4-15-09 1 Adequate Yearly Progress (AYP) Fact Sheet What’s inside? – AYP Overview ............................................................................................... 1 – Making AYP..................................................................................................... 1 – Raising the AYP Bar ...................................................................................... 2 – Consequences for not making AYP: Improvement Status ................. 3 – Differentiated Accountability Model of School Improvement ........... 3 – Title I School Improvement Interventions .............................................. 4-6 – Focused Improvement Interventions ......................................... 4 – Comprehensive Improvement Interventions ........................... 5-6 – Title I School Corporation Improvement Interventions ..................... 7 – AYP Status Summary Reports ................................................................. 8-10 – AYP Status Detailed Reports ..................................................................... 11-12 – Key AYP Terms Explained .......................................................................... 13-15 AYP Overview Adequate Yearly Progress (AYP) designations for Indiana school corporations and schools are determined by student performance and participation rates on the Indiana Statewide Testing for Educational Progress-Plus (ISTEP+) assessments in English/language arts and mathematics; student attendance rates (for elementary and middle schools); and graduation rates (for high schools). Since 2002, the federal No Child Left Behind Act of 2001 (NCLB) has required public schools to make AYP for both the overall student population and any demographic group within the school that includes 30 or more students (often called “subgroups”). These student subgroups include: economic background, race/ethnicity, limited English proficiency and special education. Schools must make AYP in every student group in order to meet AYP. The goal of NCLB is for all students to achieve proficiency in English/language arts and math by 2014. Making AYP There are two ways for schools to make AYP : • Meet all performance, participation and attendance/graduation targets for the overall student population and each student subgroup with 30 or more students OR • Reduce the number of students not meeting performance targets by 10 percent and meet attendance/graduation rate targets (called Safe Harbor). There are two ways for school corporations to make AYP : • Meet performance, participation and attendance/graduation targets for the overall student population and each student subgroup (with 30 or more students) in one or more grade spans : elementary school (grades K–5), middle school (grades 6-8) and high school (Grades 9-12) OR • Reduce the number of students not meeting performance targets by 10 percent and meet attendance rate targets (called Safe Harbor).
– AYP Overview ............................................................................................... 1 – Making AYP ..................................................................................................... 1 – Raising the AYP Bar ...................................................................................... 2 – Consequences for not making AYP: Improvement Status ................. 3 – Differentiated Accountability Model of School Improvement ........... 3 – Title I School Improvement Interventions .............................................. 4-6 – Focused Improvement Interventions ......................................... 4 – Comprehensive Improvement Interventions ........................... 5-6 – Title I School Corporation Improvement Interventions ..................... 7 – AYP Status Summary Reports ................................................................. 8-10 – AYP Status Detailed Reports ..................................................................... 11-12 – Key AYP Terms Explained .......................................................................... 13-15
AYP Overview Adequate Yearly Progress (AYP) designations for Indiana school corporations and schools are determined by student performance and participation rates on the Indiana Statewide Testing for Educational Progress-Plus (ISTEP+) assessments in English/language arts and mathematics; student attendance rates (for elementary and middle schools); and graduation rates (for high schools). Since 2002, the federal No Child Left Behind Act of 2001 (NCLB) has required public schools to make AYP for both the overall student population and any demographic group within the school that includes 30 or more students (often called “subgroups”). These student subgroups include: economic background, race/ethnicity, limited English proficiency and special education. Schools must make AYP in every student group in order to meet AYP. The goal of NCLB is for all students to achieve proficiency in English/language arts and math by 2014. Making AYP There are two ways for schools to make AYP:
• Meet all performance, participation and attendance/graduation targets for the overall student population and each student subgroup with 30 or more students OR
• Reduce the number of students not meeting performance targets by 10 percent and meet attendance/graduation rate targets (called Safe Harbor).
There are two ways for school corporations to make AYP:
• Meet performance, participation and attendance/graduation targets for the overall student population and each student subgroup (with 30 or more students) in one or more grade spans: elementary school (grades K–5), middle school (grades 6-8) and high school (Grades 9-12) OR
• Reduce the number of students not meeting performance targets by 10 percent and meet attendance rate targets (called Safe Harbor).
