ayp and report card

AYP and Report CardAYP and Report Card

04/20/23 Free Template from www.brainybetty.com

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– Understand the purpose and role of AYP in Oregon Assessments.

– Understand the purpose and role of the Report Card in Oregon Assessments.

– Understand your responsibilities in relation to AYP and Report Card.

– Understand the purpose and role of AYP in Oregon Assessments.

– Understand the purpose and role of the Report Card in Oregon Assessments.

– Understand your responsibilities in relation to AYP and Report Card.

Big Picture ObjectivesBig Picture Objectives

AYP/RCAYP/RC


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AYP/RCAYP/RC

AYPAYP

• AYP (Adequate Yearly Progress) is a federal accountability reporting requirement under the No Child Left Behind Act. (Started 2002-03)

• Under AYP, ODE reports on whether schools and districts have made adequate progress toward the goal of having all students meet rigorous academic standards.

• Each year, the performance of all students in the school and district, as well as subgroups of students, are measured against annual performance targets.

• States must identify for improvement any school or district receiving Title I funds that does not meet adequate yearly progress for two consecutive years in the same content area.

• AYP (Adequate Yearly Progress) is a federal accountability reporting requirement under the No Child Left Behind Act. (Started 2002-03)

• Under AYP, ODE reports on whether schools and districts have made adequate progress toward the goal of having all students meet rigorous academic standards.

• Each year, the performance of all students in the school and district, as well as subgroups of students, are measured against annual performance targets.

• States must identify for improvement any school or district receiving Title I funds that does not meet adequate yearly progress for two consecutive years in the same content area.

OverviewOverview


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AYP/RCAYP/RC

AYP (cont.)AYP (cont.)

•In order to meet AYP –All subgroups in a school must meet the participation and academic performance targets in English/Language Arts and Mathematics*

–The school must meet the target for attendance or graduation –2 years of data are used or 4 years used for small schools

•The targets this year are:–Participation – 95%–Math – 80% –English/Language Arts – 80%–Attendance 92% or Graduation – 67% for 4-Year Cohort – 72% for 5-Year Cohort

* - Subgroups must meet a minimum size requirement to be rated.

•In order to meet AYP –All subgroups in a school must meet the participation and academic performance targets in English/Language Arts and Mathematics*

–The school must meet the target for attendance or graduation –2 years of data are used or 4 years used for small schools

•The targets this year are:–Participation – 95%–Math – 80% –English/Language Arts – 80%–Attendance 92% or Graduation – 67% for 4-Year Cohort – 72% for 5-Year Cohort

* - Subgroups must meet a minimum size requirement to be rated.

Criteria and TargetsCriteria and Targets

School Year English/

Language Arts

Mathematics

2009-10 60% 59%

2010-11 70% 70%

2011-12 80% 80%

2012-13 90% 90%

2013-14 100% 100%


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AYP/RCAYP/RC

AYP (cont.)AYP (cont.)

• If any subgroup of students or the student body as a whole in a school does not meet the targets, or does not make sufficient progress toward the targets, the school is designated as not meeting AYP.

• District AYP Designation is based on results for three grade spans:

Elementary Grades (K-5)Middle Grades (6-8)High School Grades (9-12)

• At the district level, if any subgroup in any grade span for any content area is NOT MET, then the district is designated as NOT MET.

District vs. School PerformanceDistrict vs. School Performance


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AYP/RCAYP/RC

• Title I schools are subject to sanctions if they are designated as not meeting AYP for the second consecutive year in the same area (i.e. English/language arts, mathematics, or other indicator).

• Title I districts are subject to sanctions if the same area is not met across all three grade spans for the second consecutive year.

• Even though mandatory consequences contained in the No Child Left Behind Act do not apply to schools not receiving Title I funds, all schools are expected to help all students reach state standards.

• A school or district that does not meet AYP should not be labeled as failing, since the designation may be based on a single factor or a single subgroup.

AYP (cont.)AYP (cont.)Consequences of AYP Not MetConsequences of AYP Not Met


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AYP/RCAYP/RC

Report CardReport Card

• In state law, they are actually named “school and district performance reports.” These reports provide educators with an opportunity to communicate directly with parents and community members about how local schools are performing.

• The form of the Report Cards is used to meet state and federal reporting requirements.

• In state law, they are actually named “school and district performance reports.” These reports provide educators with an opportunity to communicate directly with parents and community members about how local schools are performing.

• The form of the Report Cards is used to meet state and federal reporting requirements.

OverviewOverview


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AYP/RCAYP/RC

Report Card (cont.)Report Card (cont.)RatingRating

• Three overall rating categories– Outstanding– Satisfactory– In Need of Improvement

• Achievement based on math and reading scores.

• The growth model is incorporated into achievement.

• Graduation/Attendance and Participation are included in the rating system.

• Three overall rating categories– Outstanding– Satisfactory– In Need of Improvement

• Achievement based on math and reading scores.

• The growth model is incorporated into achievement.

• Graduation/Attendance and Participation are included in the rating system.


