AYP Adequate Yearly Progress (AYP) NCESD Title I/LAP Co-Op Work Session August 26, 2014 Jody Hess,...

Adequate Yearly Progress (AYP) NCESD Title I/LAP Co-Op

Work Session

August 26, 2014Jody Hess, OSPI Title I: jody.hess@k12.wa.us

Judi Jensen, NCESD Title I & Director Services: judij@ncesd.org 1

• Adequate Yearly Progress

• Public School Choice

• Supplemental Educational Services

To understand the AYP requirements that each district/school has to implement for the 2014-15 school year.

Goals for the Day

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Introductions…Introductions…Introductions…

• Your name• District• Position

ANDWhich topic do you have the most burning

questions about?• Adequate Yearly Progress• Public School Choice• Supplemental Educational Services

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HandoutsTable of Contents Cover Sheet / Binder

• Color-coded by these categories:» Powerpoint (BUFF)» PSC/SES Parent Communications (WHITE)» SES Provider Contract/Student Info. (YELLOW)» Parent and Community Communications (BLUE)» SES Management (BUFF)» SES Documentation Checklist (GREEN)» EZSES Brochure (PURPLE)

• NCESD Website: www.ncesd/page/607

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Proposal to USDE - APPROVEDApproved as of May 2, 2014

• To determine AYP status » Use assessment and other indicator data from 2010-11 and

2013-14» SMARTER BALANCED field test Schools data from 2010-11 and

2012-13

• Spring, 2014, Priority schools (bottom 5% of Title I schools in reading and math) and Focus schools [bottom 10% of schools based on subgroup performance in Reading/Math (combined)]. » Proficiency in Reading/Math (combined) for the 2010-11,

2011-12 and 2012-13 school years (using test results from spring 2011, 2012 and 2013 exams)

» Provide funding and technical support to assist schools in fulfilling school improvement plans (Indistar).

» Continue to serve previously identified Priority and Focus schools in 2014-15. 5

Proposal to USDEEvolution of School Federal Accountability and Improvement

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Accountability

SystemAYP AYP AMO AMO AYP AYP

Sanctions/Set Asides Next Year

YES, next year YES, next year NO NO YES, next year YES, next year

P, F P, FSteps 4 & 5 Steps 4 & 5

Steps 4 & 5 Steps 4 & 5 P,F,E P,F,E P, F P, FBased on 2010 Based on 2011 Based on 2011 Based on 2012 Based on 2013 Based on 2014

Named Oct 2010 Named Oct 2011 Named Spring 2012Named Spring 2013Name Spring 2014Name Spring 2015Served 2010-11 Served 2011-12 Served 2012-13 Served 2013-14 Serve 2014-15 Serve 2015-16

Steps 4 & 5 Steps 4 & 5Base on 2014 Base on 2015

Name Oct 2014 Name Oct 2015Serve 2014-15 Serve 2015-16

HybridSchool Improvement Lists

School Improvement the

following yearHybrid

Steps 4 & 5 Steps 4 & 5 P,F,E Stacked ranking

P,F,E Stacked ranking

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AYP Elements ALL students “proficient” by 2014 Separate annual proficiency goals in reading & math

1% can be proficient at district level using alternative performance standard

Same Goal on ‘state uniform bar’ for nine groups All students Five Racial/Ethnic Groups Students with Disabilities (Special Education) Students with Limited English Proficiency (ELL) Students from Low-Income Families (Poverty)

95% of students in each group to be assessed One other indicator

Graduation rate (high schools): 67% (or two percentage point increase)

Unexcused absences (Grades 1-8): 1% (or any decrease)7

AYP Elements• If a group does not meet the proficiency goal, it makes

AYP if it has a 10% reduction in those not meeting standard and meets the other indicator (Safe Harbor)

• Minimum number of students (N<30) needed for a student group for statistically reliable AYP decisions

• Count only those students who are enrolled for a full academic year (continuous enrollment from October 1 through the entire testing period)

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Proficiency Index• Each grade will be compared to the corresponding

uniform bar, regardless of the school’s grade span, using a “Proficiency Index.”

• The Proficiency Index is a single calculated number for a school and for each sub-group that averages each grade level’s proficiency percentage.

• The index allows test scores to be combined across grade spans for determining AYP status.

• The index is calculated using each grade’s target percentage.

