2007 ayp update rachelle tome maine department of education rachelle tome@maine gov 207 624 6705 n.
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2007 AYP UPDATE Rachelle Tome Maine Department of Education rachelle.tome@maine.gov 207-624-6705. Title IA Accountability Team at DOE. Rachelle Tome, Coordinator,Title IA Accountability & School Improvement, rachelle.tome@maine.gov

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title ia accountability team at doe
Title IA Accountability Team at DOE
  • Rachelle Tome, Coordinator,Title IA Accountability & School Improvement, rachelle.tome@maine.gov
  • George Tucker, Distinguished Educator, george.tucker@maine.gov
  • Robin Bray, Distinguished Educator, robin.bray@maine.gov
  • Matthew Houghton, Distinguished Educator, matthew.faragher-houghton@maine.gov

Phone: (207) 624-6705 fax: (207) 624-6706

2007 ayp update
2007 AYP UPDATE

School AYP

  • MEA scores mid-July
  • AYP decisions mid-August
  • Participation data must be 95%
    • Minimum Group n-size 41
  • Gr 3-8 Performance
    • All grades in school combined- 1 year of data
    • Minimum Group n-size 20
  • Gr 11 Performance
    • May still be 1 year of data
2007 ayp update1
2007 AYP UPDATE

Proposed performance targets

Reading Math

Grades 3-8 50% 40%

Grade 11 50% 20%

New attendance/ graduation targets

Grade 3-8 Attendance 88%

Graduation rate for High School 64%

make sure to watch your sub group data
Make sure to watch your sub-group data!

Previously, many sub groups were too small to be reviewed for AYP.

REMEMBER: AYP will be determined for

any NCLB sub group with 20 or more

students

ayp safe harbor
AYP & Safe Harbor
  • Safe harbor compares the performance from one year to the next and may help the school make Adequate Yearly Progress.
  • In order to qualify for Safe Harbor, schools are expected to decrease the percentage of students in the does not meet category by 10%.
  • The eligible sub group(s) must also meet the additional indicator.
slide9

Remember to check MEDMS data frequently

  • Annual assessment and AYP reports are generated with the data posted by your district into the MEDMS system.
  • The reporting file reflects what was entered into MEDMS at the end of the testing window.
  • Student data is the LEA’s responsibility. Please ensure that all data entered into MEDMS is true and accurate.

The MEDMS home page is available at:  http://www.maine.gov/education/medms/

slide10

To ensure true and accurate assessment reports for your district:

  • make sure any changes made in MEDMS have also been made in your Student Information System
  • enter any new students who have enrolled
  • exit students who have moved or dropped out
  • enter information for students who are habitually truant

MEDMS DATA IS YOUR DATA

ayp status
AYP Status
  • School Does Not Make AYP 1st year = Monitor
    • No sanctions
  • School Does Not Make AYP 2nd year = CIPS1
    • Parent Notification of status
    • 10% PD Set aside required
    • Choice offered (if available)
  • School Does Not Make AYP 3rd year = CIPS2
    • Parent Notification of status
    • 10% PD Set aside required
    • Choice offered (if available)
    • Supplemental Educational Services-(SES) requires school to fund an amount up to 20% of district Title IA allocation. Funding can come from sources other than Title IA.)
ayp status1
AYP Status

School Does Not Make AYP 4th year = CIPS3

Stage II-Corrective Action

  • Parent Notification of status
  • 10% Set aside required
  • Choice offered if available
  • Supplemental Educational Services required (School must fund an amount up to 20% of district Title IA allocation. Funding can come from sources other than Title IA.)
  • The LEA must take at least one of several corrective actions
ayp status2
AYP Status

Schools in CIPS3 status must select one of these Corrective actions:

  • Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to improve academic achievement of low-performing students;
  • Institute a new curriculum grounded in scientifically based research and provide appropriate professional development to support its implementation;
  • Extend the length of the school year or school day;
  • Replace the school staff who are deemed relevant to the school not making adequate progress;
  • Significantly decrease management authority at the school
  • Restructure the internal organization of the school; or
  • Appoint one or more outside experts to advise the school (1) how to revise and strengthen the improvement plan it created while in school improvement status; and (2) how to address the specific issues underlying the school’s continued inability to make AYP. §1116(b)(7)(C); §200.42
ayp status3
AYP Status

School Does Not Make AYP 5th year = CIPS4 Stage III- Restructuring

  • Parent Notification of status
  • 10% Set aside required
  • Choice offered if available
  • Supplemental Educational Services required (School must fund an amount up to 20% of district Title IA allocation. Funding can come from sources other than Title IA.)
  • The LEA must prepare a plan to restructure the school based on a prescribed list of alternative governance structures, consistent with state law.
ayp status4
AYP Status

Schools in CIPS4 status must implement one of the following alternative governance arrangements, consistent with State law, by the beginning of the next school year.

  • Replace all or most of school staff, including the principal
  • Any other major restructuring of the school’s governance arrangement.

