Board sends a summative annual examination file with individual scores for each AP test. Each exam is graded on a 1-5 scale with results of 3 or higher counting as passing. The percentage of exams in each score level will be calculated.



Formula for Metric AP Exam Performance is number of AP i Exams that fall into each of the five score levels, expressed as a percentage of the number of exams that received a score (AP Total Exams). For example, % AP 3 would be the number of exams graded a 3 (AP 3 Exams) expressed as a percentage of AP Total Exams.

NOTE: The “i” represents the respective score level.



PSAT What is the purpose of these metrics? PSAT participation rates and average PSAT scores allow school leaders to see how well high school students are prepared for the SAT. In addition to being a useful practice exam for students, the PSAT (NMSQT) qualifies students for the National Merit Scholarship. Which students are included these calculations? All 9th, 10th, and 11th grade students registered at a school as of the test administration date. Students who meet the following criteria will be excluded from the calculation:

English Learner (ELs) students who are at English Language Proficiency (ELP) Level 1 or 2

PSAT Participation Rate How are results reported? These metrics are calculated after each PSAT administration and use the count of registered 9th, 10th, and 11th graders as of the test administration date. A student’s grade level will be determined by their grade in ASPEN as of the test administration date7. Participation should be reported for 9th, 10th, and 11th graders collectively and as independent sums for each respective grade group. Calculation The PSAT Participation Rate is expressed by the total number of 9th, 10th, and 11th grade students who took the PSAT at any point during the year (PSAT Tested) as a percentage of the total number of registered 9th, 10th, and 11th grade students as of the test administration date (PSAT Registered): Formula for Metric

PSAT Section Average How are results reported? These metrics are calculated after each PSAT administration and use the count of registered 9th, 10th, and 11th graders as of the test administration date. A student’s grade level will be determined by their grade in ASPEN as of the test administration date6. DCPS calculates the average score for test each section (evidence-based reading & writing and math) by grade. PSAT section average should be reported for 9th, 10th, and 11th graders collectively and as independent sums for each respective grade group. Formula for Metric The average score for each section (PSAT Section Average) is the sum each student’s score on that section (PSAT Section High Score), expressed as an average of the total number of 9th, 10th, and 11th grade test takers (PSAT Total).

7 This is different from the self-reported grade levels used by College Board.



PSAT Average Score How are results reported? These metrics are calculated after each PSAT administration and use the count of registered 9th, 10th, and 11th graders as of the test administration date. A student’s grade level will be determined by their grade in ASPEN as of the test administration date6. DCPS calculates the average score for test each section (evidence-based reading & writing and math) by grade. PSAT average score should be reported for 9th, 10th, and 11th graders collectively and as independent sums for each respective grade group. The school’s average composite score on the PSAT (PSAT Avg Score) is expressed as the sum of scores for 9th, 10th, and 11th grade test takers (PSAT Score Sum) averaged against the PSAT Total.



SAT – College Admission Exam What is the purpose of these metrics? SAT participation rates and SAT readiness benchmark allow school leaders to see how well high school students are performing on one of the most used college admission exams. The SAT “College Ready” Benchmark metric is intended to provide an indication of how well schools are preparing students to be college and career ready. The Super Score refers to a student’s highest possible combination of Evidence-Based Reading & Writing and Math sections on the SAT. Which students are included the calculation? All 11th and 12th graders registered at a school as of the test administration date. A student’s grade level will be determined by their grade in ASPEN as of the test administration date6. DCPS in-school test date for fall 2018 testing is October 10, 2018 (makeup date: October 24, 2018). National SAT Test Dates for fall 2018 are: October 6, 2018, November 3, 2018, and December 1, 2018. DCPS in-school test date for spring 2019 (Juniors only) is March 6, 2019 (makeup date: March 27, 2019). National SAT Test Dates for spring 2019 are: March 9, 2019, May 4, 2019, and June 1, 2019. Students who meet the following criteria will be excluded from the calculation:

English Learner (ELs) students who are at an English Language Proficiency (ELP) Level 1 or 2

SAT Participation Rate How are results reported? These metrics are calculated after each SAT administration and use the count of registered 11th and 12th graders as of the latest test administration date. SAT participation rate is reported for 11th and 12th graders collectively and as independent sums for each respective grade group. Formula for Metric The SAT Participation Rate is expressed by the total number of 11th and 12th grade students who took the SAT at any point during the year (SAT Tested) as a percentage of the total number of registered 11th and 12th grade students as of the test administration date (SAT Registered):

SAT College Readiness Benchmark* How are results reported? These metrics are calculated after each SAT administration and use the count of enrolled 11th and 12th graders as of the latest test administration date. The SAT College and Career Readiness Benchmarks are fixed scores identified by the College Board for each subject area of the test. For this metric, students must meet or exceed both benchmarks in the subject areas of Math and Evidence-Based Reading and Writing to be considered “College Ready.”

