1 / 31

AYP: Making Adequate Yearly Progress in Washington State Spring 2012

AYP: Making Adequate Yearly Progress in Washington State Spring 2012. No Child Left Behind. Overview

lara-randolph
Download Presentation

AYP: Making Adequate Yearly Progress in Washington State Spring 2012

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. AYP:Making Adequate Yearly Progress in Washington StateSpring 2012

  2. No Child Left Behind Overview • On January 8, 2002, President George Bush signed the No Child Left Behind Act (NCLB). This act reauthorized and amended federal education programs established under the Elementary and Secondary Education Act (ESEA) of 1965.The major focus of No Child Left Behind 2002 (also known as ESEA) is to provide all children with a fair, equal, and significant opportunity to obtain a high-quality education. The U.S. Department of Education is emphasizing four pillars within the bill: • Accountability: to ensure those students who are disadvantaged, achieve academic proficiency. • Flexibility: Allows school districts flexibility in how they use federal education funds to improve student achievement. • Research-based education: Emphasizes educational programs and practices that have been proven effective through scientific research. • Parent options: Increases the choices available to the parents of students attending Title I schools. • NCLB emphasizes the implementation of educational programs and practices that have been demonstrated to be effective. In essence, it is a national extension of the standards-based education reform efforts undertaken in our state since 1993. Department of Education, No Child Left Behind:http://www.ed.gov/nclb/landing.jhtml?src=pb

  3. What is Adequate Yearly Progress? • The concept of AYP comes from the federal No Child Left Behind legislation which calls for the following: By 2014 it is expected that 100% of all students in all schools nationwide will be proficient in reading and mathematics. • In order to reach the 2014 goal, all schools must have a certain – and growing – percentage of their students “meeting proficiency” on the state reading and math exams each year. • Under NCLB, all states must test students annually in at least grades 3-8 and 10. 2014 1

  4. How has AYP been Calculated Differently Through the Years? • In 2007 calculations for AYP were expanded to include grades 3, 5, 6 & 8. (2003-2006 included grades 4,7 &10.) • In 2008, the “Grade 4,” “Grade 7,” and “Grade 10” uniform bars were named the “Elementary,” the “Middle,” and the “High School” bars. 2

  5. Why was there an Increase in Schools and Districts Not Making AYP in 2008? • When grades 3,5,6 and 8 were first added to the calculation of AYP, the “N” or “number” of students in subgroups stayed the same (either at 30 or 40 @ Special Education and Limited English); • In the past, at many schools, there were not enough students in the subgroups to trigger an AYP calculation. • Consequently, now that AYP is calculated on “grade bands,” the possibility that there are enough students within a subgroup to trigger a calculation is tripled. • For the 2008 WASL, the “N” decreased from 40 to 30 for the Special Education and Limited English subgroups. 3

  6. AYP Matrix (37 “cells” ) – Applies to Each Grade Band State Bar changes Target stays the same Grad Rate Target changes Bars were raised in in 2011 (100% in 2014) 4

  7. Columns 1 & 2 Proficiency Same column Different cell Year 1 Not making AYP Year 2 Not making AYP Step 1 Improvement 5

  8. How is AYP Calculated? • AYP is calculated separately for reading and mathematics within two of the three following indicators: Indicator 1Proficiency of all subgroups; Students in all subgroups must meet the state bar set for the year in Reading and Math. State Bar 2012-2013 ELEMENTARY: Reading 88.1% Math 79% Includes only students “continuously enrolled” – since the October 1 count. MIDDLESCHOOL Reading 82.5% Math 79.3% HIGH SCHOOL Reading 87.2% Math 81.2% 6

  9. How is AYP Calculated? Indicator 2Rate ofParticipationon reading and mathematics MSP/HSPE 95% is required; the 5% allowed = students w/excused absences on the day of testing + students who are of Limited English Proficiency. This rate includes all students enrolledin the school at the time of testing. 7

  10. How is AYP Calculated? Indicator 3A Other: Elementary & Middle Schools are evaluated on their unexcused absence rate. Must be 1% or lower. A school makes AYP if it shows improvement over previous year. Improvement must continue each year until 1% or lower is achieved. 8

