ADEQUATE YEARLY PROGRESS (AYP) 1O1 Elementary and Secondary Education Act

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Agenda for the Day Time Activity Comments

8:30 Opening/Agenda AYP Review Parent Notice Requirements

9:30

District and School Improvement * Small Groups Public School Choice * Small Groups

Task: Review, discuss, write out key learnings and unanswered questions for each section. Select a person to report Key Learnings and questions for each section.

10:30 Group Reports 11:30 – 12:45 LUNCH

12:45 Supplemental Educational Services • Small Groups

1:45 – 2:45 Group Reports 2:45 BREAK 3:00 SES Providers 3:45 Closure - Last Questions

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Goals for the Day To broaden understanding of the ESEA Regulations on:

• Adequate Yearly Progress

• Public School Choice

• Supplemental Educational Services

To understand the AYP requirements that each district/school has to implement for the 2014-15 school year.

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Packet Materials ESEA Legal Guidance Documents

• ESEA – NCLB 1116 • Code of Federal Regulations – 34CFR.200

• Non-Regulatory Guidance for

• LEA and School Improvement Non-Regulatory Guidance • Public School Choice Non-Regulatory Guidance • Supplemental Educational Services Non-Regulatory Guidance

Other Documents • Powerpoint of AYP 101 • AYP School and District AYP Charts • SES Application Requirements • District as a SES Provider • AYP District/ School Notification Templates

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Removal of ESEA Flexibility U.S. Secretary of Education Letter – April 24, 2014

• WA ESEA Flexibility ends with the close of the 2013-14 school

year

• WA was unable to keep all of the ESEA Flexibility commitments, specifically that WA would put into place a teacher/principal evaluation system that included student growth as a significant factor to determine performance levels

• The State is required to return to meeting all NCLB requirements, starting with the 2014-15 school year

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Removal of ESEA Flexibility • Districts with schools in a step of improvement will be

required to set-aside 20% of their Title I, Part A funds to fund public school choice (PSC) and/or supplemental educational services (SES) for eligible students.

• Districts in a step of improvement will be required to set-aside 10% of their Title I, Part A allocation for professional development.

• Schools in a step of improvement will be required to set-aside (reserve) 10% of their building Title I, Part A allocation for professional development.

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Removal of ESEA Flexibility

• Schools in improvement, corrective action, or restructuring will be required to send letters to homes that inform parents of the AYP standing of the school 14 days* before the opening of the 2014-15 school year.

• Districts identified in improvement or corrective action will be required to notify parents per normal AYP rules.

* Waiver Requested of USDE

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Proposal to USDE - APPROVED Approved as of May 2, 2014 • To determine AYP status

• Use assessment and other indicator data from 2010-11 and 2013-14 • SMARTER BALANCED field test Schools data from 2010-11 and 2012-13

• Spring, 2014, Priority schools (bottom 5% of Title I schools in reading and math) and Focus schools [bottom 10% of schools based on subgroup performance in Reading/Math (combined)]. • Proficiency in Reading/Math (combined) for the 2010-11, 2011-12 and 2012-

13 school years (using test results from spring 2011, 2012 and 2013 exams) • Provide funding and technical support to assist schools in fulfilling school

improvement plans (Indistar).

• Continue to serve previously identified Priority and Focus schools in 2014-15.

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Proposal to USDE Evolution of School Federal Accountability and Improvement

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Accountability

SystemAYP AYP AMO AMO AYP AYP

Sanctions/Set Asides Next Year

YES, next year YES, next year NO NO YES, next year YES, next year

P, F P, FSteps 4 & 5 Steps 4 & 5

Steps 4 & 5 Steps 4 & 5 P,F,E P,F,E P, F P, FBased on 2010 Based on 2011 Based on 2011 Based on 2012 Based on 2013 Based on 2014

Named Oct 2010 Named Oct 2011 Named Spring 2012Named Spring 2013Name Spring 2014Name Spring 2015Served 2010-11 Served 2011-12 Served 2012-13 Served 2013-14 Serve 2014-15 Serve 2015-16

Steps 4 & 5 Steps 4 & 5Base on 2014 Base on 2015

Name Oct 2014 Name Oct 2015Serve 2014-15 Serve 2015-16

HybridSchool Improvement Lists

School Improvement the

following yearHybrid

Steps 4 & 5 Steps 4 & 5 P,F,E Stacked ranking

P,F,E Stacked ranking

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AYP Elements ALL students “proficient” by 2014 Separate annual proficiency goals in reading & math

1% can be proficient at district level using alternative performance standard

Same Goal on ‘state uniform bar’ for nine groups All students Five Racial/Ethnic Groups Students with Disabilities (Special Education) Students with Limited English Proficiency (ELL) Students from Low-Income Families (Poverty)

95% of students in each group to be assessed One other indicator

Graduation rate (high schools): 67% (or two percentage point increase) Unexcused absences (Grades 1-8): 1% (or any decrease)

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AYP Elements • If a group does not meet the proficiency goal, it makes AYP if it

has a 10% reduction in those not meeting standard and meets the other indicator (Safe Harbor)

• Minimum number of students (N<30) needed for a student group for statistically reliable AYP decisions

• Count only those students who are enrolled for a full academic year (continuous enrollment from October 1 through the entire testing period)

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AYP Elements Still in Effect

Proficiency Index • Each grade will be compared to the

corresponding uniform bar, regardless of the school’s grade span, using a “Proficiency Index.”

