AYP UPDATE Rachelle Tome Maine Department of Education

2 Title IA Accountability Team at DOE Rachelle Tome, Coordinator,Title IA Accountability & School Improvement, George Tucker, Distinguished Educator, Robin Bray, Distinguished Educator, Matthew Houghton, Distinguished Educator, Phone: (207) fax: (207)

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

AYP UPDATE Proposed performance targets Reading Math Grades 3-850% 40% Grade 11 50% 20% New attendance/ graduation targets Grade 3-8 Attendance 88% Graduation rate for High School 64%

5 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

6 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.

7 Confidence Interval Demonstration

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9 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 LEAs responsibility. Please ensure that all data entered into MEDMS is true and accurate. The MEDMS home page is available at: Remember to check MEDMS data frequently

10 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 To ensure true and accurate assessment reports for your district:

11 AYP Status School Does Not Make AYP 1 st year = Monitor –No sanctions School Does Not Make AYP 2 nd year = CIPS1 –Parent Notification of status –10% PD Set aside required –Choice offered (if available) School Does Not Make AYP 3 rd 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.)

12 AYP Status School Does Not Make AYP 4 th 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

13 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 schools continued inability to make AYP. §1116(b)(7)(C); §200.42

14 AYP Status School Does Not Make AYP 5 th 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.

15 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 schools 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 Status

16 AYP Status School Does Not Make AYP 6 th 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

17 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

18 Schools in CIPS status for : 2 elementary schools, 38 middle schools, : 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 , please visit Continuous Improvement Priority (CIPS) Schools

19 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 –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

20 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

21 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

22 CIPS Work Overview 1. School Improvement Consultant assigned to Title IA CIPS school 2.Data Gathering: assessment, demographics, staff, professional development activities 3.Initial meeting with administration, overview of CIPS process 4.Extended meeting with School Improvement Team

23 Short Term Strategies for School Improvement Curriculum is aligned to 2007 GLEs 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

24 Released Items and GLEs Grades 3-8 Released items. Enhanced Grade Level Expectations.

25 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

26 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 GLEs 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 Professional Development in CIPS Improvement Plans (cont.)