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Adequate Yearly Progress. Fresno Unified School District 2005 Data Review. Federal K-12 Accountability System NCLB- AYP. No Child Left Behind Act of 2001 Adequate Yearly Progress (AYP) 100% of Students proficient or above by 2013-2014

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Adequate Yearly Progress

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Adequate Yearly Progress

Fresno Unified School District2005 Data Review


Federal K-12 Accountability System NCLB- AYP

  • No Child Left Behind Act of 2001 Adequate Yearly Progress (AYP)

  • 100% of Students proficient or above by 2013-2014

  • Status Bar Model w/Intermediate Targets: Annual Measurable Objectives (AMOs)

  • Consequence – Program Improvement (PI) Status


FUSD Adequate Yearly Progress (AYP) Results

  • 21 Year-Round Schools have reports posted with only 2 attendance tracks

  • District report is posted, but missing year-round data

  • “Safe Harbor” has not been calculated

  • Program Improvement Reports will be posted on September 15

  • Full API Reports (For CA State Accountability) will be available in late October


The August 31 AYP Report included …

104 Schools

  • 7 Direct Funded Charter Schools

  • 8 Comprehensive High Schools

  • 15 Middle Schools

  • 61 Elementary Schools

    • 21 Year-Round Schools

    • 40 Traditional or Modified Traditional Schools

  • 11 Alternative Schools

  • 1 Fresno Adult School

  • 1 Year-Round Achievement Center


  • FUSD AYP Summary in this presentation include data from…

    74 Schools

    • 8 Comprehensive High Schools

    • 15 Middle Schools

    • 40 Elementary Schools

    • 11 Alternative Schools


    FUSD AYP Summary in this presentation Does NOT include data from …

    30 Schools

    • 21 Year-Round Schools

      • Data for these schools is incomplete

  • 7 Direct Funded Charter Schools

  • 2 Schools Reported in Error

    • Fresno Adult School

    • Year-Round Achievement Center


  • 4 Main Components of AYP

    • Participation (95%)

    • Proficiency (AMOs)

      • Percent proficient or above

      • CST (gr. 2-8) CAHSEE (gr. 10)

    • API

    • Graduation Rate


    How Did Fresno Unified Do?

    • Baird Middle School will exit PI status!

    • Ayer Elementary will exit PI status!

    • 56 of 74 schools increased the percentage of proficient/advanced students in ELA

    • 57 of 74 schools increased the percentage of proficient/advanced students in Math

    Reminder: This does not include data From 21 Year-Round Schools, 7 Direct-Funded Charters and 2 schools reported in error (Fresno Adult School, Year-Round Achievement Center)


    How Did Fresno Unified Do?Schools Making AYP

    Addicot (Irwin O.)

    Fulton Special Education

    Ayer Elementary

    Gibson Elementary

    Baird Middle

    Herbert Hoover High

    Bullard High

    Holland Elementary

    Bullard Talent Project

    Jackson Elementary

    Dewolf West High

    Kratt Elementary

    Duncan (Erma) Polytechnical High

    Malloch Elementary

    Eaton Elementary

    Manchester Gate

    Edison Computech

    McCardle Elementary

    Edison High

    Powers-Ginsburg Elementary

    Figarden Elementary

    Starr Elementary

    Forkner Elementary

    Thomas Elementary


    How Did Fresno Unified Do?

    • Participation (Schoolwide and all subgroups):

      • 73 of 74 schools made AYP

    • Proficiency (Schoolwide and all subgroups):

      • 31 of 74 made English Language Arts (ELA) AYP

      • 40 of 74 made Mathematics AYP

      • 30 of 74 met Both Subject Areas

    • API

      • 67 of 74 Made the API schoolwide additional indicator for AYP

    • Graduation Rate

      • 16 of 17 Schools where this was applicable made AYP

      • N/A at 57 Schools (Elementary, Middle, 2 Alternatives)

    Reminder: This does not include data From 21 Year-Round Schools, 7 Direct-Funded Charters and 2 schools reported in error (Fresno Adult School, Year-Round Achievement Center)


    Participation

    95% of students are required to take Standards Tests (CST, CAHSEE, and CAPA)


    FUSD – AYP Participation 2005*

    Number of FUSD Schools Making/Missing AYP Participation: 2005

    Note: data

    Reported for

    Schools by

    Significant

    Subgroups.

