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Pennsylvania’s Continuous Improvement Process. Understanding AYP. How much do you know about AYP?. No Child Left Behind. No Child Left Behind Act of 2001 All students must be Proficient or higher in mathematics and reading/language arts by 2014.
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Understanding AYP How much do you know about AYP?
No Child Left Behind • No Child Left Behind Act of 2001 • All students must be Proficient or higher in mathematics and reading/language arts by 2014. • To ensure that districts and schools are on track to achieve this goal, states determine if districts and schools are making sufficient progress each year; • Adequate Yearly Progress
AYP Review • AYP is calculated differently for schools and districts • Schools • Performance and participation • Tested grades in the school • All relevant subgroups or student groups N ≥ 40 in the tested grades in the school • Other academic indicator (Attendance or Graduation) • Entire school population
AYP Targets for Schools • Participation in the math assessment - 95% • Participation in the reading assessment - 95% • Attendance for schools without graduating class – 90% or improvement Or…. • Graduation for schools with a graduating class – 80% or improvement
AYP Review • AYP is calculated differently for schools and districts • Districts • Performance and participation • Grade spans: • Grades 3 to 5 • Grades 6 t0 8 • Grades 9 to 12 • All relevant subgroups or student groups N ≥ 40 in the grade span • Other academic indicators (Attendance AND Graduation) • District population
Root cause is defined as the underlying cause of the current state of student achievement.
Answer these questions relative to the reading concerns identified through data analysis
Aligning the Components 1. Is there strong, observable evidence that the standards-aligned curriculum and instructional practices are consistently implemented across all classrooms?
Aligning the Components Activity
Standards Aligned System 2. Is there strong, observable evidence that school staff regularly uses standards-aligned benchmark assessments to monitor and adjust instructional practices?
Standards Aligned System 3. Is there strong, observable evidence that struggling students are identified early and are supported by an intervention infrastructure with a system for monitoring effectiveness?
Standards Aligned System 4. Is there strong, observable evidence that all students (e.g. English Language Learners, students with disabilities etc.) have access to challenging, on-standard curriculum and rigorous assignments?
Standards Aligned System 5. Is there strong, observable evidence that the effectiveness and experience of the teacher are matched to the needs of students as equitably as possible?
Standards Aligned System 6. Is there strong, observable evidence that professional development is linked directly to the school’s instructional priorities; is standards-based; and is differentiated to meet the continuous learning needs of school staff?
Standards Aligned System 7. Is there strong, observable evidence that school staff and administrators meet regularly to reflect on their professional practice and the progress of student learning, through an on-going review and analysis of a variety of data and a sharing of best practices?
Standards Aligned System 8. Is there strong, observable evidence that new and/or “struggling” teachers, staff, and administrators receive timely, effective support and intervention?
Standards Aligned System 9. Is there strong, observable evidence that a significant proportion of the school’s resources (e.g., money, people, time) is directed toward strategies that enhance professional practice and the core instructional program?
Standards Aligned System 10. Is there strong, observable evidence that the principal is proactively involved in aligning the components of a standards-aligned system?