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Proficiency Index

• The Proficiency Index is a single calculated number for a school and for each sub-group that averages each grade level’s proficiency percentage.

• The index allows test scores to be combined across grade spans for determining AYP status.

• The index is calculated using each grade’s target percentage. 14

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Elementary State Uniform Bar

52.2

64.2

76.1

88.1

29.7

100.0

82.4

64.9

47.3

0 10 20 30 40 50 60 70 80 90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Perc

ent m

eetin

g st

anda

rd

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Reading

Mathematics

Middle School State Uniform Bar

82.5

65.1

47.6

30.1

38.0

58.7

79.3

100.0

17.3 0

10

20 30

40 50

60 70

80 90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Perc

ent m

eetin

g st

anda

rd

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Reading

Mathematics

High School State Uniform Bar

48.6

61.5

74.3

87.2

24.8

100.0

81.2

62.4

43.6

0 10 20 30 40 50 60 70 80 90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Perc

ent m

eetin

g st

anda

rd

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Reading

Mathematics

Consequences Apply only to districts that receive Title I A Funds

District Improvement — STEPS 1& 2

Based on Data 1.State Assessments 2.Graduation rate 3.Unexcused absences

AYP AYP

2010-11 2013-14 Professional Development (PD) + District Improvement Plan + Parent Notification + Set Asides + Tech Support

PD + Corrective Action Plan + Parent Notification + Set Asides

Year 1 Year 2

AYP

Step 1 Year 3

Identified for District Improvement

Step 2 Year 4

AYP

Set Aside Title I, Part A Funds Districts that receive Title I, Part A funds and are in a step of improvement —AYP step 1 or 2 — must set aside money from their total allocation for professional development.

Based on Data 1.State Assessments 2.Graduation rate 3.Unexcused absences

AYP AYP

2010-11 2013-14 Professional Development (PD)School Improvement Plan (SIP) + Public School Choice (PSC)

PD + SIP + PSC + Supplemental Ed. Services (SES)

PD + SIP + PSC + SES + Corrective Action

SIP + PSC + SES + Corrective Action + Plan Restructuring

Restructured School Operation

Year 1 Year 2 AYP

Step 1 Year 3

Step 2 Year 4

Step 3 Year 5

Step 4 Year 6

Step 5 Year 7

AYP AYP AYP AYP

Identified for School Improvement

SCHOOLS IN STEPS 1-5

Consequences Apply only to schools that receive Title I A Funds

Sanctions District responsibility

SBAC Field Testers

2010-11 2012-13 Based on Same Data

Year 1 of School Not Making Adequate Yearly Progress (AYP)

School Parent Notification Requirements: • No parent notification requirements for

schools not making AYP in Year 1.

Schools that have not met AYP Requirements - Step 1

PD (10%) + SIP+ Public School Choice Parent Notification must:

Include a copy of the AYP report. Explain what the school is doing to address the

problem of low performance. Inform parents that their child is eligible for PSC. Identify each school that parents can select. Include information on the academic achievement

of the schools that parents may select. Explain PSC services are free to parents. Explain how students become eligible for PSC. Explain how the district will notify parents about

enrollment dates and start dates. Give information regarding who parents should

contact with questions.

Schools that have not met AYP Requirements– Step 2

PD (10%) + SIP+ PSC+ Supplemental Educational Services Parent Notifications Must:

Explain how parents can obtain SES for their child Identify each approved SES provider within district

or in its general geographic location. The notice should also identify providers that are accessible through technology, such as distance learning

Describe the services, qualifications and evidence of effectiveness for each provider

Indicate providers that are able to serve students with disabilities or LEP students

Include an explanation of the benefits of receiving SES

Be easily understandable, in a format, including alternative formats upon request, and in a language the parent can understand.

Schools that have not met AYP Requirements– Step 3

PD (10%) + SIP+ PSC+ SES + Corrective Action Parent Notification Must:

Include what the identification means, and how the academic achievement levels at this school compare to those at other schools in the district and state.

Include why the school was identified and how parents can become involved in addressing the academic issues that lead to identification.

Provide the options available to transfer their child to another public school (PSC);

Include the SES services available to eligible children.

Schools that have not met AYP Requirements– Step 4

SIP+ PSC+ SES + Corrective Action + Plan Restructuring Parent Notification Must: Provide parents prompt notice of the decision. Include what the identification means, and how the

academic achievement levels at this school compare to those at other schools in the district and state.