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Raising the AYP Bar As noted above, the stated goal of NCLB is for all students to achieve grade-level proficiency in English/language arts and math by 2014. As such, each state is required to raise the minimum percentage of students that must pass English/language arts and math assessments in order to make AYP. Indiana’s AYP bar raises every three years through 2010 and every year after that through 2014 (see chart below). By 2014, the federal law calls for 100 percent of students at every school to pass state tests in both subjects OR significantly reduce the percentage of students not passing these tests by at least 10 percent annually (safe harbor provision).
Percentage of Indiana students that Must Pass state ISTEP+ tests for schools to Make AYP
School Year English/Language Arts Mathematics
2001-02 58.8% 57.1%
2002-03 58.8% 57.1%
2003-04 58.8% 57.1%
2004-05 65.7% 64.3%
2005-06 65.7% 64.3%
2006-07 65.7% 64.3%
2007-08 72.6% 71.5%
2008-09 72.6% 71.5%
2009-10 72.6% 71.5%
2010-11 79.5% 78.7%
2011-12 86.4% 85.9%
2012-13 93.3% 93.1%
2013-14 100% 100%
Learn more about consequences for schools not making AYP on the following page.
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Consequences for Not Making AYP: Improvement Status No Child Left Behind (NCLB) includes formal consequences only for those public school corporations and schools that consistently do not make AYP and also participate in the federal Title I program. Title I schools have high percentages of students from low-income families and receive additional federal funding to help educate these students. After not making AYP for two consecutive years, Title I schools enter improvement status. Improvement Status consists of a series of interventions that become more extensive for each additional year that a Title I school does not make AYP. It takes two consecutive years of not making AYP in the same subject area (English or Math) to enter school improvement status and two consecutive years of making AYP in that subject to be removed from improvement status. Corporations and schools in improvement status that make AYP for one year remain at their current year of improvement. If AYP is made the following year, schools are removed from improvement. If AYP is not made the following year, improvement status interventions continue to progress. Differentiated Accountability Model of School Improvement As noted above, Title I schools that consistently do not make AYP face a series of progressive consequences based on the number of consecutive years improvement does not occur. In the past, the federal government has required states to provide the same level and sequence of interventions to these Title I schools regardless of how far they fell short of meeting AYP. However, in July 2008, Indiana was one of six states that received approval from the U.S. Department of Education to implement an alternative approach for school improvement called Differentiated Accountability. Differentiated accountability gives Indiana the flexibility to vary the type and intensity of interventions applied to Title I schools in improvement, thereby targeting assistance to schools based on their level of need. Indiana’s Differentiated Accountability Model divides Title I schools into two main tiers:
1) Focused improvement – Schools that are closer to meeting AYP targets and/or are missing AYP in a relatively small number of areas (or cells).
2) Comprehensive improvement – Schools that are furthest from meeting AYP targets and are missing AYP in a significant number of areas (or cells).
Focused schools – those that are closer to meeting AYP goals – must give parents the option to transfer their students to another school in the district (school choice), offer student tutoring services (supplemental education services), invest in teacher professional development activities, and revise the school’s improvement plan among other actions. Focused schools that fail to improve despite these interventions face additional consequences, called corrective action. Corrective action may include replacing relevant school staff, sufficiently extending the school day/year or hiring a full-time literacy/math coach or English language specialist. Comprehensive schools – those that are furthest from making AYP – undergo many of the same interventions as focused schools but must do so on an accelerated timeline that also includes other, more intensive interventions. Comprehensive schools that still do not improve despite these interventions face mandatory restructuring. Restructuring imposes one of the following sanctions: replacing the school principal or other staff, closing the school and reopening as a charter school, or contracting with a private management company to run the school. [See more specific details about Title I School Improvement Interventions on the pages that follow.]
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Title I School Improvement Interventions
FOCUSED IMPROVEMENT INTERVENTIONS Level of Improvement Number of
years the school has not met AYP
Actions that must be implemented in that level of improvement
Focused Year 1 Focused Year 2
2 years 3 years
• School Choice – School must notify parents that they may
send their student to another public school (including a charter school) in the district that has not been identified for school improvement.
• Supplemental Education Services – School must notify parents about available tutoring services provided outside of the school day or year to eligible non-proficient and low-income students from a list of state-approved providers.
• Improvement Plan – School must develop a two-year improvement plan within three months.
• Professional Development – School must use 10 percent of its Title I funds each year for teacher development activities.