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AYP Matrix (45 categories)

Elementary State Uniform Bar

52.2

64.2

76.1

88.1

29.7

100.0

82.4

64.9

47.3

0

10

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Pe

rce

nt m

eetin

g s

tand

ard

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Reading

Mathematics

Middle School State Uniform Bar82.5

65.1

47.6

30.1

38.0

58.7

79.3

100.0

17.3

0

10

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Per

cent

mee

ting

stan

dard

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Reading

Mathematics

High School State Uniform Bar

48.6

61.5

74.3

87.2

24.8

100.0

81.2

62.4

43.6

0

10

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Pe

rce

nt m

eetin

g s

tand

ard

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Reading

Mathematics

Title I AYP Sanctions» Notification to Parents

• Public School Choice (PSC)• Supplemental Educational Services (SES)

» School Improvement Plan• Corrective Action Planning (Step 3)• Restructuring Plan (Steps 4 and 5)• Indistar Plan

» District Improvement Plan» Professional Development» 20% SES + 10% PD Set Asides

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ConsequencesApply only to districts that receive Title I A Funds

District Improvement - STEPS 1& 2

Based on Data1.State Assessments

2.Graduation rate

3.Unexcused absences

AYP AYP

2010-11

2013-14 Professional

Development (PD) + District Improvement Plan + Parent Notification + Set Asides + Tech Support

PD + Corrective Action Plan + Parent Notification + Set Asides

Year 1

Year 2

AYP

Step

1Year 3

Identified for District Improvement

Step

2Year 4

AYP

Set Aside Title I, Part A FundsDistricts that receive Title I, Part A funds and are in a step of improvement —AYP step 1 or 2 — must set aside money from their total allocation for professional development.

Based on Data1.State Assessments

2.Graduation rate

3.Unexcused absences

AYP AYP

2010-11

2013-14

Professional Development (PD)School Improvement Plan (SIP) + Public School Choice (PSC)

PD + SIP + PSC + Supplemental Ed. Services (SES)

PD + SIP + PSC + SES + Corrective Action

SIP + PSC + SES + Corrective Action + Plan Restructuring

Restructured School Operation

Year 1

Year 2

AYP

Step

1Year 3

Step

2Year 4

Step

3Year 5

Step 4Year 6

Step

5Year 7

AYP AYP AYP AYP

Identified for School Improvement

SCHOOLS IN STEPS 1-5

ConsequencesApply only to schools that receive Title I A Funds

SanctionsDistrict responsibility

SBAC Field Testers2010-11

2012-13

Based on Same Data

Year 1 Not Making Adequate Yearly Progress (AYP)

School Parent Notification Requirements:

• No parent notification requirements for schools not making AYP in Year 1.

Schools that have not met AYP Requirements - Step 1

PD (10%) + SIP+ Public School Choice

Parent Notification must: Include a copy of the AYP report. Explain what the school is doing to address the

problem of low performance. Inform parents that their child is eligible for PSC. Identify each school that parents can select. Include information on the academic achievement

of the schools that parents may select. Explain PSC services are free to parents. Explain how students become eligible for PSC. Explain how the district will notify parents about

enrollment dates and start dates. Give information regarding who parents should

contact with questions.

Schools that have not met AYP Requirements– Step 2

PD (10%) + SIP+ PSC+ Supplemental Educational Services

Parent Notifications Must: Explain how parents can obtain SES for their child Identify each approved SES provider within district or

in its general geographic location. The notice should also identify providers that are accessible through technology, such as distance learning

Describe the services, qualifications and evidence of effectiveness for each provider

Indicate providers that are able to serve students with disabilities or LEP students

Include an explanation of the benefits of receiving SES Be easily understandable, in a format, including

alternative formats upon request, and in a language the parent can understand.

Schools that have not met AYP Requirements– Step 3

PD (10%) + SIP+ PSC+ SES + Corrective ActionParent Notification Must:

Include what the identification means, and how the academic achievement levels at this school compare to those at other schools in the district and state.

Include why the school was identified and how parents can become involved in addressing the academic issues that lead to identification.

Provide the options available to transfer their child to another public school (PSC);

Include the SES services available to eligible children.