**These options, although listed in Federal regulations, are not currently available under Maine Law

** Reopen school as a public charter school

** Enter into a contract with an entity, such as a private management company, with a demonstrated record of effectiveness to operate the school

** State takeover

ayp status5
AYP Status

School Does Not Make AYP 6th year = CIPS5 Stage III- Restructuring continues

  • Parent Notification of status
  • 10% Set aside required
  • Choice offered if available
  • Supplemental Educational Services required (School must fund an amount up to 20% of district Title IA allocation. Funding can come from sources other than Title IA.)
  • Restructuring and alternative governance structures in place
district ayp status
District AYP Status

District AYP

  • Annual AYP decisions based on:

District level status for all levels

At least one level (Elementary, Middle, or High School) Makes AYP at the district level in two years

  • District Does Not Make AYP 1st year = Monitor
    • No sanctions
  • District Does Not Make AYP 2nd year = CIPD1
    • Parent Notification of status
    • District Improvement Plan
    • 10% PD Set aside required
continuous improvement priority cips schools
Continuous Improvement Priority (CIPS) Schools

Schools in CIPS status for

2006-2007: 2 elementary schools,

38 middle schools,

2005-2006: 21 high schools

19 of these schools receive Title IA funds and are eligible for technical assistance and additional school improvement funding.

To view the Continuous Improvement Priority Schools 2006-2007, please visit

http://www.maine.gov/education/pressreleaes/ayp/fy2007/0607ciplist.rtf

title ia cips time line
Title IA CIPS Time-Line

July - Schools receive state assessment data and have two week review period

August –Schools receive AYP data and have two week review period

  • MDOE contacts Superintendent & Principal to notify of status
  • School AYP status released to press and posted at http://www.maine.gov/education
  • MDOE School Improvement consultants contact Title IA CIPS school administration to review requirements
  • Title IA CIPS Schools notify parents before school year begins of CIPS Status in writing
  • MDOE Consultant initiates contact with School Improvement Team
  • Consultant facilitates development of two year improvement plan.
  • Once identified, schools have three months to complete their improvement plan

September-October- Short Team Assessment Strategies planned, developed, and implemented

cips time line cont
CIPS Time-Line Cont.

November- CIPS Plans developed

  • CIPS Plans are peer reviewed, signed, presented to Superintendent, forwarded to MDOE
  • School reports to parents and the public specifics of their approved CIPS Plan

January- MDOE prepares contracts

  • Consultant meets with school and business manager to clarify reimbursement process

January-February- Schools secure professional development

  • Principal schedules dates for consultants and trainings for professional development
  • Principal creates teams to complete indicators in plan (data team, team meetings)
  • Principal finalizes and distributes professional development calendar for CIPS Plan

March- State Assessment is given to students in Grades 3-8

  • Schools meet with Maine DOE consultant to review plan progress
  • Any major alterations to the plan must be signed by school and filed at DOE
  • Funds for Indicators not completed will be renumbered by MDOE for

reallocation

cips time line cont1
CIPS Time-Line Cont.

April- Schools should complete planning for summer work

May- CIPS Year End Review- What indicators were completed and not completed?

  • School administration meets with MDOE Consultant to review progress
  • Maine High School Assessment administered

June- Improving Schools Symposium for Title IA Monitor and CIPS Schools

  • Schools should examine and review their educational practices and policies. For example, data analysis, use of instructional time, choice of instructional programs and materials
cips work overview
CIPS Work Overview

1. School Improvement Consultant assigned to Title IA CIPS school

  • Data Gathering: assessment, demographics, staff, professional development activities
  • Initial meeting with administration, overview of CIPS process
  • Extended meeting with School Improvement Team
short term strategies for school improvement
Short Term Strategies for School Improvement
  • Curriculum is aligned to 2007 GLE’s
  • Scope & sequence established
  • Established Curriculum is used & monitored
  • Released items/practice items are given on a consistent, established schedule and provided for all students
  • Opportunities for practice provided on consistent schedule
  • Common vocabulary developed and posted
  • Accommodations are established and used consistently
  • Teachers take Practice Test (parents too!)
  • Review assessment data to create plan of improvement
released items and gle s
Released Items and GLE’s

2005-2006 Grades 3-8 Released items.

http://www.maine.gov/education/mea/mearelitems.htm

Enhanced Grade Level Expectations.

http://www.maine.gov/education/lsalt/glereview.htm

professional development in cips school improvement plans
Professional Development in CIPS School Improvement Plans
  • Readiness Survey
  • Creation of data teams
  • Professional Study Groups/Literature Circles
  • Co-Teaching Training and Support
  • Differentiation Training and Support
  • On-Site Consultation Support Short Term
  • MEA Short Term Strategies (test-prep, test conditions & motivation)
  • Success Analysis-from MEA Item Analysis/ Other data sources
  • PLC (Professional Learning Community) Training
  • Formative Assessment Training
  • Content Literacy Training
  • Specific Curriculum Program Training and support
slide26

Professional Development in CIPS Improvement Plans (cont.)

  • Maximum Inclusion for Special Education Students in regular classroom. Maximum training for Special Education Staff (including ed. techs.) Regular meetings between regular Special Education Teachers and Classroom Teachers. Special Education Staff us using the same curriculum as regular education.
  • 3-5 Days of Summer Training in Reading and or Math for all staff (Regular Education, Special Education, Ed. Techs., Administration) with 3-5 days of follow up consultant support in the classroom during the school year.
  • Enhanced GLE’s are aligned and consistently taught by all staff. Teachers teaching same curriculum with consistent schedule, scope, sequence and common assessments,
  • Assessments: Survey of Enacted Curriculum, NWEA, Literacy Spiral/Audit, DRA, DIBLES, writing prompts, MEA, Walk-Abouts, etc. Data is used to inform instruction and further professional development.
  • Literacy Audits: Including leadership training, monitoring support and coaching by outside specialist