1. Great Schools Getting Better! Adequate Yearly Progress Results
Rochester
Public Schools
Great Schools Getting Better! Adequate Yearly Progress Results
No Child Left Behind
Rochester Public Schools – Great Schools Getting Better
The purpose of this presentation is to provide information about the federal law known as “No Child Left Behind”
Information is provided in this presentation to explain how the requirements of the law are connected with our students performance on state tests

2. District vision/ mission statement
VISION Lifelong Learning For All
MISSION
Create an environment where lifelong learning is valued, excellence is expected, and improvement is continuous.
Read the slide

3. The highest priority for the Rochester Public Schools is to raise student achievement.
Our work is founded on the belief that all children can learn and will achieve.
The school district is committed to raising performance in all schools for all students.
Read the slide

4. Rochester Public Schools is focused on raising the bar
No Child Left Behind:
The number of schools not making Adequate Yearly Progress (AYP) is on the rise.
In 2009, 45% of Minnesota schools were identified as schools in need of improvement.
Minnesota currently has 283 Title I schools in need of improvement. These schools will be providing additional options, support and services to students.
Although it is important for all students in all schools to make Adequate Yearly Progress, only those districts and those schools that receive federal funds through the Title I program are required to follow certain steps toward improvement.
Rochester Public Schools receives this federal funding.
Rochester Public Schools is focused on raising the bar for ALL students
Rochester Public Schools is focused on raising the bar
for students.

5. What is No Child Left Behind (NCLB)?
NCLB is a federal law
ALL students reach proficiency by 2014
This is measured by Adequate Yearly Progress (AYP) and Annual Measurable Achievement Objectives (AMAO).
No Child Left Behind is a federal law. This law monitors the progress of all students, including federally defined student groups.
The goal of the law No Child Left Behind is to have ALL students proficient on state tests by 2014.
No Child Left Behind monitors school districts’ performance on state testing. Math and reading scores are representative of achievement and participation, while science reflects participation only. Language proficiency is also monitored for students with Limited English Proficiency.
Districts and schools are required to make progress toward the goal of 100% student proficiency
This is measured by Adequate Yearly Progress (AYP) and Annual Measurable Achievement Objectives (AMAO). AYP and AMAO will be explained in more detail in the rest of this presentation.

6. How is AYP determined?
Minnesota Department of Education (MDE) measures achievement of students each year using several state tests: MCAs, MTELLs and MTAS.
AYP measures progress towards 100% of students meeting proficiency in reading and math.
Adequate Yearly Progress is the measurement of progress towards the goal of 100% of students meeting proficiency in reading and math.
Minnesota Department of Education (MDE) measures achievement of students each year using several state tests.
The Minnesota Comprehensive Assessment-II (MCA-II) is based on the Minnesota state standards, which define what students should be learning each year. This test is given in reading, math and science to ALL students in grades 3-8, 10-11
The Mathematics Test for English Language Learners (MTELL) is an accommodated, computer-delivered mathematics test featuring simplified English. The MTELL assesses the same grade level standards as the Minnesota Comprehensive Assessments, Series II (MCA-II), but test items are designed to reduce the confounding effects of language on math performance.
The Minnesota Test of Academic Skills (MTAS) is Minnesota’s alternate assessment in reading and mathematics provides an alternate assessment based on alternate achievement standards that are aligned with grade level academic standards.
Every year, the achievement level for making Adequate Yearly Progress is raised in order to achieve that all students are proficient by 2014

7. Who is tested to determine AYP?
The number of students proficient in each student group determine if the school or District make AYP.
Students in grades 3-8 and grade 10 are tested in reading.
Students in grades 3-8 and grade 11 are tested in math.
Students in grades 5,8,10 are tested in science.
Students in grades k-12 are tested in Language Acquisition.
In 2009, Approximately 9,300 Rochester Public Schools students took the MCA-II tests in reading and math.
The number of students proficient in each student group, of each content area, determine whether or not a school or the District make Adequate Yearly Progress
Sites meeting the goals are said to “make AYP,” sites that do not meet the goals do “not make AYP”

8. How are the results reported for AYP?
All students
American Indian/ Alaskan native Students
Asian/ Pacific Islander Students
Hispanic Students
Black Students, not of Hispanic Origin
White students, not of Hispanic Origin
Limited English Proficient Students
Special Education Students
Students Eligible for Free or Reduced Price Meals
According to federal law, these student groups are monitored for proficiency in reading and math.
The student group “All students” includes all student groups combined
Remember, Adequate Yearly Progress is dependent upon whether or not proficiency is met by all student groups in each content area, reading and math

9. In which areas did our district make AYP?
RPS made AYP in 88% of areas.
AYP Chart
All
Amer. Ind.
Asian/PI
Hispanic
Black
White
LEP
SPED
FRPL
School/Subject M R
ISD 535 A S B
Elementary
Bamber Valley -
Bishop Z
Elton Hills
Folwell
Franklin
MAF
Gage
Hoover
Jefferson
Longfellow
Pinewood
Riverside
Sunset Terrace
Washington
Lincoln
Middle
John Adams
Willow Creek
Kellogg
Friedell
High
Century
John Marshall
Mayo
ALC
CEC
RALC
Bridge
ESC
RAMS
Hawthorne
Burr Oak
In which areas did our district make AYP?
AYP Chart
In this chart, the green cells show the areas in which our district is making AYP, or meeting proficiency.
The yellow cells show the areas in which our district made safe harbor, which means there has been significant progress, although still slightly below the target. This is considered a positive outcome.
The blue cells show the areas that do not pertain to our district.
Making AYP
Safe Harbor
Not Making AYP
No students or too few students in area to measure.

