for additional clarification

for additional clarification. 3. Divide the number of students in the list by four (4). If the result is not a whole number, then automatically round up to meet the 25% minimum. 4. Count, from the lowest score up, the number of students identified in step 3. Then identify the standardized score that corresponds to that student. This standardized score becomes the boundary score. 5. Identify all students with the boundary score determined in step 4. All students with the same boundary score or lower standardized score will be included in the Lowest Performing Twenty-Five Percent Student subgroup for that subject/grade. 6. Repeat the process for each grade for the subject then combine students to form the Lowest Performing Twenty-Five Percent Student subgroup for the school for the subject. Note: The number of students in the Lowest Performing Twenty-Five Percent Student subgroup must meet the minimum N-count as defined in Section 3.2. If the minimum N- count is not met, the rules outlined in Section 3.2 will be applied. See Section 3. It is possible for the Lowest Performing Twenty-Five Percent Student subgroup to be more than 25% when steps 5 and 6 are applied. 7.1.2 Deleted 7.1.3 The Lowest Performing Twenty-Five Percent Students subgroup for schools whose highest grade is lower than 4th grade will be identified based on the students who attended the school, not based on their 4th grade school’s Lowest Performing Twenty- Five Percent Student subgroup. Therefore, a student may be identified in the Lowest subgroup in one (1) school, but not the other. 7.1.4 In order to ensure the inclusion of students with disabilities, the Lowest Performing Twenty-Five Percent Student subgroup for students taking the alternate assessment will be identified by subject but not by each grade level. 7.2 The Lowest Performing Twenty-Five Percent Student subgroup for a district will be identified using the same method described above [i.e., the district will be calculated as if it were one (1) school]. Therefore, it is possible that some students may be identified as members of the Lowest Performing Students subgroup for their school but not for their district, or for their district but not their school. 7.3 The Lowest Performing Twenty-Five Percent Student subgroup for the state will be identified using the same method [i.e., the state will be calculated as if it were one (1) school]. 7.4 Because students may take end-of-course assessments prior to the 9th grade, any assessment scores used in the identification of the Lowest Performing Twenty-Five Percent Student subgroup for grades 10 through 12 will be standardized to the 8th grade-level assessment for the identification process. 8. Graduation Rate 8.1 The federally approved four-year graduation rate will be used. Miss. Code Ann. § 37-17-6 Definition: The number of students who graduate in four (4) years from a school and LEA with a regular high school diploma or state-defined alternate diploma divided by the number of students who entered four (4) years earlier as first-time 9th graders, with adjustments for deaths, emigrations, and transfers in and out. Ninth (9th) grade students who repeat 9th grade will stay in their original cohort. Definition: A “regular high school diploma” is the standard high school diploma that is fully aligned with the state’s academic content standards. 8.2 Ungraded students will be assigned to their peer-age cohort, based on the year in which the student obtains the age of 14 prior to September 1. 8.3 The schools/district graduation rate will be multiplied by 2.0 to calculate the points applied to the graduation component for schools/districts. 8.4 In the calculation of graduation rates, students are assigned to the school and district of longest enrollment during the federally defined, four-year adjusted cohort window. In the event a student has equal enrollment in one (1) or more schools or districts, the student will be assigned to the school and district of final enrollment. 8.5 The school/district graduation rate applied in the graduation component is lagged one (1) year. 9. Acceleration (Readiness) Indicator 9.1 Beginning in school year 2015-2016, high schools will have an Acceleration component in their calculations. 9.2 The Acceleration component refers to the percentage of students taking and passing the assessment associated with accelerated courses which include Advanced Placement (AP), International Baccalaureate (IB), Advanced International Certificate of Education (AICE), dual credit or SBE-approved industry certification courses and associated assessments administered through the MDE. For students taking dual credit courses, passing refers to students who are passing the course with an unweighted “C” or above. For AP courses, the student must score at least three (3) on the AP exam. For IB courses, the student must score at least four (4) on the IB exam. For AICE courses, the student must obtain a passing score on the exam. (Passing scores of “A”, “B”, “C”, “D”, and “E” on the AICE exams are not based on the American “A-F” grading scale.) For industry certification courses, the student must pass the exam. 9.2.1 Dual credit courses must be credit-bearing courses at both the high school and postsecondary institution with a minimum of three (3) semester hours credit, and beginning in school year 2019 - 2020, shall be limited to the list of articulated courses found in Appendix V of the current Procedures Manual for the State of Mississippi Dual Enrollment and Accelerated Programs document. Refer to the current edition of the Approved Courses for Secondary Education for approved Career and Technical Education (CTE) courses. 