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Adequate Yearly Progress (AYP)

U.S. Department of EducationAdapted by TEASeptember 2003

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Each state must establish a definition of adequate yearly progress (AYP)

Definition is used to measure the achievement of schools, districts, and states over time

The Texas definition was approved by USDE June 23, 2003.

Adequate Yearly Progress

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Accountability Measures The goal is 100 percent proficiency for all

students in 12 years.

Provides measurable objectives for all students and for specific student groups.

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In Texas, 2002-2003 TAKS, SDAA and RPTE results will be used this summer to identify district and campus 2003 AYP status.

Decisions will be made independent of the new state accountability system, which is still being developed.

Once the state’s accountability system is in place, each component of the AYP calculation will be reevaluated to align the two systems as much as possible.

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NCLB requires test data from the 2001-2002 school year to be used to set the baseline AYP standards.

For 2002-2003, AYP standards were established by converting 2001-2002 TAAS scores to TAKS equivalent scores using field test data.

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1. All students

2. African-American students

3. Hispanic students

4. White students

5. Economically disadvantaged students

6. Special education students

7. Limited English proficient students

Performance is evaluated for:

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Criteria for meeting AYP:

1. AYP performance requirements are met if the percent Met Standard for all students and each student group summed across grades 3-8 and 10 in reading/language arts and mathematics meets or exceeds AYP standard.

The AYP standards for 2002-2003 and 2003-2004 are 46.8 percent for reading/language arts and 33.4 percent for mathematics based on a formula provided by USDE.

The AYP standards gradually increase.

By 2013-2014, the standards are 100 percent for both reading/language arts and mathematics.

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2. AYP participation requires 95 percent of all students and each student group to be tested to meet participation requirements, calculated separately for reading & math.

3. Other AYP requirements must be met for all students: 70% graduation rates for high schools and 90% attendance rates for middle and elementary schools.

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AYP performance requirements can also be met if there is:

1. Sufficient decrease from the prior year in the percentage of students not performing at the Met Standard level and

2. improvement is shown on the other performance measure (graduation rate for high schools, attendance for middle and elementary schools).

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All campuses, districts, and states are evaluated for Adequate Yearly Progress.

Campuses and districts that receive Title I, Part A federal funds are subject to choice, supplemental services, and corrective actions if they do not meet AYP for two or more consecutive years as defined by the State Accountability workbook.

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If a Title I school or district is subject to Title I AYP requirements, then parents have new options.

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New Options in No Child Left Behind Parents of students in Title I schools

subject to AYP requirements will have the option to transfer to another public school in the district not subject to AYP requirements.

Parents of students in Title I schools identified for their 2nd year of AYP requirements will be eligible to receive supplemental services for their children.

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Charter Schools

If a charter school receives Title I, Part A funds, and

If it is subject to Title I AYP requirements Then it follows the same guidelines and

must provide supplemental services to eligible students.

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Supplemental Educational Services include:

Tutoring Remediation Academic intervention

Instruction must take place outside the regular school day.

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Why Supplemental Services?

To ensure that students increase their academic achievement, particularly in reading, language arts, and mathematics

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Who is an eligible child?

Children from low-income families attending Title I schools subject to AYP requirements

The child’s school must have not met AYP for three or more years

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Role of the States The States are ultimately responsible for

identifying the eligible providers of supplemental services.

State educational agencies must develop objective criteria.

States must provide geographically relevant lists.

States should consult with parents to promote participation and develop criteria for identifying providers.

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Four Criteria for Providers Demonstrated record of effectiveness in

improving student achievement Instructional strategies that are of high quality,

based upon research, and designed to increase student achievement

Services must be consistent with instruction programs of the school district and with State academic content standards

Providers must be financially sound

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Provider ProfileA provider may be a: School entity (public or private) Institution of higher education (public or

private) Nonprofit or for-profit organization Faith based organization

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Distance Learning Technology

Some areas may have a limited number of providers, so organizations that provide distance learning technology should be considered.

Providers that use distance learning technology do not have different criteria for eligibility.

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Funding Supplemental Educational Services

The lesser of (a) the amount the district receives in Title I funding per eligible child, or (b) the cost of the services themselves

Supplemental educational services = an amount equal to at least 5% and up to 20% of Title I allocation, depending upon the need for choice-related transportation.

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Establishing priorities

In some circumstances when more students request services than the school district can fund, the school district must place a priority on serving students who are the lowest achieving.

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Information for Parents The States will be responsible for identifying the

schools for which supplemental educational services are required and the eligible service providers.

School districts must give parents good, easy-to-understand information about supplemental services.

Communication between parents and districts must occur at least annually.

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Parents choose a preferred supplemental educational service provider from the

state-approved list.

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As schools improve and make AYP for two consecutive years, they

are no longer required to provide these services.

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NCLB, along with state reforms, will raise the level of learning in our state.