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The Relationship Between AYP and School Improvement Status

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The Relationship Between AYP and School Improvement Status

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    1. 1 The Relationship Between AYP and School Improvement Status Interpreting the Accountability Report

    2. 2 No Child Left Behind Act (NCLB) Enacted as part of the Reauthorization of the Elementary and Secondary Education Act of 1965. In effect December 29, 2002. Stated Purpose: “to ensure that ALL children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and State academic assessments.”

    3. 3 NCLB Requirement: State Academic Content Standards Each State must adopt “challenging academic content standards and challenging student achievement standards” that apply to all schools and all children in the State. Academic standards must specify “what children are expected to know and be able to do,” contain “coherent and rigorous content,” and “encourage the teaching of advanced skills.”

    4. 4 NCLB Requirement: Statewide Accountability System Each State must develop and implement a “single, statewide State accountability system” that uses “sanctions and rewards” and that will effectively ensure that all public elementary and secondary schools make “adequate yearly progress.”

    5. 5 NCLB Requirement: Adequate Yearly Progress (AYP) AYP means that schools must apply the same high standards of academic achievement to “all public elementary school and secondary school students in the State.” Defined to require schools to make “continuous and substantial academic improvement” for “all students”. Must include separate measurable annual objectives for each subgroup (children with disabilities; economically disadvantaged students; students from major racial and ethnic groups; and students with limited English proficiency).

    6. 6 NCLB Requirement: Academic Proficiency Each State must ensure that “not later than 12 years after the end of the 2001-2002 school year (2014), all students in each group” will “meet or exceed the State’s proficient levels of academic achievement” on statewide assessments.

    7. 7 NCLB Requirement: AYP No Child Left Behind (NCLB) uses the term Adequate Yearly Progress (AYP) to describe whether a school or school system has met its annual accountability goals. AYP is “what the school or school system did this year (the most current results – 2004-2005)”.

    8. 8 NCLB: Determination of AYP Includes: Baseline data Annual measurable objectives (AMO) Intermediate goals The same AMO will be applied to each of the following subgroups: All students; Students receiving Free/reduced meals; Students from major racial and ethnic groups; Students with disabilities; Students with Limited English Proficiency; and Displace students (2005-2006 only).

    9. 9 What Tests are Used in Alabama for Determining AYP? Stanford 10 and Alabama Reading and Math Test (ARMT) for Grades 3 – 8. Reading: 70% of the Stanford 10 and all items of the ARMT Reading. Mathematics: 33% of the Stanford 10 and all items of the ARMT Mathematics. Alabama High School Graduation Exam (AHSGE) Reading and Mathematics tests for Grade 11. Alabama Alternate Assessment (AAA) for Grades 3-8, 11 for Reading and Math (for significantly cognitively impaired special education students only).

    10. 10 What are Annual Measurable Objectives (AMO)? The annual requirements for percentage of students at proficiency (Level III or higher = full credit; Level II = .5 credit). Intermediate goals with equal increases in the required percent of students proficient. The AMO for two consecutive years may be the same until 2008/2009 when they begin to increase annually.

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    13. 13 Components of AYP Reading in all subgroups Participation rate 95% Annual measurable objective (Percentage of students scoring proficient or higher). Scale escalates up to 2014. Mathematics in all subgroups Participation rate 95% Annual measurable objective (Percentage of students scoring proficient or higher). Scale escalates up to 2014. Additional Academic Indicators (AAI) for the “All Students” group Attendance rate (95% or higher/improvement) – Grades 3 - 8 Graduation rate (90%) for 2005-2006

    14. 14 Matrix for AYP 3 components As many as 40 cells possible (Displaced was added for 2005-2006 school year only. It is not charted on the examples since that subgroup did not impact the district or any school.) Students may count in more than one subgroup and may count in as many as 5 subgroups in the reading or math component

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    16. 16 AYP for Schools & School Systems For a school, the matrix is reported for all grades combined (i.e., gr. 3-5 for elementary schools, gr. 6-8 for middle schools, gr. 11 for high schools). For a school system, the matrix is reported separately for each grade span (3-5 Grade Span, 6-8 Grade Span, and High School Span).