Test Subject Area Benchmark

Evidence-Based Reading and Writing 480

Mathematics 530



Formula for Metric The SAT College Ready (SAT College Ready) is the number of students who meet or exceed both subject area benchmarks (Students Meet or Exceed Benchmark) expressed as a percentage of the total number of test takers (SAT Tested).

SAT Average Super Score How are results reported? These metrics are calculated after each SAT administration and use the count of registered 11th and 12th graders as of the latest test administration date. DCPS calculates the highest combination of scores for all 11th and 12th graders who took the test during the current school year. Scores should be reported for 11th and 12th graders collectively and as independent sums for each respective grade group. Formula for Metric The school’s average composite score on the SAT (SAT Avg Super Score) is expressed as the sum of super scores for all 11th and 12th grade test takers (Super Score Sum) divided by the total number of 11th and 12th grade test takers (SAT Total).



Dual Language & English Learners



Evaluación del Desarrollo de la Lectura 2 (EDL2) What is the purpose of this assessment? EDL2 is the Spanish literacy benchmark assessment administered by the elementary dual-language programs within DCPS. The assessment, used in conjunction with TRC and DIBELS, is used to inform growth and proficiency in the Spanish language. The following schools will administer the EDL2 in SY18-19: Cleveland ES, Oyster-Adams Bilingual School, Marie Reed ES, Powell ES, and Tyler ES.

EDL2 Proficiency Which students are included in the calculation? Students who meet the following criteria will be included in the calculation:

Completed an EDL2 assessment within the testing window (unless an extension is approved by LAD) In grades 1-5 In the enrollment snapshot at the school where they tested; the BOY snapshot is the official audited

enrollment file (preliminary rates are calculated using the October enrollment snapshot), and the EOY snapshot is the first day of the EOY testing window identified by OTL

Enrolled in a dual-language program at one of the following schools: o Whole school implementation: Oyster-Adams Bilingual o Strand implementation: Cleveland ES, Marie Reed ES, Powell ES, Tyler ES

Students who meet the following criteria will be excluded from the calculation:

Eligible for the MSAA for the respective year if in grades 3-5 Eligible for an exemption as determined by the Language Acquisition Team (see exemption form) ELL Newcomer1

How are results reported? Students can fall into one of four proficiency levels based on their grade of enrollment and EDL level: Below Benchmark, Approaching Benchmark, Benchmark, Above Benchmark.

Grade Window Below

Benchmark Approaching Benchmark

Benchmark Above

Benchmark

Kindergarten

BOY

MOY <A A 1 2 and above

EOY 1 or below 2 3 4 and above

Grade 1

BOY 1 or below 2 3 4 and above

MOY 6 or below 8 10 12 and above

EOY 10 or below 12-14 16 18 and above

Grade 2

BOY 10 or below 12-14 16 18 and above

MOY 14 or below 16-18 20 24 and above


Grade 3


MOY 24 or below 28-30 34 38 and above


Grade 4


MOY 28 or below 30-34 38-40 50 and above


Grade 5


MOY 34 or below 38 40-50 60 and above




The first independent (not instructional) score in the window is used at BOY, and the highest score in the window is used at EOY. Teachers must report students’ independent or advanced level (as per publisher guidelines). If a student tested more than once on the same day for either window, the highest independent score is used. Formula for Metric Achievement rates for EDL2 (% EDL Prof Band i) is the number of students scoring in each band (EDL Band i) expressed as a percentage of the total number of eligible students tested in the window (EDL Tested).

NOTE: The “i” represents the respective proficiency band. Notes and Caveats

Any student that scores a Level 60 at the beginning or middle of the year are exempt from EDL2 testing at the end of the year and will be considered above benchmark.

