AYP and Beyond: Improvement Planning for Successful Implementation

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AYP and Beyond Improvement Planning for
Successful Implementation

• DIRECTORS CONFERENCE
• AUGUST 2009

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What well cover

• Calculations and trends
• Improvement Plan tips Featuring ELL and Students
  with Disabilities
• Implementation Tips Voice from the field

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How to reach us

• Carol Diedrichsen, Grants and Programs,
  cdiedric_at_isbe.net
• Shuwan Chiu, Assessment, schiu_at_isbe.net
• Naomi Velasquez-Greene, English Language
  Learners, ngreene_at_isbe.net
• Julie Evans, Special Education, jevans_at_isbe.net
• Rick Prestley, Area 2 RESPRO, r.prestley_at_comcast.n
  et

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Moving On from AYP/AMAO

• AYP-Adequate Yearly Progress and AMAO-Annual
  Measurable Achievement Objectives
• These are annual measures of progressimportant
  but not sufficient guides for continuous
  improvement.

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Consequences of AYP and AMAO

• (Among other things) improvement plans
• Including strategies and activities with the
  greatest likelihood of ensuring that all
  subgroups make AYP/AMAO

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AYP/AMAO calculations and trends

• To make AYP, a district or school must meet all
  of the following three requirements
• Participation Rate on State Assessment
• Performance
• Attendance/Graduation Rate

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1. PARTICIPATION RATE

• At least 95 of the students must be tested in
  reading and mathematics for the ALL group and for
  each subgroup. If the current years
  participation rate is less than 95, the
  participation rate for AYP will be considered
  sufficient if the average of the current year and
  the preceding year is at least 95 or if the
  average of the current year and the two preceding
  years is at least 95.

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2. PERFORMANCE

• Students in the ALL group and each subgroup must
  have performance levels of at least 70.0 for
  2009 Meeting/Exceeding standards for reading and
  mathematics. For any group (including the ALL
  group) with less than 70.0 for 2009
  Meeting/Exceeding standards, a 95 confidence
  interval will be applied , which may enable the
  group to meet AYP. Subgroups may also meet this
  condition through Safe Harbor provisions

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• IEP SUBGROUP For schools not making AYP solely
  because the IEP subgroup does not have the
  minimum percentage Meeting/Exceeding standards,
  14 will be added to the percent
  Meeting/Exceeding in accordance with the federal
  2 flexibility provision

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Safe Harbor

• Decreasing by 10 the percentage of students who
  do not meet/exceed standards from the previous
  year. For subgroups that do not meet their Safe
  Harbor targets, a 75 confidence interval will be
  applied, which may enable the subgroup to meet
  AYP, and
• Meet the state threshold for graduation rate (for
  high schools) or
• Meet state threshold for attendance rates (for
  elementary/middle schools)

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3. ATTENDANCE/GRADUATION RATES

• For 2009, non-high schools must achieve an
  attendance rate of at least 90.
• For 2009, high schools must achieve a graduation
  rate of at least 78.

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Assessments Included in the AYP Calculations

• Illinois Standards Achievement Test (ISAT) -
  Reading Mathematics for grades 3-8
• Prairie State Achievement Examination
  (PSAE)-Reading Mathematics for grade 11
• Illinois Alternate Assessment (IAA)-Reading and
  Mathematics for grades 3-8, and 11

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AYP Analysis - School
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AYP Analysis - District
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Consequences of Not MakingAYP

• Schools that fail to meet AYP in the same subject
  area for two consecutive years must be identified
  as needing improvement.
• Eligibility for district improvement status for
  both the Federal and State status depends on the
  grade spans in the schools as well as the of
  schools in the district.

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AYP/AMAO calculations and trends

• General
• Make sure you look at, and address, subgroup
  deficiencies first
• Look at each grade level trend
• Look at each cohort trend
• Look at demographics

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AYP/AMAO calculations and trends

• AMAOs
• LEP deficiencies what were the factors?
• Plan to address these using/citing research

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Overview

• The requirement to submit an improvement plan is
  a consequence for AYP/AMAO deficiencies, whats
  the purpose of the plan?

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Tips for Improvement Plans

• Write for the Right Audience
• Look Beyond AYP
• Take Care to Consider the Factors Contributing to
  Achievement
• Be Specific and Thorough
• Focus and Coordinate Strategies and Activities
• Focus on Student Learning

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Lessons Learned from the Best Plans

• They foster little doubt that the plan will be
  implemented.
• Strong relationship between the data,
  strategies/activities, and monitoring process
• Detailed roles, responsibilities, expectations
• Critical changes in classroom practice

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Overview

• Whos the key audience for a district improvement
  plan?
• Plan implementers and plan monitors?
• Those supporting the above?
• Community stakeholders?
• ISBE?
• Other?

