Presented by: Frank Ciloski, Sherry Hutchins, Barb Light, Val Masuga, Amy Metz, Michelle Ribant, Kevin Richard, Kristina Rider, and Helena Shepard

"If you cannot measure it, you cannot improve it." ~Lord Kelvin (Sir William Thomson, scientist)

Frank Ciloski, Consultant Michigan Education Association June, 2009

 What is AYP?  The Elementary and Secondary Education Act of 1965, now known as the No Child Left Behind Act of 2001, requires each state receiving federal assistance under this Act to measure student achievement every year and to report the improvements in student performance against a targeted level of proficiency for that state.

 Does the AYP target performance level change periodically?  Yes. Each state had to submit, for approval by the US Department of Education, a series of incremental increases of target performance goals every 3 years to achieve the ultimate goal of all students (100%) testing proficient for reading and mathematics by 2014.

 A simple analogy is to think of climbing the steps to the upper floor of a house. Imagine that your are not allowed to remain on one step for more than 3 consecutive years and then you must step up, but you must reach the top before  If you start in 2002 on step representing 72% of the students proficient you have 12 years to reach 100% but the increase in percentage must be distributed over the time span.

 What subjects and grade levels are used in determining AYP status?  For elementary grades the results of each grade level student performance on the English/Language Arts and mathematics MEAP tests are used to establish AYP status.  For middle school each grade level student performance on the MEAP reading and mathematics tests are used to establish AYP

 For high school the 11 th grade student performance on the Michigan Merit Exam for reading and mathematics are used to establish AYP status  Students are also tested on the appropriate science and social studies MEAP and MME tests but these results are not used to establish AYP status. However, these scores are relevant to Michigan accreditation status.

 The Michigan Department of Education has established Adequate Yearly Progress proficiency targets for English Language Arts and mathematics, by year, for Michigan. The proficiency target goals for the academic year remain the same as those for However after the target goals increase by as much as 11% each year for mathematics and 12% for English Language Arts until the goal of 100% is reached in

 For instance the target goals for 4 th grade ELA change as follows;  %  %  %  %  %  Target goals for 11 th grade math;  %  %  %  %  % Information taken from the MDE web site

 Determining whether a building maintains a satisfactory AYP status is dependent on the various identified subgroups within the building and district. Subgroups are established based on race and ethnicity, as well as the percent (not less than 95%) of students within the subgroup taking each of the tests, and also on the building graduation rate or average daily attendance (not less than 85%).  A subgroup must consist of at least 30 students.

 Specific subgroups for which student performance in a building is measured:  The whole school’s student performance  Black or African American  Asian American/Hawaiian/Pacific Islander  Hispanic or Latino  Caucasian or White  Multiracial  Limited English Proficiency  Students with Disabilities  Economically Disadvantaged

 If a building or district does not meet the target proficiency goals for any of the subgroups/criteria it will impact the AYP status of the building or district.  There are 50 different ways in which a building or district may be identified as needing improvement, that is having not met AYP.

 If a subgroup of students in a building fail to reach the target proficiency goal for either English Language Arts, mathematics, percent of students testing in the subject, or the graduation rate or average daily attendance, the building will be designated as not having met AYP. In order to once again be designated as meeting AYP the students must meet the targeted goals for the all criteria.

 If a building fails to meet AYP proficiency goals for two consecutive years the building will be considered to be in Phase 1 of corrective action. In order to return to a status of having met AYP, the building must meet performance goals for two consecutive years for the same criteria. When a Title I building has not met AYP and determined to be in Phase 1 a set of actions must be put in place.

 Phase 1: Building did not meet AYP goals for two consecutive years  Develop a two-year school improvement plan with parents, school and district staff, and any outside expert who is providing assistance  The plan must be approved by the district.  Implement the plan at the beginning of the next school year.  Spend at least 10% of the Title I funds on staff professional development.  Provide students an option to transfer schools including transportation.

 Phase 2: Building has not met AYP goals for three consecutive years  Continue to implement its revised school improvement plan  Offer low-income students Supplemental Educational Services (SES) outside of the instructional day with the highest priority given to the lowest achieving students  Pay for and provide students with an option to receive SES from a state-approved provider.

 Phase 3: Building did not meet AYP goals for four consecutive years  Continue to offer transfer option and supplemental services, and  Take at least one of the following actions: ▪ Replace the staff who are relevant to the failure to meet AYP goals ▪ Implement a new research-based curriculum and provide professional development to the staff ▪ Appoint an outside expert to advise the building on revising the school improvement plan ▪ Extend the school year or school day ▪ Restructure the internal organization of the school

 Phase 4: Building did not meet AYP goals for five consecutive years  Continue to offer the transfer option and supplemental services, and  Take at least one of the following options: ▪ Reopen the building as a charter school ▪ Replace all or most of the staff who are relevant to the failure to meet AYP goals ▪ Enter into a contract with an outside organization, with a record of effectiveness, to operate the school ▪ Turn the operation of the building over to the state ▪ Restructure the building governance to make fundamental reforms with the participation of parents and teachers.

 A building or district which continues to not meet AYP goals beyond Phase 4 will continue to implement the steps outlined for Phase 4 status and could be closed.  Only the buildings or districts receiving Title I funds are subject to the actions outlined here, and only Title I buildings or districts are entitled to receive additional financial support form the state to assist in meeting AYP goals.  Non-Title I schools are not eligible to receive additional support from the state to help meet AYP goals.

 The Michigan Growth Model  The Michigan Department of Education has received approval from the US Department of Education to implement a growth model to estimate the academic growth of a student by predicting a student’s performance along a 3 year trajectory. This allows some students to be counted as proficient who might otherwise not have been recognized for the increase in achievement.