• Technical Assistance – State and school district must provide assistance that supports the school’s improvement plan, including analyzing assessment data, improving professional development, and improving resource allocation.
Focused Year 3
4 years
• Continue above actions, plus the following: • Offer state-sponsored online courses for grade-level teachers • Send cross-disciplinary school team to state-sponsored
Supporting Student Learning Conference.
Focused Year 4
5 years
• Continue above actions, plus the following: • Corrective action planning – School corporation must plan
to carry out at least one of the following corrective actions the following year: 1) Replace relevant school staff 2) Sufficiently extend school day or year 3) Hire full-time literacy or math coach 4) Hire English language learner specialist
Focused Years 5-7
6-8 years
• Continue above actions, plus: • Corrective action plan implementation – School must
carry out the plan developed the prior year.
Focused Year 8 and beyond (aka Focused Intensive)
9+ years
• Continue above actions, plus: • Resubmit corrective action plan to state for review/approval • Receive a State Support Team • Use state-provided reading/math diagnostic assessment tools
Learn about interventions for Title I schools identified for Comprehensive Improvement below.
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COMPREHENSIVE IMPROVEMENT INTERVENTIONS
In addition to the actions described below, the 20 Title I schools in comprehensive improvement that are furthest from making AYP goals – called Comprehensive-Intensive Schools – face other interventions, including being assigned a School Support Team or mandatory participation in the state’s Institute for School Leadership.
Level of Improvement Number of years the school has not met AYP
Actions that must be implemented in that level of improvement
Comprehensive Year 1 Comprehensive Year 2
2 years 3 years
• School Choice – School must notify parents that they may
send their student to another public school (including a charter school) in the district that has not been identified for school improvement.
• Supplemental Education Services – School must notify parents about available tutoring services provided outside of the school day/year to eligible non-proficient and low-income students from a list of state-approved SES providers. Comprehensive schools must ensure parents have access to onsite services, transportation (under state guidelines) and multiple opportunities to select a provider.
• Improvement Plan – School must develop a two-year improvement plan within three months.
• Professional Development – School must use 10 percent of its Title I funds each year for teacher development activities.
• Technical Assistance – State and school district must provide assistance that supports the school’s improvement plan, including: analyzing assessment data, improving professional development and improving resource allocation.
• Diagnostic Assessments – School must adopt and use state-provided reading and math diagnostic assessment tools
• Literacy/Math Coaches – School must hire a full-time literacy or math coach who has received required training.
Comprehensive Year 3
4 years
• Continue above actions, plus the following: • Corrective action* – School must implement at least one of
the following: 1) Replace principal or appoint outside mentor 2) Replace relevant staff 3) Hire English language learner specialist 4) Sufficiently extend school day or year
• Indiana Reading Academy Training – Mandatory
participation for all teachers and principals serving grades K-3. • Indiana Algebra Initiative – Mandatory participation for
math teachers and administrators in middle schools not making AYP in mathematics.
Level of Improvement Number of years the school has not met AYP
Actions that must be implemented in that level of improvement
Comprehensive Year 4
5 years
• Continue above actions, plus the following: • Restructuring planning – School corporation must notify
parents and prepare to carry out a plan for alternative governance of the school the following year if improvement does not occur.
Comprehensive Years 5-7
6 -8 years
• Continue above actions, plus the following: • Restructuring implementation* – School corporation
must notify parents and impose one of the following: 1) Replace principal and other relevant staff who have
remained the same during sustained failure to make AYP 2) Close the school 3) Reopen as a charter school 4) Contract with private management to operate school
Comprehensive Year 8 and beyond
9 years • Continue above actions, plus the following: • The superintendent of a school currently identified as
Comprehensive Year 8 or higher must resubmit and publicly defend the restructuring plan before a state panel.
Comprehensive schools that do not make AYP after restructuring (alternative governance) remain in school improvement. Restructured schools must continue to offer school choice, supplemental educational services, and spend not less than 10 percent of their Title I budgets on teacher professional development. The schools must also continue improvement efforts, including ongoing implementation of their restructuring plan. * Title I schools that demonstrate significant one-year progress on the differentiated account ability index rating – called Comprehensive Support schools – continue to receive comprehensive support interventions but are not required to implement a corrective action or a restructuring option. Learn about interventions for Title I school corporations identified for improvement status on the next page.
