1. Adequate Yearly Progress (AYP) and Accountability Status Determinations

2. 2 Adequate Yearly Progress – Facts AYP reports show the progress schools and districts are making toward having all students reach proficiency by the year 2014 – the principal goal of the No Child Left Behind Act (NCLB). School and district AYP determinations are issued separately for English language arts/reading and for mathematics each year.

3. 3 Adequate Yearly Progress – Facts For each subject there are multiple AYP determinations - for all students and for student subgroups. Students are counted in each student group to which they belong. District AYP determinations are based on grade-span results (3~5; 6~8; 9~12). Positive results for all groups in any grade-span yields a positive AYP determination. Schools and districts that do not make AYP for two or more consecutive years in the same subject are identified for improvement, corrective action, or restructuring to focus efforts on improving student performance.

4. 4 The CPI is: a metric used to measure school and district performance and improvement; a 100-point index that combines the scores of students who participate in standard MCAS ELA and mathematics tests, and those who participate in the MCAS-Alt. MCAS Performance LevelScaled Score Range MCAS-Alt Performance Level Points Per Student Proficient or Advanced240 – 280Progressing100 Needs Improvement High230 – 238Emerging75 Needs Improvement Low220 – 228Awareness50 Warning / Failing High210 – 218Portfolio Incomplete25 Warning / Failing Low200 – 208Portfolio not Submitted0 OR Composite Performance Index (CPI)

5. CPI: Multiply the number of points by the number of students at each performance level, then divide the total number of points by the total number of students (example below) MCAS Performance Level MCAS-Alt Performance Level in Italics Points Per Student# StudentsPoints Proficient or Advanced / Progressing100101,000 Needs Improvement High / Emerging75201,500 Needs Improvement Low / Awareness50402,000 Warning / Failing High / Portfolio Incomplete2515375 Warning / Failing Low / Portfolio not Submitted050 Totals90 students4,875 Points 4,875 ÷ 90 = 54.2

6. 6 Four Factors Determine AYP A ParticipationDid at least 95% of students participate in MCAS in 2011? B PerformanceDid the student group perform at or above the 2011 State Performance Target? C ImprovementDid the student group meet its own 2011 Improvement Target? D Additional Indicator Did the student group meet the target for the Additional Indicator (Attendance, Graduation)? A + (B or C) + D = Affirmative AYP Determination

7. 7 A + (B or C) + D = AYP PerformanceDid the student group perform at or above the 2011 State Performance Target? Performance targets established between 2001 and 2014, as required by NCLB Targets set separately for ELA and for math Performance expectations increase every 2 years Performance is measured using CPI AYP determinations based on one year of data each year

8. 8 A + (B or C) + D = AYP PerformanceDid the student group perform at or above the 2011 State Performance Target? ELA Math

9. State Performance Targets, 2002-2014 (Composite Performance Index) 9

10. 10 A + (B or C) + D = AYP (B) Performance NCPIMet Target (85.4) Aggregate 100096.4Yes Lim. English Prof. 3974.1- Special Ed. 4073.0- Low Income 5073.0No Minimum “N” Size Rules: 20 in the aggregate 40 for subgroups (and at least 5% of total; subgroups of 200+ are always included) PerformanceDid the student group perform at or above the 2011 State Performance Target?

11. 11 A + (B or C) + D = AYP ImprovementDid the student group meet its own 20011 Improvement Target? Performance…Improvement… Is an absolute measure.Is a relative measure. Is measured by comparing a group’s CPI with respect to a fixed State Performance Target for a given year. Is measured by looking at a group’s CPI change from one year to the next. Answers the question, “How did the group perform with respect to the 2011 State Performance Target?” Answers the question, “How did the group perform with respect to itself (from 2010 to 2011)?”

12. 12 A + (B or C) + D = AYP ImprovementDid the student group meet its own 2007 Improvement Target? School A does not meet State Performance Target. In Math, School A had CPI scores of 52.0 in 2006 and 60.0 in 2007. 52 (baseline) 60

13. 13 A + (B or C) + D = AYP ImprovementDid the student group meet its own 2007 Improvement Target? School A meets its Improvement Target. 100-52 = 48 (points to go before 2014) 48÷8 = 6 (points to gain this year) School A’s 2007 improvement target was 52+6 = 58 52 (baseline) 60

14. 14 A + (B or C) + D = AYP Additional Indicator Did the student group meet the target for the Additional Indicator (Attendance)? Student groups in schools and districts serving grades 1-8 must: Have an attendance rate of 92% or higher, or Improve by at least 1 percentage point from the previous year

15. 15

16. 16

17. State Performance Targets, 2002-2014 (Composite Performance Index) 17

18. 18

19. 19 NCLB Accountability Status and Required Actions (School Level) Years Not Making AYP NCLB Accountability StatusRequired Actions 0 – 1No StatusNone 2Improvement (Year 1)Parent/Guardian notification, Planning, School Choice* 3Improvement (Year 2)Above requirements plus SES* 4Corrective ActionAbove requirements plus district takes 1+ corrective actions

20. 20 NCLB Accountability Status and Required Actions (District Level) Years Not Making AYP NCLB Accountability Status Required Actions 0 – 1No StatusNone 2Improvement (Year 1)Parent/Guardian Notification Planning 10% set aside of Title I funds for P.D. Limitations on transferability of federal funds 3Improvement (Year 2)Same as above 4+Corrective ActionAbove requirements plus: Prohibition on transfer of federal funds State Takes 1+ Corrective Actions

21. What is growth? MCAS –Shows how each student is achieving relative to state standards Growth –Measures change in an individual student’s performance over time

22. Calculating Growth Advanced Proficient Needs Improvement Warning/Failing 80 to 99 60 to 79 40 to 59 20 to 39 1 to 19 SGP Gina  230 35% 65% SGPs between 40 to 59 are typical 200620072008

23. Advanced Proficient Needs Improvement Warning/Failing Calculating Growth Harry  244 25% 75% 200620072008

24. Interpreting student growth percentiles Gina’s SGP was 35. This means her SGP in grade 7 was higher than 35 percent of her academic peers (and less than 65 percent). –Is that amount of growth typical? 35 Percent of students Lower growthHigher growthTypical growth

25. Things to Remember Growth is distinct from achievement Each student is compared only to their statewide academic peers, not to all students statewide Growth is subject-, grade-, and year-specific The percentile is calculated on the change in achievement, not the absolute level

26. English Language Arts 2011 26

27. Mathematics 2011 27

28. NES Master Schedule 28