# Presentation: 137421

## No Child Left Behind

- Accountability and AYP

## Accountability

**Accountability**

- A single statewide accountability system that will be effective in ensuring that all districts and schools make adequate yearly progress
- Districts and schools not participating under Title I are not subject to the requirements of Sec. 1116 regarding school improvement.

## Accountability System

**Accountability System**

- Based on academic standards and assessments
-  Includes achievement of all students
-  Includes sanctions and rewards to hold all public schools accountable for student achievement (these may differ from Sec. 1116 sanctions).

## Within a Content Area:School & DistrictAYP Combines

** **

- Within a Content Area:School & DistrictAYP Combines

- Percent proficient and advanced and 95 percent tested

- Progress over Time

**Test Data**

## 95%

- DRAFT

**95%**

- Includes students with disabilities who take the alternate assessment

##     Defining AYP

**01-02**

**02-03**

**03-04**

**06-07**

**09-10**

**08-09**

**07-08**

**05-06**

**04-05**

**10-11**

**11-12**

**12-13**

**13-14**

_**Starting Point**_

_**Intermediate Goals**_
**increase in equal increments**

**10%**

**30%**

**40%**

**90%**

**100%**

**20%**

**80%**

**60%**

**50%**

**70%**

_**Annual Objectives**_
**performance target for all**

_**Goal: All Proficient**_

**Notes:**
This chart shows an example of how Adequate Yearly Progress (AYP) is defined by identifying a starting point for the percentage of students performing at a certain level, then setting annual objectives, intermediate goals, with the final goal of all students reaching the proficient level.

## Defining AYP:The Starting PointStarting Point Data from 2001-02 assessmentsUSE THE HIGHER VALUE

**Rank all schools by %  Proficient.**
**Then, count up to reach 20% of total enrollment **
**The % of students Proficient in that school is the starting point.**

**% of students Proficient  in lowest achieving group: **
**Economically disadvantaged**
**Major racial/ethnic groups**
**Students with disabilities**
**Students with limited English proficiency**

**Notes:**
NOTE: law says %P NOT %P+A   Expect this to be clarified in Regs

SEA ranks schools by %P
Use data from all grades tested
Compute a weighted average to combine grade-level groups

Q. What about schools that do not include a tested grade, e.g. K-2?
Solution A: create a “virtual” school by combining with another building on the basis of feeder pattern
Solution B: allocate some proportion of the value of grade 3 scores to these grades based on the length of time that students were enrolled in that school
Solution C: list these schools at the lowest rank with 0% Proficient Is it possible that these schools would include 20% of the students enrolled? If so, the State gets to set a very low starting point, probably based on performance of special education students or LEP

Q. Does the State have to include students NOT TESTED in computation of % Proficient? 
Q. How to incorporate data from alternate assessments into % Proficient?
A. Expect clarification in Regs

## Starting Point by Grade Span

- DRAFT

**Starting Point by Grade Span**

- The state may, but is not required to, establish starting points by grade span.

## Adequate Yearly Progress Requires

**Adequate Yearly Progress Requires**

**Same high standards of academic achievement for all**
**Statistically valid and reliable **
**Continuous & substantial academic improvement for all students**
**Separate measurable annual objectives for achievement **
**All students**
**Racial/ethnic groups**
**Economically disadvantaged students**
**Students with disabilities (IDEA, Sec. 602)**
**Students with limited English proficiency**
**Graduation rates for HS & 1 other indicator for other schools**

## Disaggregation

**Disaggregation**

- Based on sound statistical methodology, a State must determine and justify the minimum number of students sufficient to yield statistically reliable information for reporting assessment results and for identifying schools in need of improvement
- But may not report results that would reveal personally identifiable information about an individual student

## Graduation Rate

- DRAFT

**Graduation Rate**

- NCLB 1111(b)(2)(C)(vi): “defined as the percentage of students who graduate from secondary school with a regular diploma in the standard number of years”
- Regulation: seeks to clarify whether alternate definitions that accurately measure the graduation rate are permissible.

