Adequate Yearly Progress

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Adequate Yearly Progress

• Title I School Improvement
• LCP Workshops August 2003
• Sue King
• LaNetra Thomas

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Adequate Yearly Progress

• Measures the academic progress of all
  elementary and secondary schools, districts, and
  the State

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Assessed Content Areas

• Reading grades 5,8, and 11
• Mathematics grades 4,7, and 10

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How schools/districts make the target indicators

• Meeting or exceeding the target scores
• Making the confidence intervals
• Or
• Making safe harbor

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Goal for AYP

• All students meet or exceed the proficient level
  on the state assessments by 2013-14
• Narrow the achievement gap

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Timeline for AYP

• AYP reports have already been released for
  schools to review
• School/district report cards (Aug.12)
• Identification of schools/districts on
  Improvement (Aug. 12)

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Decisions-Updates

• Group size 30 students
• Sept. 20 full academic year-- proficient
• 1st day of testingparticipation
• Confidence intervals if below the target on
  proficient
• Confidence intervals with small schools

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Alternate Assessments

• 1 capbased on alternate standards
• Not a limit on taking alternate assessment
• Applies at district and state levels AYP
• Could request a waiver
• Final regulations under development

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Modified Assessments?

• This yearsame as off-grade level
• No cap
• Future? Include with alternate assessments?

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Identified for Improvement

• AYPmiss math 2 years or reading 2 years
• Other indicatorsmiss any indicatorattendance
  one year, graduation the next
• Not same disaggregated group 2 years any group
  one year ELL, one year SpEd

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Identified for Improvement

• 2003-04 only Title I schools and districts
• 2005-06 non-Title I schools
• What happens?
• Technical assistanceKSDE, ESC, Institutions of
  Higher Education
• Develop an action plan based on SIP
• Resources for Title I schools available

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Did your school make AYP?

• Did you meet or exceed the target?
• Did you fall within the range determined by
  confidence intervals?
• Did you make safe harbor?
• Did you make the other indicators?
• Participation
• Attendance
• Graduation

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Activity

• Reviewing an AYP report

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Title I

• Schools on Improvement

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Title I and School Improvement

• Annually review AYP progress
• If a school did not make AYP for two consecutive
  years, then they are identified for school
  improvement
• Identification occurs before the start of the
  school year
• Within 3 months after identification, development
  and implementation of an Action Plan

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Action Plan

• Covers a 2-year period
• Incorporates scientifically based research
  strategies
• Adopts policies and practices concerning core
  academics to increase student achievement

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Action Plan must also. . .

• Budget 10 of Title I funds on professional
  development
• Establish annual measurable objectives
• Provide parents notice
• Provide effective parent involvement

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Action Plan (continued)

• Incorporate
• Teacher-mentoring programs
• Extended learning opportunities

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School ImprovementYear 1

• Implement Action Plan
• Provide school choice option
• LEA must provide or pay for transportation
• Receive technical assistance

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School Choice Option

• Eligible Students
• Priority Students
• Students with Disabilities
• Parent Notification

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School Choice Option

• Eligible Schools
• Specialty Schools
• Limited Choices
• Lack of Capacity
• Out of District Transfers

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School Choice Option

• Availability of transfer options
• Availability of Title I funds

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School Choice Option

• Transportation by LEA
• Alternative transportation arrangements
• Transportation zones

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School ImprovementYear 2

• Technical assistance continues
• Continue transportation for school choice
• Plus
• Make supplemental educational services available

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Supplemental Educational Services

• Eligible Students
• Priority Students
• Students with Disabilities
• Limited English Proficient Students
• Parent Notification

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Supplemental Educational Services

• Service Providers may be
• Non-Profit Entities
• For-Profit Entities
• Educational Service Agencies
• LEAs
• Public and Private Schools
• Public/Private Institutions of Higher Education
• Faith-Based Organizations
• Providers Using Technology

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Supplemental Educational Services

• High quality and research based
• Aligned with State standards
• Providers must be financially sound

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Supplemental Educational Services

• Limited Choices
• Lack of Sufficient Funds
• Lack of Availability
• Exemption

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Supplemental Educational Services

• Availability of Title I Funds
• Availability of School Improvement Fund
• Availability of Transportation
• Not Required by Law

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School ImprovementYear 3 Corrective Action

• Continue technical assistance from the LEA, ESC,
  IHE or state
• Continue school choice
• Continue supplemental services
• PLUS
• Take at least one corrective action

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Corrective Actions

• Replace school staff relevant
• Implement new curriculum
• Decrease management authority
• Appoint outside experts
• Extend school day/year
• Restructure internal organization

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Years 4 and 5Restructuring

• After correction action phase, the LEA
• Continues receiving technical assistance
• Continues school choice
• Continues supplemental services
• PLUS
• Plan for restructuring

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Restructuring

• LEA must do one of the following
• Reopen as a public charter school
• Replace school staff
• Contract with an outside entity
• Restructure of school government

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Timeline for Schools on Improvement

• 2001-02 Baseline data (Title I history of AYP,
  prior identification)
• 2002-03 Fail to make AYP
• 2003-04 Fail to make AYP
• 2004-05 1st year of school improvement
• 2005-06 2nd year of school improvement
• 2006-07 Corrective Action
• 2007-08 Plan for restructuring
• 2008-09 Restructuring

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Exiting School Improvement

• If a school identified for improvement,
  corrective action or restructuring action makes
  AYP for two consecutive years, the school is no
  longer subject to improvement or any of the
  specified sanctions.

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Districts on Improvement

• A district has to not make AYP for two
  consecutive years in order to be identified for
  improvement.

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District Improvement

• Design and implement an action plan that
• Incorporates scientifically-based strategies
• Identifies actions that have greatest likelihood
  of improving achievement
• Addresses professional needs of instructional
  staff
• Spend 10 on professional development
• Includes measurable objectives for each subgroup

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District Action Plan

• Addresses teaching and learning needs of all
  students
• Incorporates extended opportunities to learn
• Receives technical assistance from ESC, IHE, or
  the State
• Identifies strategies for effective parental
  involvement

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District Corrective Action

• SEA takes corrective action when a district fails
  to make AYP for two year after being identified
  for improvement.
• Possible actions
• Deferring funds, reducing administrative funds
• Instituting a new curriculum as mandated by the
  state
• Replacing personnel
• Appointing a receiver to administer the affairs
  of the LEA
• Abolishing or restructuring LEA

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On Improvement?

• Now What?

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Howd We Get Here?

• Not making AYP two years in a row
• Missed annual targets
• State reading assessments
• State mathematics assessments
• Participation rates
• Attendance rates
• Graduation rates

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Who missed it?

• All students or
• Any disaggregated group of 30
• Students
• Free/reduced lunch
• English language learners
• Students with disabilities
• Separate racial/ethnic groups African-American,
  Hispanic, Asian/Pacific Islander, White,
  Multicultural

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What Does It Mean?

• Not a FAILING school!
• Areas for improvement
• Very publicmedia
• Report cards
• Title I schools federal sanctions
• QPA status (new system)

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How Do We Get Off of It?

• Make AYP two consecutive years
• Same content area
• Not necessarily same disaggregated group

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What About Non-Title I Schools?

• New QPA system
• Accredited on improvement
• Conditionally accredited
• Not accredited

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How Do We Help?

• Be proactive
• Become involved
• Needs assessments
• Identifying strategies
• Professional development
• Be supportive
• No blame