Adequate Yearly Progress (AYP)

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Adequate Yearly Progress (AYP)

• U.S. Department of Education
• Adapted by TEA
• May 2003

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Adequate Yearly Progress

• Each state must establish a definition of
  adequate yearly progress (AYP)
• Definition is used to measure the achievement of
  schools, districts, and states over time
• The Texas definition is pending USDE approval as
  of May 1

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Accountability Measures

• The goal is 100 percent proficiency for all
  students in 12 years.
• Provides measurable objectives for all students
  and for specific student groups.

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• In Texas, 2002-2003 TAKS, SDAA and RPTE results
  will be used this summer to identify districts
  and campuses Not Meeting AYP.
• Not Meeting AYP decisions will be made
  independent of the new state accountability
  system, which is still being developed.
• Once the states accountability system is in
  place, each component of the AYP calculation will
  be reevaluated to align the two systems as much
  as possible.

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• NCLB requires test data from the 2001-2002 school
  year to be used to set the baselines.
• For 2002-2003, performance targets were
  established by converting 2001-2002 TAAS scores
  to TAKS equivalent scores using field test data.

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Performance is evaluated for

• 1. All students
• 2. African-American students
• 3. Hispanic students
• 4. White students
• 5. Economically disadvantaged students
• 6. Special education students
• 7. Limited English proficient students

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Criteria for meeting AYP

• 1. AYP performance requirements are met if the
  level of proficiency for all students and each
  student group summed across grades 3-8 and 10 in
  reading/language arts and mathematics meets or
  exceeds AYP targets.
• The targets for 2002-2003 and 2003-2004 are 46.8
  percent for reading/language arts and 33.4
  percent for mathematics based on a formula
  provided by USDE.
• The targets gradually increase.
• By 2013-2014, the targets are 100 percent
  proficiency for both reading/language arts and
  mathematics.

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• 2. AYP participation requires 95 percent of all
  students and each student group to be tested to
  meet participation requirements, calculated
  separately for reading math.
• 3. Other AYP requirements must be met for all
  students 70 graduation rates for high schools
  and 90 attendance rates for middle and
  elementary schools.

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AYP performance requirements can also be met if
there is

• 1. Sufficient decrease from the prior year in
  the percentage of students failing to perform at
  the proficient level and
• 2. improvement is shown on the other performance
  measure (graduation rate for high schools,
  attendance for middle and elementary schools).

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• All campuses, districts, and states are evaluated
  for Adequate Yearly Progress.
• Only campuses and districts that receive Title I,
  Part A federal funds are subject to school
  improvement activities and corrective actions if
  they fail to meet AYP for two or more consecutive
  years as defined by the State Accountability
  Workbook.

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• If a Title I school or district enters School
  Improvement, then parents have new options.

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New Options in No Child Left Behind

• Parents of students in Title I schools in school
  improvement status will have the option to
  transfer to another public school in the district
  not in school improvement status.
• Parents of students in Title I schools identified
  for their 2nd year in school improvement status
  will be eligible to receive supplemental services
  for their children.

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Charter Schools

• If a charter school receives Title I, Part A
  funds, and
• If it is in school improvement status
• Then it follows the same guidelines and must
  provide supplemental services to eligible
  students.

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Supplemental Educational Services include

• Tutoring
• Remediation
• Academic intervention
• Instruction must take place outside the regular
  school day.

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Why Supplemental Services?

• To ensure that students increase their academic
  achievement, particularly in reading, language
  arts, and mathematics

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Who is an eligible child?

• Children from low-income families attending Title
  I schools in school improvement status
• The childs school must have failed to make AYP
  for three or more years

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Role of the States

• The States are ultimately responsible for
  identifying the eligible providers of
  supplemental services.
• State educational agencies must develop objective
  criteria.
• States must provide geographically relevant
  lists.
• States should consult with parents to promote
  participation and develop criteria for
  identifying providers.

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Four Criteria for Providers

• Demonstrated record of effectiveness in improving
  student achievement
• Instructional strategies that are of high
  quality, based upon research, and designed to
  increase student achievement
• Services must be consistent with instruction
  programs of the school district and with State
  academic content standards
• Providers must be financially sound

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Provider Profile

• A provider may be a
• School entity (public or private)
• Institution of higher education (public or
  private)
• Nonprofit or for-profit organization
• Faith based organization

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Distance Learning Technology

• Some areas may have a limited number of
  providers, so organizations that provide distance
  learning technology should be considered.
• Providers that use distance learning technology
  do not have different criteria for eligibility.

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Funding Supplemental Educational Services

• The lesser of (a) the amount the district
  receives in Title I funding per eligible child,
  or (b) the cost of the services themselves
• Supplemental educational services an amount
  equal to at least 5 and up to 20 of Title I
  allocation, depending upon the need for
  choice-related transportation.

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Establishing priorities

• In some circumstances when more students request
  services than the school district can fund, the
  school district must place a priority on serving
  students who are the lowest achieving.

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Information for Parents

• The States will be responsible for identifying
  the schools for which supplemental educational
  services are required and the eligible service
  providers.
• School districts must give parents good,
  easy-to-understand information about supplemental
  services.
• Communication between parents and districts must
  occur at least annually.

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• Parents choose a preferred supplemental
  educational service provider from the
  state-approved list.

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• As schools improve and make AYP for two
  consecutive years, they are no longer required to
  provide these services.

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• NCLB, along with state reforms, will raise the
  level of learning in our state.