10. In 78 areas, increases were statistically significant!
2009 AYP Summary
Overall, we were cited in 41 areas (compared to 42 last year).
RPS improved in several areas
8 schools had less areas cited this year than last year.
The district had less areas cited this year than last year.
7 schools had more areas cited this year than last year.
2 of the schools that receive Title I federal funding are required to offer the School Choice Transfer Option.
(Pinewood and Riverside)
3 schools went off AYP completely.
(Franklin, Willow Creek, and Jefferson)
5 schools went on AYP this year.
(Elton Hills, Folwell, Gage, John Adams, and Friedell).
In 2009, Rochester Public Schools was cited in 41 areas, this is a slight decrease compared to last year. We’re thrilled that Franklin, Willow Creek and Jefferson schools went off AYP completely. Two schools, Pinewood and Riverside, will offer a school choice transfer option in 2010, because they were cited two years in a row and receive federal funding.
100% Proficiency in 35 areas
70-98% Proficiency in 200+ areas
In 78 areas, increases were statistically significant!

11. Focusing our Efforts
Our goal is to have100% of students proficient in math and reading.
School
Subject Area Cited
Subgroup(s) Cited
District*
Math
Black, SPED, FRPL
Reading
LEP, SPED
Bamber Valley
Black, LEP, SPED, FRPL
Folwell
SPED
Elton Hills*
Gage*
Hispanic
Hispanic, Black, LEP, FRPL
Longfellow*
Pinewood*
Hispanic, Black, LEP
Riverside*
FRPL
Black, LEP, FRPL
Century
LEP
John Marshall High School
Black, LEP
Mayo High School
RALC
All Students
John Adams
Kellogg
SPED, FRPL
Friedell
Burr Oak
SPED = Special Education, LEP = Limited English Proficient, FRPL = Free and Reduced Lunch Program
*School receiving Title I federal funds
In what areas did our district not make AYP?
The goal of Rochester Public Schools is to have 100% of students proficient in math and reading.

12. How is AMAO (Annual Measurable Achievement Objectives) determined?
LEP students meet AYP targets, as well as targets for Language Proficiency attainment and progress.
AMAO measures progress towards 100% of LEP students achieving English language proficiency in Reading, Writing, Listening and Speaking.
Yearly tests for students K-12
Annual Measurable Achievement Objectives, or AMAO, is measured at the district level only and not by site. It is based on additional yearly testing of students with Limited English Proficiency
Making Annual Measurable Achievement Objectives means that students with Limited English Proficiency meet Adequate Yearly Progress targets as well as targets for language proficiency and progress.
Annual Measurable Achievement Objectives measures progress towards 100% of English Language Learners achieving English language proficiency in Reading, Writing, Listening and Speaking.
Yearly assessments for students K-12
Although the Rochester Program for exceeded the state targets in five of the six categories, the district was still cited as not meeting state standards.

13. Who is tested to determine AMAO?
Grades 3-12 take the TEAE
Grades K-12 take the MN SOLOM
Grades K-2 complete the ESOL Checklist
Narrative:  The Test of Emerging Academic English is a test of reading and writing skills, as is the K-2 Checklist.  The Minnesota Student Oral Language Observation Matrix is an assessment of listening and speaking skills.  These tests demonstrate personal growth for students acquiring English, but are also an assessment of the district ESOL program. All assessments count equally as a measure of growth.

14. How are the results reported for AMAO according to the NCLB law?
LEP Students who have been in MN schools for 0 to 2.9 years.
LEP Students who have been in MN schools for 3 to 5.9 years.
LEP Students who have been in MN schools for 6 or more years.
*Within the larger categories of Progress and Proficiency, the students are reported in these sub-categories, according to the length of time they have been in Minnesota Schools.

15. Where we’re focusing our efforts:
In , Rochester Public Schools met AMAO in 6 of the 8 possible areas.
Progress: Years, Years, 6+ Years
Proficiency: Years, Years
AYP: Math
Where we’re focusing our efforts:
*Although Rochester Public Schools met Annual Measureable Achievement Objectives, or AMAO, this year, Rochester Public Schools did not make the goal for progress in the 6+ Years subcategory
*The district is looking at alternate ways to promote language learning for students in this group. Referring these students with Limited English Proficiency to Read 180 is one example of an alternative to instruction.
Progress: 6+ years

16. The DINI Plan
What does it mean to be identified as a District in need of Improvement (DINI)?
The process begins with an improvement plan to increase proficiency and reach NCLB’s target of 100% proficiency by
The District In Need of Improvement Plan contains state required elements, goals, and scientifically researched based approaches.
Additional requirements for identified as “In Needs of Improvement” include public reporting, parental notification, limits on Title I spending and the development of a Plan.

