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Adequate Yearly Progress (AYP)

U.S. Department of Education

Adapted by TEA

Modified by Dr. Teresa Cortez

September 10, 2007

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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

Adequate Yearly Progress

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

Only campuses and districts that receive Title I, Part A federal funds are subject to school improvement activities and corrective actions if they fail to meet AYP for two or more consecutive years as defined by the State Accountability Workbook.

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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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TAKS, TAKS-Alternate, SDAA II, LDAA, LAT, and RPTE results will be used to identify districts and campuses Not Meeting AYP.

Not Meeting AYP decisions will be made independent of the new state accountability system, which is still being developed.

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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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NCLB required test data from the 2001-2002 school year to be used to set the baselines.

The targets gradually increased.

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

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AYP Performance Standards for 2002-03 – 2013-14School Year

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

Reading/

English Language

Arts

47% 53% 60% 67% 73% 80% 87% 93% 100%

Mathematics 33% 42% 50% 58% 67% 75% 83% 92% 100%

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Criteria for meeting AYP:

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

PLAN A

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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 failing TAKS and

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

PLAN B

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

school improvement status will have the option to transfer to another public school in the district not in school improvement status.

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

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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 in school improvement status

The child’s school must have failed to make AYP for three or more years

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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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http://www.tea.state.tx.us/nclb/titleia/sip/sip.html

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http://www.tea.state.tx.us/nclb/titleia/sip/sip.html

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Presentation: http://www.tea.state.tx.us/ayp/2003/index.html

Reports and Guide:http://www.tea.state.tx.us/ayp/2006/guide.pdf

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