Academic Achievement indicator uses individual student performance on annual state tests (Smarter Balanced Summative assessment grades 3-8 and the ACT for 11th grade) as a measure of a student’s proficiency on grade level Math and English Language Arts content standards.
An academic growth indicator uses individual student performance on annual state tests (Smarter Balanced Summative assessment grade 4-8) over a two-year period to determine the amount of improvement of a student’s proficiency on grade level Math and English Language Arts content standards between two consecutive years.
All students, including students with disabilities and English Learners, are required to take part in the state assessments with or without accommodations. Students are expected to take part in state assessments in one of three ways:
- Participate in the general education assessments without accommodations.
- Participate in the general education assessments with accommodations.
- Participate in alternate assessments when the participation criteria are met.
The participation rate must be calculated separately for each subject (i.e., reading/language arts, mathematics, and science).
Students who are medically exempt from the assessment are not included in the adjusted participation rate.
The student has exceeded the achievement standards and demonstrates advanced progress toward knowledge and skills needed for likely success in entry-level credit-bearing course work after high school
An alternative assessment is an assessment based on alternative achievement standards which is designed for students with the most significant cognitive disabilities who cannot participate in the general assessment even with appropriate accommodations. For more information about the assessment, read the MontCAS Policies and Procedures for Participation in State Assessments.
CCR refers to 12th grade students having the skills, knowledge, and abilities needed to succeed in life after high school, whether that's college and/or career. This measure is based on benchmarks of success that include academic and content knowledge, cognitive and higher-order thinking strategies, and critical thinking and problem solving. A measure of college and/or career readiness is used for identifying high schools for support, which uses a combination of academic measures (based on proficiency and college readiness on the ACT statewide administration) and coursework measures (by including a percentage of senior students who are career & technical education (CTE) concentrators).
English Learner Progress refers to evaluating English Learners' (EL) growth from one point in time to another. It considers how language growth impacts their mastery of the regular curriculum and graduation rates. Based on research, the OPI has determined that students growing at least 0.5 points on the composite score on the World Class Instructional Design and Assessment (WIDA) access test each year should attain English language proficiency within five years. The OPI’s definition of progress is any student who shows a 0.5-point growth on their composite score from the previous year.
Calculations are based on the four-year adjusted cohort graduation rate for all students and for each student group who met the state standards with a regular high school diploma.
In extraordinary circumstances (e.g., medical emergency), individual students may be exempt in the participation rate calculations for the purpose of determinations under the accountability process. When a student cannot be tested at any time throughout the published test windows they are counted as a non-participant unless the reason is due to a significant medical emergency. Non-participation for any other reason will negatively impact the adjusted participation rate calculation. For more information about this policy, read the MontCAS Policies and Procedures for Participation in State Assessments.
The student has nearly met the achievement standard and may require further development to demonstrate the knowledge and skills needed for likely success in entry-level credit bearing coursework after high school.
The student has not met the achievement standard and needs substantial improvement to demonstrate the knowledge and skills needed for success in entry-level credit bearing coursework after high school.
Percent progress refers to the percentage of students that showed growth from year to year.
Proficient level means solid academic performance for each benchmark, reaching levels of demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter as demonstrated on the state assessment.