MOY testing is optional if students are showing growth through progress monitoring TRC and EDL2:

o Students scoring at or below the “Reading Behaviors” (RB) level in their home language should be exempted from the RB portion of the assessment in the partner language

o Once students have demonstrated RB proficiency in either language, assessments can begin at level 3 (EDL2) and level C (TRC) which assess post-RB skills.



ACCESS for ELLs 2.0 What is the purpose of this assessment? Assessing Comprehension and Communication in English State-to-State (ACCESS) for English language learners (ELLs) 2.0 is an English language proficiency assessment that is administered to students in grades K-12 who have been identified as English Learners (ELs). The exam is used to provide a snapshot of students’ proficiency in English. Across multiple exams and years, the results help schools track students’ growth in their English language development, and to determine whether ELs have attained English language proficiency in each of four language domains—reading, speaking, listening, and writing. The results also inform teachers on how to tailor and enhance instruction for ELs. Once students score a composite level 5 or above, they are no longer eligible for ESL services and are considered English proficient; however, they will be monitored for a two-year period to determine if re-evaluation is necessary.

ACCESS 2.0 Growth* Which students are included in the calculation? Students who meet the following criteria will be included:

English Learner in the current year Enrolled at for at least 90 calendar days from the enrollment audit to the beginning of the ACCESS

testing window at the testing school Continuously enrolled during the school’s ACCESS testing window OR not continuously enrolled during

the school’s testing window BUT tested at that school and received a valid score Students who meet the following criteria will be excluded from the calculation:

Received an invalid score. Identified as EL for the first time in the current year. Completed the Alt ACCESS exam in the current or previous year. Achieved proficiency level 5 in the previous school year. Achieved proficiency level 5 in their first year of ACCESS testing. Tested at a private school in the previous year.

How are results reported? Students are given an appropriate number of years to achieve proficiency based on their baseline. Students’ baseline ACCESS level is set the first year they complete ACCESS for ELLs 2.0, which began in 2015-16. The number of years given to students at each starting proficiency level is intended to create an ambitious but realistic goal. The table displays students’ timelines for reaching level 5.

Baseline ACCESS Proficiency Level

# Years Remaining to Proficiency (L5)

Level 1 – Entering 5

Level 2 – Emerging 4

Level 3 – Developing 3

Level 4 – Expanding 2

Students’ target scale score is the minimum composite scale score to achieve level 5 in that grade. Students’ growth targets are then calculated each year using the following formula:

Students’ growth is determined to be sufficient if their actual growth is greater than or equal to their growth target.



Formula for Metric ACCESS Growth is the number of students with sufficient growth (Students with Sufficient Growth), expressed as a percentage of the total number of students expected to take ACCESS. (ACCESS Tested).

Notes and Caveats The number of Years Remaining to Proficiency decreases by one after each school year. Students’ years remaining to proficiency still decreases by one if they do not take ACCESS for a year

without having exited EL status. A student’s baseline year resets when he or she has a new responsible school from the previous year.

This reset makes the previous year the student’s baseline year and resets the years remaining to proficiency.

Previous ACCESS Scale Score is the last valid score, not necessarily from the immediately preceding year, if the assessment taken was ACCESS for ELLs 2.0 (2015-16 or later).

When a student does not reach level 5 by their target year, they are counted as making insufficient growth. If a student continues to take the ACCESS exam, they will continue to have an insufficient growth determination until they reach level 5.

When a student scores level 5 or higher, they are counted as making sufficient growth unless it is their first year of taking the ACCESS for ELLs 2.0. This is true if students repeat grades and the scale score required for a score of level 5 is lower than the initial target scale score set after their baseline exam.

Students who take ACCESS after taking Alt ACCESS in the past will have their first ACCESS year count as their baseline.

Students who take ACCESS for ELLs 2.0, take Alt ACCESS for one or more years, then return to taking ACCESS for ELLs 2.0 will not be assigned a new baseline.

Starting in 2017-18, students will have to be on the OSSE-approved Alt-eligible list to take Alt-ACCESS. For inclusion in previous year’s calculations, students must meet the following criteria:

o EL in the previous year’s demographic certification o Tested with a valid score on ACCESS for the previous year OR enrolled for at least 90 days from audit

to beginning of ACCESS testing window at the same school as the current year AND continuously enrolled during the previous year’s testing window at the same school as the current year.