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Title I School Corporation Improvement Status Interventions
Level of Improvement Number of consecutive years the corporation has not met AYP
Actions that must be implemented in that level of improvement
Year 1 Improvement 2 years • Public Notice – Notify parents and the general public of corporation Improvement status.
• Improvement Plan – Develop or revise an improvement
plan, no later than three months after the identification in consultation with parents and school staff.
• Professional Development – Budget and expend 10
percent of the corporation's Title I allocation on professional development (each fiscal year of improvement).
Year 2 Improvement
3 years
• Continue previous actions.
Year 3 Improvement
4 years and beyond
• Continue previous actions. • Curriculum & Instruction Review – Under the state’s
direction, the corporation must review and analyze curricula and instructional practices within the corporation and make changes based upon the findings.
• Corrective Action – State maintains the option to
implement any of the following additional corrective actions if previous interventions do not result in progress: 1) Defer programmatic funds or reduce administrative
funds. 2) Replace corporation staff relevant to the district’s
inability to make AYP. 3) Remove individual schools from the corporation’s
jurisdiction and arrange public governance/supervision of these schools.
4) Appoint a receiver/trustee to assume the administrative duties of the corporation’s superintendent and school board.
5) Abolish or restructure the school corporation.
Learn about AYP Summary Reports on the following pages.
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AYP Summary Reports
Accessing AYP Reports • Visit: www.doe.in.gov/ayp • Enter: Corporation/School Name or Number
School AYP Summary Reports In an effort to make AYP information easier to understand, the Indiana Department of Education has created an AYP summary report for each corporation/school. The summary report displays the categories in which schools must make AYP with colored designations indicating whether or not each AYP target was met:
• Green = Made AYP • Red = Did Not Make AYP • White = Not Applicable (Insufficient Number of Students)
Schools must meet every AYP target (green) for each category in order to make AYP. Missing any one AYP target (red) will result in the school not making AYP. Moving the computer’s mouse pointer over the various category headings will display pop-up boxes with explanatory text for that category. A sample AYP summary report is provided below:
A School AYP History located on the right side of the report indicates the AYP status for the current year and previous years. Clicking on a year will display the AYP summary report for that year. An additional Title I School Improvement indicator may also appear to signify a Title I school’s current level of improvement status (if applicable). Clicking on the “Explanation” link will provide additional information on what each level of improvement entails. The View Detailed Report link provides a closer look at the data that comprises the AYP determination for each school corporation or school (see sample on page 10).
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School Corporation AYP Summary Reports AYP at the corporation level is calculated by grade spans for ISTEP+ performance/participation rates and attendance/graduation rates. For the purposes of AYP, the grade spans are as follows:
A corporation will not make AYP when all three grade spans within that corporation fail to meet the AYP targets for a given group of students in either English/language arts or mathematics. With the exception of the grade span determination, all other aspects of corporation AYP reports are the same as described above for school reports. For sake of clarity, the corporation summary report mimics the appearance of the school summary report: The complete grade span view of corporation AYP reports may be displayed by clicking the View Grade Span Report link located at the bottom of the school corporation summary report. A sample grade span report is provided on the following page.
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School Corporation AYP Summary Reports: Grade Span View The grade span view displays the categories in which school corporations must make AYP with colored designations indicating whether or not each grade span AYP target was met:
• Green = Made AYP across all grade spans • Yellow = Did not make AYP in that specific grade span, but did make AYP overall for that student group. • Red = Did Not Make AYP in all three grade spans for a specific student group • White = Not Applicable (Insufficient Number of Students)
Learn more about Detailed AYP reports on the following page.
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Detailed AYP Reports
The Detailed AYP Reports provides a closer look at the data comprising the AYP determination for each corporation or school. On detailed AYP reports, an asterisk (*) will appear next to the name of school that did not make AYP. An asterisk (*) will also appear next to the specific areas in which the school did not make AYP. Making “Safe Harbor” for a specific area cancels the asterisk for that group if the school also meets AYP in the “Other Indicator” (attendance/graduation rate). Sample detailed school reports are provided below. Detailed School Report
A sample detailed school corporation report is provided on the following page.
