Adequate Yearly Progress

1
Adequate Yearly Progress

• Achieving Our Goals in 2005-06

2
What is AYP?

• AYP is Adequate Yearly Progress (or Annual Yearly
  Progress)
• Under the accountability provisions in the No
  Child Left Behind (NCLB) Act, all public school
  districts are evaluated for Adequate Yearly
  Progress (AYP). Districts are required to meet
  AYP criteria on three measures Reading/Language
  Arts, Mathematics, and either Graduation Rate
  (for high schools and districts) or Attendance
  Rate (for elementary and middle/junior high
  schools).

3
Purpose of AYP

• The purpose of AYP is to ensure that all students
  make progress. As a result, AYP measures
  separate groups of students who belong in the
  following categories students with disabilities,
  students of major racial/ethnic groups, and
  students who are limited English proficient. Each
  defined group of students must achieve specific
  benchmarks on the reading and math tests.

4
How is AYP determined?

• Unlike the State Report Card Benchmarks, which
  are set at 75, the benchmarks for achieving AYP
  change from year to year. The 2013-2014 AYP goal
  is 100 proficiency.

5
For the 2005-06 school year, the following AYP
Benchmarks are set

• 71.2 for the Grade 3 Reading Achievement Test
• 60.6 for the Grade 3 Math Achievement Test
• 68.3 for the Grades 4 and 5 Reading Tests
• 46.6. for the Grade 4 Math Test
• 46.7 in Grade 6 Reading and 47.3 in Grade 6
  Math
• 47.3 for the Grade 7 Math Test
• 73.8 Grade 8 Reading and 47.5 in Grade 8 Math.
  
• 71.8 for OGT Reading and 60 for OGT Math.

6
Ways to Achieve AYP

• Meet or Exceed the Benchmark A school or
  district can achieve the benchmark passing rate
  at each level tested.
• Combine all groups tested together and meet or
  exceed the baseline.
• Safe Harbor Make a 10 reduction in the number
  of students not proficient and make progress on
  an additional indicator (attendance).

7
How Did We Do for the 2004-05 School Year?

• At the high school, we met AYP with a 76
  passing rate for the OGT Reading Test. The
  benchmark was 71.8

8

• We did not meet AYP in math two years in a row.
  The math benchmark in 04-05 was 60 we had a 51
  passing rate for our special needs students. As a
  result, the high school is labeled At Risk.
  Because our junior highs prepare students for the
  high school, they inherit the At Risk rating as
  well.

9
Timeline for Consequences for Not Meeting AYP
Requirements

• If a campus or district fails to meet AYP for two
  consecutive years, that campus or district is
  subject to certain requirements such as offering
  supplemental education services, offering school
  choice, and/or taking corrective actions.

10
Failure to meet AYP Standards for four years
results in one of the following steps

• Institute a new curriculum
• Replace personnel
• Establish alternative governance for particular
  schools and/ or the district
• Withhold Title 1 funds

11
What is Our Plan for Achieving AYP?

• Review existing Individualized Education Plans
  (IEPs) for students to ensure that goals are
  written to best meet the needs of these students.
• Implement a research-based, intensive reading
  intervention program that directly addresses
  individual needs of our junior high students
  (Read 180).
• Utilize Pro-Ohio as a diagnostic tool to help
  teachers prepare students for success on the Ohio
  Achievement and Graduation Tests.

12
What is Our Plan for Achieving AYP?

• Conduct administrative walk-throughs of our
  self-contained classes.
• Provide special education teachers with data
  regarding individual students performance on
  last years tests.
• Supply tutors with Achievement Test and OGT
  materials to help prepare our students for these
  tests.
• Identify Best Practices currently utilized in
  buildings and utilize those strategies
  district-wide.

13
What is Our Plan for Achieving AYP?

• Provide Highly Qualified Professional Development
  in math instruction for our special education
  teachers and classroom assistants.
• Engage teachers in Highly Qualified Professional
  Development in the area of assessment mapping to
  ensure assessments are aligned to Achievement
  Tests and the OGT.
• Use alternate assessments for special needs
  students where possible and appropriate.
• Modify curriculum with Achievement Tests and the
  OGT in mind.