Schools that have not met AYP Requirements– Step 4

SIP+ PSC+ SES + Corrective Action + Plan RestructuringParent Notification Must:

Provide parents prompt notice of the decision. Include what the identification means, and how the

academic achievement levels at this school compare to those at other schools in the district and state.

Include why the school was identified and how parents can become involved in addressing the academic issues that lead to identification.

Notify parents of the opportunity to comment before the school takes any restructuring action; and

Invite parents to participate in the development of the school’s restructuring plan.

Provide the options available to transfer their child to another public school (PSC);

Include the SES services available to eligible children.

Schools that have not met AYP Requirements– Step 5

Restructured School OperationParent Notification Requirements

Include what the identification means, and how the academic achievement levels at this school compare to those at other schools in the district and state.

Why the school has been identified and the action taken by the school and the district to address the problem that led to the school’s identification;

How parents can become involved in addressing the academic issues that led to the identification and description of the parental involvement opportunities available to parents;

Options available to transfer their child to another public school (PSC);

The SES services available to eligible children.

Supplemental Education Services (SES) District Responsibilities

» Coordinate with Building(s) Staff, Providers, Parents/Community

» Maintain Documentation» Establish 2 SES Enrollment Windows» Parent Notifications» Facilitate SES Student

Enrollment/Notify Providers

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Supplemental Education Services (SES) District Responsibilities

» Confidentiality» Ensure Equitable Treatment of ALL

SES Providers» Formal Contracts SES Providers and

Background Checks» Facility Use» Evaluation (Pre/post data from providers, survey, etc.)

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Supplemental Education Services (SES) District Responsibilities

» Progress Reports to Parents» Billing Requirements, Documentation

Review» Reporting Requirements

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Supplemental Education Services (SES)

School Responsibilities» Coordinate with District, SES Providers &

Parents/Community» Assist Parents (if requested)» Ensure Equitable Treatment of ALL SES

Providers» Provide SES Information and Training to

School Staff (as needed)

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Supplemental Education Services (SES)

Provider Responsibilities» Comply with all OSPI SES Provider

Assurances as per Agreement on FP 526 (iGrants)

» Align Services with OSPI Approved Application and Contract with District

» Coordinate with District, School & Parents

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Resources

• OSPI Webpage: http://www.k12.wa.us/TitleI/SES.aspx • NCESD Title I/LAP Webpage: http://www.ncesd.org/Domain/52 • A Toolkit for Title I Parental Involvement

» http://www.sedl.org/connections/toolkit/contents.html • Section 4 – LEA Responsibilities

– Tool 4.8 LEA Procedures – AYP Parental Notification Letter» Includes School Choice Instructions for Parent Notification Letter and» Includes School Choice Instructions for districts unable to offer Public School

Choice– Tool 4.9 Disseminating Annual Local Educational Agency Report Card– Tool 4.11 AYP Parent Notification Letter– Tool 4.12 Supplemental Educational Services Parent Notification Letter & Parent

Request for SES services

• Giving Parents Options PDF– Strategies for Informing Parents and Implementing Public School Choice and

Supplemental Educational Services Under No Child Left Behind.

OSPI Title I/LAP Contacts• Title I, Part A/LAP Program Director

– Gayle Pauley, gayle.pauley@k12.wa.us, 360.725.6100

• Title I, Part A/LAP Program Supervisors– Bill Paulson, bill.paulson@k12.wa.us, 360.725.6104– Jody Hess, jody.hess@k12.wa.us, 360.725.6171– John Pope, john.pope@k12.wa.us, 360.725.6172– Larry Fazzari, larry.fazzari@k12.wa.us, 360.725.6189– Mary Jo Johnson, maryjo.johnson@k12.wa.us, 360.725.6103– Penelope Mena, penelope.mena@k12.wa.us, 360.725.6069

• Learning Assistance Program Managers– Amy Vaughn, amy.vaughn@k12.wa.us, 360.725.6190– Jess Lewis, jess.lewis@k12.wa.us, 360.725-4969– Justin Young, justin.young@k12.wa.us, 360.725.6026– LaWonda Smith, lawonda.smith@k12.wa.us, 360.725.6168

• Title I, Part A/LAP Support Staff– Julie Chace, julie.chace@k12.wa.us, 360.725.6167– Tony May, tony.may@k12.wa.us, 360.725.6231– Brandy Johnson, brandy.johnson@k12.wa.us , 360.725.6101

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Questions?

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