Education Laws and Regulations
603 CMR 2.00:
Accountability and Assistance for School Districts and Schools
|2.01: ||Authority, Scope, and Purpose|
|2.03:||Accountability and Assistance for Districts and Schools in All Levels |
|2.04:||Accountability and Assistance for Districts and Schools in Levels 1 through 3|
|2.05:||Accountability and Assistance for Districts and Schools in Level 4|
|2.06:||Accountability and Assistance for Districts and Schools in Level 5|
|2.07:||Mathematics Content Assessments at Level 4 and Level 5 Schools|
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Annual Performance Determination shall mean annual district, grade level, school, or student subgroup achievement and improvement, as determined by the Department relative to indicators including but not limited to achievement and improvement in English language arts and mathematics, in accordance with the federal Elementary and Secondary Education Act (ESEA).
Behavioral health and public schools framework shall mean the framework developed by the Task Force on Behavioral Health and Public Schools pursuant to St. 2008, c. 321, § 19, to "promote collaboration between schools and behavioral health services and promote supportive school environments where children with behavioral health needs can form relationships with adults and peers, regulate their emotions and behaviors, and achieve academic and nonacademic school success and reduce truancy and the numbers of children dropping out of school."
Benchmark assessment shall mean an assessment that is given at regular and specified intervals throughout the school year, is designed to evaluate students' knowledge and skills relative to a specific set of academic standards, and produces results that can be aggregated (e.g., by course, grade level, school, or district) in order to inform teachers and administrators at the student, classroom, school, and district levels.
Board shall mean the Board of Elementary and Secondary Education, appointed in accordance with M.G.L. c. 15, § 1E.
Charter School A public school operated under a charter granted by the Board pursuant to M.G.L. c. 71, § 89 and 603 CMR 1.00.
Commissioner shall mean the commissioner of elementary and secondary education, appointed in accordance with M.G.L. c. 15, § 1F, or his or her designee.
Composite Performance Index or CPI shall mean a 100-point index that assigns 100, 75, 50, 25, or 0 points to each student participating in MCAS and MCAS-Alt tests based on their performance. The total points assigned to each student are added together and the sum is divided by the total number of students assessed. The result is a number between 0 and 100, which constitutes a district, school or group's CPI for that subject and student group. The CPI is a measure of the extent to which students are progressing toward proficiency (a CPI of 100) in English Language Arts (ELA), mathematics, and science. CPIs are generated separately for ELA, mathematics, and science, and at all levels-state, district, school, and student group.
Conditions for school effectiveness shall mean certain necessary conditions for schools to educate their students well. These conditions are integrated into the district indicators.
Core subjects shall mean the subjects specified in M.G.L. c. 69, § 1D (science, technology and mathematics, history and social science, English, foreign languages and the arts) and subjects covered in courses that are part of an approved vocational-technical education program under M.G.L. c. 74.
Department shall mean the Department of Elementary and Secondary Education acting through the commissioner or his or her designee.
District or school district shall mean a municipal school department or regional school district, acting through its school committee or superintendent of schools, or a county agricultural school, acting through its board of trustees or superintendent/director. For the purposes of 603 CMR 2.00 it shall not mean a charter school; charter schools are subject to accountability provisions set forth in M.G.L. c. 71, § 89, 603 CMR 1.00, and federal law.
District Analysis and Review Tool or DART shall mean an electronic interface, using graphics and showing trends, of a sampling of relevant data kept by the Department or submitted to the Department by districts over time in areas including but not limited to district and school demographics, access, performance, educator licensure and turnover, student support, and educational resources.
District Improvement Plan shall mean the comprehensive, three-year improvement plan each district is required to develop under M.G.L. c. 69, § 1I.
District indicators shall mean the detailed performance indicators associated with the district standards and developed by the Department.
District review shall mean a school district audit conducted by the Department under M.G.L. c. 15, § 55A, in accordance with a process and protocol established by the commissioner on behalf of the Board pursuant to M.G.L. c. 69, § 1B, and based on published district standards and indicators.
District review report shall mean the report of a district review by a district review team, as required by M. G.L. c. 15, § 55A.
District review team shall mean a group of individuals appointed by the Department, pursuant to M.G.L. c. 15, § 55A, to conduct a district review.
District standards shall mean the standards listed in 603 CMR 2.03(4)(a) that are the basis for district reviews, improvement planning, and other forms of accountability and assistance.
ESEA shall mean the Elementary and Secondary Education Act, 20 U.S.C. 6301 et seq., reauthorized in 2001 as the No Child Left Behind Act.
