Making Sense of Adequate Yearly Progress Adequate Yearly

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Making Sense of Adequate Yearly Progress

Making Sense of Adequate Yearly Progress

Adequate Yearly Progress (AYP) is a required activity of the No Child Left Behind

Adequate Yearly Progress (AYP) is a required activity of the No Child Left Behind (NCLB) Act. NCLB is a federal act to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind (PL 107 -110, Sec. 1).

Key Guiding Principles Challenging Academic Standards • Demonstrate that the State has adopted challenging

Key Guiding Principles Challenging Academic Standards • Demonstrate that the State has adopted challenging academic content standards. • Must be the same academic standards that the State applies to all public schools. • Must include at least mathematics, English Language Arts (ELA), and science.

Key Guiding Principles Academic Assessments • Demonstrate that the State has implemented a set

Key Guiding Principles Academic Assessments • Demonstrate that the State has implemented a set of high-quality, yearly student academic assessments in mathematics, ELA, and science. • Measure the proficiency of students in ELA and mathematics in grades 3 -8 and once in high school grades. • Measure the proficiency of students in science at least once in each grade span (elementary, middle, and high), beginning in 2007 -08 (does not count toward AYP).

Key Guiding Principles Accountability • Must be based on academic standards and assessments. •

Key Guiding Principles Accountability • Must be based on academic standards and assessments. • Must be the same accountability system the State uses for all public schools. • Must ensure that by the end of the 2013 -14 school year all students will meet or exceed the State’s proficient level of academic achievement on the State assessments.

AYP Requirements Based on: • Student participation • Annual Measurable Objectives (AMO) for student

AYP Requirements Based on: • Student participation • Annual Measurable Objectives (AMO) for student performance (ELA and mathematics) • Other indicator-Graduation rate for high schools and attendance rate for elementary and middle schools

Student Participation To determine if the 95 percent student participation objective was met, the

Student Participation To determine if the 95 percent student participation objective was met, the student participation rate must be met in ELA and mathematics by the following: • All Students Group, • Racial/Ethnic Group (White, African American, Asian/Pacific Islander, Hispanic, and American Indian/Alaskan), • Disability Status Group, • English Proficiency Group, and • Socio-Economic Status Group.

Annual Measurable Objectives for Student Performance To determine if the student performance objectives were

Annual Measurable Objectives for Student Performance To determine if the student performance objectives were met, the AMO must be met in ELA and mathematics by the following: • All Students Group, • Racial/Ethnic Group (White, African American, Asian/Pacific Islander, Hispanic, and American Indian/Alaskan), • Disability Status Group, • English Proficiency Group, and • Socio-Economic Status Group.

Annual Measurable Objectives for Performance 2007 -08 State Performance Objectives Elementary/Middle Schools State ELA

Annual Measurable Objectives for Performance 2007 -08 State Performance Objectives Elementary/Middle Schools State ELA performance objective = 58. 8% Proficient State Math performance objective = 57. 8% Proficient High Schools State ELA performance objective = 52. 3% Proficient State Math performance objective = 50. 0% Proficient

Annual Measurable Objectives for Performance The two subsequent slides show annual measurable objectives for

Annual Measurable Objectives for Performance The two subsequent slides show annual measurable objectives for meeting AYP by the 2013 -14 school year, which was required when NCLB was enacted.

Other Indicator Elementary/Middle Schools To determine if the student attendance objective was met, the

Other Indicator Elementary/Middle Schools To determine if the student attendance objective was met, the school attendance rate must • meet an attendance rate of 94 percent, or • improve by 1/10 of 1 percent from the school district’s previous year’s attendance rate. or

Other Indicator High Schools To determine if the graduation rate was met, one of

Other Indicator High Schools To determine if the graduation rate was met, one of the following must be met: • The current year’s graduation rate must be at least 88. 3 percent. • The current year’s graduation rate must equal or exceed the previous year’s graduation rate. • The three year average graduation rate must equal or exceed the previous year’s graduation rate.