9.2.2 Beginning in school year 2020 – 2021, schools must enter non-weighted course grades for dual credit courses in MSIS. These non-weighted grades will be used in the performance measure for dual credit courses. 9.2.3 AP assessments must be reported directly by the College Board to the MDE to be included in the acceleration indicator. 9.3 The Acceleration component will consist of a Participation and a Performance component. Each of these components will have a score calculated by dividing the numerator by the denominator and multiplying the resulting value by 50. These two (2) components scores will then be added together and reported as one (1) score worth a maximum of fifty (50) points. 9.4 Calculation of Participation 9.4.1 The numerator for the Participation component calculation will be the number of students taking accelerated courses and/or related exams as defined in Section 9.2. 9.4.2 The denominator for the Participation component calculation shall include all students whose Mississippi Student Information System (MSIS) grade or peer-grade equivalent is 11th or 12th grade plus any 9th or 10th grade students who take and pass accelerated assessments and associated courses where applicable. 9.5 Calculation of Performance 9.5.1 The numerator for the Performance component calculation will be the number of successful accelerated assessments/courses such as AP, IB, AICE, dual credit, dual enrollment, or industry certification courses based on the definition above. 9.5.2 The denominator for the Performance component calculation will consist of all accelerated assessments/courses attempted. 9.5.3 Students who are enrolled in accelerated courses but do not take the required assessment will be considered as “not proficient” in the performance calculations. 9.6 For students taking and passing multiple accelerated courses, an additional tenth of a point will be applied to the performance numerator for each additional assessment/course beyond the first. 9.7 In the calculation of participation, students who take an accelerated course during their 11th grade year but do not take an accelerated course during their 12th grade year will be counted in the denominator both years, but in the numerator during their 11th grade year only. 9.8 Students enrolled in a block schedule must meet FAY either in the fall or spring to be included in the acceleration component. Students enrolled in a traditional schedule must meet FAY for the traditional schedule to be included in the acceleration component. 9.9 Deleted 9.10 For students in 9th through 12th grade that participate in IB courses as described in Section 9.2 that are designed with a two (2) year curriculum and do not have an associated assessment in the first year, the student will be included in participation calculations but will be excluded from performance measures in the first year and will be included in both participation and performance measures in year two (2). 9.11 In the event that accelerated credential, as defined in Section 9.2, is reported for a student that is not associated with a course, the credential will be included in the calculation for the final school in which the student meets FAY. 9.12 Ungraded SCD students, as defined in 16.4.1, will not be included in participation or performance measures once the student has been enrolled in grade 13. 10. Banking Scores: End-of-course, subject area assessments taken before 10th grade 10.1 Scores of students taking Algebra I, Biology, or English II end-of-course, subject area tests assessments in a grade below 10th grade will be “banked” for proficiency/achievement and growth calculations until the student is in the 10th grade and then applied to the student’s 10th grade school (if the student met FAY requirements the year he/she was assessed and met traditional schedule FAY during his/her 10th grade year). See Section 6 for additional clarification on Growth. 10.2 If a student transfers out of the district before or during their 10th grade year, his/her scores (achievement and growth) will not be applied to the school of origin or receiving school in the new district. Note: See Section 4 (Participation) and 6 (Growth) for additional information. 10.3 If a student matriculates from the 9th grade to the 11th grade without enrolling in the 10th grade, banked scores will be included in accountability measures when the student is enrolled in the 11th grade. Note: For the 2021-2022 School year only, accountability measures in proficiency and growth will not include banked scores from prior years but will include all high school, end-of-course, subject area assessments taken during the 2021-2022 school year, regardless of grade level. For any schools with end-of-course assessments that do not contain 12th grade, scores will be assigned to the high school that the current school feeds to. Scores will also be banked in accordance with