Culture & Climate



Attendance Which students are included in the calculation? All students of all ages, including those who are not of compulsory8 age, who were ever Stage 5 enrolled are included in the calculation for each school at which students were enrolled for at least 10 instructional days after the 10th day9 of school. Students meeting the following criteria will be excluded from the calculation:

Enrolled for fewer than 10 instructional days at a given school Attendance records that conflict with dates of verified enrollment Attendance which only corresponds to Stage 4 enrollments10

In-Seat Attendance (ISA)* What is the purpose of this metric? Attendance is an important predictor of student success. ISA measures the percentage of the cumulative sum of instructional days on which enrolled students are present, or in-seat, during a given school year. This metric is an indicator of the percent of students who are present for instruction, a vital aspect of educational success; therefore, most absences count against ISA, referred to as In-Seat Absences. A higher ISA rate indicates that, on average, a given school had a greater percentage of students who were present in school over the course of the school year compared to a school with a lower ISA rate. How are results reported? The school level ISA calculation includes all in-seat days and membership days that were accrued at the school that year; in-seat days and membership days accrued by students who have since withdrawn are still included in the school ISA calculation. Absences that count against ISA are called in-seat absences. The only absences that do not count against ISA are in-school suspension absences and school activity absences. Formula for Metric ISA is the total number of in-seat days, or the total number of expected school days for each student minus the total number of excused absences (In-Seat Days), expressed as a percentage of the total number of days students were expected to attend school (Membership Days).

Chronic Absence What is the purpose of this metric? Students who are not in school at least 90 percent of school days are at risk for diminished learning outcomes across grade levels. Whereas In-Seat Attendance (ISA) represents an aggregate measure of school-level attendance, 90+ Attendance is derived from student-level attendance rates; this allows school leaders to quickly see student attendance more granularly and identify where chronic absence is occurring most frequently in the school. This metric identifies the percentage of enrolled students who were present for 90 percent or more of enrolled days (the inverse of chronic absenteeism).

8 Refers to students who are at least 5 years old and not yet aged 18 as of September 30th of the school year

9 Extended Year – August 24, 2018; Traditional – August 31, 2018

10 Represents pre-enrollment, meaning the student has not shown up to receive educational services from the school (See DCMR Section

5-A2101 for details about stages of enrollment)



How are results reported? The preceding formula for ISA is used to find the percentage of days each student attended school out of the days they were expected to attend, grouping students into one of five ISA categories (see table below) and identifying students who have an ISA less than 90%.

Category Threshold Satisfactory ISA > 95%

At-Risk 95% ≤ ISA > 90%

Moderate Chronic Absence 90% ≤ ISA > 80%

Severe Chronic Absence 80% ≤ ISA > 70%

Profound Chronic Absence ISA ≤ 70%

Formula for Metric This metric (Chronic Absence) calculates the number of students who were present less than 90% of the instructional days in which they were enrolled (<90 ISA Students) expressed as a percentage of the number of students with unduplicated enrollment for at least 10 instructional days at the school, after the 10th day8 of school (Enrolled 10+ Days).

Notes and Caveats: If there is no attendance data for a student for an instructional day on which the student was enrolled,

the day is counted in the denominator but not in the numerator (missing data are counted as absences). The LEA attendance codes mapped to OSSE values of PF (Present Full), PIS (Present In-School

Suspension), PP (Present Partial), PPE (Present Partial Excused), and PPU (Present Partial Unexcused) are considered present.

Students for whom demographic/enrollment data was not certified are reported in the metric calculation for the “all students” student group and any student group for which there is validated authoritative student data; however, they are not included in the metric calculation for the student group corresponding to the data that was not certified.

Attendance rates reported in the accountability system may differ slightly from other publicly reported attendance metrics that only consider compulsory-aged students.



