making sense of adequate yearly progress. adequate yearly progress adequate yearly progress (ayp) is...
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Making Sense of Adequate Yearly Progress
Adequate Yearly Progress
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
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 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.
• 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 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 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 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 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 meeting AYP by the 2013-14 school year,
which was required when NCLB was enacted.
Adequate Yearly Progress Objectives for S.C. Elementary/Middle Schools
100100
79.4
58.8
17.6
38.2
79.0
57.8
36.7
15.5
0
10
20
30
40
50
60
70
80
90
100
01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14
Year
Per
cent
Mee
ting
Sta
ndar
d
ELA Math
Adequate Yearly Progress Objectives for S.C. High Schools
100
33.3
52.3
71.3
90.3
50
70
90
30
0
10
20
30
40
50
60
70
80
90
100
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
School Year
Pe
rce
nt
Me
eti
ng
Sta
nd
ard
ELA Math
Other IndicatorElementary/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 or district’s
previous year’s attendance rate.
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.
PopulationELA Student Performance Objective Met
ELAParticipation Objective Met
Math Student Performance Objective Met
Math Participation Objective Met
Other indicator Met
All Students Objective Objective Objective Objective Objective*
White Objective Objective Objective 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.
African American Objective Objective Objective Objective
Asian/Pacific Islander Objective Objective Objective Objective
Hispanic Objective Objective Objective Objective
American Indian/Alaskan Objective Objective Objective Objective
Disability StatusDisabled Objective Objective Objective Objective
English Proficiency
Limited English Proficiency
Objective Objective Objective Objective
Socio-Economic Status
Subsidized mealsObjective Objective Objective Objective
The maximum number of objectives in determining AYP for a school is 37.
PopulationELA Student Performance Objective Met
ELAParticipation Objective Met
Math Student Performance Objective Met
Math Participation Objective Met
Other Indicator Met
All Students Yes Yes Yes Yes Yes*
White Yes Yes 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.
African American Yes Yes Yes Yes
Asian/Pacific Islander Yes Yes Yes Yes
Hispanic Yes Yes Yes Yes
American Indian/Alaskan Yes No Yes Yes
Disability StatusDisabled Yes Yes Yes Yes
English Proficiency
Limited English Proficiency
Yes Yes Yes Yes
Socio-Economic Status
Subsidized mealsYes Yes Yes Yes
This school missed one of 37 objectives
and did not make AYP.
PopulationELA Student Performance Objective Met
ELAParticipation Objective Met
Math Student Performance Objective Met
Math Participation Objective Met
Other Indicator Met
All Students No Yes No Yes Yes*
White No Yes 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.
African American No Yes No Yes
Asian/Pacific Islander No Yes No Yes
Hispanic No Yes No Yes
American Indian/Alaskan No No No No
Disability StatusDisabled No No No No
English Proficiency
Limited English Proficiency
No Yes No Yes
Socio-Economic Status
Subsidized mealsNo Yes No Yes
This school missed 22 of 37 objectives
and did not make AYP.
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.
PopulationELA Student Performance Objective Met
ELAParticipation Objective Met
Math Student Performance Objective Met
Math Participation Objective Met
Other Indicator Met
All Students No Yes No Yes Yes*
White I/S I/S I/S I/S
*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.
African American No Yes No Yes
Asian/Pacific Islander I/S I/S I/S I/S
Hispanic I/S I/S I/S I/S
American Indian/Alaskan I/S I/S I/S I/S
Disability StatusDisabled I/S No I/S Yes
English Proficiency
Limited English Proficiency
I/S I/S I/S I/S
Socio-Economic Status
Subsidized mealsNo Yes No Yes
This school missed 7 of 15 objectives and did not make AYP. The N-size rule eliminated 22 objectives.
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: 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. 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 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 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 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 (ELA and Mathematics)
• Other indicator-Graduation rate for high schools and attendance rate for elementary and middle schools
District AYPAdequate Yearly Progress Objectives for S.C.
School Districts
100.0
24.0
45.8
67.6
89.4
42.7
65.5
88.3
19.9
0
10
20
30
40
50
60
70
80
90
100
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
School Year
Pe
rce
nt
Me
eti
ng
Sta
nd
ard
ELA Math
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
Galena School District
ELA Mathematics Indicator
% Tested Performance % Tested Performance Atten Grad
Mega ElemMid
Mega High
Mega ElemMid
Mega High
Mega ElemMid
Mega High
Mega ElemMid
Mega High
Mega ElemMid
Mega High
Dist. Imp. Status Comments
Spring 2006 Data Y Y N N Y Y N N Y Y - 2006–07 District Improvement Status
Spring 2007 Data Y Y N N Y Y N N Y N NI 2007–08 District Improvement Status
Spring 2008 Data Y Y Y Y Y Y N N Y N CDI 2008–09 District Improvement Status
District Improvement Tracking Chart
Ford School District
ELA Mathematics Indicator
% Tested Performance % Tested Performance Atten Grad.
Mega ElemMid
Mega High
Mega ElemMid
Mega High
Mega ElemMid
Mega High
Mega ElemMid
Mega High
Mega ElemMid
Mega High
Dist. Imp. Status Comments
Spring 2006 Data N Y Y N N Y Y Y Y N - 2006–07 District Improvement Status
Spring 2007 Data Y Y N N Y Y N N Y N - 2007–08 District Improvement Status
Spring 2008 Data Y Y Y Y N N Y Y N Y - 2008–09 District Improvement Status
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 district made progress for one year in either grade span for the subject area that identified the district for district improvement. The 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/titleI.html
Questions
Nancy W. Busbee, PhDOffice of Federal and State Accountability