Testing Coordinators: October 4, 2007 Adequate Yearly Progress (AYP) and Academic Performance Index (API)

Adequate Yearly Progress (AYP) vs. Academic Performance Index (API) Understanding the Difference

Adequate Yearly Progress (AYP) Federal Testing Accountability No Child Left Behind Testing Accountability: Required Elements

Adequate Yearly Progress (AYP) and Annual Measurable Objectives (AMO) All Title I Schools must meet Adequate Yearly Progress (AYP) school wide. Failure to meet AYP for two consecutive years in a single curricular area or AYP component will move a school into Program Improvement (PI) status. Curricular Areas: Language Arts and Math

Exiting Program Improvement (PI) To exit PI status, a PI school must meet Adequate Yearly Progress (AYP) in each AYP component for two consecutive years.

AYP Criteria for High School: 1. Participation Rate: 95% participation rate must be met in California High School Exit Exam (CAHSEE) for all 10th graders and for each significant 10 th grade subgroup.

AYP Annual Measurable Objectives High School Level ELA CAHSEE Proficiency* ’07= 22.3% ’08= 33.4% ’09=44.5% Math CAHSEE Proficiency* ’07=20.9% ’08=32.2% ’09=43.5% 2. Proficiency:

CAHSEE Passing English Language Arts: Scaled Score of 350 Mathematics: Scaled Score of 350

CAHSEE Proficiency English Language Arts: 380 Scaled Score Mathematics: 380 Scaled Score

AYP Criteria for Elementary/Middle School/High School: 3. Academic Performance Index (API) Minimal School API Score of 590 (620 in Spring ‘08) Or Increase of 1 API point per year

AYP Criteria for High School: 4. Graduation Rate : Improvement in the graduation rate of at least.1%

ALL Title I Schools are accountable for significant subgroups If a Title I High School has a 10th grade subgroup population which is: 100 students or greater who are to be STAR tested, or 99 to 50 students which represent at least 15% of the total number of students to be tested, the subgroup must meet: Participation Rate and Annual Measurable Objectives (AMO) Proficiency Rates.

3 Key Subgroups English Learners Socio Economically Disadvantaged Special Education

Key Subgroup: EL Students Includes RFEPS (Proficiency only).

Key Subgroup: Socio Economically Disadvantaged Free and Reduced Lunch. Parents did not graduate from High School.

Key Subgroup: Special Education Any student with an IEP. Exited Special Ed Students count for Proficiency (2 years max). Math Proficiency Provision.

Review New AYP Report Accountability Progress Report

Meeting AYP: While Implementing the Core Program Elements, Consider:

1. 10 Grade CAHSEE Testing Drive 2. Providing 9 th and 10 th grade students with adequate review of 6th, 7th, and 8th grade CAHSEE tested Math standards in all 9 th and 10 grade Math classes. 3. Targeting the key standards in English 9 & 10 that are CAHSEE tested. 4. “Bridge” / Articulation with Middle Schools to align ELA and Math strategies and to target CAHSEE needs early.

Academic Performance Index (API) State of California Testing Accountability

The Big Six: API Component Breakdown 1. ELA CST: 28.8% 2. Math CST EOC: 18.0% 3. Science CST Grade 10+EOC Grade 9-11: 19.3% 4. History CST: 14.7% 5. CAHSEE ELA : 9.6% 6. CAHSEE Math: 9.6%

API Participation Rate: 85% participation rate must be met in California Standards Tests (CST) Grade Level Exams: ELA Grades 9-11 US History Grade 11 Life Science Grade 10

Calculating API Key to API Growth

Academic Performance Index (API) Criteria: Quintile Rankings and Weights Quintile API Weights Advanced Proficient Basic Below Basic Far Below Basic

Academic Performance Index (API) Criteria: Quintile Rankings and Weights Quintile API Weights Advanced Proficient Basic Below Basic Far Below Basic Numbers of Students

Academic Performance Index (API) Criteria: Quintile Rankings and Weights Quintile API Weights Gain in API Weight N/A Advanced Proficient Basic Below Basic Far Below Basic

Figure #1- California Standards Test (CST) Levels: Language Arts Far Below BasicBelow BasicBasicProficientAdvanced 150 to to to to to 600 State Target for All Students API For Academic Performance Index (API), greatest gains will occur when moving students from the lowest CST levels due to weighting factors.

Academic Performance Index (API) Criteria: CAHSEE Weights Scaled Score API Weights (350)1000 XXXX (Below 350)200 Pass XXXX Fail

Review New API Report Accountability Progress Report

Generating API: “Checking for Leaks”: SIS CST Comparison Reports

“Leakage” API Two Reasons API drops: 1. Failure to move students from Far Below Basic to Below Basic. 2. Having students “leak” multiple quintile levels.

“Checking for Leaks”: XXXXX Middle School Spring 2004 to Spring 2005 CST results Targeted Intervention Program in Math 50 students moved to CST proficiency 60 students move out of CST proficiency Net Growth of Proficient students in Math: -10

Academic Performance Index (API) Criteria: Quintile Rankings and Weights Quintile API Weights Advanced Proficient Basic Below Basic Far Below Basic

ID99,2 (current year) “1” (for active) (enter today’s date) “2” (select by class number) “Y” (enter by district course #) – Grade 6 Math Grade 7 Math – Algebra I – Algebra Readiness (proceed to next step) “T” (sort by teacher) Press enter (Do start a new page or switch to Don’t) (create a new report) Type in title, then enter Preventing Leakage: Secondary

While Implementing the Core Program Elements, Consider: CST Testing Drive Full Implementation of Read 180 Computerized ELA Intervention Program Full Implementation of Cognitive Tutor Algebra I Intervention Program Check For “Leaks”

Wade Hayashida Categorical Program Coordinator Local District