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Whats
Whats preventing students from learning?
How do you know?
school culture doesnt foster shared
responsibility for all kids learning
Supplemental support is weak or not rigorous
Teachers need ELL training
Failure to use the intended curriculum by all
staff for all kids
School culture doesnt reflect rigor, relevance,
relationship
Coarse and fine grain internal factors
Insufficient teacher learning/team time
Teachers do not have adequate coaching or support
to implement strategies
Instruction doesnt span cognitive levels
mile wide and inch deep curriculum
Teachers arent clear about whats expected in
classrooms
Kids dont have equitable access to the curriculum
Kids arent in the least restrictive educational
environment
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• While the current achievement in reading for the
  LEP subgroup is 24.5 meeting/exceeding for ISAT,
  this subgroup will make AYP of at least 70 in
  2009 or Safe Harbor.
• Strategies
• 1 PD for ELL/Reading teachers on language
  acquisition
• 2 After school tutoring and peer tutoring and or
  translators
• 3 Use reading blocks to incorporate pull-out ESL
  strategies
• 4 student and staff review of student work
• 5 beef up test taking skills
• 6 progress monitoring to drive instruction
• 7 work with Comm College for student/parent
  literacy classes or fund through district
• 8 Add native language software and books to
  supplement reading curriculum in class and
  library
• 9 Add age appropriate ESL reading materials for
  each grade in library

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Tips for ELL

• Lessons/tips learned from other plans
• Engage other community folks who have a
  non-education perspective, but who may be able to
  look at data/numbers with a fresh perspective
• Community folks may also provide a perspective on
  community factors affecting demographics and
  students

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Tips for ELL

• Parent Outreach
• Dont use 2000 strategies to reach 2008 parents.
• School instruction is M W 9 -3, todays parents
  are likely to be on a different schedule
• Engage current students AND parents from various
  student demographics

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Tips for ELL

• Go where the parents are (churches, employers,
  etc.)
• Ensure teaching teams have representatives for
  different subgroups even if you dont have
  numbers for a subgroup (e.g., Spec Ed, bilingual,
  low-income, migrant)

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Elements of Implementation

• Plan with implementation in mind

IIRC E-plan Template
Clear Actions
Purposeful Process
Focus on Outcome/Impact
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Defining/Focusing/Communicating
All teachers will receive professional
development on Standards Aligned Classroom and
will continue ongoing training and follow-up
throughout 2010. The project strategies and
components will be consistently implemented in
all math classrooms. These components include,
but are not limited to Standards Aligned
curriculum, clear targets, assessments for
learning, student self-assessment, and student
goal setting.
All students will receive weekly targeted
instruction aligned to the Illinois Learning
Standards, practice and review on reading skills
including literary elements, figurative language,
character analysis, author's purpose,
comprehension, and vocabulary strategies
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Elements of Implementation

• Understanding process How is it to be
  accomplished?
• Who will do it? Who else must be involved?
• When will it be initiated? ...accomplished?
• What will be the indicators of implementation?
• How can/will they be measured?
• What and when are the waypoints to determine
  progress?
• Who will monitor process and progress, and how
  will they do so?

Initiate an after-school math tutoring program
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Elements of Implementation

• Understanding process How is it to be
  accomplished?
• What barriers might exist? Which can be
  controlled? How will they be accommodated?
• What supports are needed? How will they be put
  in place?
• What resources will be needed(really)?
  human?....financial?...time?
• How will those resources be provided?
• How can progress be sustained over time? ...with
  diminished resources?

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Elements of Implementation

• Determining outcome - How will we know if it
  makes a difference?
• How will change be determined?...success be
  defined?
• primary/secondary effects
• intended/unintended effects
• Starting from where?
• Measured by what? ...When? ...By whom?
• What if it doesnt work?
• What if it does?

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How will we know?

• The Assessment for Learning targets in
  reading and math will be monitored for
  improvement through monthly Benchmark assessments
  and weekly Short-cycle Assessments. This will
  be accomplished through monthly data analysis and
  charting monthly skills and student progress by
  both teachers and students, lesson plans
  and administrative observations
• The target of student engagement will be
  monitored by monthly walk-throughs and analysis
  of the data among staff, lesson plans, and
  administrative observations including the use of
  smartboards, Senteo clickers, and computers in
  each classroom.