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AYP and Beyond: Improvement Planning for Successful Implementation
DIRECTORS’ CONFERENCE
AUGUST 2009
What we’ll cover…
1. Calculations and trends
2. Improvement Plan tips: Featuring ELL and Students with Disabilities
3. Implementation Tips: Voice from the field
How to reach us…
Carol Diedrichsen, Grants and Programs, [email protected]
Shuwan Chiu, Assessment, [email protected]
Naomi Velasquez-Greene, English Language Learners, [email protected]
Julie Evans, Special Education, [email protected]
Rick Prestley, Area 2 RESPRO, [email protected]
Moving On from AYP/AMAO
• AYP-Adequate Yearly Progress and AMAO-Annual Measurable Achievement Objectives
• These are annual measures of progress—important but not sufficient guides for continuous improvement.
Consequences of AYP and AMAO
• (Among other things) improvement plans
• Including strategies and activities with the greatest likelihood of ensuring that all subgroups make AYP/AMAO
AYP/AMAO calculations and trends
• To make AYP, a district or school must meet all of the following three requirements…
– Participation Rate on State Assessment
– Performance
– Attendance/Graduation Rate
1. PARTICIPATION RATE
• At least 95% of the students must be tested in reading and mathematics for the ALL group and for each subgroup. If the current year’s participation rate is less than 95%, the participation rate for AYP will be considered sufficient if the average of the current year and the preceding year is at least 95% or if the average of the current year and the two preceding years is at least 95%.
2. PERFORMANCE
Students in the ALL group and each subgroup must have performance levels of at least 70.0% for 2009 Meeting/Exceeding standards for reading and mathematics. For any group (including the ALL group) with less than 70.0% for 2009 Meeting/Exceeding standards, a 95% confidence interval will be applied , which may enable the group to meet AYP. Subgroups may also meet this condition through Safe Harbor provisions
• IEP SUBGROUP: For schools not making AYP solely because the IEP subgroup does not have the minimum percentage Meeting/Exceeding standards, 14% will be added to the percent Meeting/Exceeding in accordance with the federal 2% flexibility provision
Safe Harbor
• Decreasing by 10% the percentage of students who do not meet/exceed standards from the previous year. For subgroups that do not meet their Safe Harbor targets, a 75% confidence interval will be applied, which may enable the subgroup to meet AYP, and
• Meet the state threshold for graduation rate (for high schools) or
• Meet state threshold for attendance rates (for elementary/middle schools)
3. ATTENDANCE/GRADUATION RATES
• For 2009, non-high schools must achieve an attendance rate of at least 90%.
• For 2009, high schools must achieve a graduation rate of at least 78%.
Assessments Included in the AYP Calculations
• Illinois Standards Achievement Test (ISAT) - Reading & Mathematics for grades 3-8
• Prairie State Achievement Examination (PSAE)-Reading & Mathematics for grade 11
• Illinois Alternate Assessment (IAA)-Reading and Mathematics for grades 3-8, and 11
AYP Analysis - School
School
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
AYP State Performance Target
40.0 40.0 47.5 47.5 55.0 62.5
# Not Making AYP 1235 1084 992 679 895 1200
# Making AYP 2584 2717 2775 3092 2897 2603
AYP Analysis - District
District
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
AYP State Performance Target
40.0 40.0 47.5 47.5 55.0 62.5
# Not Making AYP 448 335 237 200 245 340
# Making AYP 443 551 642 672 626 528
Consequences of Not MakingAYP
Schools that fail to meet AYP in the same subject area for two consecutive years must be identified as needing improvement.
Eligibility for district improvement status for both the Federal and State status depends on the grade spans in the schools as well as the # of schools in the district.
AYP/AMAO calculations and trends
General
• Make sure you look at, and address, subgroup deficiencies first
• Look at each grade level trend
• Look at each cohort trend
• Look at demographics
AYP/AMAO calculations and trends
AMAOs
• LEP deficiencies –what were the factors?
• Plan to address these using/citing research
Overview
The requirement to submit an improvement plan is a consequence for AYP/AMAO deficiencies, what’s the purpose of the plan?
Tips for Improvement Plans
1. Write for the Right Audience
2. Look Beyond AYP
3. Take Care to Consider the Factors Contributing to Achievement
4. Be Specific and Thorough
5. Focus and Coordinate Strategies and Activities
6. Focus on Student Learning
They foster little doubt that the plan will be implemented.