  11. How is AYP Calculated? Indicator 3B Other: High Schools are evaluated on theirgraduationrate. 76% for 2011 79% for 2012 82% for 2013 85% for 2014 73% (or higher) for 2010, increasing 3% each year until 2014. A school makes AYP if the rate is increased by at least 2% over the previous year. Improvement must continue at this minimal rate until it reaches the current target. 9

  12. What is the Uniform State Bar (target)? • The state’s uniform bar tells schools and districts what percentage of their students need to be proficient on the MSP/HSPE each year to make AYP. • The bar increases every three years, so that by 2014, it shows 100% of Washington students as proficient in reading and mathematics. 10

  13. Elementary Uniform Bar (3-5) Reading Mathematics 100 100 88.1 90 80 76.1 82.4 70 State Bar was lowered to 58% for 2010 & 2011 because of new math standards implemented. 64.9 64.2 60 52.2 Percent Meeting Standard 47.3 50 40 29.7 30 20 10 0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 11

  14. Middle School Uniform Bar (6-8) Reading Mathematics 100 100 90 82.5 80 79.3 70 65.1 58.7 State Bar remained at 58.7% in 2011 because new math standards were implemented. 60 Percent Meeting Standard 47.6 50 38.0 40 30.1 30 17.3 20 10 0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 12

  15. High School Uniform Bar Reading Mathematics 100 100 87.2 90 80 74.3 81.2 70 62.4 61.5 State Bar remained at 62.4% in 2011 because new math standards were implemented. 60 Percent Meeting Standard 48.6 50 43.6 40 30 24.8 20 10 0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 13

  16. The Role of Subgroups in AYP • Schools and districts must have a minimum number of students in a subgroup before they can report that subgroup’s performance or participation rate. The minimum number of students required in the nine subgroups across all grade levels tested in a school are: All = 10 Low Income = 30 Limited English = 30 Special Education = 30 Five Ethnicity Groups = 30 each 14

  17. How do Schools and Districts Make AYP? • For the Proficiency columns in Reading and Math there are two ways: 1.All students and each subgroup meet or exceed the AYP targets (state bar for reading & math); or 2. “Safe Harbor” provision: When a school reduces its percentage of non-proficient students in the cells which have not made AYP over the previous year by 10% and meets the unexcused absence rate goal (or at High School, the graduation rate goal) as well. 15

  18. How do Schools and Districts Make AYP? • For the Participation columns in Reading and Math there is but one way to make AYP: 95% of the students in each subgroup must have taken the tests.

  19. How do Schools and Districts Make AYP? • For the “Other Indicator”column for Elementary & Middle School there are two ways to make AYP: Schools must meet the state target of no more than 1.0% unexcused absences for the school year; -or- A school may show any amount of improvement over the previous year and continue to make improvement until the target is met.

  20. What Happens if a School Doesn’t Make AYP? • AYP is reported for all schools and districts, but only schools receiving Title I funds are sanctioned. 16

  21. What are the Sanctions for Step 1? • If a school receiving Title I funding does not make AYP for two years in a row, it enters Step I of improvement, which requires • Developing a two-year improvement plan; • Investing in professional development for teachers; • Giving parents the option to transfer their children to a higher-performing school in the district. • 20% of the District’s Title I grant must be made available for transportation costs. 17

  22. AYP TIMELINE FOR SCHOOLS (Consequences apply only to schools receiving Title I funds) A. School Improvement Plan AYP AYP STEP 1 Sanctions WASL Results WASL Results B. School Choice Spring 2007 Spring 2008 1 2 AYP 1 Step Fall 2008 Identified for School Improvement 18

  23. What are the Sanctions Imposed Beyond Step 1? • Each additional year a school does not make AYP, it moves to the next step and the sanctions are increased. Schools must: • Continue to provide school choice; • Continue to use the 2 Year SIP; • Out of that year’s Title 1 grant, the same 20% must pay for the provision of supplemental services of an approved provider; • Make significant changes to curriculum, staff, etc. 19