Reenrollment* What is the purpose of this metric? Students and families choosing to return to their school each year is one signal of a positive school environment. The re-enrollment metric seeks to measure the percentage of students who choose to re-enroll in the same school year over year. Which students are included in the calculation? All students enrolled on Count Day who were eligible for reenrollment, as identified by the following:

Enrolled in non-terminal grades Ever stage 5 enrolled for at least ten instructional days after the 10th day of school in the previous

school year Enrolled in terminal11 grades in the previous school year and repeated the same grade in the

accountability year Students who meet the following criteria are excluded from the calculation:

Enrolled in a terminal grade in the previous school year (based on grades offered in the accountability year) and not retained in the same grade in the accountability year

Exited with validated exit codes corresponding to the following exit types: o Home-schooling or a public, private, or online diploma-granting school in a different state o School outside the United States o Home-schooled in DC o Attend a private school in DC o Died or permanently incapacitated

Classified as a student with a disability whose latest enrollment was at a non-public school OR turned age 22 and became ineligible for special education services in the previous year

Expelled for firearm use or possession during the year preceding the accountability year Received any credential during the previous year as validated by the following sources:

o Certified Graduates list o Certificate of IEP Completion list o GED Completion data

Formula for Metric Reenrollment (% Reenrolled) is the number of students in the audit population of a given school who met the minimum enrolled days requirement in the preceding year (Students Reenrolled) expressed as a percentage of the total number of students eligible to reenroll who met the minimum enrolled days requirement at said school in the previous year (Eligible to Reenroll).

Notes and Caveats: The count of instructional days includes the initial entry date day and exit date day. Students are included in the re-enrollment metric for each school at which they were enrolled for a

minimum of ten instructional days after the 10th day of school in the previous school year. For the 2017-18 school year and forward, all exits corresponding to valid exclusion criteria as stated

above must be designated as ‘complete’ in exit management and accompanied by the appropriate OSSE-approved corresponding documentation.

Schools that add a terminal grade will count and schools that drop a terminal grade will use the new terminal grade.

11 Terminal grade is defined by the highest grade offered for a given school in the accountability year, not the previous school year.



Behavior

Suspension Days/100 Students What is the purpose of this metric? This metric is designed to allow comparison of suspension days across schools of different sizes, year-over-year at the same school, or to district, cluster, or national metrics. Which students are included in the calculation? Students registered at any point during the school year are included in the calculation. How are results reported? Suspension days per hundred students is calculated by dividing the number of approved suspension days issued at the school by the average number of registered students. The average number of registered students is calculated by adding the number of students registered on each day of the school year and dividing that sum by the number of instructional days elapsed during the school year. All suspension days issued at the school are included regardless of whether the student is still a DCPS student or at the suspending school. The number of suspension days per hundred students (Susp Days/Hundred) is the total number of approved suspension days issued (Issued Susp Days) divided by the average number of registered students (Avg Registered) multiplied by 100 to minimize fractional results.

Special Education Suspension Rates & Percent of SPED students Note: These two metrics should be viewed together. What is the purpose of these metrics? If the percent of suspensions assigned to SPED students far outweighs the overall percent of SPED students in a building, this could mean that SPED students are being disproportionately suspended. Which students are included in the calculation? All registered students as of the run date of the metric, and all students that have been assigned at least one suspension. Formula for Metrics The special Education suspension rate (% SPED Suspensions) is the total number of suspensions assigned to SPED students (SPED Susps) calculated as a percentage of the total number of suspensions (Total Susps).

The percentage of SPED students (% SPED) is the number of currently registered SPED students (SPED Total) divided by the total number of currently registered students (Registered Total) at a given school.



Student Satisfaction What is the purpose of this metric? In addition to collecting general data on social and emotional learning, school climate, and engagement, the Panorama Survey is also the primary method for measuring progress towards goals to increase student satisfaction.

Student Response Rate Which students are included in the calculation? All students enrolled as of January 10, 2019 (date subject to change based on school year) who answered at least one question on the survey. Students who meet the following criteria are excluded from the calculation:

Submitted an opt out form Withdrawn before the start of the survey window Withdrew and re-enrolled during the survey window, but Flagged by school through the [email protected] account as having severe cognitive disabilities

that prevented them from taking the survey

Student Satisfaction Index Which students are included in the calculation? All students in grades 3 or higher who answered at least two of the eight questions included in the Index. How are results reported? The Student Satisfaction Index (SSI) score for the district (or each school) is the percentage of students who responded favorably to a defined set of questions in the survey. Formula for Metric

Notes and Caveats:

The SSI uses eight questions instead of the single “I like my school” for a more robust measure. Scores range from 0-100%. Below are the questions asked in the Student Satisfaction Survey with response options ranging from

Strongly Disagree to Strongly Agree:

Student Satisfaction Survey Questions

I would recommend my school to other students.

My family is welcome at my school.

