Adequate Yearly Progress (AYP) Board Presentation March 25, 2008

NCLB Requirements Students identified as members of nine (9) specified groups: * Total Group* American Indian * White* Economically Disadvantaged (Eligible for Free/Reduced Lunch) * Black* Limited English Proficient (English Language Learners [ELL]) * Hispanic* Students with Disabilities (ESE Students) * Asian

How many students in a subgroup? If total number of students in a school is greater than ten, AYP will be determined A minimum of 30 students and those 30 represent more than 15% of the schools’ population in grades tested - or 100 students in a group - is required for that group to be a subgroup at the school. Example #1: School Enrollment for Grades Tested = 500 x 15% = 75; thus, if 80 American Indian students are in the grades tested at that school, they would make up a subgroup Example #2: School Enrollment for Grades Tested = 1,500 x 15% = 225; but 225 is over the 100 minimum; thus, if 100 American Indian students are in the grades tested at that school, they would make up a subgroup.

NCLB Requirements By 2014, 100% of students in each of the nine (9) groups must meet “Proficiency” standards in Reading & Math “Proficiency” standards determined by each state & varies state by state Florida identified Level 3 on FCAT since it was already using that level to “grade” schools Some states identified “easier” standards

Florida’s Reading & Math Standards: % of students who must score at/above Level 3 on FCAT School YearReadingMath

NCLB Requirements In addition to meeting Reading & Math standards, states must include other indicators. Florida’s other indicators are: Participation Rate: 95% of students in each group must participate in testing Writing Criteria: 1% improvement in percentage of students proficient in writing OR 90% or more students are proficient in writing (Level 3 in Writing)

Florida’s Other Indicators (cont.) ********** Graduation Rate: 1% improvement in Graduation Rate OR school has Graduation Rate of 85% or higher (applies to high schools only) School Grade: Must be A, B, or C school

Safe Harbor Participation (95%), writing criteria (1% improvement or 90%), graduation rate (1% improvement or 85%), and school grade (A, B, or C) must ALL be met first! Reading & Math Safe Harbor:  If the percent of non-proficient students (Level 1 & 2) in the subgroup decreased by at least 10% from the preceding year and  the subgroup has met the writing criteria and  the subgroup has met the graduation rate criteria Then the subgroup has made AYP in Reading and/or Math

Florida’s Growth Model Participation (95%), writing criteria (1% improvement or 90%), graduation rate (1% improvement or 85%), and school grade (A, B, or C) must ALL be met first! Reading & Math Growth Model:  the subgroup has met the writing criteria and  the subgroup has met the graduation rate criteria  If the percent of students “on track to be proficient” in three years or less in reading and/or math is at or higher than the percent required for that particular year (see chart) Then the subgroup has made AYP in Reading and/or Math

Growth Model – Example: The third grade Developmental Scale Score (DSS) will be used as the baseline. The difference between the baseline and proficient on the sixth grade test is 621 DSS points (take 1622 and minus 1001). For the current year (fourth grade, the second year in the state), the student must perform well enough on the test to meet the trajectory benchmark, a student must, close the gap by 33.3 percent of the difference between the score for proficiency and his baseline (grade 3 FCAT) DSS score (divide 621 by 3 = 207). The student would need to score at least 1208 in grade 4 to be considered to be on track to be proficient (take 1001 plus 207).

School Makes AYP if….. Writing Criteria Met YES Graduation Criteria Met YES School Grade Not D or F YES AND… Reading Math Reading Math 95%95% Criteria Criteria Tested Tested MetMet TotalYESYESYESYES WhiteYESYESYESYES BlackYESYESYESYES HispanicYESYESYESYES AsianYESYESYESYES American IndianYESYESYESYES Economically DisadvantagedYESYESYESYES Limited English ProficientYESYESYESYES Students with DisabilitiesYESYESYESYES School must meet ALL of the above 39 criteria to make AYP. If school has a “No” in Reading or Math Criteria (last two columns) then DOE calculates Safe Harbor or Growth Model for that criteria.

That “No” will become “Yes” under Safe Harbor if……………  If the percent of Level 1 & 2 students in the subgroup with a “No” decreased by at least 10% from the preceding year and  the subgroup has met the writing criteria and  the subgroup has met the graduation rate criteria If subgroup does not meet Safe Harbor, then DOE calculates the Growth Model

That “No” will become “Yes” under the Growth Model if……………  If the percent of students “on track to be proficient” in three years or less in reading and/or math is at or higher than the percent required for that particular year (see chart) and  the subgroup has met the writing criteria and  the subgroup has met the graduation rate criteria If the subgroup does not make AYP thru Safe Harbor or the Growth Model, the school does not make AYP

When is School Identified as Not Making AYP? A school that misses any one of the 39 criteria is identified as Not Making AYP

What if only the SWD subgroup missed the reading or math criteria? If the school did not make AYP solely because the SWD subgroup missed its proficiency target (in reading, math, or both), a mathematical adjustment is applied to the percent proficient. If applying the mathematical adjustment increases the SWD percent proficient to meet or exceed the state proficiency target, the SWD subgroup will be considered to make AYP. And the school will be considered to make AYP. Mathematical adjustment has been +14 points for the last two years. (The mathematical adjustment does not apply to participation, writing, or graduation.)

