Adequate Yearly Progress (AYP)

Board PresentationMarch 25, 2008

NCLB RequirementsStudents identified as members of nine

(9) specified groups:

* Total Group * American Indian* White * Economically Disadvantaged

(Eligible for Free/Reduced Lunch)

* Black * Limited English Proficient (English Language Learners [ELL])

* Hispanic * Students with Disabilities (ESE Students)

* Asian

How many students in a subgroup?

If total number of students in a school is greater than ten, AYP will be determined

A minimum of 30 students and those 30 represent more than 15% of the schools’ population in grades tested - or 100 students in a group - is required for that group to be a subgroup at the school.

Example #1: School Enrollment for Grades Tested = 500 x 15% = 75; thus, if 80 American Indian students are in the grades tested at that school, they would make up a subgroup

Example #2: School Enrollment for Grades Tested = 1,500 x 15% = 225; but 225 is over the 100 minimum; thus, if 100 American Indian students are in the grades tested at that school, they would make up a subgroup.

NCLB RequirementsBy 2014, 100% of students in each of the

nine (9) groups must meet “Proficiency” standards in Reading & Math

“Proficiency” standards determined by each state & varies state by state

Florida identified Level 3 on FCAT since it was already using that level to “grade” schools

Some states identified “easier” standards

Florida’s Reading & Math Standards: % of students who must score at/above Level 3 on

FCATSchool Year Reading Math

2001-02 31 38

2002-03 31 38

2003-04 31 38

2004-05 37 44

2005-06 44 50

2006-07 51 56

2007-08 58 62

2008-09 65 68

2009-10 72 74

2010-11 79 80

2011-12 86 86

2012-13 93 93

2013-14 100 100

NCLB RequirementsIn addition to meeting Reading & Math

standards, states must include other indicators. Florida’s other indicators are:

Participation Rate: 95% of students in each group must participate in testing

Writing Criteria: 1% improvement in percentage of students proficient in writing OR 90% or more students are proficient in writing (Level 3 in Writing)

Florida’s Other Indicators (cont.)

**********Graduation Rate: 1% improvement in

Graduation Rate OR school has Graduation Rate of 85% or higher (applies to high schools only)

School Grade: Must be A, B, or C school

Safe HarborParticipation (95%), writing criteria (1% improvement or

90%), graduation rate (1% improvement or 85%), and school grade (A, B, or C) must ALL be met first!

Reading & Math Safe Harbor: If the percent of non-proficient students (Level 1 &

2) in the subgroup decreased by at least 10% from the preceding year and

the subgroup has met the writing criteria and the subgroup has met the graduation rate criteria

Then the subgroup has made AYP in Reading and/or Math

Florida’s Growth ModelParticipation (95%), writing criteria (1% improvement or

90%), graduation rate (1% improvement or 85%), and school grade (A, B, or C) must ALL be met first!

Reading & Math Growth Model: the subgroup has met the writing criteria and the subgroup has met the graduation rate

criteria If the percent of students “on track to be

proficient” in three years or less in reading and/or math is at or higher than the percent required for that particular year (see chart)

Then the subgroup has made AYP in Reading and/or Math

Growth Model – Example:

Grade 3 4 5 6

Student’s Actual Reading Developmental Score 1001 1325 1450 1635

Required DSS Score for Proficiency 1198 1456 1510 1622

Cut score needed to be “on track to be proficient” NA 33% of 621

66% of 621

100% of 621

Is student “on track to be proficient” No Yes Yes Yes

The third grade Developmental Scale Score (DSS) will be used as the baseline. The difference between the baseline and proficient on the sixth grade test is 621 DSS points (take 1622 and minus 1001). For the current year (fourth grade, the second year in the state), the student must perform well enough on the test to meet the trajectory benchmark, a student must, close the gap by 33.3 percent of the difference between the score for proficiency and his baseline (grade 3 FCAT) DSS score (divide 621 by 3 = 207).

The student would need to score at least 1208 in grade 4 to be considered to be on track to be proficient (take 1001 plus 207).

School Makes AYP if…..Writing Criteria Met YESGraduation Criteria Met YESSchool Grade Not D or F YES

AND… Reading Math Reading Math

95% 95% Criteria Criteria Tested Tested Met Met

Total YES YES YES YESWhite YES YES YES YESBlack YES YES YES YESHispanic YES YES YES YESAsian YES YES YES YESAmerican Indian YES YES YES YESEconomically Disadvantaged YES YES YES YESLimited English Proficient YES YES YES YESStudents with Disabilities YES YES YES YES

School must meet ALL of the above 39 criteria to make AYP.