We have enough teaching materials (like books, photocopies, and calculators) for all.

My school is clean and well maintained.

I feel safe at my school.

Adults maintain control of my school.

My school offers good after-school options.

I like my school.




Appendix

District of Columbia Public Schools | May 2018 of 56

School Year 2018-2019 Business Rules for School-Wide Accountability Metrics

RI Growth Targets


3 0L to 199L 235

3 200L to 299L 190

3 300L to 399L 150

3 400L to 499L 120

3 500L to 599L 100

3 600L to 699L 80

3 700L to 799L 65

3 800L to 899L 50

3 900L to 999L 35

4 0L to 199L 245

4 200L to 299L 200

4 300L to 399L 160

4 400L to 499L 130

4 500L to 599L 100

4 600L to 699L 80

4 700L to 799L 65

4 800L to 899L 50

4 900L to 999L 35

4 1000L to 1099L 25

5 0L to 199L 235

5 200L to 299L 190

5 300L to 399L 155

5 400L to 499L 130

5 500L to 599L 105

5 600L to 699L 85

5 700L to 799L 65

5 800L to 899L 50

5 900L to 999L 30

5 1000L to 1099L 15

5 1100L to 1199L 5

6 0L to 199L 205

6 200L to 299L 155

6 300L to 399L 115

6 400L to 499L 90

6 500L to 599L 70

6 600L to 699L 55

6 700L to 799L 45

6 800L to 899L 35

6 900L to 999L 30

6 1000L to 1099L 20

6 1100L to 1199L 5

6 1200L to 1299L 0


7 0L to 199L 220

7 200L to 299L 165

7 300L to 399L 125

7 400L to 499L 90

7 500L to 599L 70

7 600L to 699L 55

7 700L to 799L 45

7 800L to 899L 35

7 900L to 999L 30

7 1000L to 1099L 25

7 1100L to 1199L 15

7 1200L to 1299L 0

8 0L to 199L 240

8 200L to 299L 185

8 300L to 399L 140

8 400L to 499L 105

8 500L to 599L 80

8 600L to 699L 65

8 700L to 799L 55

8 800L to 899L 45

8 900L to 999L 35

8 1000L to 1099L 30

8 1100L to 1199L 20

8 1200L to 1299L 10

8 1300L to 1399L 0

9 0L to 199L 220

9 200L to 299L 165

9 300L to 399L 125

9 400L to 499L 90

9 500L to 599L 70

9 600L to 699L 50

9 700L to 799L 40

9 800L to 899L 35

9 900L to 999L 30

9 1000L to 1099L 25

9 1100L to 1199L 15

9 1200L to 1299L 5

9 1300L to 1399L 0

10 0L to 199L 245

10 200L to 299L 185

10 300L to 399L 140

10 400L to 499L 105



RI Growth Targets con’t.


10 500L to 599L 80

10 600L to 699L 65

10 700L to 799L 50

10 800L to 899L 45

10 900L to 999L 40

10 1000L to 1099L 35

10 1100L to 1199L 25

10 1200L to 1299L 15

10 1300L to 1399L 0

10 1400L to 1499L 0



Core Course Codes

Course for Specific Core Subjects

Alg

ebra

I

M21 Algebra I

M22 Honors Algebra I

M24 Algebra I-B 1.0

MA1 Algebra I-A 0.5

MA2 Algebra I-B 0.5

MMX Algebra I MS

Alg

ebra

II

M41 Algebra II & Trigonometry

M42 Honors Algebra II

M44 Algebra II-B + Trig 1.0

M45 Algebra II (MS)