The maximum number of objectives in determining AYP for a school is 37. Population

The maximum number of objectives in determining AYP for a school is 37. Population ELA Student Performance Objective Met ELA Participation Objective Met Math Student Performance Objective Met Math Participation Objective Met Other indicator Met All Students Objective Objective* White Objective African American Objective Asian/Pacific Islander Objective Hispanic Objective American Indian/Alaskan Objective Disability Status Disabled Objective English Proficiency Limited English Proficiency Objective Socio-Economic Status Subsidized meals Objective *The other indicator for high schools is the graduation rate. The other indicator for elementary and middle schools is the attendance rate. The other indicator applies to the whole school or the All Students Group.

This school missed one of 37 objectives and did not make AYP. Population ELA

This school missed one of 37 objectives and did not make AYP. Population ELA Student Performance Objective Met ELA Participation Objective Met Math Student Performance Objective Met Math Participation Objective Met Other Indicator Met All Students Yes Yes Yes* White Yes Yes African American Yes Yes Asian/Pacific Islander Yes Yes Hispanic Yes Yes American Indian/Alaskan Yes No Yes Disability Status Disabled Yes Yes English Proficiency Limited English Proficiency Yes Yes Socio-Economic Status Subsidized meals Yes Yes *The other indicator for high schools is the graduation rate. The other indicator for elementary and middle schools is the attendance rate. The other indicator applies to the whole school or All Students Group.

This school missed 22 of 37 objectives and did not make AYP. Population ELA

This school missed 22 of 37 objectives and did not make AYP. Population ELA Student Performance Objective Met ELA Participation Objective Met Math Student Performance Objective Met Math Participation Objective Met Other Indicator Met All Students No Yes Yes* White No Yes African American No Yes Asian/Pacific Islander No Yes Hispanic No Yes American Indian/Alaskan No No Disability Status Disabled No No English Proficiency Limited English Proficiency No Yes Socio-Economic Status Subsidized meals No Yes *The other indicator for high schools is the graduation rate. The other indicator for elementary and middle schools is the attendance rate. The other indicator applies to the whole school or All Students Group.

Subgroup N-Size for AYP Subgroup disaggregation for AYP shall not be required in a

Subgroup N-Size for AYP Subgroup disaggregation for AYP shall not be required in a case in which the number of students in a category is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual student. The minimum group size for accountability is set at 40.

This school missed 7 of 15 objectives and did not make AYP. The N-size

This school missed 7 of 15 objectives and did not make AYP. The N-size rule eliminated 22 objectives. Population ELA Student Performance Objective Met ELA Participation Objective Met Math Student Performance Objective Met Math Participation Objective Met Other Indicator Met All Students No Yes Yes* White I/S I/S African American No Yes Asian/Pacific Islander I/S I/S Hispanic I/S I/S American Indian/Alaskan I/S I/S Disability Status Disabled I/S No I/S Yes English Proficiency Limited English Proficiency I/S I/S Socio-Economic Status Subsidized meals No Yes *The other indicator for high schools is the graduation rate. The other indicator for elementary and middle schools is the attendance rate. The other indicator applies only to the whole school or All Students Group.

School Improvement • Newly Identified (NI) The school missed AYP for two years. Sanctions:

School Improvement • Newly Identified (NI) The school missed AYP for two years. Sanctions: Offer school choice and expend 10 percent of Title I allocation for professional development. • Continuing School Improvement (CSI) The school missed AYP for three years. Sanctions: Continue school choice, implement supplemental services, and expend 10 percent of Title I allocation for professional development.

School Improvement • Corrective Action (CA) The school missed AYP for four years. Sanctions:

School Improvement • Corrective Action (CA) The school missed AYP for four years. Sanctions: Continue school choice and supplemental services. The school district takes a corrective action.

School Improvement • Plan to Restructure (RP) Sanctions: Continue school choice and supplemental services.