If school has a “No” in Reading or Math Criteria (last two columns) then DOE calculates Safe Harbor or Growth Model for that criteria.

That “No” will become “Yes” under Safe Harbor if……………

If the percent of Level 1 & 2 students in the subgroup with a “No” decreased by at least 10% from the preceding year and

the subgroup has met the writing criteria and the subgroup has met the graduation rate

criteria

If subgroup does not meet Safe Harbor, then DOE calculates the Growth Model

That “No” will become “Yes” under the Growth Model if……………

If the percent of students “on track to be proficient” in three years or less in reading and/or math is at or higher than the percent required for that particular year (see chart) and

the subgroup has met the writing criteria and the subgroup has met the graduation rate criteria

If the subgroup does not make AYP thru Safe Harbor or the Growth Model, the school does not make AYP

When is School Identified as Not Making AYP?

A school that misses any one of the 39 criteria is identified as Not Making AYP

What if only the SWD subgroup missed the reading or math criteria?

If the school did not make AYP solely because the SWD subgroup missed its proficiency target (in reading, math, or both), a mathematical adjustment is applied to the percent proficient.

If applying the mathematical adjustment increases the SWD percent proficient to meet or exceed the state proficiency target, the SWD subgroup will be considered to make AYP.

And the school will be considered to make AYP.

Mathematical adjustment has been +14 points for the last

two years. (The mathematical adjustment does not apply to

participation, writing, or graduation.)

Consequences of Not Making AYP

State DOE publishes AYP Report for all schools in district

If a school receives Title I funds and does not make AYP in the same content area for two consecutive years, that school is identified as a “school in need of improvement” (SINI)

When is a Title I School identified as Not Making AYP in the same content

area?When one or more subgroups do not meet the same

criteria for two consecutive years(“No” in Reading for two consecutive years; or

“No” in Math for two consecutive years)

OR

The school does not meet the Participation, Writing Improvement, or Graduation Rate Improvement for two consecutive years

OR

A combination of the above (Such as: “No” for a subgroup in Math one year followed by

“No” for Writing Improvement the next year)

Example 1: Sea Shell School misses one content area, Math, in 2005-06. Sea Shell School misses the other content area, Reading, in 2006-07. Therefore, Sea Shell School is not identified under school improvement.Sea Shell School 2005-06 Sea Shell School 2006-07

AYP STATUS NO AYP STATUS NO

Writing YES Writing YES Grad Rate YES Grad Rate YES School Grade YES School Grade YES

95% 95% Tested Reading Math Tested Reading Math Total YES YES YES Total YES YES YES White YES YES YES White YES YES YES Black YES YES YES Black YES YES YES Hispanic YES YES NO Hispanic YES YES YES Asian YES YES YES Asian YES YES YES Am. Indian YES YES YES Am. Indian YES YES YES Eco. Disad. YES YES YES Eco. Disad. YES NO YES ELL YES YES YES ELL YES YES YES SWD YES YES YES SWD YES YES YES

Example 2: Sunshine Elementary misses one content area, Math, for two years in a row. Therefore, Sunshine Elementary is identified under school improvement.

Sunshine Elementary 2005-06 Sunshine Elementary 2006-07

AYP STATUS NO AYP STATUS NO

Writing YES Writing YES Grad Rate YES Grad Rate YES School Grade YES School Grade YES

95% 95% Tested Reading Math Tested Reading Math Total YES YES YES Total YES YES YES White YES YES YES White YES YES YES Black YES YES YES Black YES YES YES Hispanic YES YES NO Hispanic YES YES YES Asian YES YES YES Asian YES YES YES Am. Indian YES YES YES Am. Indian YES YES YES Eco. Disad. YES YES YES Eco. Disad. YES YES YES ELL YES YES YES ELL YES YES NOSWD YES YES YES SWD YES YES YES

School Improvement Requirements & Timeline

Miss AYP

Miss AYP

Miss AYP School Improvement Yr 1 (choice)

Miss AYP School Improvement Yr 2 (supplemental

educational services [SES])

Miss AYP Corrective Action

Miss AYP Restructure (planning year)

Restructure (implement plan)

Florida DOE’s Terminology

SINI 1 = Choice

SINI 2 = Choice & SES

SINI 3 = Choice, SES, & Corrective Action

SINI 4 = Choice, SES, Corrective Action &

Restructuring Plan

SINI 5 = Choice, SES, & Implement Restructuring Plan

Status of Monroe’s Title I Schools

Stanley Switlik: SINI 3 = Choice, SES,

& Corrective ActionSwitlik made AYP in 2006-07. If Switlik makes

AYP this year, it will be fully out of SINI status and will not be subject to any of the above.