MA3 Algebra II-A + Trig 0.5

MA4 Algebra II-B + Trig 0.5

Ge

om

etr

y

M31 Geometry

M32 Honors Geometry

M34 Geometry Part B 1.0

MG1 Geometry A 0.5

MG2 Geometry B 0.5

MMY Geometry MS

Engl

ish

I

E03 English I

E09 Hon English I

E15 English I-A

E16 English I-B

E50 English &Humanities I

E95 English I

Engl

ish

II

E04 English II

E10 English & Humanities II

E17 English II-A

E18 English II-B

E36 Hon English II

E51 English &Humanities II

Engl

ish

III

E05 English III

E07 AP English Lit & Composition

E08 AP English Lang & Composition

E12 AP Language & Composition

E19 English III-A

E20 English III-B

E37 Hon English III

E52 English &Humanities III

EP3 AP Eng Lit&Comp A

EP4 AP Eng Lit&Comp B

X01 IB English A1 HL Part I

X02 IB English A1 HL Part II

YGA College English Lit

YGB College Humanities

Engl

ish

IV

E06 English IV

E21 English IV-A

E21 English IV-A

E22 English IV-B

E40 Hon English IV

E53 English &Humanities IV

ES4 Senior English Seminar

Core Course Codes for Middle School Course Passing Rates



Core English

Course Code Course Title

E01 English 7

E02 English 8

E48 Humanities 7

E49 Humanities 8

EE2 Lang Arts 6

EM6 Humanities 6

Core Math


M06 CC 6TH GRADE MATH



MMX Algebra I MS

MMY Geometry MS

MMU Accelerated 5th Grade

MMV Accelerated 6th Grade

MMW Accelerated 7th Grade

Core Social Studies


HC2 WORLD GEOGRAPHY AND CULTURES

HC3 WORLD HISTORY AND GEOGRAPHY I: ANCIENT WORLD

HC4 US HISTORY AND GEOGRAPHY: GROWTH & CONFLCT

*Oyster Adams: course codes L6H, L6L and L6S are social studies courses, as part of their dual-language immersion program. Core Science


SS2 Science 6

SS3 Science 7

SS4 Science 8

Additional Notes:

The Data and Strategy Team will work closely with OTL, in conjunction with analyzing the course enrollment trends, to ensure that appropriate course codes are identified year to year.



Core Course Codes for High School Course Passing Rates Core English

Course Code Title

EP3 AP Eng Lit & Composition A

EP4 AP Eng Lit & Composition B

E08 AP English Lang & Composition

E07 AP English Lit & Composition

EP5 AP Eng Language & Comp A

EP6 AP Eng Language & Comp B

YGA College English Lit

YGB College Humanities

E50 English &Humanities I

E51 English &Humanities II

E52 English &Humanities III

E53 English &Humanities IV

NE4 English C1

NE5 English C2

NE6 English C3

NE7 English C4

E03 English I

E15 English I-A

E16 English I-B

E04 English II

E17 English II-A

E18 English II-B

E05 English III

E19 English III-A

E20 English III-B

E06 English IV

E21 English IV-A

E22 English IV-B

E09 Hon English I

E36 Hon English II

E37 Hon English III

E40 Hon English IV

X01 IB English A1 HL Part I

X02 IB English A1 HL Part II

ES4 Senior English Seminar

Core Social Studies

Course Code Title

HP2 AP U.S. Government

HP1 AP U.S. History

HQ3 AP US Government

HX7 AP US Hist Part A - 0.5

HX8 AP US Hist Part B 0.5

HP4 AP World History

HM1 AP World History (MS)

YGC College DC Hist&Govt

YGE College Political Science

YGD College US Hist&Geog

YGV College World History

NH7 Concepts of US & DC Government C4

NH6 Concepts of US Hist & Geo C3

NH4 Concepts of World Hist & Geo I-A C1

NH5 Concepts of World Hist & Geo I-B C1

HC9 District of Columbia Hist & Gov

HH1 Honors U.S. History

HH4 Honors World History

X24 IB 20th Century World History HL

X23 IB History of the Americas HL

HC8 Principles of US Government

HX5 U.S. History/Geo Pt A

HX6 U.S. History/Geo Pt B

HC7 US Hist & Geo: Gilded Age to Present

H23 World Geography

HC5 World Hist & Geo I: Middle Ages

HC6 World Hist & Geo II: Modern World

HX1 World Hist & Geog I - Part A

HX3 World History & Geo II - PART A

HX4 World History & Geography II - PART B

HX2 World History/Geo I - PART B



Core Math

Course Code Title

M2312 Algebra I-A 1.0

M3311 Geometry Part A 1.0

M21 Algebra I

MMX Algebra I MS

MA1 Algebra I-A 0.5

NN2 Algebra I-A C2

MA2 Algebra I-B 0.5

M24 Algebra I-B 1.0

NN3 Algebra I-B C2

M41 Algebra II & Trigonometry

M45 Algebra II (MS)

