1 Adequate Yearly Progress Fresno Unified School District 2005 Data Review

2 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 Status Bar Model w/Intermediate Targets: Annual Measurable Objectives (AMOs) Consequence – Program Improvement (PI) Status

3 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

4 Steps for Getting your 2005 AYP Report From the Internet 1. Go to: School LevelReports 2. Click on School Level Reports 3. Type only the first part of your school name 4. Pick the right school from the drop down list Submit 5. Click the Submit button

5 Under the Grey AYP Bar CLICK once on the REPORT tab 2005 AYP Report

6 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

7 FUSD AYP Summary in this presentation include data from… 74 Schools 8 Comprehensive High Schools 15 Middle Schools 40 Elementary Schools 11 Alternative Schools

8 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

9 4 Main Components of AYP Participation (95%) Proficiency (AMOs) Percent proficient or above CST (gr. 2-8) CAHSEE (gr. 10) API Graduation Rate

10 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)

11 How Did Fresno Unified Do? Schools Making AYP Addicot (Irwin O.)Fulton Special Education Ayer ElementaryGibson Elementary Baird MiddleHerbert Hoover High Bullard HighHolland Elementary Bullard Talent ProjectJackson Elementary Dewolf West HighKratt Elementary Duncan (Erma) Polytechnical HighMalloch Elementary Eaton ElementaryManchester Gate Edison ComputechMcCardle Elementary Edison HighPowers-Ginsburg Elementary Figarden ElementaryStarr Elementary Forkner ElementaryThomas Elementary

12 How Did Fresno Unified Do? Participation Participation (Schoolwide and all subgroups): 73 of 74 schools made AYP Proficiency 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 AreasAPI 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)

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

14 FUSD – AYP Participation 2005* Number of FUSD Schools Making/Missing AYP Participation: 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) Note: data Reported for Schools by Significant Subgroups. Note: data Reported for Schools by Significant Subgroups.

15 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 Annual Measurable Objective

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

17 AMO’s: English Language Arts High Schools (Students in grades 9-12)

18 AMO’s: English Language Arts Unified School Districts (Students in any of grades 2-8 & 9-12)

19 AMO’s: Math Elementary and Middle Schools (Students in Grades 2-8)

20 AMO’s: Math High Schools (Students in Grades 9-12)

21 AMO’s: Mathematics Unified School Districts (Students in any of grades 2-8 & 9-12)

22 Annual Measurable Objectives AMOs ELAMath Grades %26.5% Grade %20.9% Unified School District 23.0%23.7%

23 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.

24 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

25 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

26 Count in district accountability report NCLB Student Mobility Rules Was the student enrolled since CBEDS date Count in school accountability report Was the student enrolled in more than one school in the same district since CBEDS date Yes No Count in state accountability report No & &

27 Count in district accountability report NCLB Student Mobility Rules Was the student enrolled since CBEDS date Count in school accountability report Was the student enrolled in more than one school in the same district since CBEDS date Yes No Count in state accountability report No & &

28 API An “additional” California indicator for AYP API above the “status bar”, OR Growth of at least one point

29 The API “Status Bar” OR OR Growth of 1 API Point Each Year

30 Graduation Rate as 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

31 Graduation Rate OR OR Improvement of at least 0.1 from previous year OR OR Improvement in the rate of at least 0.2 in the average two-year rate

32 NCLB Graduation Rates: Comprehensive and Continuation Schools

33 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

34 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.

35 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)

36 Program Improvement

37 Exiting PI Status Meet ALL criteria for two years in a row … Both ELA and Mathematics AND ALL Numerically Significant Subgroups

38 FUSD Districtwide Performance Targets: A Roadmap for Improvement 1. Make Adequate Yearly Progress (AYP) in Students score “proficient/advanced” on the CST 3. Non-proficient students advance at least one level on the CST 4. Special Education students score “proficient/ advanced” on the CST/CAPA 5. English Learners advance at least one level on the CELDT

39 Districtwide Performance Targets Make Adequate Yearly Progress (AYP) in 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

40 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 Targets Students scoring Proficient/Advanced on the CST

41 Districtwide Performance Targets Students 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 (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 (In 2005, 26% in Mathematics and 34% in ELA) 50% of students who are “Basic” in 2005 will advance at least one level in (In 2005, 23% in Mathematics and 21% in ELA) No student will drop to a lower level.

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

43 Districtwide Performance Targets English 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 a one level gain Previous Year CELDT Proficiency Level Annual Growth Target Beginning Early 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 ProficiencyMaintain English Proficiency

44 Fresno Unified School District Using Assessment and Data to Guide Instruction

45 Cycle of Teaching Reflection Analysis Planning of Instruction Assessment Instructional Strategies

46 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

47 Next Steps for Principals Present this Powerpoint and discuss PI implications with staff by September 23 rd 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

48 How to Access this Presentation

49 Questions Dave Calhoun Eric Wenrick Paul Mesenheimer Ben Atitya