    Reminder: This does not include data from 21 Year-Round Schools, 7 Direct-Funded Charters and 2 schools reported in error (Fresno Adult School, Year-Round Achievement Center)


    Proficiency

    Schools are evaluated on the percentage of students who score proficient or advanced on English Language Arts (ELA) and Mathematics tests.

    Elementary and Middle Schools: CSTs Grades 2-8

    High Schools: CAHSEE Grade 10

    AMO

    Annual Measurable Objective


    AMO’s: English Language ArtsElementary and Middle Schools (Students in Grades 2-8)


    AMO’s: MathElementary and Middle Schools (Students in Grades 2-8)


    FUSD – AYP Proficiency 2005*

    Number of FUSD Schools Making/Missing AYP Proficiency: 2005

    Reminder: This does not include data from 21 Year-Round Schools, 7 Direct-Funded Charters and 2 schools reported in error (Fresno Adult School, Year-Round Achievement Center)On this particular graph, the Academy for New Americans did not have any proficiency groups.


    AYP/AMO – Reporting Groups

    • Schoolwide

    • Ethnic/Racial Groups

      • African American (not of Hispanic origin)

      • American Indian or Alaska Native

      • Asian

      • Filipino

      • Hispanic or Latino

      • Pacific Islander

      • White (not of Hispanic origin)

    • Socioeconomically Disadvantaged

    • English Learners

    • Students with Disabilities


    Numerically Significant Subgroups

    • Reporting for groups with at least 11 students, but…

    • Schools held accountable for groups of:

      • 100 students, OR

      • 50 students who comprise 15% of the student population


    API An “additional” California indicator for AYP

    API above the “status bar”,

    OR

    Growth of at least one point


    The API “Status Bar”

    OR Growth of 1 API Point Each Year


    Graduation Rateas an “additional” Indicator for AYP

    A school meets this “other” indicator for high schools by…

    Having a rate above the “status bar”, OR

    Showing growth of at least 0.1 point growth, OR

    Showing growth in the rate of at least 0.2 in the average two-year rate


    Graduation Rate

    OR Improvement of at least 0.1 from previous year

    OR Improvement in the rate of at least 0.2 in the average two-year rate


    Program Improvement Identification

    • Missing AMOs in either subject area two years in a row

      • English Language Arts

      • Mathematics

    • Missing the AMO means:

      • Missing any criteria in the subject area for any significant subgroup

      • Missing API or Graduation Rate two years in a row


    How Did Fresno Unified Do?Program Improvement (PI) Status

    • 6 of 7 schools that receive no Title I funding (not eligible for PI) made AYP

    • 14 of 22 Non-PI Schools made AYP

    • 2 of 12 “Watch” Schools made AYP (0 of 3 Y-R)

    • 1 of 8 PI Year 1 Schools made AYP (0 of 10 Y-R)

    • 1 of 6 PI Year 2 Schools made AYP (0 of 6 Y-R)

    • 0 of 5 PI Year 3 Schools made AYP

    • 0 of 14 PI Year 4 Schools made AYP (0 of 2 Y-R)

      Official PI results will be released on Sept 15, 2005

      FUSD projects 62 of 95 Schools will be in PI status

    Reminder: Estimated results from 21 Year-Round (Y-R) Schools. Not included: 7 Direct-Funded Charters and 2 schools reported in error (Fresno Adult School, Year-Round Achievement Center.


