Business Rules

Accountability Indicators – Academic Achievement Indicator :
An Accountability System Indicator determined based on the number of students in the areas of English language arts (ELA) (reading/English prior to the fall of 2021) and math utilizing assessments results in tested grades within the achievement levels. The Academic Achievement indicator score is based on the weighted achievement levels as outlined below.

ACHIEVEMENT LEVEL WEIGHT
Level I – 0
Level II – 0.50
Level III – 1.00
Level IV – 1.25

Participation rate plays a part in the calculation of the Academic Achievement Indicator Score. Per ESEA Section 1111(c) (4) (E) (ii), a state must use as the denominator for any measure in the Academic Achievement Indicator, the greater of:

• 95 percent of all students, or all students in the applicable subgroup, who were enrolled in the school at the time of testing; or
• The number of all students, or all students in the applicable subgroup, who participated in the assessments.
  Participation rates for each subgroup will be supplied to the Office of Accountability by Student Assessment/IS.

Accountability Indicators – Academic Growth Indicator :
An Accountability System Indicator determined based on individual students who demonstrate improvement in English language arts (ELA) (reading/English prior to the fall of 2021) and math with a growth record within the growth categories. The Academic Growth Indicator Score is based on the weighted growth categories outlined below.

GROWTH CATEGORY WEIGHT
Category 1 – 0
Category 2 – 0.75
Category 3 – 1.25
Category 4 – 1.50

Accountability Indicators – Graduation Rate Indicator :
An Accountability System Indicator determined based on the percent of students who graduated within four (4) years of first entering the 9th grade. Graduation Rate data is reported one (1) year in arrears.

Accountability Indicators – College and Career Readiness (CCR) Indicator :
An Accountability System Indicator determined based on the percentage of students enrolled in the 4-year cohort who met at least one of the College and Career Readiness Indicators. CCR data is reported one (1) year in arrears.

The College and Career Readiness Indicators are:

• Benchmark on any ACT Subtest
• Qualifying Score on AP or IB Exam
• Military Enlistment
• Approved Transcript College or Postsecondary Credit While in High School
• Silver Level or Higher on the ACT WorkKeys
• Approved Industry Credentials

Accountability Indicators – Chronic Absenteeism Indicator :
An Accountability System Indicator determined based on the percent of students in grades K-12 who missed 18 or more days (both excused and unexcused). Chronic Absenteeism points are based on students present (by subtracting the Chronic Absenteeism Indicator Score from 100 before multiplying by the Chronic Absenteeism weight).

Accountability Indicators – Progress in English Language Proficiency Indicator :
An Accountability System Indicator determined based on the percentage of students who met their growth target utilizing the ACCESS Assessment results for grades 3-8 and 11 as measured against progress targets.

Accountability Indicators – Full Academic Year (FAY Students) :
Only those students who are considered FAY are used to calculate the indicator scores for Academic Achievement, Academic Growth, and Progress in English Language Proficiency.

• A student is considered FAY at the school level if the student is enrolled 85% of the school year with a matched assessment record. A break in enrollment does not disqualify a student from being FAY for a school.
• A student is considered FAY at the district level if the student is enrolled 85% of the school year in a district with a matched assessment record.  A break in enrollment does not disqualify a student from being FAY for a district.
• A student is considered FAY at the state level if the student takes the state administered assessment in an Alabama Public School and is listed on the 9th month attendance report.

Accountability Indicators – Insufficient Data (ID) :
Any school/system that does not have sufficient indicator data will not have a letter grade assigned to it. The school/system will receive a label of “ID” for “Insufficient Data”.

Accountability Indicators – Accountability Subgroups :
Subgroups within the Alabama Accountability System are:

• All Students
• American Indian/Alaska Native
• Asian
• Black or African American
• Economically Disadvantaged
• Hispanic/Latino
• Native Hawaiian/Pacific Islander
• Students with Disabilities
• Students with Limited English Proficiency
• Two or More Races
• White

Each subgroup that meets the minimum n-count of 20 students will have an indicator score calculated. The n-count of 20 applies to the “All Students” group, as well as all subgroups. Only the “All Students” group indicator scores will be used in tabulating the final letter grade.  All other subgroup indicator scores are provided for informational purposes only.

Accountability Indicators – Accountability Minimum N-Count :
Each indicator and subgroup must meet the minimum N-Count of 20 in order to be included in the Accountability Systems calculations as a subgroup.

Accountability Indicators – Feeder Schools :
Schools that do not have tested grades (kindergarten schools, k-2 schools, freshman academies, etc.) will still be considered part of the accountability system. These schools will receive the same indicator scores as the school the majority of their students feed into, except for the Chronic Absenteeism Indicator Score. Chronic Absenteeism will be calculated for all schools individually to be used in their final letter grade.

