GEORGIAS DEFINITION OF ADEQUATE YEARLY PROGRESS Georgia Department of Education Kathy Cox State Supe

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GEORGIAS DEFINITION OF ADEQUATE YEARLY
PROGRESSGeorgia Department of EducationKathy
CoxState Superintendent of SchoolsGAEL Summer
Conference July 2003
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Goals for Today

• Overview of Georgias Accountability and AYP Plan
• Answer your most urgent questions

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TIMELINE

• Georgias Preliminary State Application
  Accountability Workbook submitted to USED January
  28, 2003.
• USED Peer Review held March 19, 2003.
• Final application submitted May 1.
• Plan approved by U.S. ED on 5/19/03

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ACCOUNTABILITY SYSTEM GOALS

• Improve student achievement
• Provide maximum flexibility
• Be fair and consistent
• Promote excellence

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NCLB Requirement

• Each State plan shall demonstrate that the State
  has developed and is implementing a single,
  statewide accountability system in which Adequate
  Yearly Progress is one component.

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All Schools and School Systems

• Title I schools and non-Title I schools and
  districts
• Alternative Education Programs
• Department of Juvenile Justice
• Psychoeducational Networks
• State Schools for the Blind and Deaf
• Charter Schools
• Small schools below the minimum number of 40
• Schools without grades used for AYP (e.g., K-2)

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Same Criteria and Standards

• CRCT Math
• CRCT Reading and English/Language Arts
• GHSGT Math
• GHSGT English Language Arts
• Georgia Alternate Assessment (GAA)

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Provides Timely Information

• Assessment results must be returned in time for
  AYP determinations to be made before the
  beginning of the school year.

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Accountability Report Cards

• Socioeconomic status for accountability
• Migrant status for reporting
• Subgroups with 10 or more reported

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Includes All Students

• Students with Disabilities
  
• Students with Limited English Proficiency

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Full Academic Year

• Continuous enrollment from October FTE Count
  until test day
• Students enrolled continuously in the same school
  for the school accountability
• Students enrolled continuously in the same school
  district for LEA accountability
• Students enrolled continuously in the same State
  for State accountability
• FTE files, student record, and test records used
  for tracking continuous enrollment
  

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Required Subgroups

• Disaggregated Test Data
• Racial/Ethnic Categories
• American Indian/Alaskan Native
• Asian/Pacific Islander
• Black
• Hispanic
• Multiracial
• White
• Disability
• Limited English Proficiency (LEP)
• Socioeconomic Status

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Minimum Number

• A minimum number of 40 will be used for subgroup
  accountability.
• A minimum number of 10 will be used for subgroup
  reporting purposes.

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Georgias Starting Point

• Separate Starting Point for Math and
  Reading/English Language Arts
• Starting Points will increase to 100 proficiency
  by 2013-2014.

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Georgias Starting Point

• CRCTs Grades 3-8
• Math 50
• Reading Language Arts Combined 60
• GHSGT Grade 11
• Math 81
• English Language Arts 88
• K-2 schools (Proposed)
• Decrease the percent of students below grade
  level from the preceding year, or
• Have 20 or fewer below grade level for both
  Reading and Math at the subgroup, school ,
  district, and State levels.

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Starting Point Intermediate GoalsCRCT
Mathematics
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Georgias Starting Point Intermediate
GoalsCRCT Mathematics
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Georgias Starting Point Intermediate Goals
CRCT Reading/ English-Language Arts Combined
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Georgias Starting Point Intermediate Goals
CRCT Reading/ English-Language Arts Combined
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Georgias Starting Point Intermediate
GoalsGHSGT Mathematics
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Georgias Starting Point Intermediate
GoalsGHSGT Mathematics
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Georgias Starting Point Intermediate
GoalsGHSGT English/Language Arts
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Georgias Starting Point Intermediate
GoalsGHSGT English/Language Arts
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AYP Determinations

• All schools, school districts, the State, and all
  subgroups at or above the minimum number of 40
  will face interventions if they do not meet the
  States annual measurable objective for 2
  consecutive years in the same subject.

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AYP Determinations

• All schools, school districts, all subgroups at
  or above the minimum number of 40 must meet or
  exceed the States annual measurable objective or
  meet safe harbor requirements
• Safe harbor requires a 10 decrease in the
  percent of students not meeting proficiency or
  advanced levels on assessments from the preceding
  year.

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AYP Determinations

• Georgias Second Looks
• Three year average
• Confidence Interval Approach

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Additional Indicators

• Schools, school districts, and the State must
  show progress on an additional indicator.
• Subgroups using safe harbor must also show
  progress on an additional indicator.

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NCLB High School Indicator

• Graduation Rate
• At or above a preset standard or progress from
  the preceding year
• NCLB definition of graduation rate
• The percent of students graduating on the
  standard number of years with a regular diploma.
  
• The standard number of years for students with
  disabilities may exceed those of students without
  disabilities.
• Standard to be determined

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Elementary/Middle School Indicator

• Georgias Menu of Options
• (Standards to be determined)
• Attendance Interim for 2002-2003
• CRCT Social Studies
• CRCT Science
• Middle Grades Writing Assessment
• Retention
• Percent exceeding standards (content area to be
  determined)

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Participation Rate

• Each school, school district, and the State as a
  whole must have a 95 participation rate in
  assessments used for AYP purposes.
• All subgroups at or above the minimum number of
  40 must have a 95 participation rate in
  assessments used for AYP purposes

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Participation Rate Calculation

• Total assessments administered are divided by the
  total enrollment for each subgroup, school,
  school district, and State.

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AYP Determination Steps

• Check 95 participation rate for all students and
  each subgroup at or above 40
• Check percent proficiency on each assessment for
  all and for each subgroup (or safe harbor)
• Check for progress on additional indicator for
  school as a whole. (If using safe harbor method,
  check for progress on the indicator for that
  subgroup)

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REWARDS / SANCTIONS

• State and Federal rewards and sanctions for all
  schools and districts must be integrated.
• Consistency must be established between AYP
  determinations and the states grading system.

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REWARDS / SANCTIONS

• Refer to Handout

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Strategies for Education Leaders

• Make sure teachers are teaching the QCC
• Make sure teachers know how to teach reading and
  mathematics
• Make sure students needing the most help have
  highly qualified teachers
• Make sure students needing the most help have
  access to supplemental educational services
• Make sure instructional purchases have evidence
  they have worked with similar population
• Make sure students understand how to take tests
• Make sure you begin your PR strategies well in
  advance of any published reports

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Support for Districts

• Your are not in this alone
• Title I Regional Specialists
• School Improvement Division
• Professional Learning Unit
• Technology Services
• RESAs

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Georgia Department of Education

• Clara J. Keith
• Director, Title I Programs
• ckeith_at_doe.k12.ga.us
• 404-656-4160
• www.doe.k12.ga.us