# Presentation: 815220

## No Child Left Behind

**Accountability and AYP**

## Each State shall...

- 	Develop and implement a statewide accountability system that will be effective in ensuring that all local educational agencies, public elementary schools and public secondary schools make adequate yearly progress

## Accountability System

-  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).

**Accountability System**

## 95%

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

** **

**Student Performance**

**Student Participation**

**School Progress **
**over Time**

*95%*

## 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

## 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 clarifies that alternate definitions that accurately measure the graduation rate are permissible.

**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 clarifies that alternate definitions that accurately measure the graduation rate are permissible.

## 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)**

** **

** **

## 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.

## 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.

**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**
**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)**
**                ****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.

## 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.**

## 	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:

**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:

## 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.

**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.

##  	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**

-  	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.

## 	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.

**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.**

## 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**

**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**

## 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

**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**