Adequate Yearly Progress (AYP) Supplemental Educational Services www.nochildleftbehind.gov Adequate Yearly Progress (AYP) U.S. Department of Education Adapted by TEA Modified by Dr. Teresa Cortez January 2011

What do you know about AYP? Supplemental Educational Services www.nochildleftbehind.gov What do you know about AYP? #

Supplemental Educational Services www.nochildleftbehind.gov #

Adequate Yearly Progress Supplemental Educational Services www.nochildleftbehind.gov Adequate Yearly Progress Each state established a definition of adequate yearly progress (AYP) Definition is used to measure the achievement of schools, districts, and states over time No Child Left Behind strengthens the accountability provisions. Definition of AYP will measure the progress of every school AYP definition will be built on two foundational elements: * challenging academic content standards, * valid and reliable assessments that fully cover the breadth and depth of those standards – in other words, the states will use their accountability systems to measure how well their students are learning core content. This definition of AYP also has an element of increasing expectations. The states have done a tremendous amount of work over the past years. At this point, 20 states fully comply with the 1994 law and the rest are on specific plans for getting there within the next few years. Yet, in moving forward, there is much work to be done. #

Supplemental Educational Services www.nochildleftbehind.gov All campuses, districts, and states are evaluated for Adequate Yearly Progress. Only campuses and districts that receive Title I, Part A federal funds are subject to school improvement activities and corrective actions if they fail to meet AYP for two or more consecutive years as defined by the State Accountability Workbook. #

Accountability Measures Supplemental Educational Services www.nochildleftbehind.gov Accountability Measures The goal is 100 percent proficiency for all students in 12 years. Provides measurable objectives for all students and for specific student groups. A few specific elements to AYP. The ultimate goal is a system where every student is proficient. These expectations will increase at an even pace over time for the next twelve years. The system will measure not only the progress of entire schools, but will take a closer look at how well specific student subgroups are performing. These subgroups include students from major ethnic and racial groups, economically disadvantaged, students with disabilities and limited English proficient students. We are aware that these accountability measures are ambitious. We are even more aware of the schools and districts who have embraced such systems and ensured their students have learned at high levels. We know this can be done. #

Performance is evaluated for: Supplemental Educational Services www.nochildleftbehind.gov Performance is evaluated for: 1. All students 2. African-American students 3. Hispanic students 4. White students 5. Economically disadvantaged students 6. Special education students 7. Limited English proficient students #

Supplemental Educational Services www.nochildleftbehind.gov NCLB required test data from the 2001-2002 school year to be used to set the baselines. The targets gradually increased. By 2013-2014, the targets are 100 percent proficiency for both reading/language arts and mathematics. #

Supplemental Educational Services AYP Performance Standards for 2002-03 – 2013-14 School Year 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 Reading/ English Language Arts 47% 53% 60% 67% 73% 80% 87% 93% 100% Mathematics 33% 42% 50% 58% 75% 83% 92% www.nochildleftbehind.gov #

Criteria for meeting AYP: Supplemental Educational Services www.nochildleftbehind.gov Criteria for meeting AYP: PLAN A 1. AYP performance requirements are met if the level of proficiency for all students and each student group summed across grades 3-8 and 10 in reading/language arts and mathematics meets or exceeds AYP targets. #

Supplemental Educational Services www.nochildleftbehind.gov 2. AYP participation requires 95 percent of all students and each student group to be tested to meet participation requirements, calculated separately for reading & math. 3. Other AYP requirements must be met for all students: 70% graduation rates for high schools and 90% attendance rates for middle and elementary schools. #

AYP performance requirements can also be met if there is: Supplemental Educational Services www.nochildleftbehind.gov AYP performance requirements can also be met if there is: PLAN B 1. Sufficient decrease from the prior year in the percentage of students failing TAKS and 2. improvement is shown on the other performance measure (graduation rate for high schools, attendance for middle and elementary schools). #

Supplemental Educational Services www.nochildleftbehind.gov #

Options in No Child Left Behind Supplemental Educational Services www.nochildleftbehind.gov Options in No Child Left Behind Parents of students in Title I schools in school improvement status will have the option to transfer to another public school in the district not in school improvement status. Parents of students in Title I schools identified for their 2nd year in school improvement status will be eligible to receive supplemental services for their children. There are two avenues for parental options: Public School Choice Supplemental Educational Services #

Supplemental Educational Services include: www.nochildleftbehind.gov Supplemental Educational Services include: Tutoring Remediation Academic intervention Instruction must take place outside the regular school day. With supplemental services – these services can be Tutoring Remeditiaton Academic intervention The key is that these services are in addition to – outside – the regular school day. #

Why Supplemental Services? Supplemental Educational Services www.nochildleftbehind.gov Why Supplemental Services? To ensure that students increase their academic achievement, particularly in reading, language arts, and mathematics Why – to ensure that these students increase their academic achievement in reading, language arts, and mathematics. #

Who is an eligible child? Supplemental Educational Services www.nochildleftbehind.gov Who is an eligible child? Children from low-income families attending Title I schools in school improvement status The child’s school must have failed to make AYP for three or more years Who are these students? Two criteria: 1) children from low-income families and 2) attending schools receiving Title I funds that are in their second year of school improvement, corrective action or restructuring status. #

Supplemental Educational Services www.nochildleftbehind.gov As schools improve and make AYP for two consecutive years, they are no longer required to provide these services. #

Supplemental Educational Services www.nochildleftbehind.gov Schools in Need of Improvement http://ritter.tea.state.tx.us/nclb/titleia/sip/2009-2010/sip.html #

Supplemental Educational Services www.nochildleftbehind.gov Reports and Guide: http://ritter.tea.state.tx.us/ayp/2010/index.html

2009 AYP Accountability Manual Supplemental Educational Services www.nochildleftbehind.gov 2009 AYP Accountability Manual http://ritter.tea.state.tx.us/ayp/2010/guide/guide.pdf #