Adequate Yearly Progress and Students With Disabilities

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Adequate Yearly Progress and Students With
Disabilities

• Steve Rogaski
• Director of Pupil Services
• Educational Service Center
• Of Cuyahoga County
• Valley View, Ohio
• Special Thanks
• Dale Lennon, Trumbull County Educational Service
  Center
• Dr. Christine Jackson, Chagrin Fall Schools

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Goal of No Child Left Behind(2001)

• To bring all students to proficiency in language
  arts and math by 2013-2014
• Specific benchmark goals are set for expected
  proficiency and these goals are raised over time
• Ohio opted to calculate the goals by grade and
  proficiency is measured by students passing the
  Ohio Statewide Achievement Tests or the
  Graduation Test based on students grade level

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Adequate Yearly Progress (AYP)

• Adequate yearly progress refers to the growth
  needed in the percentage of students who achieve
  the states definition of academic proficiency.
  Each state will set the AYP gains every school
  must meet to reach 100 percent proficiency at the
  end of 12 years.

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Ohio AYP Trajectory (Based on 40 Starting Point)
100
90
80
70
60
50
40
30
20
10
0
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
40
40
50
50
50
60
60
60
70
80
90
100
Series1
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Ohio AYP GoalsOAT/OGT Passage Rates
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AYP

• Compares reading and math test proficiency rates
  to weighted targets based on statewide
  benchmarks and enrollment in tested grades.
• Measures participation rate for reading and
  math. Participation Rate 95.0
• The performance of each subgroup within district
  or building is measured for AYP.

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AYP

• AYP is also measured for overall non-test
  indicators 2007-2008 School Year
• Attendance Rate 93.0
• Graduation Rate 73.6
• Failure to meet AYP in any component, or for any
  subgroup, results in the placement of buildings
  or districts in School Improvement.

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Subgroups

• Racial/ethnic African American, Asian, Hispanic,
  Multi-Racial, Native American, White
• Limited English proficient.
• Economically disadvantaged family qualifies for
  free or reduced lunch
• Students with disabilities.

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Subgroups

• In order for a subgroup to count in AYP
  calculations in Ohio, there must be
• At least 30 students.
• At least 45 students with disabilities.

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Meeting AYP

• The performance of all students and all subgroups
  must reach or surpass the statewide weighted
  targets.
• The two year average proficiency rate for all
  students and all subgroups must reach or exceed
  the statewide weighted targets.
• Meet the Safe Harbor target (only applies if
  previous calculations result in AYP not met)

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Safe Harbor

• Reduce the percentage of non proficient students
  by 10 in the subject where AYP was not met in
  the previous year.
• or
• At or above current year target in non-test
  indicator OR show improvement.
• or
• Applies to all student and subgroup calculations.

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Adequate Yearly Progress Analysisfor Ohios 610
Districts, 2005-2006

• Only 31.6 of schools and districts met AYP
• 193 districts met AYP
• 244 districts missed AYP for one sub-group
• 97 districts missed AYP for two sub-groups
• 76 districts missed AYP for three or more
  sub-groups

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Adequate Yearly Progress (AYP)for Ohio Schools
2006-2007

• 62.4 Percent of Ohio School Buildings meeting
  Adequate Yearly Progress
• 29.7 Percent of Ohio School Districts meeting
  Adequate Yearly Progress

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Improvement Status

• Assigned to districts and buildings not meeting
  AYP in the same area two years in a row.
• Schools without tested grades are given the same
  AYP designation as their feeder school.

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Alternate Assessment

• Intended to account for students with severe
  cognitive disabilities for whom grade-level
  standards are not appropriate
• Up to 1 of student Alternate Assessment scores
  can count toward AYP calculations
• District can apply for a waiver if need not to
  exceed 2 of total tested student population

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IMPROVEMENT STATUS

• A school or district that meets AYP can be
  designated no lower than Continuous Improvement.
  A school or district that does not meet AYP goals
  three or more consecutive years, and does not
  meet AYP goal (s) for more than one student group
  in the most recent year, can be rated no higher
  than Continuous Improvement (Guide for Ohios
  Report Card System 2005-2006)

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Building Consequences
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Building Consequences
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Building Consequences
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Building Consequences
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District Consequences
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District Consequences
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District Consequences
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Students With Disabilities

• Lowest performance of the 10 groups in Ohio.
• Missed target by at least 6 in each test, and by
  15 or more in 8 of 9 tests.

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05-06 Ohio Achievement Test Results
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2006-2007 OAT/OGT Results
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Options

• Hope the law changes and do nothing .
• Advocate for changes in the law.
• Improve the performance of all students.
• Develop a strategic plan for improving the
  performance of students with disabilities.

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AYP with Students With Disabilities

• Very poor sub-group performance
• Higher annual targets
• Grade Levels accountable increased FY07
• Increasingly severe consequences each year for a
  district or building in School Improvement
• No consensus on how to increase achievement
  levels of students with disabilities
• Limited correlation between the performance of
  all students and students with disabilities.

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Importance of Prevention/Early Intervention

• If we delay intervention to age 9, 75 of
  students continue to have significant reading
  difficulty through high school, even with intense
  intervention
• Poor readers at the end of 1st grade almost never
  acquire grade level reading
• If not reading on grade level by 3rd grade, odds
  of ever reading on grade level are 1 in 17
• Two (2) hours of intervention needed to make the
  same gain in 3rd grade as thirty (30) minutes in
  Kindergarten
• Frequency of reading instruction four (4) times
  per week is more effective than two (2) times per
  week, when comparing the same total instructional
  minutes
• Lyons, 1998 Torgeson, 2005, 2007 Mayer 1995

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Long Term Interventions

• Examine web-based software
• Targeted professional development
• Examine special education service
  delivery/Access-Mastery Content Standards
• Examine options for more instructional time
• Progress Monitoring Tools
• Teach test-taking strategies
• Maximize Alternate Assessment participation/traini
  ng
• Utilize Accommodations/Modifications for test
  taking

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Strategies to Promote Achievement
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Strategies to Promote Achievement
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Strategies to Promote Achievement
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Strategies to Promote Achievement
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Strategies to Promote Achievement
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Resources

• How Your School Measures Up? www.ohioschoolleaders
  .org
• Evidence-based practices
• http//research.nichcy.org/cec_evidencePF.asp
• http//www.gosbr.net/
• Universal design
• http//www.cast.org/teachingeverystudent/mytes/ind
  ex.cfm?disppreferences
• Progress monitoring
• http//www.studentprogress.org/links.asp
• Teaching Strategies
• http//www.specialconnections.ku.edu/cgi-bin/cgiwr
  ap/specconn/index.php
• Promising practices
• http//www.promisingpractices.net/programs_topic_l
  ist.asp?topicid21

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Resources

• toolsforteachers_at_ode.state.oh.us
• www.diagnostictestsupport.org
• http//ims.ode.state.oh.us/ODE/IMS/Assessment/OGT_
  workbook.asp
• www.success.ode.state.oh.us
• http//ims.ode.state.oh.us
• www.D3A2.org

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AYP and Students With Disabilities

• For additional information, please contact
• Steve Rogaski
• Director of Pupil Services
• Educational Service Center
• of Cuyahoga County
• [phone]
• steve.rogaski_at_esc-cc.org