Adequate Yearly Progress AYP For NCLB

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Adequate Yearly Progress(AYP)For NCLB

• Cedar Falls Community School District
• 2007-08

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NCLB Annual Goals

• All public schools and school districts are held
  accountable to meet annual measurable objectives
  (AMOs) in reading and mathematics for grades 3-8
  11.
• When a school or district does not meet the AMO
  for one year, it is referred to as not making
  adequate yearly progress (AYP). It is then placed
  on the Watch List.
• AMOs are required annual goals in the states
  trajectory to reach 100 percent proficiency for
  all students by 2013-2014 as required under the
  NCLB legislation.
• Proficiency is determined through the scores
  achieved on the Iowa Tests (ITBS and ITED).
• All qualifying subgroups within the
  district/building are subject to the same
  proficiency percentages in meeting AYP.

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NCLB Annual Goals

• Iowa NCLB Safeguards may be applied to the AMO by
  the state
• A confidence interval of 98 percent
• Safe harbor
• Averaging two and three years of data
• Adequate yearly progress also includes the other
  academic indicators
• Exceed the state graduation rate (high school)
• Exceed the state average daily attendance
  (elementary and middle schools)
• 95 of all students enrolled must participate in
  the testing.
• If AYP is not met for two consecutive years, the
  school/district will be labeled as a school in
  need of assistance (SINA).
• Only Schools receiving Title I funds are subject
  to sanctions for not meeting AYP for two
  consecutive years. Since all districts receive
  Title I funds, sanctions are applied if a
  district does not meet AYP for two consecutive
  years.

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Schools (Buildings) in Need of Assistance

• As such, the state targets (AMOs) for the
  2007-2008 school year are as follows
• Grade Level Reading Mathematics
• (3-5) 76.0 74.7
• (6-9) 73.3 72.0
• (10-12) 79.3 79.3

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Adequate Yearly Progress (AYP) Determinations
2007-08

• Grade levels 3-8, and 11 will be held accountable
  to meet participation rates and AMOs in reading
  and mathematics.
• Therefore, by assessing all students grades 3-8
  and 11 (reading and mathematics) beginning in
  2005-06 and verifying the data on the states AYP
  Website, Iowa will be assured of having three
  years of accurate achievement and participation
  rate data to calculate school and district
  achievement proficiencies for the 2007-08 school
  year.

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Schools (Buildings) in Need of Assistance

• Any public school in Iowa may be identified as a
  SINA, however only Title I schools will be
  sanctioned.
• Title I schools identified as a SINA by the state
  and district will have a support team composed of
  area education agency (AEA) staff assigned to the
  building to assist in defining needs, preparing
  an improvement plan and budget that must be
  approved by the DE.
• If schools do not wish to access the services of
  the team, the district must demonstrate to the DE
  that technical assistance will be provided to the
  identified buildings.
• Once a building is identified, it must make AYP
  for two consecutive years before the SINA
  designation can be removed. Achieving AYP for one
  year provides a delay status in additional
  sanctions but the building remains identified.

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District in Need of Improvement

• Since all districts receive Title I funds, they
  are subject to the requirements of meeting AYP.
• A school district must meet AYP for reading and
  mathematics separately.
• Adequate yearly progress must be met by all
  grades required for testing and subgroups within
  these grades.
• If AYP is not met for two consecutive years, the
  district will be labeled as a district in need of
  improvement.
• Adequate yearly progress also includes the other
  academic indicators of graduation rate (grades
  9-12) and average daily attendance (grades K-8).

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Assessment, Participation, and Reporting

• Assess all students in grades 3-8, and 11 if they
  are enrolled in school on the day of testing.
• All schools and districts are required to provide
  assistance to parents in understanding state
  student academic achievement standards.
• The AYP report must include the number of
  students not tested by grade levels and content
  areas and then by the subgroups of gender,
  race/ethnicity, Individualized Education Program
  (IEP), migrant, socioeconomic status (SES), and
  English language learners (ELL). (Note Gender,
  migrant, non-migrant, non-low SES, non-IEP, and
  non-ELL are all required reporting elements but
  are not used for AYP decision purposes.)

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Assessment, Participation, and Reporting

• The number of students in a subgroup for
  proficiency (AMO) is 30 and the reporting number
  is 10.
• Scores reported must be the scores that are
  established on the first time the test is taken
  within a school year.
• Scores for AMO are only counted if the student
  has been in attendance for a full academic year.
• Scores of students for AMO are returned to the
  district of residence, except for open enrollment.