Consequences of Not Making AYP State DOE publishes AYP Report for all schools in district If a school receives Title I funds and does not make AYP in the same content area for two consecutive years, that school is identified as a “school in need of improvement” (SINI)

When is a Title I School identified as Not Making AYP in the same content area? When one or more subgroups do not meet the same criteria for two consecutive years (“No” in Reading for two consecutive years; or “No” in Math for two consecutive years) OR The school does not meet the Participation, Writing Improvement, or Graduation Rate Improvement for two consecutive years OR A combination of the above (Such as: “No” for a subgroup in Math one year followed by “No” for Writing Improvement the next year)

Example 1: Sea Shell School misses one content area, Math, in Sea Shell School misses the other content area, Reading, in Therefore, Sea Shell School is not identified under school improvement. Sea Shell School Sea Shell School AYP STATUS NO Writing YES Grad Rate YES School Grade YES 95% 95% Tested Reading Math Tested Reading Math Total YES YES YES White YES YES YES Black YES YES YES Hispanic YES YES NO Hispanic YES YES YES Asian YESYES YES Asian YES YES YES Am. Indian YES YES YES Eco. Disad. YES YES YES Eco. Disad. YES NO YES ELL YES YES YES SWD YES YES YES

Example 2: Sunshine Elementary misses one content area, Math, for two years in a row. Therefore, Sunshine Elementary is identified under school improvement. Sunshine Elementary Sunshine Elementary AYP STATUS NO Writing YES Grad Rate YES School Grade YES 95% 95% Tested Reading Math Tested Reading Math Total YES YES YES White YES YES YES Black YES YES YES Hispanic YES YES NO Hispanic YES YES YES Asian YESYES YES Asian YES YES YES Am. Indian YES YES YES Eco. Disad. YES YES YES ELL YES YES YES ELL YES YES NO SWD YES YES YES

School Improvement Requirements & Timeline Miss AYP Miss AYP School Improvement Yr 1 (choice) Miss AYP School Improvement Yr 2 (supplemental educational services [SES]) Miss AYP Corrective Action Miss AYP Restructure (planning year) Restructure (implement plan)

Florida DOE’s Terminology SINI 1 = Choice SINI 2 = Choice & SES SINI 3 = Choice, SES, & Corrective Action SINI 4 = Choice, SES, Corrective Action & Restructuring Plan SINI 5 = Choice, SES, & Implement Restructuring Plan

Status of Monroe’s Title I Schools Stanley Switlik: SINI 3 = Choice, SES, & Corrective Action Switlik made AYP in If Switlik makes AYP this year, it will be fully out of SINI status and will not be subject to any of the above. If Switlik does not make AYP, it would move to SINI 4 = Choice, SES, Corrective Action & Restructuring Plan Switlik AYP Report

Status of Monroe’s Title I Schools (Cont.) Marathon High & HOB: SINI 4 = Choice, SES, Corrective Action & Restructuring Plan If they make AYP this year, they would be subject to the above again next year. If they do not make AYP, they would move to SINI 5 = Choice, SES, Corrective Action & Implement Restructuring Plan MHS AYP Report HOB AYP Report

Status of Monroe’s Title I Schools (Cont.) Key Largo School: Has made AYP for the last two consecutive years. It is fully out of SINI status and not subject to any SINI requirements. KLS AYP Report

Status of Monroe’s Title I Schools (Cont.) Gerald Adams Elementary: Missed AYP in If Gerald Adams makes AYP, it would remain fully out of SINI status and not subject to any SINI requirements. If it does not make AYP this year, it would be in SINI 1 status = Choice in GAE AYP Report

Status of Monroe’s Title I Schools (Cont.) Glynn Archer Elementary: In SINI 1 (Choice) this year. Made AYP in If Glynn Archer makes AYP this year, it would be fully out of SINI status and not subject to any SINI requirements. If it does not make AYP this year, it would be in SINI 2 status = Choice & SES in GRA AYP Report

Impact on Title I Budget 5% Required Set-Asides Highly Qualified Teacher 1%Parent Involvement 10%Professional Development for School Improvement 5%Choice With Transportation 5%Supplemental Instructional Services (SES) 10%Choice With Transportation & SES 36%Sub Total TBDHomeless – Usually around $4, TBDNeglected & Delinquent – Usually around $4, TBDPrivate School – Usually around $25, TBD Indirect Cost Approximately 40% or more has to be set aside before any funds can be allocated to schools = less funds for Title I schools

How are districts responding to this?

How are districts responding to this? (Cont.)

With fewer dollars for Title I schools, districts are:  focusing dollars on elementary schools, and  have increased the “cut-off” percent so that the Title I funds go only to schools with the highest percentage of free/reduced lunch students (in effect reducing the number of schools receiving Title I funds)

How are districts responding to this? (Cont.) By reducing the number of Title I schools, districts are able to:  maintain a reasonable level of Title I funds at the schools that are receiving Title I dollars  some fund community involvement specialists to improve parent contact and involvement at the schools  some fund personnel to properly manage and supervise the detailed requirements of SES, maintain contact with SES parents and monitor the SES Providers Perhaps the time has come for Monroe County to consider this approach…