Include why the school was identified and how parents can become involved in addressing the academic issues that lead to identification.

Notify parents of the opportunity to comment before the school takes any restructuring action; and

Invite parents to participate in the development of the school’s restructuring plan.

Provide the options available to transfer their child to another public school (PSC);

Include the SES services available to eligible children.

Schools that have not met AYP Requirements– Step 5

Restructured School Operation Parent Notification Requirements Include what the identification means, and how the

academic achievement levels at this school compare to those at other schools in the district and state.

Why the school has been identified and the action taken by the school and the district to address the problem that led to the school’s identification;

How parents can become involved in addressing the academic issues that led to the identification and description of the parental involvement opportunities available to parents;

Options available to transfer their child to another public school (PSC);

The SES services available to eligible children.

Resources • A Toolkit for Title I Parental

Involvement • http://www.sedl.org/connections/toolkit/contents.html

• Section 4 – LEA Responsibilities • Tool 4.8 LEA Procedures – AYP Parental Notification Letter

• Includes School Choice Instructions for Parent Notification Letter and • Includes School Choice Instructions for districts unable to offer Public

School Choice • Tool 4.9 Disseminating Annual Local Educational Agency Report Card • Tool 4.11 AYP Parent Notification Letter • Tool 4.12 Supplemental Educational Services Parent Notification Letter & Parent

Request for SES services

• Giving Parents Options PDF • Strategies for Informing Parents and Implementing Public School Choice and

Supplemental Educational Services Under No Child Left Behind.

Work Sessions

District and School Improvement * Small Groups/Share Out Public School Choice * Small Groups/Share Out 11:30 – 12:45 LUNCH Supplemental Educational Services * Small Groups /Share Out

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District as an SES Provider 1. How will your SES instructional program be different from

what you currently do in academic programs during the normal school day.

2. Transportation: • Reminder, SES transportation costs may not count as part of the

20 percent set aside for SES/PSC.

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District as an SES Provider 3. Facilities use:

• Does the district have a facilities use policy?

• How does the district document that the policy is implemented

consistently?

• Note that the district must charge for facilities use in accordance with its district policy. SES providers may not be charged a rate different from the rate paid by other non-district entities, including vendors and non-profit organizations. If the district is using its space to provide SES services to its students it must ensure equal availability of its facilities to all providers.

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District as an SES Provider

4. How does the district ensure equal availability of its facilities for all SES providers, including the district, if it provides SES services? 5. The district must have a supplemental contract with all district SES staff participating in the district-provided SES program. • Contract must delineate the hours that the SES staff will be paid for

participation in the district provided SES program. • Must ensure that all SES duties such as planning, copying, any collaboration

or records or information exchange must be handled during “SES‟ time and not during “teacher” contract time.

• The SES contract may include planning time, it may not include benefits or any other costs.

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District as an SES Provider • What controls are in place to accomplish this?

• What documentation, such as time and effort reports,

supplemental contracts, etc. is maintained at the district?

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District as an SES Provider 6. Startup costs: At the beginning of the school year, before there has been any billing for services, what is the fund source for startup costs for the district as an SES provider? 7. Per the State SES waiver, districts intending to be an SES provider must meet the Annual Measurable Objectives (AMO) waiver requirement to, “Demonstrate record of effectiveness for all providers.” The district must demonstrate effectiveness of the program. * Waiver granted by USDE 8. Does the district intend to charge all SES allowable costs to a fund source other than Title I, Part A? If yes, the district must be consistent with its district’s pricing practices for other non-federally funded vendor services.

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OSPI Title I/LAP Contacts • Title I, Part A/LAP Program Director

– Gayle Pauley, gayle.pauley@k12.wa.us, 360.725.6100

• Title I, Part A/LAP Program Supervisors – Bill Paulson, bill.paulson@k12.wa.us, 360.725.6104 – Jody Hess, jody.hess@k12.wa.us, 360.725.6171 – John Pope, john.pope@k12.wa.us, 360.725.6172 – Larry Fazzari, larry.fazzari@k12.wa.us, 360.725.6189 – Mary Jo Johnson, maryjo.johnson@k12.wa.us, 360.725.6103 – Penelope Mena, penelope.mena@k12.wa.us, 360.725.6069

• Learning Assistance Program Managers

– Amy Vaughn, amy.vaughn@k12.wa.us, 360.725.6190 – Jess Lewis, jess.lewis@k12.wa.us, 360.725-4969 – Justin Young, justin.young@k12.wa.us, 360.725. – LaWonda Smith, lawonda.smith@k12.wa.us, 360.725.6168

• Title I, Part A/LAP Support Staff – Julie Chace, julie.chace@k12.wa.us, 360.725.6167 – Tony May, tony.may@k12.wa.us, 360.725.6231 – Brandy Johnson, brandy.johnson@k12.wa.us , 360.725.6101

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