TRUMBULL COUNTY EDUCATIONAL SERVICE CENTER

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TRUMBULL COUNTY EDUCATIONAL SERVICE CENTER

• LEADING FOR EDUCATIONAL EXCELLENCE

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Adequate Yearly Progress and Students With
Disabilities

• Dale Lennon
• Director of Pupil Services
• Trumbull County Educational Service Center
• Niles, Ohio

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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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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.
• 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
• Attendance.
• Graduation Rate.
• 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.
• Limited English proficient.
• Economically disadvantaged.
• 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.

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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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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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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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05-06 TCESC Service Area
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TCESC Service Area Summary

• 12 of 20 districts did not make AYP.
• 9 of the 12 did not make AYP due to the
  performance of students with disabilities.
• 4 of 20 districts met AYP for students with IEPs,
  each through safe harbor.
• 7 of 20 districts had fewer than 45 students with
  disabilities in the tested grades.
• All but 3 or 4 districts in service area are
  likely to have IEP subgroup beginning in 06-07.

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TCESC Service Area Summary

• Of 40 possible reading and math targets, there
  were 23 groups of at least 45 students with
  disabilities.
• Of those 23 targets, 11 targets were met, 12 were
  not met.
• Of the 11 targets that were met, 9 were met
  through safe harbor.

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AYP The Perfect Storm

• Very poor subgroup performance.
• Higher annual targets.
• Increasingly severe consequences each year a
  district or building remains in school
  improvement.
• No consensus on how to increase achievement of
  students with disabilities.

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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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Improving the Performance of All Students

• Limited correlation between the performance of
  all students and students with disabilities.

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Correlation Between Groups Reading
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Correlation Between Groups Math
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Improving the Performance of All Students

• Limited correlation between districts HQT
  percentages and achievement of students with
  IEPs.
• Limited correlation between percentage of
  teachers participating in high quality
  professional development and achievement of
  students with IEPs.

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TCESC Services to Support District Improvement
Plans

• Provide comparative data analysis.
• Analyze data to promote goal achievement.
• Provide technical assistance on implementation of
  research-based and promising practices.
• Provide focused professional development.

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Comparative Data Analysis

• District reports.
• Rank ordering, 20 districts, reading and math.
• Three year average proficiency rates, 20
  districts, reading and math.
• Achievement gaps, reading and math.

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Sample District Report
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Rank Ordering Reading
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3 Year Average Reading
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Rank Ordering Math
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3 Year Average Math
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Reading Achievement Gap
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Math Achievement Gap
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Goal Setting

• Annual district proficiency targets.
• District safe harbor targets.
• Building proficiency targets.
• Building safe harbor targets.

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Annual District Proficiency Targets
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Previous Year District Safe Harbor Targets
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Current Year District Safe Harbor Targets
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Current Year Building Safe Harbor Targets
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Goal Setting

• Short term interventions
• Identification of target students.
• Subtest analysis.

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Identification of Target Students (Ss gt 390 and lt
410)
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Targeted Interventions

• Subtest analysis.

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Subtest Analysis
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Long Term Interventions

• Use of best practices.
• Research based interventions.
• Targeted professional development.

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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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TCESC-district Partnership Agreement

• Lists customized services from TCESC to each
  district in support of the districts improvement
  plan.
• Delineates responsible parties, timelines,
  evidence of implementation and evidence of
  impact.
• Initiated upon request of districts within
  service area.

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Resources

• Trumbull County ESC
• http//www.trumbull.k12.oh.us/
• 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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Additional Readings

• Sunderman, G. L. (2006). The Unraveling of No
  Child Left behind How Negotiated Changes
  Transform the Law. Cambridge, MA The Civil
  Rights Project at Harvard University. Retrieved
  November 28, 2006 from http//civilrightsproject.h
  arvard.edu
• Fulton, M. (2006). Minimum Size for Adequate
  yearly Progress.Retrieved November 28, 2006 from
  http//www.ecs.org/clearinghouse/71/71/7171.doc

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AYP and Students With Disabilities

• For additional information, please contact
• Dale Lennon
• Director of Pupil Services
• Trumbull County Educational Service Center
• Niles, Ohio
• [phone], Ex. 133
• Dale.Lennon_at_neomin.org

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TRUMBULL COUNTY EDUCATIONAL SERVICE CENTER

• LEADING FOR EDUCATIONAL EXCELLENCE