1. Preparing for 2005 Mid-Cycle IV Adequate Yearly Progress (AYP) Determinations Massachusetts Department of Education August, 2005

2. Massachusetts School & District Accountability System (MSDAS) Purpose Designed to gauge the progress of schools and districts toward getting all students to proficiency in English Language Arts and mathematics by 2014 Enables policymakers, parents, and the public to: –assess the effectiveness and monitor the improvement of all public schools and districts –hold school & district leaders accountable for that performance and improvement –identify where State intervention is needed

3. Why Proficiency? Proficiency in core academic subjects is the gateway to: –Opportunities for higher education –Meaningful choices for employment in our 21st-century high tech economy –Full participation in community and civic life

4. MSDAS Basics School & District Performance Ratings are: –Biannual (2002, 2004, 2006…), as required by state law –Descriptive terms –Ratings for Performance and Improvement –Based on aggregate MCAS student results Adequate Yearly Progress determinations are: –Issued every year, as required by federal law –For students in aggregate and for eight subgroups –Based on four factors: participation, performance, improvement, and attendance (K-8 & districts) or graduation rate (high schools)

5. What is AYP? Stands for Adequate Yearly Progress Means progress toward 100% of students achieving proficiency in key subject areas by 2014 Measures progress against specific expectations each year

6. Composite Performance Index MA measures Proficiency with a 100-point index scale: the CPI Points awarded based on number of students performing at each level on MCAS Different performance measures for students with significant cognitive disabilities who participate in MCAS- Alt Just arithmetic! Multiply, add, then divide.

7. Composite Performance Index

8. Sample CPI Calculation Students taking Standard MCAS tests # of Students Performance LevelIndex Points Total Index Points 5Failing - Low00 5Failing - High25125 20Needs Improvement - Low501000 40Needs Improvement - High753000 25Proficient1002500 5Advanced100500 Students with Significant Cognitive Disabilities taking MCAS-Alt 2Emerging75150 1Progressing100 Total Points Awarded7375 Total # of Students Tested103 CPI (Total Points divided by Total Students)71.6

9. State Performance Targets for ELA and Mathematics 2002-2014

10. How is AYP Calculated? (100 – Cycle III CPI) / 5 x 2/3

11. 18 AYP Determinations per School/District Each school and district receives AYP determinations: in ELA/reading and in mathematics for students in the aggregate and each NCLB subgroup meeting the minimum size requirements

12. Subgroup Size 1.40 or more students; AND 2.Constitutes 5% or greater of total; OR 3.200 students Same requirements for each year of a 2-year cycle

13. AYP Report Sample

15. When Schools Do Not Make AYP for Two Consecutive Years Schools that do not make AYP for two consecutive years in either subject for any group are identified for improvement –All schools identified for improvement must develop a plan for improving student performance –Title I schools identified for improvement must also: offer school choice (year 1 in improvement status) offer supplemental services (year 2 if fail to make AYP in year 1)

16. Corrective Action and Restructuring Schools identified for improvement that fail to make AYP for 2 additional years are identified for corrective action Schools in corrective action that fail to make AYP in 2005 are identified for restructuring

17. School Choice and Supplemental Educational Services: Notice to Parents Title I schools identified for Improvement, Corrective Action or Restructuring must offer school choice if alternative assignment options exist If school choice is required, parents must be notified, in writing, as soon as possible after districts receive notice of the designation

18. School Choice and Supplemental Educational Services: Notice to Parents Title I schools identified for Improvement (Year 2+), Corrective Action or Restructuring must offer supplemental educational services (SES) to low- income students If SES is required, parents must be notified of availability as soon as possible

19. AYP Appeals Objective is to render fair, reliable decisions Appeals may be filed to address perceived erroneous or unfair determinations where: –there are student enrollment data discrepancies –data are missing or misplaced –circumstances render the reported data invalid or unreliable –application of the standard rules would render a result inconsistent with statutory intent, public policy, or sound professional judgment –school or district provides evidence that it has taken specific action to improve the performance of an identified subgroup and MCAS results demonstrate significantly improved results for that subgroup in the following year

20. MA School Accountability Process 1.Performance Ratings & AYP Determinations 2.Panel Review 3.Determination of Under-performance 4.Fact-Finding 5.Performance Improvement Mapping 6.Improvement Plan Reviewed by Board 7.DOE Monitors Improvement Initiatives 8.Year 2 Follow-up Review 9.Determination of Chronic Under-performance

21. Link Between NCLB and Our States On-Site Performance Review Process Schools identified for restructuring or corrective action undergo state panel review Panel Review Questions: 1. Is there a sound plan for improving student performance? 2. Are the conditions in place for successful implementation of such a plan?

22. 2005 MCAS & AYP Reporting Schedule

24. Online MSDAS Information MA School & District Accountability System Explanatory Materials http://www.doe.mass.edu/sda/ http://www.doe.mass.edu/sda/ Mid-Cycle IV Materials http://www.doe.mass.edu/sda/ayp/cycleIVmid/ http://www.doe.mass.edu/sda/ayp/cycleIVmid/ School & District Profiles/Directory http://profiles.doe.mass.edu/ http://profiles.doe.mass.edu/ Send questions to: ATA@doe.mass.eduATA@doe.mass.edu