School Improvement • Plan to Restructure (RP) Sanctions: Continue school choice and supplemental services. Develop a plan to restructure. • Restructure (R) The school missed AYP after two years of corrective action. Sanction: Continue school choice and supplemental services. Implement the restructuring plan.

School Improvement • Delay-The school met AYP in all subgroups and the indicator for

School Improvement • Delay-The school met AYP in all subgroups and the indicator for one year, thus the delay provision applies. The school remains in the same status as last year and is referred to as in “Delay. ” • Hold-The school made progress for one year in the subject area that identified the school for school improvement. The school remains in the same status as last year and is referred to as in “Hold. ”

School Improvement

School Improvement

School Choice All students enrolled in Title I schools identified for school improvement, corrective

School Choice All students enrolled in Title I schools identified for school improvement, corrective action, or restructuring are eligible to transfer to another public school, which may be a charter school that is not in school improvement. Choice related transportation to the new school of choice is funded through Title I.

Supplemental Educational Services What are Supplemental Educational Services (SES)? – Additional academic instruction that

Supplemental Educational Services What are Supplemental Educational Services (SES)? – Additional academic instruction that is • High Quality • Research-based • Specifically designed to increase the academic achievement of eligible children – Must be conducted outside of the regular school day by state-approved providers

AYP Requirements for Districts • Student participation • Annual Measurable Objectives for student performance

AYP Requirements for Districts • Student participation • Annual Measurable Objectives for student performance (ELA and Mathematics) • Other indicator-Graduation rate for high schools and attendance rate for elementary and middle schools

District AYP

District AYP

Determining District Improvement “Mega School” Method Under the direction of the USDE, South Carolina

Determining District Improvement “Mega School” Method Under the direction of the USDE, South Carolina implements the Mega School method in determining district improvement status.

District Improvement Tracking Chart ELA Mathematics Indicator % Tested Performance Atten Grad Mega Elem

District Improvement Tracking Chart ELA Mathematics Indicator % Tested Performance Atten Grad Mega Elem Mid Mega High Mega Elem Mid Meg a High Mega Elem Mid Mega High Dist. Imp. Status Spring 2006 Data Y Y N N Y Y - 2006– 07 District Improvement Status Spring 2007 Data Y Y N NI 2007– 08 District Improvement Status Spring 2008 Data Y Y Y N N Y N CDI 2008– 09 District Improvement Status Galena School District Comments

District Improvement Tracking Chart ELA Mathematics Indicator % Tested Performance Atten Grad. Mega Elem

District Improvement Tracking Chart ELA Mathematics Indicator % Tested Performance Atten Grad. Mega Elem Mid Mega High Mega Elem Mid Mega High Dist. Imp. Status Spring 2006 Data N Y Y N - 2006– 07 District Improvement Status Spring 2007 Data Y Y N N Y N - 2007– 08 District Improvement Status Spring 2008 Data Y Y N N Y Y N Y - 2008– 09 District Improvement Status Ford School District Comments

District Improvement • Newly Identified (NI) Sanctions: Develop a District Improvement Plan and expend

District Improvement • Newly Identified (NI) Sanctions: Develop a District Improvement Plan and expend 10 percent of Title I allocation for professional development. • Continuing District Improvement (CDI) Sanctions: Continue to implement District Improvement Plan and expend 10 percent of Title I allocation for professional development. • Corrective Action (CA) Sanction: The state takes a corrective action. • Hold the The district made progress for one year in either grade span for subject area that identified the district for district improvement. district remains in the same status as the previous year.

Resources • http: //www. ed. gov/index. html • http: //www. ed. sc. gov/agency/offices/fp/Title_I/title. I.

Resources • http: //www. ed. gov/index. html • http: //www. ed. sc. gov/agency/offices/fp/Title_I/title. I. html

Questions Nancy W. Busbee, Ph. D Office of Federal and State Accountability nbusbee@ed. sc.

Questions Nancy W. Busbee, Ph. D Office of Federal and State Accountability nbusbee@ed. sc. gov 803 -734 -8105