Accountability Indicators – Comprehensive Support and Improvement Schools (CSI) :
CSI schools are identified in the bottom 5% (bottom 6% prior to the fall of 2022) of Title I Schools (based on the total points earned) and those schools (both Title 1 and non-Title 1) with a graduation rate below 67% (more than 10 percentage points below the state average prior to the fall of 2022).

Accountability Indicators – Academic Achievement Targets/Goals :
ALSDE’s goal is to lower the achievement gaps by decreasing the percentage of non-proficient students based on unweighted student assessment data in each subgroup by 50% by the end of the 2030 school year. This was calculated by identifying the 2020-2021 unweighted baseline data from student assessment results. This is calculated by subtracting the baseline data from 100 to determine the percent of students not proficient. The percent of students not proficient will be divided by two to obtain the improvement needed. The improvement needed will then be added to the baseline proficiency data to determine the long-term goal for the All Students and each applicable accountability subgroup with the minimum n-count of 20. Interim Progress for Academic Achievement targets are publicly reported every three years. Targets and Goals can be adjusted based on approved ESSA Plan Amendments.

Accountability Indicators – 4 Year Graduation Rate Targets/Goals :
Alabama’s long-term goal is to decrease the percentage of non-graduating students by 50% by 2030. This is calculated by identifying the 2019-2020 baseline four-year cohort graduation rate, then subtracting the graduation rate from 100 to determine the percent of non-graduates. The percent of non-graduates will be divided by two to obtain the improvement needed. The improvement needed will then be added to the baseline four-year cohort graduation rate to determine the long-term goal. This methodology will be utilized to determine the long-term goal for the All Students and each applicable accountability subgroup with the minimum n-count of 20. Interim Progress for Graduation Rate targets are publicly reported every three years. Targets and Goals can be adjusted based on approved ESSA Plan Amendments.

Proficiency/Participation – ACAP Summative :
The ACAP Summative was administered to Alabama students in grades 2-8. The subject tests included English language arts (ELA) and math for students in Grades 2-8 and science for students in Grades 4, 6, and 8. For Accountability purposes, only Grades 3-8 for ELA and math and Grades 4 and 8 for science are included.

Cut scores for the four performance levels were determined in a standard setting process that took place in the summer of 2021.

Performance levels are used to describe student performance on the state summative assessment, with Level 4 being the highest level of performance and Level 1 being the lowest. Proficiency is determined by the number of students scoring in Levels 3 or 4.

Level 4

Level 3

Level 2

Level 1

Proficiency/Participation – ACT with Writing :
The ACT with Writing is the capstone of ACT College and Career Readiness Solutions, utilizing College and Career Readiness Standards that are descriptions of the essential skills and knowledge students need to become ready for college and career, giving clear meaning to test scores and serving as a link between what students have learned and what they are ready to learn next. The ACT with Writing is administered to all Grade 11 students enrolled in Alabama public high schools. The ACT with Writing contains four multiple-choice tests -English, mathematics, reading, and science and the writing test. The ACT with Writing Alabama benchmarks are as follows: English – 18; Reading – 19; Mathematics – 17; and Science – 19. Only scores for English, mathematics, and science are utilized for accountability reporting.

Proficiency/Participation – ACCESS for ELLs :

ACCESS for ELLs is a secure large-scale English language proficiency assessment anchored in the WIDA English Language Proficiency (ELP) Standards and administered to students in Grades K-12 who have been identified as English learners (ELs).

The test is given annually in Alabama and is used to monitor EL students; progress in acquiring academic English within the school context, as well as language associated with language arts, mathematics, science, and social studies across four domains for Speaking, Listening, Reading, and Writing.

From the results, the state can determine when ELs no longer need support from the English as a Second Language program. This is the only way that a student can exit the ESL program. The exit criteria in Alabama is a 4.8 composite score.

* Alternate ACCESS for ELLs is a performance-based assessment developed specifically for ELs in Grades 1-12 with significant cognitive disabilities.

Proficiency/Participation – ACAP Alternate :
The ACAP Alternate was developed for students with the most significant cognitive disabilities whose Individualized Education Program (IEP) Teams determined were not able to participate in the general education testing program. Students participating in the ACAP Alternate are assessed in English language arts (ELA) and math in Grades 2-8, 10, and 11 and in Grades 4, 6, 8, 10, and 11 are assessed in science. For Accountability purposes, only Grades 3-8 and 11 for ELA and math and Grades 4, 8, and 11 for science are included.

Cut scores for the four performance levels were determined in a standard setting process that took place in the summer of 2021.

Performance levels are used to describe student performance on the state alternate assessment, with Level 4 being the highest level of performance and Level 1 being the lowest. Proficiency is determined by the number of students scoring in Levels 3 or 4.