## Other Academic Indicators

- DRAFT

**Other Academic Indicators**

- The State may, but is not required to, increase the goals of its other academic indicators over the course of the timeline

## How a school or district makes AYP

** **

** **

**How a school or district makes AYP**

- Each group of students meets or exceeds statewide annual objective
**Exception:**
** ****- The number below proficient reduced 10% from prior year,** **and **
**- Subgroup made progress on other indicators**
**	****	****	****And**
-  For each group, 95% of students enrolled participate in the assessments on which AYP is based

## How a State makes AYP

** **

** **

**How a State makes AYP**

**Annual peer review will determine ... **
- Whether the state made AYP for each group of students [as defined in 1111(b)(2)].
- Whether the state met its annual measurable achievement objectives for LEP attainment of
-    	English proficiency under title III.
*When?* Starts with the beginning of the third school year of implementing title I part A & title III part A
- 					(Title VI, subpart 4)

## Under Title III, States must ...

**Under Title III, States must ...**

- Define annual measurable achievement objectives for limited English proficient students served...that relate to development and attainment of English proficiency while meeting challenging state academic content and achievement standards as required under title I, sec. 3122

## Section 3122 Achievement Objectives

**Section 3122 Achievement Objectives**

- Shall include
- Annual increases in the number/percent making progress in learning English
- Annual increases in the number/percent attaining English proficiency by end of each school year
- Making AYP for limited English proficient students

## If a state does not make AYP for 2 consecutive years

**The Secretary shall provide technical assistance that is:**
- Valid, reliable, and rigorous and
- Constructive feedback to help the State make AYP or meet the annual measurable objectives

## School & LEA ImprovementSection 1116

**School & LEA Improvement****Section 1116**

## School Improvement

**School Improvement**

**States must determine if **
**each school and district **
**(even those that do not receive Title I funds) **
**make adequate yearly progress.**

## Local Annual Review

**Local Annual Review**

**Each title I LEA must—**
** ********  ****Review annually the progress of each title I school to determine whether the school is making AYP, using—**
****** ****state assessment system; And**
****** ****any local assessments or other academic indicators, except that these indicators cannot reduce the number or change the schools that would otherwise be subject to school improvement.**
** ********  ****Publish and disseminate results to parents, teachers, schools and the community.**
** ********  ****Review the effectiveness of activities to provide parent involvement, professional development, and other title I activities.**

## School Improvement Timeline

**School Improvement Timeline**

**Miss AYP**
**Miss AYP   school improvement yr 1 (choice)**
**Miss AYP   school improvement yr 2 ****	****	****	****          (supplemental educational services)**
**Miss AYP   corrective action**
**Miss AYP   restructure (planning year)**
**Miss AYP ****	****restructure (implement plan)**

## School Improvement: Year 1

**School Improvement: Year 1**

- Each title I district must identify for school improvement any title I school that fails to make AYP for two consecutive years.
-  Identification must take place before the beginning of the school year following the failure to make AYP.
- Within 3 months, an identified school must develop a school plan, in consultation with parents, school staff, district, and outside experts.

## The school plan must...

**The school plan must...**

**Cover a 2-year period**
**Incorporate strategies based on **_**scientifically**_** **_**based research**_** to address specific areas that caused the failure**
**Adopt policies and practices concerning the school’s core academic subjects that have the greatest likelihood of raising student achievement to meet the state proficient level**

## The school plan must also...

**The school plan must also...**

**Assure that the school will spend not less than 10% of its title I funds on professional development annually**
**Establish annual measurable objectives for continuous and substantial progress to ensure that each subgroup will meet proficiency within 12 years**
**Provide effective parent involvement**
**Incorporate, as appropriate, extended-time activities **
**Incorporate a teacher-mentoring program.**

## The school plan must also...

**The school plan must also...**

- Be implemented not later than the beginning of the next full school year following identification for improvement.
- Districts must review the plan, using a peer review process, within 45 days of receiving it and approve it if it meets the statutory requirements.
- Districts must ensure that the school receives technical assistance.
- Districts must provide all students in the school the option to transfer to another public school not identified for improvement.