MA3 Algebra II-A + Trig 0.5

MA4 Algebra II-B + Trig 0.5

M44 Algebra II-B + Trig 1.0

M61 AP Calculus AB

M62 AP Calculus BC

M64 AP Statistics

M67 AP ULM Computer Science

YGF College Calculus B

YGT College Mathematics

M54 Conc & Context of Calculus

M52 Elementary Func & Analytical Geo

NN1 Foundational Math C1

M31 Geometry

MG1 Geometry A 0.5

MG2 Geometry B 0.5

MMY Geometry MS

M34 Geometry Part B 1.0

M22 Honors Algebra I

M42 Honors Algebra II

M32 Honors Geometry

M56 Honors Precalculus

Course Code Title

X41 IB Math Methods SL I

X42 IB Math Methods SL II

X43 IB Math Studies SL I

X44 IB Math Studies SL II

12

M23 and M33 will not be considered core courses for year-end calculations as these courses do not count toward graduation.

X48 Mathematics HL

M49 Plane Trigonometry

M51 Pre-Calculus

M57 Precalculus (MS)

MP1 Pre-Calculus Pt A 0.5

MP2 Pre-Calculus Pt B 0.5

M38 Probability & Stats (1.0)

M36 Probability & Stats I

M37 Probability & Stats II

NN4 Real World Math



Core Science

Course Code Title

S17 Anatomy & Physiology

S23 AP Biology

S33 AP Chemistry

S05 AP Environmental Science

S72 AP Physics 1: Algebra-Based

S73 AP Physics 2: Algebra Based

S42 AP Physics B

S71 AP Physics C: Electricity & Magnetism

S70 AP Physics C: Mechanics

S32 Biochemistry

S21 Biology

SB3 Biology I-A 0.5

SB4 Biology I-B 0.5

SB2 Biology I-B 1.0

SZ1 Biotechnology I

SZ2 Biotechnology II

SZ3 Biotechnology III

S31 Chemistry

SC2 Chemistry IB - 1.0

S94 Chemistry I-A 0.5

S95 Chemistry I-B 0.5

YGG College Biology

YGH College Biology-Sci Majors

YGJ College Chemistry

YGW College Engineering

YGR College Lab Science

YGK College Physics

SP2 Concepts of Phys Sci B 1.0

S57 Concepts of Physical Science

NS5 Concepts of Biology CE

NS6 Concepts of Earth Science CE

NS4 Concepts of Environmental Science CE

NS7 Concepts of Physical Science CE

S45 Earth Science

SR1 Earth Science Pt A 0.5

SR2 Earth Science Pt B 0.5

S20 Ecology

SE2 Environ Sci I-B 1.0

S03 Environmental Science

S68 Forensic Science

ST4 Hon Aerospace Engineering

Course Code Title

S64 Hon Biology

SB7 Hon Biology I-A 0.5

SB8 Hon Biology I-B 0.5

OH6 HON BIOMED SCI CAPSTONE (LEV IV)

ST5 Hon Biotech Engineering

ST6 Hon Civil Eng & Architecture

ST7 Hon Computer Integrated Mfg

ST3 Hon Digital Electronics

ST8 HON ENG DESIGN & DEVELOPMENT

S04 Hon Environmental Science

OH4 HON HUMAN BODY SYSTEMS (LEV II)

OH5 HON MEDICAL INTERVENTIONS (LEV III)

S49 Hon Physics B

S58 Hon Physics C

OH3 HON PRINS OF BIOMED SCIENCES (LEV I)

S36 Honors Chemistry

ST1 HONORS INTRO TO ENG DESIGN (LEV I)

ST2 HONORS PRINCIPLES OF ENG (LEV II)

X29 IB Biology HL I

X30 IB Biology HL II

X27 IB Biology SL I

X28 IB Biology SL II

X40 IB Sports Science

X75 IB Sports Science Part II

S16 Intro Anatomy & Physiology

S47 Intro to Physical Oceanography

SZ6 Issues in Biotechnology

S56 Lab Techniques

S46 Marine Science

S22 Microbiology

S35 Organic Chemistry

S48 Physical Oceanography

X37 Physics High Level Part I

S41 Physics I

S96 Physics Part A 0.5

S97 Physics Part B 0.5

S19 Principles of Botany

S40 Principles of Technology I

S06 Principles of Zoology



TR3 Robotics Technology I

SBA Spanish Language Biology I

Y67 Transferred General Science Course

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