    17. 17 AYP Reporting Categories Reading AYP Mathematics AYP AAI AYP Overall AYP (not used in determining School Improvement status, but required to be reported by NCLB)

    18. 18 AYP for Schools If a school meets all applicable goals for a component (reading, mathematics, or AAI), it makes AYP for that component. There must be at least 40 students in a subgroup to count toward AYP. A school is identified as not making AYP in a component when it does not meet all applicable goals for the component. A school could have only one “No” in one subgroup and not make AYP. (The following does not represent any Hoover School. All Hoover City Schools made AYP in 2005-2006.)

    19. 19 Matrix for School Not Making AYP

    20. 20 Proficiency Index on Matrix The goal for proficiency index is “0” or higher (a positive number). A negative number in proficiency index indicates fewer than the number of students needed to make AYP. A school could have a negative number in a subgroup in the proficiency index but still make AYP if there were fewer than 40 students tested in the subgroup. Any negative numbers in proficiency index for any school contributes toward the district’s results.

    21. 21 Matrix for School Making AYP

    22. 22 AYP for School Systems If a school system meets all applicable goals for a component (reading, mathematics, or AAI) for at least one grade span, it makes AYP for that component. (Hoover City School made AYP in reading at the 3-5 and 6-8 Grade Spans, so the school system made AYP for the reading component even though it did not make AYP at the High School Grade Span in reading.)

    23. 23 AYP for School Systems A school system is identified as not making AYP in a component when it does not make AYP in all three grade spans (3-5 Grade Span, 6-8 Grade Span, and High School Grade Span).

    24. 24 Hoover City Schools System Status Summary Report

    25. 25 Hoover City Schools Results Passed 90 out of 91 eligible cells (99%) Participation: Passed 100% of eligible cells Proficiency: Passed 99% of eligible cells (1 problem cell – High School Reading) NOTE: Some of our schools only had 9 cells to meet because they had fewer than 40 students in a subgroup while Simmons had 33 cells to meet.

    26. 26 Overall AYP A school or school system must make AYP in all three components (reading, mathematics, and additional academic indicators) in order to make AYP overall.

    27. 27 Are There Alternatives for Making AYP if All Goals are Not Met? YES Confidence Interval Uniform Averaging (New 2005-2006) Safe Harbor 2% Interim flexibility option for special education subgroup (2005-2006 only)

    28. 28 What is Confidence Interval? A statistical property like a standard error of measure. A school could have 68% of their students proficient but needed 72%. The confidence interval with this might indicate that there is a minus 4 to be statistically reliable. That would mean scores from 68 to 72 would be considered as meeting AYP. The Accountability report shows a “Yes (CI)”.

    29. 29 What is Uniform Averaging? If the participation rate and/or proficiency index for the current year does not meet the goal, the participation rate and/or proficiency index for the most recent three years’ data, including the current year’s data, will be averaged. If this average meets the goal, the school, district, or group will be considered to have met its goal.

    30. 30 What is Safe Harbor? If the school does not reach the annual measurable objective (the percentage of students required to meet proficiency), safe harbor may be invoked. Safe Harbor is invoked if the percentage of students in the subgroup who were at the basic level for that year decreased by 10 percent from the previous year, while making progress or meeting AAI. The accountability report may show a negative proficiency index, but a “Yes SH” in the “Met AYP” column.

    31. 31 What is the 2% Flexibility Option for Special Education? If it is determined that the sole reason that a school or district did not make AYP was a result of the proficiency index for the special education group, the US Department of Education has approved a 2% flexibility option for this subgroup. A mathematical adjustment will be made to the proficiency index to provide additional credit to a district that missed AYP solely on the achievement of special education students.

    32. 32 What are the Sanctions for Not Making AYP the First Year? Analyze the needs of the school Write a School Improvement Plan (SIP) Submit the SIP to the Hoover City Schools Board of Education for their approval Implement the plan with monitoring from district personnel Gwin Elementary School (Hispanic/LEP in reading & math), Berry Middle School and Hoover High School (Special Education reading) did not make AYP in 2004-2005. However, they ALL made it in 2005-2006.