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95 Percent Participation Rate

• For accountability purposes (label of school,
  district, or state in need of assistance), there
  must be at least a documented 95 percent
  participation rate at the school and district
  level on the ITBS and the ITED for the entire
  grade level and the subgroups that must be
  tested.
• This 95 percent participation rate includes the
  students with IEPs who are taking an alternate
  assessment and students who attend alternative
  schools.
• Growth (AYP) will be measured for the entire
  group, subgroups of racial/ethnic, SES, IEP, ELL
  and for the subjects of reading and mathematics.
• The number of students in a group held
  accountable for participation rate is 40.

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Students with Disabilities District-wide
assessments

• Each student with an IEP must be assessed in
  reading, mathematics and science.
• The majority of students with an IEP are able to
  participate in the Iowa Tests with or without
  accommodations. However, with the most
  significant cognitive disabilities, the Iowa
  Alternate Assessment is available. This
  participation is determined by the IEP team.
• The percent of students participating in the
  Iowa Alternate Assessment is limited to 1 of the
  total enrollment for the district.

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Science Assessment

• Districts must test all 5th, 8th and 11th graders
  in science using the ITBS/ITED or have an
  equivalent test that tests the same standards as
  those tested by ITBS/ITED and meets the validity
  and reliability requirements determined by the
  DE, or the alternate assessment of science
  students for the most significantly cognitively
  disabled students.
• Provide staff development opportunities in the
  use of the science alternate assessment.

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Cedar Falls Schools 2007-08 AYP
Participation Rate
State Goal 95
Math Grades 3-6 all students
99.23
Reading Grades 3-6 all students
99.61
Math Grades 7-8 all students
99.43
Reading Grades 7-8 all students
99.53
Math Grade 11 all students
98.79
Reading Grade 11 all students
98.79
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Cedar Falls Schools 2005-06 AYP
K-8 Average Daily Attendance Rate
2007-08 State Goal 95
2007-08 Cedar Falls 95.1
Graduation Rate
2006-07 State Goal 90
2006-07 Cedar Falls 95.8
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Cedar Falls Schools 2007-08 AYP
Grades 3-6 Math
State Trajectory 74.7 Proficiency for all
reportable subgroups
Goal Met
All Students
89.76
Low SES Students
80.0
Special Education Students
71.07
African-American Students
69.81
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Cedar Falls Schools 2007-08 AYP
Grades 3-6 Reading
State Trajectory 76.0 Proficiency for all
reportable subgroups
Goal Met
All Students
87.42
Low SES Students
69.57
Special Education Students
56.91
African-American Students
70.37
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Cedar Falls Schools 2007-08 AYP
Grades 7-8 Math
State Trajectory 72.0 Proficiency for all
reportable subgroups
Goal Met
All Students
88.05
Low SES Students
73.01
Special Education Students
60.58
African-American Students
74.19
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Cedar Falls Schools 2007-08 AYP
Grades 7-8 Reading
State Trajectory 73.3 Proficiency for all
reportable subgroups
Goal Met
All Students
84.31
Low SES Students
65.64
Special Education Students
51.09
African-American Students
74.19
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Cedar Falls Schools 2007-08 AYP
Grade 11 Math
State Trajectory 79.3 Proficiency for all
reportable subgroups
Goal Met
All Students
83.5
Low SES Students
56.76
Special Education Students
46.94
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Cedar Falls Schools 2007-08 AYP
Grade 11 Reading
State Trajectory 79.3 Proficiency for all
reportable subgroups
Goal Met
All Students
83.82
Low SES Students
72.97
Special Education Students
44.90
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In Need of Assistance
Annual Measurable Objective
Cedar Falls School District
Reading Special Education Subgroup
Watch List
High School
Reading Special Education Subgroup
SINA - 2
Mathematics Special Education Subgroup
Watch List
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In Need of Assistance
Annual Measurable Objective
Holmes Jr High School
Reading Spec. Ed / Low SES
SINA - 2
Watch List
Mathematics Special Education
Peet Jr High School
Reading Special Education
Watch List
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District / Building Strategies

• Hiring Student Services Coordinator with a focus
  on special populations.
• Additional Reading teachers hired for non-Title I
  Schools.
• Read 180 Program implemented at Holmes, to be
  added to Peet in 2009.
• Second Chance Reading implemented at High
  School.
• Reading and Math Program (RAMP) implemented at
  High School.
• Continuation of Guided Reading and Every Child
  Reads strategies.
• Transition activities for elementary junior
  high and junior high high school
• Ruby Paynes Framework for Understanding Poverty
  training.