[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-536966-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-536966-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","composite-proficiency-accountability-for-success-measure-by-measure","Composite Proficiency - Accountability for Success - Measure by Measure","","Composite Proficiency defines how student performance is measured using state proficiency standards and combines ELA, mathematics, and science into one result. It explains where proficiency data is stored in the SIS system, which assessment records are included or excluded, and how valid general and alternate assessments contribute. The document details construction of the proficiency numerator and denominator using performance levels, DLM alternate assessment adjustments, and participation thresholds to compute composite proficiency percentages.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/composite-proficiency-accountability-for-success-measure-by-measure/536966/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/composite-proficiency-accountability-for-success-measure-by-measure/536966.png","ImageObject",300,407,{"name":42,"@type":43},"Bulrr","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does Composite Proficiency measure and how are subjects combined?","Question",{"text":63,"@type":64},"It measures the percentage of students meeting or exceeding state proficiency standards. ELA, mathematics, and science are combined into one composite result relative to grade-level expectations.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Where is proficiency data found in the SIS system?",{"text":68,"@type":64},"Most accurate data comes from Summative Roster Reports. Schools may also use the Summative Designation Supplemental Roster Report, and quicker access is provided by the Assessment Scores Grid and subject-specific grid reports.",{"name":70,"@type":61,"acceptedAnswer":71},"How are the proficiency numerator and denominator constructed?",{"text":72,"@type":64},"The numerator sums assessment records at performance levels 3 and 4 from applicable general and alternate assessments, with DLM contributions adjusted using a district 1% alternate assessment threshold. The denominator uses participation numerator and denominator, with a 95% participation adjustment when participation is below 95%, and only includes subjects with denominators of at least 20.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},536966,1791732703,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Composite Proficiency  \nAccountability for Success: Measure by Measure  \n1  \nComposite Proficiency Definition  \n• The percentage of students meeting or exceeding the state proficiency standards on either the general or alternate state assessment  \n• ELA, mathematics, and science are combined into one result  \n• Measures achievement relative to grade-level expectations  \n– What students know and can do with their knowledge  \n2  \nWhere Does Proficiency Data Come From?  \nElementary/Middle Grade Band (ES)  \n\n| Subjects | Grades | Assessments |\n| --- | --- | --- |\n| ELA | 3-8 | IAR† and DLM‡ |\n| Math | 3-8 | IAR and DLM |\n| Science | 5 & 8 | ISA ⊩ and DLM |\n\n† IAR: Illinois Assessment of Readiness ⊩ ISA: Illinois Science Assessment  \nHigh School Grade Band (HS)  \n\n| Subjects | Grades | Assessments |\n| --- | --- | --- |\n| ELA | 9, 10, 11* | Pre-ACT⟐ , ACT, and DLM |\n| Math | 9, 10, 11* | Pre-ACT, ACT, and DLM |\n| Science | 11* | ACT and DLM |\n\n⟐ Pre-ACT Secure for Grades 9 and 10  \n‡ DLM: Dynamic Learning Maps  \n3  \n* Grade 11 includes a small number of students who test in Grade 12  \nWhere Can Proficiency Data Be Found in SIS?  \n• Most accurate – Summative Roster Reports  \n– Schools that borrow data or use a three-year average due to size also need the Summative Designation Supplemental Roster Report  \n– Columns A + B + C identify proficiency: 1 = proficient  \n• Quick and easy – Assessment Scores Grid  \n– Each assessment has its own grid report  \n– Elementary/middle schools need IAR, ISA, and DLM grid reports  \n– High schools need ACT and DLM grid reports  \n– ACT must use the grade-specific pages, not the summary page  \n4  \nWhich Assessment Records Are Included?  \nInclude  \n• Valid general and alternate assessment records (scoresand RNVTA* codes)  \n• Subjects with a denominator of at least 20  \n• Records assigned to the accountable school  \nExclude  \n• Students who are “first year in US” in the current or prior year  \n• Subjects with a denominator less than 20  \n• Invalid or otherwise ineligible records  \n5  \n*RNVTA: Reason for No Valid Test Attempt  \n6  \nBuilding the Proficiency Numerator  \n• For each subject within the grade band:  \n–Sum assessment records at performance levels 3 and 4 from both the applicable general and alternate assessments  \n– Determine if the responsible district exceeds the 1% limit on alternate assessment:  \n• If no, DLM contributes number proficient to the numerator  \n• If yes, DLM contributes to the numerator the smaller of: number proficient OR subject denominator ⨯ 0.01  \nHow the 1% Alternate Assessment Adjustment Works  \n• District check on percent of population assessed with the alternate assessment (DLM)  \n– 6 DLM students ÷ 500 students = 1.2% alternate assessment use  \n– 1.2% > 1%: District-level usage activates the school-level adjustment  \nSchool A  \n• 2 proficient DLM records  \n• 1% of 200 denominator = 2  \n• DLM maximum contribution = 2  \nNo adjustment  \nSchool B  \n• 4 proficient DLM records  \n• 1% of 300 denominator = 3  \n• DLM maximum contribution = 3  \nNumerator contribution reduced  \n7  \nBuilding the Proficiency Denominator  \n• For each subject within the grade band:  \n– Determine the participation numerator and denominator  \n• Numerator = count of valid scores  \n• Denominator = count of valid scores + RNVTAs 10, 15, 19, 25, and 53  \n–When participation is at least 95% the proficiency denominator = participation numerator  \n–When participation is less than 95%, the  \nproficiency denominator = participation denominator ⨯ 0.95 • Only include subjects with a denominator of at least 20  \n8  \nHow the 95% Participation Adjustment Works  \n• School- , subject-, and group-level check on participation rate  \n9  \nSchool A  \n• 271 of 300 (90.33%) tested  \n• 271 \u003C (300 ⨯ 0.95 = 285)  \n• Participation threshold not met  \nDenominator contribution increased  \n• Proficiency before adjustment (250 ÷ 271) ⨯ 100 = 92.25%  \n• Proficiency after adjustment (250 ÷ 285) ⨯ 100 = 87.72%  \nSchool B  \n• 291 of 300 (97","cbCaikapP0TU1lba","https://ap.wps.com/l/cbCaikapP0TU1lba","pdf",4204235,14,"English","# Composite Proficiency Definition\n## Where Does Proficiency Data Come From?\n## What Assessment Records Are Included?\n## Building the Proficiency Numerator\n## Building the Proficiency Denominator\n## How the 95% Participation Adjustment Works\n## How Is Composite Proficiency Calculated?","[{\"question\":\"What does Composite Proficiency measure and how are subjects combined?\",\"answer\":\"It measures the percentage of students meeting or exceeding state proficiency standards. ELA, mathematics, and science are combined into one composite result relative to grade-level expectations.\"},{\"question\":\"Where is proficiency data found in the SIS system?\",\"answer\":\"Most accurate data comes from Summative Roster Reports. Schools may also use the Summative Designation Supplemental Roster Report, and quicker access is provided by the Assessment Scores Grid and subject-specific grid reports.\"},{\"question\":\"How are the proficiency numerator and denominator constructed?\",\"answer\":\"The numerator sums assessment records at performance levels 3 and 4 from applicable general and alternate assessments, with DLM contributions adjusted using a district 1% alternate assessment threshold. The denominator uses participation numerator and denominator, with a 95% participation adjustment when participation is below 95%, and only includes subjects with denominators of at least 20.\"}]","Composite Proficiency - Accountability for Success - Measure by Measure | PDF",1791603684,35]