Follow-up review shall mean a review conducted following a district review to gather further information, to be used for such purposes as determining whether a Level 4 district should be placed in Level 5 or whether a school or district should be removed from Level 4 or Level 5.
Follow-up review report shall mean the report of a follow-up review.
Formative assessment shall mean assessment questions, tools, and processes that are embedded in instruction and are used by teachers and students to provide timely feedback for purposes of adjusting instruction to improve learning.
Framework for district accountability and assistance shall mean the five-level system for district and school accountability and assistance approved by the Board and implemented by the Department pursuant to 603 CMR 2.03(1).
Level 4 District Plan shall mean a plan for improvement that a district placed in Level 4 is required to develop and implement pursuant to 603 CMR 2.05(8)(b), (c), and (d). In the case of a district in Level 4 that was declared underperforming by the Board before April 27, 2010, Level 4 District Plan shall mean the current version of the turnaround plan the district adopted as a result of having been so declared. A Level 4 District Plan may serve as the district's District Improvement Plan.
Levels 1-5 shall mean the levels in the Department's framework for district accountability and assistance, required by 603 CMR 2.03(1), in which schools and districts in the Commonwealth are placed. See definitions in 603 CMR 2.02 for placing a district in Level 5, placing a school in Level 4, and placing a school in Level 5.
Mathematics content assessment: A diagnostic assessment of mathematics content knowledge approved by the Department that mathematics teachers at a Level 4 or Level 5 school may be required to take, at no cost to the district or the teacher for the assessment instrument or its scoring.
Mathematics teacher: Shall mean any educator who teaches mathematics in a Massachusetts public school.
MCAS shall mean the Massachusetts Comprehensive Assessment System, provided for in M.G.L. c. 69, § 1I.
Placing a district in Level 5 shall mean declaring that district to be chronically underperforming in accordance with M.G.L. c. 69, § 1K. Level 5 is the last of the five levels in the Department's framework for district accountability and assistance.
Placing a school in Level 4 shall mean designating that school as underperforming in accordance with M.G.L. c. 69, § 1J. Level 4 is the fourth of the five levels in the Department's framework for district accountability and assistance.
Placing a school in Level 5 shall mean designating that school as chronically underperforming in accordance with M.G.L. c. 69, § 1J. Level 5 is the last of the five levels in the Department's framework for district accountability and assistance.
- Receiver shall:
- (a) for a district, mean a non-profit entity or an individual with a demonstrated record of success in improving low-performing schools or districts or the academic performance of disadvantaged students, appointed by the commissioner on behalf of the Board for a district placed in Level 5, pursuant to M.G.L. c. 69, § 1K(a), and 603 CMR 2.06(3); and
- (b) for a school, mean a non-profit entity or an individual with a demonstrated record of success in improving low-performing schools or the academic performance of disadvantaged students, appointed for a school in Level 4 by the superintendent pursuant to M.G.L. c. 69, § 1J(h) and 603 CMR 2.05(7) and for a school in Level 5 by the commissioner pursuant to M.G.L. c. 69, § 1J(r), (v), or (w) and 603 CMR 2.06(5).
School shall mean a single public school, consisting of one or more school buildings, which operates under the direct administration of a principal, director, or school leader appointed by the school district responsible for its governance. For the purposes of 603 CMR 2.00 it shall not mean a charter school; charter schools are subject to accountability provisions set forth in M.G.L. c. 71, § 89, 603 CMR 1.00, and federal law.
School Improvement Plan shall mean the plan for improved student performance each school is required to develop annually under M.G.L. c. 69, § 1I.
School review shall mean a school audit conducted by the Department under M.G.L. c. 15, § 55A, in accordance with a process and protocol established by the commissioner on behalf of the Board pursuant to M.G.L. c. 69, § 1B.
Student growth percentile or SGP shall mean a measure of how much a student's performance has improved from one year to the next relative to other students statewide with a similar MCAS test score history.
Subgroup shall mean one of the groups of students for which the Department issues annual performance determinations, including students with disabilities, students with limited English proficiency, economically disadvantaged students, and students belonging to major racial and ethnic groups.
Tiered instruction shall mean a data-driven prevention, early detection, and support system that guides the allocation of school and district resources with the aim of providing high quality core educational experiences for all students and targeted interventions to struggling students who experience learning or behavioral challenges.
Turnaround plan shall mean the plan to improve student achievement in a Level 4 or Level 5 school or a Level 5 district that may serve as the School Improvement Plan or District Improvement Plan.
M.G.L. c. 69, § 1B; c. 69, §§ 1J and 1K, as amended by St. 2010, c. 12, § 3; c. 71, § 38G.