## School Improvement: Year 2

**School Improvement: Year 2**

** **
******  ****If a school fails to make AYP by the end of the first full year after identification, the district must—**
******continue to provide technical assistance**
******continue to make public school choice available**
******make supplemental educational services available**

## Limited Exceptions for all improvement actions

**Limited Exceptions for all improvement actions**

- The LEA may delay, for no more than one year implementation of supplemental services if the school makes AYP for one year or if failure is due to exceptional or uncontrollable circumstances, such as—.
-   Natural disaster.
-   Precipitous and _unforeseen_ decline in the financial resources of the LEA or school.

## Corrective Action

**Corrective Action**

- If a school fails to make AYP by the end of the second full school year after identification, the district must—
- Continue to make public school choice available
- Continue to make supplemental services available
- Continue technical assistance
- Identify the school for corrective action and take at least one of the following actions:

## Possible corrective actions

**Possible corrective actions**

- Replace school staff relevant to the failure
- Institute and implement a new curriculum
- Significantly decrease management authority in the school
- Appoint outside experts to advise the school
- Extend school year or school day
- Restructure internal organization of the school

## Restructuring

**Restructuring**

-   If a school fails to make AYP after one full year of corrective action, the district must—
-   continue to make public school choice available
-   continue to make supplemental services available
-   prepare a plan to restructure the school

## Restructuring, continued

**Restructuring, continued**

- By the beginning of the next school year, the district must implement one of the following alternative governance arrangements, consistent with state law:
- Reopen school as a public charter school
- Replace all or most of school staff, including the principal
- Enter into a contract with an entity, such as a private management company, with a demonstrated record of effectiveness to operate the school
- State takeover
- Any other major restructuring of the school’s 	governance arrangement

## Exiting School Improvement

**Exiting School Improvement**

- If a school identified for improvement, corrective action, or restructuring makes** **AYP for two consecutive years, the school is no longer subject to improvement.

## Transition for Previously Identified Schools

**Transition for Previously Identified Schools**

**Schools in the first year of school improvement in 2001-02 will be in the first year of school improvement under NCLB in 2002-03 and must provide public school choice.**
**Schools with two or more consecutive years of school improvement in 2001-02 will be in the second year of school improvement under NCLB in 2002-03 and must provide public school choice and supplemental educational services.**
**Schools in corrective action in 2001-02 will be in corrective action under NCLB in 2002-03 and must provide public school choice, supplemental educational services, and take one of the mandatory corrective actions.**

## SEA Responsibilities

**SEA Responsibilities**

**	****Make technical assistance available, such as through school support teams, to schools identified for school improvement, corrective action and restructuring**
**	****Take corrective action as the SEA determines appropriate if a district fails to carry out its responsibilities**
**	****Ensure assessment results are provided to a district **_**before the beginning of the next school**_** year and before identification of schools may take place**

## SEA Responsibilities, Cont.

**SEA Responsibilities, Cont.**

**	**Notify the secretary of major factors that significantly affected student achievement in districts and schools identified for improvement
- 	Identify districts for improvement and corrective action

## Annual State Report Card

**Annual State Report Card**

**Will include:**
**Disaggregated student achievement results by performance level **
**Comparison between annual objectives and actual performance for each student group**
**Percent of students not tested, disaggregated**
**2-year trend data by subject, by grade tested**
**Data on other indicators used to determine AYP**

## Annual State Report Card (cont.)

**Annual State Report Card (cont.)**

**Graduation rates**
**Performance of districts making AYP, including the number and names of schools identified for school improvement**
**Professional qualifications of teachers, percent with provisional credentials, percent of classes not taught by highly qualified teachers including comparison between high- and low-poverty schools**
**Optional information provided by State**

## And there are rewards

**And there are rewards**

- Academic Achievement Awards Program
- For schools that significantly closed the achievement gap between sub groups of students;or
- Exceed their adequate yearly progress, for 2 or more years
-                                                    1117 (b)(1)

## For more information...

**For more information...**

**The complete text of no child left behind**
**	****www.ed.gov/legislation/esea02/**
**Final regulation - standards and assessment**
**	****www.ed.gov/legislation/FedRegister/finrule/2002-3/070502a.html**
**Proposed regulation – accountability**
**http://www.ed.gov/legislation/**
**FedRegister/proprule/2002-/080602a.pdf**

## No Child Left Behind

**No Child Left Behind**