    33. 33 What if a School Did Not Make AYP the First Year but Made it the Next Year? If that happens, the school does not go into school improvement, even if it only makes AYP through Safe Harbor or the Confidence Interval. A “Yes” is a “Yes”. NOTE: All Hoover City Schools MADE AYP in 2005-2006 with a “YES” without having to use other options for obtaining AYP.

    34. 34 What are the Sanctions for Not Making AYP the Second Year? SCHOOL IMPROVEMENT NCLB uses the term school improvement to describe whether a school or school system has met its accountability goals over time. School improvement is based on “what the school or school system did this year and prior years.”

    35. 35 School Improvement for Schools A school will be identified for School Improvement when it does not make AYP in the same component (reading, mathematics, or AAI) for two consecutive years. It takes two years to get into school improvement and at least two years to get out.

    36. 36 School Improvement Status A school or school system that does not make AYP for two consecutive years in the same component will be identified in School Improvement Year 1. Simmons was in School Improvement Year 1 during the 2005-2006 school year. It made 30 out of 31 goals (96%), but did not make AYP in Special Education reading proficiency in 2004-2005 and in Special Education reading participation in 2003-2004. Hoover City Schools was in LEA Improvement Year 1 during the 2005-2006 school year. A school or school system that does not make AYP the next year in the same component will move to School Improvement Year 2, etc.

    37. 37 What are the Sanctions for School Improvement Year 1? Review/Revise the School Improvement Plan written the year before with input from parents, outside consultants, etc. Present the SIP to the Board of Education for approval. Implement the plan with monitoring from district personnel. A district in LEA Improvement Year 1 must hire a School Improvement Specialist and receives technical assistance from the State.

    38. 38 Delay Provision (Once in School Improvement) A school or school system that is in School Improvement and makes one year of AYP does not advance to the next level of improvement, but retains its current improvement status in the component (and must implement applicable sanctions).

    39. 39 HOOVER CITY SCHOOLS STATUS FOR 2006-2007 Hoover City Schools made AYP in 2005-2006. Therefore, we are in School Improvement Year 1 Delay. Simmons Middle School made AYP in 2005-2005. They are in School Improvement Year 1 Delay. We move out of School Improvement status when we make AYP for 2 years in a row.

    40. 40 Not in School Improvement A school or school system that makes AYP for two consecutive years will be identified as Not in School Improvement.

    41. 41 What are the Sanctions for School Improvement Year 2 and Beyond? Each additional year in School Improvement brings more state intervention, more involvement with outside experts, more professional development for teachers, etc.

    42. 42 So, What Does This Mean? Simmons Middle School and the district will write and submit school improvement plans for approval by the Board. Each will meet monthly with a committee that to review progress toward implementation of the plan A School Improvement Specialist has been hired to assist with implementation of the plans. She attends monthly meetings with the State to assure that technical assistance is received.

    43. 43 What Does a School Improvement Plan Address? Full data analysis of all subgroup and school data to see which areas are in need of significant intervention. Goals and benchmarks for addressing the specific needs of the subgroups. Materials/resources that need to be purchased and utilized. Strategies that need to be implemented with specific subgroups. Widespread implementation of differentiated instruction to address the needs of ALL learners. Professional development that needs to occur.

    44. 44 Positive Reflections of NCLB & AYP Data/Information Detailed analysis of data by subgroups in schools, school zones, and at a district level. Better utilization of test data to meet needs of all students. Analysis of what is going on in classrooms for students – need for differentiation. More discussions of data and strategies needed to meet students’ needs. Increased teamwork/collaboration within school and from school to district staff to meet the needs of students. Implementation of the reading intervention framework with emphasis on research-based strategies and interventions. Increased professional development opportunities for staff.

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    46. 46 REMEMBER . . . Our district and its schools are NOT failing. We are more diverse than many of our neighboring school districts. We can and will do a better job with the subgroups that have been identified for improvement. We will continue to have high expectations for ALL students. Making AYP makes us want to continue to investigate new ways to meet the needs of all students.

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