• Strong relationship between the data, strategies/activities, and monitoring process
• Detailed roles, responsibilities, expectations• Critical changes in classroom practice
Lessons Learned from the Best Plans
Overview
Who’s the key audience for a district improvement plan?
• Plan implementers and plan monitors?
• Those supporting the above?
• Community stakeholders?
• ISBE?
• Other?
What’sCoarse and fine grain Coarse and fine grain
internal factorsinternal factors
What’s preventing students from learning?
school culture doesn’t foster shared responsibility for all kids’ learning
Supplemental support is weak or not rigorous
Failure to use the intended curriculum by all staff for all kids
Teachers do not have adequate coaching or support to implement strategies
“mile wide and inch deep curriculum”Teachers aren’t
clear about what’s expected in classrooms
Instruction doesn’t span cognitive levels
Insufficient teacher learning/team time
School culture doesn’t reflect “rigor, relevance, relationship”
Kids don’t have equitable access to the curriculum
Kids aren’t in the least restrictive educational environment
Teachers need ELL training
While the current achievement in reading for the LEP subgroup is 24.5% meeting/exceeding for ISAT, this subgroup will make AYP of at least 70% in 2009 or Safe Harbor.
Strategies:1 PD for ELL/Reading teachers on language
acquisition2 After school tutoring and peer tutoring and or
translators;3 Use reading blocks to incorporate pull-out ESL
strategies4 student and staff review of student work5 beef up test taking skills6 progress monitoring to drive instruction7 work with Comm College for student/parent
literacy classes; or fund through district8 Add native language software and books to
supplement reading curriculum in class and library9 Add age appropriate ESL reading materials for
each grade in library
Tips for ELL
Lessons/tips learned from other plans:
• Engage other community folks who have a non-education perspective, but who may be able to look at data/numbers with a fresh perspective
• Community folks may also provide a perspective on community factors affecting demographics and students
Tips for ELL
Parent Outreach
• Don’t use 2000 strategies to reach 2008 parents.
• School instruction is M – W 9 -3, today’s parents are likely to be on a different schedule
• Engage current students AND parents from various student demographics
Tips for ELL
• Go where the parents are (churches, employers, etc.)
• Ensure teaching teams have representatives for different subgroups even if you don’t have numbers for a subgroup (e.g., Spec Ed, bilingual, low-income, migrant)
Elements of Implementation
Plan with implementation in mind…
Cle
ar A
ctio
ns
Purposeful P
rocess
Focus on Outcome/Impact
IIRCE-plan
Template
Defining/Focusing/Communicating
“All teachers will receive professional development on Standards Aligned Classroom and will continue ongoing training and follow-up throughout 2010. The project strategies and components will be consistently implemented in all math classrooms. These components include, but are not limited to: Standards Aligned curriculum, clear targets, assessments for learning, student self-assessment, and student goal setting.”
“All students will receive weekly targeted instruction aligned to the Illinois Learning Standards, practice and review on reading skills including literary elements, figurative language, character analysis, author's purpose, comprehension, and vocabulary strategies”
Elements of Implementation
Understanding process – How is it to be accomplished?…
• Who will do it? Who else must be involved?• When will it be initiated? ...accomplished?• What will be the indicators of implementation?• How can/will they be measured?• What and when are the waypoints to determine
progress?• Who will monitor process and progress, and how will
they do so?
“Initiate an after-school math tutoring program”“Initiate an after-school math tutoring program”
Elements of Implementation
Understanding process – How is it to be accomplished?…
• What barriers might exist? Which can be controlled? How will they be accommodated?
• What supports are needed? How will they be put in place?
• What resources will be needed…(really)? human?....financial?...time?
• How will those resources be provided?• How can progress be sustained over time? ...with
diminished resources?
Elements of Implementation
Determining outcome - How will we know if it makes a difference?…
• How will change be determined?...success be defined?– primary/secondary effects– intended/unintended effects
• Starting from where?• Measured by what? ...When? ...By whom?• What if it doesn’t work?• What if it does?
How will we know?
“The Assessment for Learning targets in reading and math will be monitored for improvement through monthly Benchmark assessments and weekly Short-cycle Assessments. This will be accomplished through monthly data analysis and charting monthly skills and student progress by both teachers and students, lesson plans and administrative observations”
“The target of student engagement will be monitored by monthly walk-throughs and analysis of the data among staff, lesson plans, and administrative observations including the use of smartboards, Senteo clickers, and computers in each classroom.”