17. The district receives Title I federal funding and is required to write an improvement plan to address areas of need based on current results.
The plan is a critical tool for the continuous improvement for the district. It helps us focus our efforts to raise student achievement.
*The District In Needs of Improvement plan, although a requirement for not making Adequate Yearly Progress (AYP) and Annual Measurable Achievement Objectives (AMAO), is a means to focus all our initiatives

18. The Rochester Public Schools DINI Plan Pillars
The 2008 EDC Report examined and identified the achievement and opportunity gaps that exist for students in the Rochester Public Schools.
Several resources were used as the needs assessment for the plan. These resources include district surveys, achievement data, and the EDC report. These findings were used to direct the Districts Five Year Plan, the District Management Plan, and now, the District In Needs of Improvement Plan, or the DINI.
The District’s Five-Year Strategic Plan addresses those gaps and highlights the strategies and opportunities for raising the achievement and success of every student.
The District Management Plan is a year-by-year look at the strategies to raise achievement and close opportunity gaps.

19. What is the DINI Team Mission
Although the plan was initiated as a result of not making AYP in reading and math with all student groups, the committee took on the task of creating a plan that would improve achievement for all students and move all students towards proficiency.
Read the slide

20. How was the DINI plan developed?
Needs Assessment
Minnesota Department of Education
The plan was submitted for approval to MDE in November and approved in February.
The DINI Team involved many different people and perspectives in the challenging task of developing the plan, including staff and parents.
Assessment information was analyzed to pinpoint strengths and opportunities for improvement.
Minnesota Department of Education provided support to the team in order to create a plan and continues to provide support for training, implementation and monitoring

21. What does the DINI plan include?
The two-year plan contains several strategies focused on improving achievement for ALL students.
Read the slide

22. Interventions and Supports
Read 180
“Read 180 helped me become a better reader and inspired me to read more books.”-Middle School Student
Interventions and Supports
Mathletics
“Students have the opportunity to explore and focus on critical learning gaps.” -Curriculum Associate
Read 180 is a supplemental, intensive reading program that helps students focus on their individual literacy needs.
Mathletics is a math model for 1st-3rd graders build around fie themes: numbers and operations, measurement, geometry, algebra and functions and data analysis and probability.
Voyager Math, built for 3rd grade and up, fills critical learning gaps with a balanced, systematic approach, to create confident, independent learners.
Voyager Math
“Students build on the skills they learned the day before.” -Curriculum Associate

23. Interventions and Supports
Collaborative Teaching
“Collaborative teaching creates equity in the classroom for ESOL and Special Education Students.”
–ESOL Coordinator
Efficacy Training
“Efficacy training has helped me understand to take failure as feedback.” -Parent
Interventions and Supports
Collaborative Teaching combines the regular education classroom with ESOL students or Special Education students.
Efficacy Training supports a growth
mind-set that intelligence can be developed.
Courageous Conversations guides individuals in examining themselves racially and helps to develop the culture and structure necessary to close the racial achievement gap.
Courageous Conversations
“For years our students have had to adapt to the system. It’s time for the system to adapt to the needs of students and families.”
–Principal

24. How will the DINI plan be implemented?
A district steering committee consists of leaders in different departments.
The plan contains district level and building level initiatives.
A district steering committee consists of leaders in the different departments that will be responsible for implementing and monitoring the plan.
The plan contains district level and building level initiatives, many of which are already implemented

25. How will progress be monitor
ed?
How will progress be monitor
RESULTS
The DINI Team
The District In Needs of Improvement plan provides a list of results that will be collected to track progress towards the Adequate Yearly Progress goals and Annual Measurable Achievement Objective goals.
The District In Needs of Improvement Team will meet throughout the spring to assess implementation, and throughout next year to monitor results and progress

26. We will continue to show gains and narrow the gap.
There has been outstanding progress, success and great growth with our students and within our schools as a result of the on-going high quality instruction by dedicated staff, as well as the implementation of the interventions and staff development opportunities to address the opportunity gap.
We will continue to show gains and narrow the gap.
There has been outstanding progress, success and great growth with our students and within our schools as a result of the on-going high quality instruction by dedicated staff, as well as the implementation of the interventions and staff development opportunities to address the opportunity gap.
We will continue to show gains and narrow the gap.

27. Moving Forward
Our goal is to have100% of students proficient in math and reading.
Assessments are vital in the progress our students’ achievement.
We encourage parents to become educated in the assessment process in order to enhance learning of your child(ren).
We encourage parents to become educated in the assessment process in order to enhance learning of your child(ren).
We value your partnership and look forward to working with you and your children in the future.
Contact your child’s school to find out about opportunities for parental involvement such as getting involved with activities and committees.
Contact your child’s school to find out about opportunities for parental involvement such as getting involved with activities and committees.
We value your partnership and look forward to working with you and your children in the future.

28. Thank you for all that you do for our students.
Great Schools Getting Better!