Making Sense of Adequate Yearly Progress

Adequate Yearly Progress Adequate Yearly Progress (AYP) is a required activity of the No Child Left Behind (NCLB) Act. NCLB is a federal act to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind (PL , Sec.1).

Key Guiding Principles Challenging Academic Standards Demonstrate that the State has adopted challenging academic content standards. Must be the same academic standards that the State applies to all public schools. Must include at least mathematics, English Language Arts (ELA), and science.

Key Guiding Principles Academic Assessments Demonstrate that the State has implemented a set of high-quality, yearly student academic assessments in mathematics, ELA, and science. Measure the proficiency of students in ELA and mathematics in grades 3-8 and once in high school grades. Measure the proficiency of students in science at least once in each grade span (elementary, middle, and high), beginning in (does not count toward AYP).

Key Guiding Principles Accountability Must be based on academic standards and assessments. Must be the same accountability system the State uses for all public schools. Must ensure that by the end of the school year all students will meet or exceed the State’s proficient level of academic achievement on the State assessments.

AYP Requirements Based on: Student participation Annual Measurable Objectives (AMO) for student performance (ELA and mathematics) Other indicator-Graduation rate for high schools and attendance rate for elementary and middle schools

Student Participation To determine if the 95 percent student participation objective was met, the student participation rate must be met in ELA and mathematics by the following: All Students Group, Racial/Ethnic Group (White, African American, Asian/Pacific Islander, Hispanic, and American Indian/Alaskan), Disability Status Group, English Proficiency Group, and Socio-Economic Status Group.

Annual Measurable Objectives for Student Performance To determine if the student performance objectives were met, the AMO must be met in ELA and mathematics by the following: All Students Group, Racial/Ethnic Group (White, African American, Asian/Pacific Islander, Hispanic, and American Indian/Alaskan), Disability Status Group, English Proficiency Group, and Socio-Economic Status Group.

Annual Measurable Objectives for Performance State Performance Objectives Elementary/Middle Schools State ELA performance objective = 58.8% Proficient State Math performance objective = 57.8% Proficient High Schools State ELA performance objective = 52.3% Proficient State Math performance objective = 50.0% Proficient

Annual Measurable Objectives for Performance The two subsequent slides show annual measurable objectives for meeting AYP by the school year, which was required when NCLB was enacted.

Other Indicator Elementary/Middle Schools To determine if the student attendance objective was met, the school attendance rate must meet an attendance rate of 94 percent, or improve by 1/10 of 1 percent from the school or district’s previous year’s attendance rate.

Other Indicator High Schools To determine if the graduation rate was met, one of the following must be met: The current year’s graduation rate must be at least 88.3 percent. The current year’s graduation rate must equal or exceed the previous year’s graduation rate. The three year average graduation rate must equal or exceed the previous year’s graduation rate.

Population ELA Student Performance Objective Met ELA Participation Objective Met Math Student Performance Objective Met Math Participation Objective Met Other indicator Met All Students Objective Objective* White Objective *The other indicator for high schools is the graduation rate. The other indicator for elementary and middle schools is the attendance rate. The other indicator applies to the whole school or the All Students Group. African American Objective Asian/Pacific Islander Objective Hispanic Objective American Indian/Alaskan Objective Disability Status Disabled Objective English Proficiency Limited English Proficiency Objective Socio-Economic Status Subsidized meals Objective The maximum number of objectives in determining AYP for a school is 37.

Population ELA Student Performance Objective Met ELA Participation Objective Met Math Student Performance Objective Met Math Participation Objective Met Other Indicator Met All Students Yes Yes* White Yes *The other indicator for high schools is the graduation rate. The other indicator for elementary and middle schools is the attendance rate. The other indicator applies to the whole school or All Students Group. African American Yes Asian/Pacific Islander Yes Hispanic Yes American Indian/Alaskan YesNoYes Disability Status Disabled Yes English Proficiency Limited English Proficiency Yes Socio-Economic Status Subsidized meals Yes This school missed one of 37 objectives and did not make AYP.

Population ELA Student Performance Objective Met ELA Participation Objective Met Math Student Performance Objective Met Math Participation Objective Met Other Indicator Met All Students NoYesNoYesYes* White NoYesNoYes *The other indicator for high schools is the graduation rate. The other indicator for elementary and middle schools is the attendance rate. The other indicator applies to the whole school or All Students Group. African American NoYesNoYes Asian/Pacific Islander NoYesNoYes Hispanic NoYesNoYes American Indian/Alaskan No Disability Status Disabled No English Proficiency Limited English Proficiency NoYesNoYes Socio-Economic Status Subsidized meals NoYesNoYes This school missed 22 of 37 objectives and did not make AYP.