    How Did Fresno Unified Do?Program Improvement (PI) Status

    • 2 Schools appear to have exited PI Status

      • Baird

      • Ayer

    • 3 Schools may make “Safe Harbor”

      • Lawless

      • Robinson

      • Webster

    Reminder: This does not include data from 21 Year-Round Schools, 7 Direct-Funded Charters and 2 schools reported in error (Fresno Adult School, Year-Round Achievement Center)


    Program Improvement


    Exiting PI Status

    • Meet ALL criteria for two years in a row …

      • Both ELA and Mathematics

        AND

      • ALL Numerically Significant Subgroups


    FUSD Districtwide 2005-06 Performance Targets: A Roadmap for Improvement

    • Make Adequate Yearly Progress (AYP) in 2005-06

    • Students score “proficient/advanced” on the CST

    • Non-proficient students advance at least one level on the CST

    • Special Education students score “proficient/ advanced” on the CST/CAPA

    • English Learners advance at least one level on the CELDT


    Districtwide Performance TargetsMake Adequate Yearly Progress (AYP) in 2005-06

    • Meet 95% Participation requirement

    • Meet all proficiency requirements in ELA and mathematics for all significant subgroups (AMOs as set by school level)

    • Meet API requirement (590+ or grow 1 point)

    • High Schools meet graduation requirement


    Districtwide Performance TargetsStudents scoring Proficient/Advanced on the CST

    • 40% of FUSD students will score “Proficient/Advanced” on the CST in ELA for their grade level or subject.

      • In 2005, 24.6% scored “Proficient/Advanced”

    • 40% of FUSD students will score “Proficient/Advanced” on the CST in mathematics for their grade level or subject.

      • In 2005, 23.5% scored “Proficient/Advanced”


    Districtwide Performance TargetsStudents advancing at least one level on the CST

    • 75% of students who are “Far Below Basic” in 2005 will advance at least one level in 2006.

      • (In 2005, 57% in Mathematics and 47% in ELA)

    • 50% of students who are “Below Basic” in 2005 will advance at least one level in 2006.

      • (In 2005, 26% in Mathematics and 34% in ELA)

    • 50% of students who are “Basic” in 2005 will advance at least one level in 2006.

      • (In 2005, 23% in Mathematics and 21% in ELA)

        No student will drop to a lower level.


    Districtwide Performance Targets Special Education students scoring “Proficient/ Advanced” on the CST/CAPA

    • 40% of FUSD students will score “Proficient/Advanced” on the CST in ELA for their grade level or subject.

      • In 2005, 3.8% scored “Proficient/Advanced”

    • 40% of FUSD students will score “Proficient/Advanced” on the CST in Mathematics for their grade level or subject.

      • In 2005, 6.5% scored “Proficient/Advanced”


    Previous Year CELDT Proficiency Level

    Annual Growth Target

    Beginning

    Early Intermediate

    Early Intermediate

    Intermediate

    Intermediate

    Early Advanced

    Early Advanced or Advanced

    but not at English Proficiency

    (One or more skill areas below Intermediate)

    Achieve English Proficiency (Overall Proficiency level needs to remain at Early Advanced or Advanced level and all skill areas are at the Intermediate level or above.)

    Early Advanced or Advanced and at English Proficiency

    Maintain English Proficiency

    Districtwide Performance TargetsEnglish Learners advancing at least one level on the CELDT

    • 75% of English Learners will make an Annual one level gain on the CELDT (Title III AMAO)

      • In 2005, 58.3% made aone level gain


    Fresno Unified School District

    Using Assessment and Data to Guide Instruction


    Cycle of Teaching

    Planning of

    Instruction

    Instructional

    Strategies

    Reflection

    Analysis

    Assessment


    How can we really impact student learning by using data effectively?

    • Analyze data

    • Reflect on past teaching practices

    • Plan for instruction

    • Implement new strategies

    • Assess new learning


    Next Steps for Principals

    • Present this Powerpoint and discuss PI implications with staff by September 23rd

    • Analyze school results and FUSD performance targets with site leadership team, and prepare school targets and discuss with your Assistant Superintendent

    • Set monthly data review meetings with staff, and begin process of differentiating instruction to meet student needs


    How to Access this Presentation


    Questions

    • Dave Calhoun 457-3810

    • Eric Wenrick 457-3876

    • Paul Mesenheimer 457-3850

    • Ben Atitya 457-3824


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