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Making Sense of Adequate Yearly Progress (AYP)

Making Sense of Adequate Yearly Progress (AYP). Media Workshop, July 2007. Background. No Child Left Behind Act of 2001 (NCLB) Applies to all public schools Test reading and math in grades 3-9 and 11 Test science at least once in each grade span (elementary,

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Making Sense of Adequate Yearly Progress (AYP)

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  1. Making Sense of Adequate Yearly Progress(AYP) Media Workshop, July 2007

  2. Background • No Child Left Behind Act of 2001 (NCLB) • Applies to all public schools • Test reading and math in grades 3-9 and 11 • Test science at least once in each grade span (elementary, middle &high school) in 2007-2008 (does not count toward AYP)

  3. Measuring Student Performance • State Content Standards - what a student should know and be able to do. • Student performance on content standards measured by New Mexico Standards Based Assessments. • Goal to achieve at Proficient or Advanced levels on the Standards Based Assessment.

  4. AYP Has Three Parts • Student Participation in Testing • Proficiency in reading and math • Graduation and attendance rates (called Other Academic Indicators)

  5. Groups Evaluated for NCLB • All Students • Ethnic groups: • American Indian/Alaskan Native • Asian/Pacific Islander • Black • Hispanic • White (Non Hispanic) • Students with Disabilities • English Language Learners • Economically Disadvantaged (FRLP)

  6. Test Participation • 95% of students must take the state assessments • NCLB subgroups with 40 or more students are evaluated

  7. Proficiency in Reading & Math • All schools and subgroups must be 100% proficient by SY 2013-2014 • NM set baseline using 2004-2005 NM Standards Based Assessment • Targets called Annual Measurable Objectives (AMOs) increase every year toward 100%

  8. AMOs for Grades K-5 http://www.ped.state.nm.us/div/acc.assess/assess/ayp_amos.html

  9. AMOs • Matched to School Configuration

  10. Calculating Proficiency • Percent students scoring Proficient and Advanced • Calculated for All Students Group and for subgroups with 25 or more students • Computed separately for Reading and Math • Includes “Full Academic Year” students only

  11. Three ways to make AYP in Proficiency • AMO • Confidence Interval • Safe Harbor

  12. Proficiency Compared with AMO • Compares the school/subgroup proficiency to the AMO • If proficiency is equal to or higher than AMO, meets AYP

  13. Proficiency Confidence Interval • A 99% one-tailed confidence interval is applied to the AMO to improve statistical reliability for small groups • The smaller the group, the wider the confidence interval • If subgroup proficiency is equal to or greater than the lower bound of the CI, makes AYP

  14. Proficiency Confidence Interval Example: • AMO = 38% Proficient • 74 students • Lower bound of Confidence Interval = 7.76%

  15. Safe Harbor When a subgroup fails to meet AYP for proficiency, even with the confidence interval.

  16. Safe Harbor has 3 requirements • 10% reduction in non proficiency rate • 95% participation rate • Meet target for Attendance, Graduation or show progress from last year

  17. 10% Reduction in Non Proficiency

  18. Other Academic Indicators • Attendance Rate for elementary or middle school (school without 12th grade) • Graduation Rate for high school (school with 12th grade)

  19. Attendance Rate • 92% or greater to make AYP

  20. Three Ways to Meet Graduation Rate • Target is 90% or higher • If not 90%, this year’s rate higher than last year’s rate • If not higher, average of this year and last two years must equal or exceed last year’s rate

  21. How a School Makes AYP • Every subgroup must meet targets in participation, proficiency, and the other academic indicator (attendance or graduation)

  22. There are 37 Possible Ways Schools Must Make AYP (Miss One Indicator and The School Does Not Meet AYP)

  23. NCLB Designations • Schools that continue to miss AYP get a designation • There are 5 designations • School Improvement I • School Improvement II • Corrective Action • Restructuring I • Restructuring II

  24. Content Areas and Other Indicator Get Designations • Not make AYP for two consecutive years in same content area or other academic indicator, it receives School Improvement I designation for that indicator • Each additional year of not making AYP moves the school further up the continuum

  25. Content Areas and Other Indicator Get Designations • Receives most serious designation of the areas/indicator • Make AYP for one year in designation, go into delay • Make AYP for two years and designation is removed

  26. School Example

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