Subgroup N-Size for AYP Subgroup disaggregation for AYP shall not be required in a case in which the number of students in a category is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual student. The minimum group size for accountability is set at 40.

Population ELA Student Performance Objective Met ELA Participation Objective Met Math Student Performance Objective Met Math Participation Objective Met Other Indicator Met All Students NoYesNoYesYes* White I/S *The other indicator for high schools is the graduation rate. The other indicator for elementary and middle schools is the attendance rate. The other indicator applies only to the whole school or All Students Group. African American NoYesNoYes Asian/Pacific Islander I/S Hispanic I/S American Indian/Alaskan I/S Disability Status Disabled I/SNoI/SYes English Proficiency Limited English Proficiency I/S Socio-Economic Status Subsidized meals NoYesNoYes This school missed 7 of 15 objectives and did not make AYP. The N-size rule eliminated 22 objectives.

School Improvement Newly Identified (NI) The school missed AYP for two years. Sanctions: Offer school choice and expend 10 percent of Title I allocation for professional development. Continuing School Improvement (CSI) The school missed AYP for three years. Sanctions: Continue school choice, implement supplemental services, and expend 10 percent of Title I allocation for professional development.

School Improvement Corrective Action (CA) The school missed AYP for four years. Sanctions: Continue school choice and supplemental services. The school district takes a corrective action.

School Improvement Plan to Restructure (RP) Sanctions: Continue school choice and supplemental services. Develop a plan to restructure. Restructure (R) The school missed AYP after two years of corrective action. Sanction: Continue school choice and supplemental services. Implement the restructuring plan.

School Improvement Delay-The school met AYP in all subgroups and the indicator for one year, thus the delay provision applies. The school remains in the same status as last year and is referred to as in “Delay.” Hold-The school made progress for one year in the subject area that identified the school for school improvement. The school remains in the same status as last year and is referred to as in “Hold.”

School Improvement

School Choice All students enrolled in Title I schools identified for school improvement, corrective action, or restructuring are eligible to transfer to another public school, which may be a charter school that is not in school improvement. Choice related transportation to the new school of choice is funded through Title I.

Supplemental Educational Services What are Supplemental Educational Services (SES)? –Additional academic instruction that is High Quality Research-based Specifically designed to increase the academic achievement of eligible children –Must be conducted outside of the regular school day by state-approved providers

AYP Requirements for Districts Student participation Annual Measurable Objectives for student performance (ELA and Mathematics) Other indicator-Graduation rate for high schools and attendance rate for elementary and middle schools

District AYP

Determining District Improvement “Mega School” Method Under the direction of the USDE, South Carolina implements the Mega School method in determining district improvement status.

District Improvement Tracking Chart Galena School District ELAMathematicsIndicator % TestedPerformance% TestedPerformanceAttenGrad Mega Elem Mid Mega High Mega Elem Mid Mega High Mega Elem Mid Mega High Mega Elem Mid Meg a High Mega Elem Mid Mega High Dist. Imp. StatusComments Spring 2006 DataYYNNYYNNYY- 2006–07 District Improvement Status Spring 2007 DataYYNNYYNNYNNI 2007–08 District Improvement Status Spring 2008 DataYYYYYYNNYNCDI 2008–09 District Improvement Status

District Improvement Tracking Chart Ford School District ELAMathematicsIndicator % TestedPerformance% TestedPerformanceAttenGrad. Mega Elem Mid Mega High Mega Elem Mid Mega High Mega Elem Mid Mega High Mega Elem Mid Mega High Mega Elem Mid Mega High Dist. Imp. StatusComments Spring 2006 DataNYYNNYYYYN- 2006–07 District Improvement Status Spring 2007 DataYYNNYYNNYN- 2007–08 District Improvement Status Spring 2008 DataYYYYNNYYNY- 2008–09 District Improvement Status

District Improvement Newly Identified (NI) Sanctions: Develop a District Improvement Plan and expend 10 percent of Title I allocation for professional development. Continuing District Improvement (CDI) Sanctions: Continue to implement District Improvement Plan and expend 10 percent of Title I allocation for professional development. Corrective Action (CA) Sanction: The state takes a corrective action. Hold The district made progress for one year in either grade span for the subject area that identified the district for district improvement. The district remains in the same status as the previous year.

Resources

Questions Nancy W. Busbee, PhD Office of Federal and State Accountability