If Switlik does not make AYP, it would move to SINI 4 = Choice, SES, Corrective Action & Restructuring Plan Switlik AYP Report

Status of Monroe’s Title I Schools (Cont.)

Marathon High & HOB:

SINI 4 = Choice, SES, Corrective Action & Restructuring Plan

If they make AYP this year, they would be subject to the above again next year.

If they do not make AYP, they would move to SINI 5 = Choice, SES, Corrective Action & Implement Restructuring Plan

MHS AYP Report

HOB AYP Report

Status of Monroe’s Title I Schools (Cont.)

Key Largo School:

Has made AYP for the last two consecutive years. It is fully out of SINI status and not subject to any SINI requirements.

KLS AYP Report

Status of Monroe’s Title I Schools (Cont.)

Gerald Adams Elementary:

Missed AYP in 2006-07.

If Gerald Adams makes AYP, it would remain fully out of SINI status and not subject to any SINI requirements.

If it does not make AYP this year, it would be in SINI 1 status = Choice in 2008-09.

GAE AYP Report

Status of Monroe’s Title I Schools (Cont.)

Glynn Archer Elementary:

In SINI 1 (Choice) this year.

Made AYP in 2006-07.If Glynn Archer makes AYP this year, it would be fully out of

SINI status and not subject to any SINI requirements.

If it does not make AYP this year, it would be in SINI 2 status = Choice & SES in 2008-09.

GRA AYP Report

Impact on Title I Budget

5%

Required Set-Asides

Highly Qualified Teacher

1% Parent Involvement

10% Professional Development for School Improvement

5% Choice With Transportation

5% Supplemental Instructional Services (SES)

10% Choice With Transportation & SES

36% Sub Total

TBD Homeless – Usually around $4,000.00

TBD Neglected & Delinquent – Usually around $4,000.00

TBD Private School – Usually around $25,000.00

TBD Indirect Cost

Approximately 40% or more has to be set aside before any funds can be allocated to schools = less funds for Title I schools

How are districts responding to this?

District2007-08

F/R Lunch % CriteriaGrade Levels Served

Collier 75% Only schools at/above 75% from email

Martin 70% All Schools Ranked by F/R Lunch

Serving three elementary & one middle school

Charlotte 55% K-5 Schools Ranked by Grade Span

Gilchrist 52% All Schools Ranked by F/R Lunch

Serving only two K-5 schoolsBroward 50% K-8 Schools

Ranked by Grade Span

Seminole 48% Elementary Schools Ranked by Grade Span

St. Johns 45% will increase to 50% Elementary Schools Ranked by Grade Span

One Middle School (Charter) served - had 68% & 69% F/R LunchFrom district & DOE website Elementary only (from email)

Free/Reduced Lunch % to Identify Title I SchoolsTo receive Title I funds, a school must have at least the following percent of students on free/reduced lunch:

From district & DOE website

From district & DOE website

From district & DOE website

Middle School has 93.83% F/R Lunch. $1,519,725.00 spread over these 4 schools

How are districts responding to this? (Cont.)

District2007-08

F/R Lunch % CriteriaGrade Levels Served

Clay 45% K-6 Schools Ranked by Grade Span

Okaloosa 42% Due to 12% Reduction in

Funds & to avoid having to add 2 new schools

K-5 Schools Ranked by Grade Span

Nassau 40% All Schools Ranked by F/R Lunch

Serving only K-5 schools

Brevard 40% K-6 Schools Ranked by Grade Span

Citrus 40% K-5 Schools Ranked by Grade Span

Santa Rosa 35% May increase to 40% or higher

Elementary Schools Ranked by Grade Span

Sarasota 40% Elementary Schools Ranked by Grade Span

Monroe 33% All Schools Ranked by F/R Lunch Serving K-12 schools

Serving K-12 Elementary, Middle & High schools

Serving only K-5 schools (middle & high schools have low % of F/R Lunch students)

How are districts responding to this? (Cont.)

With fewer dollars for Title I schools, districts are:

focusing dollars on elementary schools, and have increased the “cut-off” percent so that the

Title I funds go only to schools with the highest percentage of free/reduced lunch students (in effect reducing the number of schools receiving Title I funds)

How are districts responding to this? (Cont.)

By reducing the number of Title I schools, districts are able to:

maintain a reasonable level of Title I funds at the schools that are receiving Title I dollars

some fund community involvement specialists to improve parent contact and involvement at the schools

some fund personnel to properly manage and supervise the detailed requirements of SES, maintain contact with SES parents and monitor the SES Providers

Perhaps the time has come for Monroe County to consider this approach…