  24. School Continue: Continue: Continue: Improvement Public School Public School Public School Plan Choice Choice Choice Supplemental Services Supplemental Services Plan for Supplemental Corrective Public School AlternativeGovernance Services Action Choice AYP TIMELINE FOR SCHOOLS (Consequences apply only to schools receiving Title I funds) Implement Plan For AYP AYP Alternative Governance Sanctions WASL Results WASL Results Spring 2007 Spring 2008 AYP AYP AYP AYP AYP 1 2 1 2 3 4 5 Step Step Step Step Step Fall 2008 Fall 2009 Fall 2010… Identified for School Improvement 20

  25. When May a School Exit Improvement? In the proficiency columns for Math and Reading only: or Schools exit improvement once they make AYP for two consecutive years… by having each subgroup within a school reach the state bar; Schools reach and maintain “Safe Harbor” for two consecutive years… by reducing the number of non-proficient students by 10% over the previous year and continuing to do so until the state bar is reached. 21

  26. What Happens if the District Doesn’t Make AYP? A District falls into “improvement “ when it does not make AYP in the same column of the AYP matrix in all three grade bands for 2 consecutive years. • Our District did not make AYP for 2007 and 2008 in the “Proficiency” column for math in each of the grade bands – 3-5, 6-8, & 10 (STEP 1 Math); • In addition, it did not make AYP for2008 in the “Proficiency” column for reading in each of the grade bands (YEAR 1 Reading); • It did not make AYP for 2009 in the “Proficiency” column for reading and math in each of the grade bands (STEP 2 Math; STEP 1 Reading); • It did not make AYP for 2010 in the “Proficiency” column for reading and math in each of the grade bands (STEP 2 Math & Reading). • It did not make AYP in 2011 in the “Proficiency” column for Reading in the elementary and middle school bands, and for Math in the middle school and high school bands (STEP 2 Math & Reading). 22

  27. Evergreen’s AYP JOURNEY When a district does not make AYP in the same column at Elementary, Middle & High School levels for 2 consecutive years, it moves into improvement status. The district does not move into improvement if at least one of the three grade spans makes AYP. Improvement Cell % ES MS HS Status Detail YEAR 1 2003: Met AYP in 85 of 101 cells M & RM & R M & R “Safe Harbor” 2004: Met AYP in 68 of 69 cells Made AYP Made AYPGrad Rate “Safe Harbor” 2005: Met AYP in 40 of 43 cells M & RMade AYP Made AYP “Safe Harbor”2006: Met AYP in 42 of 43 cells MMade AYP Made AYP YEAR 1 2007: Met AYP in 65 of 73 cells M M M STEP 1 2008: Met AYP in 46 of 67 cells M & R M & R M & R STEP 2 2009: Met AYP in 47 of 68 cells M & R M & R M & R STEP 2 2010: Met AYP in 51 of 67 cells M & R M & R M & R STEP 2 2011: Met AYP in 59 of 71 cells M & R M & R M & R To move out of Improvement status, a district must make AYP in that column in all three grade spans for 2 consecutive years. It does not move out of improvement if at least one of the three grade spans continues to not make AYP in the designated column, for example, “Math Proficiency.”

  28. How Does A District Avoid Moving into Improvement? • If one or more of the three grade spans made AYP in the specified column (i.e.: math proficiency) in spring 2008, the District would not have moved into Step 1 improvement during the 2008-2009 school year. 23

  29. What are the Sanctions for Step 1 at District Level? • If a District with Title 1 funding moves into Step I improvement, the following sanctions are applied: • All parents are notified prior to the start of school; • The District writes an improvement plan; • An amount equal to 10% of the Title I allocation must be set aside to use for staff development focused on the content area which caused us to not make AYP; • The state may take corrective action, but in Step 2 they must. 24

  30. AYP TIMELINE FOR DISTRICTS (Consequences apply only to districts receiving Title I funds) State Responsibility District District AYP AYP Improvement Plan Improvement Plan Sanctions State Offers State Technical Assistance MUST Take WASL Results WASL Results and MAY takeCorrective Action Corrective Action AYP AYP 1 2 1 2 Step Step Fall 2007 Fall 2008 Fall 2008 Fall 2009 Identified for School Improvement 25

  31. When May a District Exit Improvement? • A District may exit improvement when it makes AYP in all cells within the designated column and in all grade spans for 2 consecutive years. -or- • A District may exit improvement when it reaches “Safe Harbor” and remains there for 2 years. This happens if one or two grade level spans makes AYP in the column implicated. 26

More Related