Level 4

Level 3

Level 2

Level 1

Proficiency/Participation – ACCESS for ELLs 2.0 :

1. 1. ACCESS for ELLs 2.0 is a secure large-scale English language proficiency assessment anchored in the World-Class Instructional Design and Assessment (WIDA) English Language Proficiency (ELP) Standards and administered to students in Grades K-12 who have been identified as English learners (ELs).
   2. The test is given annually in Alabama and is used to monitor EL students’ progress in acquiring academic English within the school context, as well as language associated with language arts, mathematics, science, and social studies across four domains for Speaking, Listening, Reading, and Writing.
   3. From the results, the state can determine when English Learners no longer need support from the English as a Second Language (ESL) program. This is the only way that a student can exit the ESL program.

* Alternate ACCESS for ELLs is a performance-based assessment developed specifically for English learners in Grades 1-12 with significant cognitive disabilities.​​​
* The scores are converted to a scale score with levels 3 and 4 being proficient.

Proficiency/Participation – Achievement Levels :
Achievement levels are used to describe student performance on the state assessments.
Level 4 – exceeds grade level standards
Level 3 – meets grade level standards
Level 2 – partially meets grade level standards
Level 1 – does not meet grade level standards​

*Levels 3 and 4 are proficient.

College & Career Readiness – College and Career Readiness :
The college and career ready rate is a percentage calculated by dividing the number of students in a cohort who have successfully met one or more indicator(s) of readiness for college or career by the total number of students in that cohort. Alabama defines a student as college or career-ready if the student earns at least one of the following:

1. Benchmark score on any section of the ACT test.
   • English Benchmark = 18
   • Reading Benchmark = 22
   • Math Benchmark = 22
   • Science Benchmark = 23
2. Qualifying score on an Advanced Placement (3, 4, or 5) or International Baccalaureate (4, 5, 6, or 7) exam.
3. Approved transcripted college or postsecondary credit while in high school.
4. Benchmark level (Silver) on the ACT WorkKeys.
5. Approved industry credential.
6. Accepted for enlistment into the Military.

Proficiency/Participation – Four Year Adjusted Cohort Graduation Rate :
The Four-Year Adjusted Cohort Graduation Rate is calculated by determining the percentage of students who entered ninth grade and graduated within four years. The formula equates to the number of on-time Federal graduates in a given year divided by the number of entering first-time ninth graders four years earlier, adjusting for transfers in and out. Student data are followed individually from the time they start ninth grade.

Educator Profile – Educator Certification :

Educator Certification information reflects:

• Percentage of teachers, principals, and other school leaders who have two or more years of experience in the position,
• Percentage and number of teachers, principals, and other school leaders who have less than two years of experience in the position,
• Percentage of teachers who were teaching in a subject area for which they were properly certified,
• Percentage and number of teachers who were teaching in a subject area for which they were not properly certified, and
• Percentage and number of teachers who held Emergency or Provisional credentials.

Educator Profile – Teacher Effectiveness :

Teacher Effectiveness Score Business Rules

Supporting Data – Per Pupil Expenditure Method (Available June 2021) :
Expenditures: Function Codes
1000 -6999 and 9140
Instructional Services
Student Support Services
Instructional Staff Support
School Administrative Services
Operations and Maintenance
Student Transportation
Food Services
Preschool
General Administrative Services

DOES NOT INCLUDE THE FOLLOWING:
Capital Outlay – Real Property
Debt Service – Long Term
Adult/continuing Education (except for Preschool)
Non-Public School Programs
Community Services
Payment made on behalf of Other Schools
Other Expenditures
Other Fund Uses

Fund Source:
1000 – 2999: State Sources
3000 – 3399, 3500 – 5999: Federal Sources
3400 – 3499 (Impact Aid): Local Sources
6000 – 6999: Local Sources
7100 – 7499: Local School Public
(Exclude 7500 – 7999: Local School Non-Public)
8000 – 9999: Other Sources

Direct Expenditures:
School Cost Centers with enrollment If the cost center does not have enrollment is was not
included.

Pooled Expenditures:
Cost Centers Pools between 8100 and 8699
Instruction Services
Instructional Support Services
Student Support Services
Instructional Staff Support
School Administrative Services
Operations and Maintenance
Student Transportation
Food Services General
Administrative Services
Does not include Vocational Centers

Allocation
Proportion
Percentage of Direct Cost by LEA by Cost Center used to proportion Pooled Cost by LEA to each Cost Center.

Direct Cost Percent
Numerator – Direct Expenditures by LEA by Cost Center by Function by Fund Source
Denominator – Direct Expenditures by LEA by Function by Fund Source
Direct Cost Percent * Pooled Expenditures by LEA by Fund Source

Enrollment
Transportation and Remaining Pooled Cost not allocated by percentage are allocated by enrollment. No Transportation costs are allocated to a cost center that is a virtual school. If
notified by the LEA, other pooled costs will not be allocated to cost center that is a virtual school.