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AYP/RCAYP/RC

Report Card (cont.)Report Card (cont.)Rating (cont.)Rating (cont.)• Achievement points awarded according to:

– 133 points for Exceeds

– 100 points for Meets

– 100 points for Did Not Meet, but Met Growth

• Achievement Index is a weighted average of the performance of subgroups.

• High schools use growth in school performance as the growth measure.

• Low Attendance, Graduation or Participation can lower the school rating.

• Achievement points awarded according to:

– 133 points for Exceeds

– 100 points for Meets

– 100 points for Did Not Meet, but Met Growth

• Achievement Index is a weighted average of the performance of subgroups.

• High schools use growth in school performance as the growth measure.

• Low Attendance, Graduation or Participation can lower the school rating.


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• The growth target is not the ultimate goal for the student. The goal for the students is to meet the grade level achievement standard.

• The growth model sets intermediate goals for students, allowing them to move up to standard over a period of several years.

• Look at each student’s testing history (as displayed on the Growth Individual Student Report) to gain a more comprehensive view of each student’s achievement.

• The growth target is not the ultimate goal for the student. The goal for the students is to meet the grade level achievement standard.

• The growth model sets intermediate goals for students, allowing them to move up to standard over a period of several years.

• Look at each student’s testing history (as displayed on the Growth Individual Student Report) to gain a more comprehensive view of each student’s achievement.

AYP/RCAYP/RC

GrowthGrowth


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AYP/RCAYP/RC

Growth (cont.)Growth (cont.)Reading Growth Target ExampleReading Growth Target Example

3rd Grade Gap = 16

A student scores a 195 in 3rd grade,which is 16 RIT points below the 2011-12 reading standard.

To meet the growth target the student must decrease this gap by at least 33%, or 5.33 points, which is rounded up to 6.

This means the target gap is 16-6=10 points, or a score of 206 on the 4th grade assessment.

Student score = 195

Target 4th Grade Gap = 10

Growth Target = 206

3rd Grade Cut Score = 211

4thGrade Cut Score = 216


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AYP/RCAYP/RC

Cohort Graduation RateCohort Graduation Rate• Each school’s cohort begins with the set of first time 9th

graders in a particular year. • Cohorts are “adjusted” by adding students to the cohort as

they transfer into the school, and are removing them from the cohort if they transfer to another high school, emigrate or are deceased.

• The Four-year cohort graduation rate is the percent of students in the adjusted cohort that earn a regular high school diploma within four years.

• Only regular high school diplomas count as graduates for purposes of the cohort rate.

• Modified diplomas, GEDs, extended diplomas, and certificates of attendance are counted as non-graduates.


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AYP/RCAYP/RC

ChangesChanges

• New achievement standards for Reading- Academic Status for Reading based on 2011-12

tests on 2011-12 standards- Academic Growth for Reading based on 2011-12

tests on 2010-11 standards

• Cohort Graduation Targets- Four-Year target increased from 65% to 67%- Five-Year target increased from 70% to 72%

• New Race/Ethnicity Subgroups- Asian and Pacific Islander reported as separate

subgroups for Assessment and Attendance

• New achievement standards for Reading- Academic Status for Reading based on 2011-12

tests on 2011-12 standards- Academic Growth for Reading based on 2011-12

tests on 2010-11 standards

• Cohort Graduation Targets- Four-Year target increased from 65% to 67%- Five-Year target increased from 70% to 72%

• New Race/Ethnicity Subgroups- Asian and Pacific Islander reported as separate

subgroups for Assessment and Attendance

AYPAYP


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Changes (cont)Changes (cont)

• Basically the same as 2010-11• Basically the same as 2010-11

Report CardReport Card


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Do’s and Don’tsDo’s and Don’tsDo’sDo’s

• Include students for participation if they were enrolled on the first school day in May.

• Include students for performance if they were enrolled on the first school day of May for a full academic year.

• Include Extended Assessments within 1% cap as Meets or Exceeds.

• Monitor data throughout the year.

• Include students for participation if they were enrolled on the first school day in May.

• Include students for performance if they were enrolled on the first school day of May for a full academic year.

• Include Extended Assessments within 1% cap as Meets or Exceeds.

• Monitor data throughout the year.


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Don’ts• Don’t include Extended Assessments over

1% cap as Meets. Anything over 1% must be recorded as Does not meet.

• Don’t leave a school as “pending”. ODE will default schools to rating of “Not Met”.

• Don’t code students at the district level unless a school is not accountable for their education.

• Don’t over use the District Special Education Flag.

Don’ts• Don’t include Extended Assessments over

1% cap as Meets. Anything over 1% must be recorded as Does not meet.

• Don’t leave a school as “pending”. ODE will default schools to rating of “Not Met”.

• Don’t code students at the district level unless a school is not accountable for their education.

• Don’t over use the District Special Education Flag.

AYP/RCAYP/RC

Do’s and Don’ts (cont.)Do’s and Don’ts (cont.)


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• AYP:– Targets go up– New Reading Achievement Standards– Asian and Pacific Islander split

• Report Card stays basically the same.

• AYP:– Targets go up– New Reading Achievement Standards– Asian and Pacific Islander split

• Report Card stays basically the same.

In a NutshellIn a Nutshell

AYP/RCAYP/RC


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ayp and report card

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