Adequate Yearly Progress ( AYP ) NCESD Title I/LAP Co-Op Work Session August 26, 2014

1. Adequate Yearly Progress (AYP)NCESD Title I/LAP Co-Op Work Session August 26, 2014 Jody Hess, OSPI Title I: jody.hess@k12.wa.us Judi Jensen, NCESD Title I & Director Services: judij@ncesd.org

2. Goals for the Day • 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.

3. Introductions…Introductions…Introductions… • Your name • District • Position AND Which topic do you have the most burning questions about? • Adequate Yearly Progress • Public School Choice • Supplemental Educational Services

4. Handouts Table of Contents Cover Sheet / Binder • Color-coded by these categories: • Powerpoint(BUFF) • PSC/SES Parent Communications (WHITE) • SES Provider Contract/Student Info. (YELLOW) • Parent and Community Communications (BLUE) • SES Management (BUFF) • SES Documentation Checklist (GREEN) • EZSES Brochure (PURPLE) • NCESD Website: www.ncesd/page/607

5. 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.

6. Proposal to USDE

7. 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)

8. 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)

9. Proficiency Index • Each grade will be compared to the corresponding uniform bar, regardless of the school’s grade span, using a “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.

10. AYP Matrix (45 categories)

11. Elementary State Uniform Bar 100.0 100 88.1 90 76.1 80 64.2 82.4 70 52.2 60 64.9 Percent meeting standard 50 40 47.3 30 20 29.7 10 0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Reading Mathematics 11

12. Middle School State Uniform Bar 100.0 100 82.5 90 80 65.1 70 79.3 60 47.6 Percent meeting standard 50 58.7 30.1 40 30 38.0 20 10 17.3 0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Reading Mathematics 12

13. High School State Uniform Bar 100.0 100 87.2 90 74.3 80 61.5 81.2 70 60 48.6 Percent meeting standard 62.4 50 40 43.6 30 20 24.8 10 0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Reading Mathematics 13

14. Title I AYP Sanctions • Notification to Parents • Public School Choice (PSC) • Supplemental Educational Services (SES) • School Improvement Plan • Corrective Action Planning (Step 3) • Restructuring Plan (Steps 4 and 5) • Indistar Plan • District Improvement Plan • Professional Development • 20% SES + 10% PD Set Asides

15. District Improvement - STEPS 1& 2 Consequences Applyonly todistricts that receive TitleI A Funds 2010-11 2013-14 Professional Development (PD) + District Improvement Plan + Parent Notification + Set Asides + Tech Support PD + Corrective Action Plan + Parent Notification + Set Asides AYP AYP Based on Data State Assessments Graduation rate Unexcused absences AYP AYP Year 1 Year 2 Set Aside Title I, Part A Funds Districtsthat 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. Step 1 Year 3 Step 2 Year 4 Identified for District Improvement

16. SCHOOLS IN STEPS 1-5 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 2010-11 2013-14 Based on Data State Assessments Graduation rate Unexcused absences AYP AYP AYP AYP AYP AYP AYP Year 1 Year 2 Step 1 Year 3 Step 2 Year 4 Step 3 Year 5 Step 4 Year 6 Step 5 Year 7 SBAC Field Testers Based on Same Data 2010-11 2012-13 Identified for School Improvement Consequences Applyonly toschoolsthat receive TitleI A Funds Sanctions Districtresponsibility

17. Year 1Not Making Adequate Yearly Progress (AYP) • School Parent Notification Requirements: • No parent notification requirements for schools not making AYP in Year 1.

18. 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.

19. 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.

20. 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.

21. 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.

22. 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.

23. Supplemental Education Services (SES) District Responsibilities • Coordinate with Building(s) Staff, Providers, Parents/Community • Maintain Documentation • Establish 2 SES Enrollment Windows • Parent Notifications • Facilitate SES Student Enrollment/Notify Providers

24. Supplemental Education Services (SES) District Responsibilities • Confidentiality • Ensure Equitable Treatment of ALL SES Providers • Formal Contracts SES Providers and Background Checks • Facility Use • Evaluation (Pre/post data from providers, survey, etc.)

25. Supplemental Education Services (SES) District Responsibilities • Progress Reports to Parents • Billing Requirements, Documentation Review • Reporting Requirements

26. Supplemental Education Services (SES) School Responsibilities • Coordinate with District, SES Providers & Parents/Community • Assist Parents (if requested) • Ensure Equitable Treatment of ALL SES Providers • Provide SES Information and Training to School Staff (as needed)

27. Supplemental Education Services (SES) Provider Responsibilities • Comply with all OSPI SES Provider Assurances as per Agreement on FP 526 (iGrants) • Align Services with OSPI Approved Application and Contract with District • Coordinate with District, School & Parents

28. Resources • OSPI Webpage: http://www.k12.wa.us/TitleI/SES.aspx • NCESD Title I/LAP Webpage: http://www.ncesd.org/Domain/52 • 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.

29. 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, 360.725.6026 • 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

30. Questions?