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Detailed School Corporation Report As noted previously, Indiana uses grade spans at the corporation level for determining AYP for achievement, participation rates and attendance/graduation rates. A corporation will not make AYP when all three grade spans within that corporation fail to meet the AYP targets for a given group of students in either English/language arts or mathematics. Corporation AYP reports are otherwise very similar to school AYP reports. A sample detailed school corporation report is provided below:
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Key AYP Terms Explained AYP: Adequate Yearly Progress (AYP) designations for Indiana school corporations and
schools are determined by student performance and participation rates on the state’s ISTEP+ tests in English/language arts and math; student attendance rates (for elementary and middle schools); and graduation rates (for high schools).
The federal No Child Left Behind Act of 2001 (NCLB) requires public schools to
make AYP for both the overall student population and for all identified student groups (often called “subgroups”) present within the school. These student subgroups include: economic background, race/ethnicity, limited English proficiency and special education. Schools must make AYP in every student group in order to meet AYP. The goal of NCLB is for all students to achieve proficiency in English/language arts and math by 2014.
Comprehensive Title I schools that have been identified for improvement status that are furthest Improvement: from meeting AYP targets (or cells). See Differentiated Accountability for more
information. Corrective Action: Corrective actions may include such actions as: 1) Replacing relevant school staff, 2)
Implementing new curriculum, 3) Significantly decreasing management authority in the school, 4) Appointing an outside expert to advise or manage the school, 5) Extending the school day or year or 6) Restructuring the school’s internal organization.
Differentiated An alternative approach for school improvement, differentiated accountability gives Accountability: Indiana (and other states approved by the U.S. Department of Education) the flexibility
to vary the type and intensity of interventions applied to Title I schools in improvement, thereby targeting assistance to under-performing schools based on their level of need. Indiana’s Differentiated Accountability Model divides schools into two main tiers: Focused Improvement and Comprehensive Improvement
English performance: The percentage of students passing the English/language arts ISTEP+ assessment for
each student group at that school. An asterisk (*) will appear when a student group did not meet the AYP target.
English Confidence Interval1: The English performance target for each group of students at that school. For greater
statistical accuracy, the confidence interval will fluctuate depending on the number of students in each group.
Focused Improvement: Title I schools that have been identified for improvement status but are closer to
meeting AYP targets and/or are missing AYP in a relatively small number of areas (or cells). See Differentiated Accountability for more information.
Improvement Status: No Child Left Behind (NCLB) only includes formal consequences for those for public
school corporations and schools that consistently do not make AYP and also participate in the federal Title I program. After not making AYP for two consecutive years, Title I schools enter improvement status.
Improvement Status consists of a series of interventions that become more extensive for each additional year that the school does not make AYP. It takes two consecutive years of not making AYP in the same subject area (English or Math) to enter school improvement status and two consecutive years of making AYP in that subject to be removed from improvement status.
1 English Confidence Interval Calculation: .726 - (2.33 x sq root of (.726 X .274/n))
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Math performance: The percentage of students passing the mathematics ISTEP+ assessment for each
student group at that school. An asterisk (*) will appear when a student group did not meet the AYP target.
Math Confidence Interval2: The Mathematics performance target for each group of students at that school. For
greater statistical accuracy, the confidence interval will fluctuate depending on the number of students in each group at that school.
No Child Left Behind: Passed into law on Jan. 8, 2002, this federal education reform and accountability act
requires states to set clear timelines for improving student achievement. It calls for schools, districts, and states to demonstrate steady gains, or Adequate Yearly Progress (AYP), on state tests with the goal of 100 percent of students achieving proficiency by the 2013-14 school year.
NCLB Report Card: No Child Left Behind requires that a more detailed report be created for each
corporation/school that goes beyond the information that is used for determining AYP. A link to this detailed report is provided for each school’s information.
Other Indicator: “Other Indicator” refers to attendance rates at the elementary and middle school
levels and graduation rates at the high school level for the two most recent school years. This indicator is calculated for the overall student population for each corporation/school. All schools must meet this indicator in order to make AYP, even if the school meets all other performance and participation targets. To make AYP in the “other indicator” category, schools must have an attendance/graduation rate of 95 percent (or above) or demonstrate some improvement over the two-year period.
Participation Rate: At least 95 percent of students in each student group must participate in the ISTEP+
assessments in order to make AYP. Falling below the 95 percent participation rate will result in a school not making AYP, even if the school meets all other AYP targets. A number will only appear in this field if the 95 percent student participation rate has not been reached.
Pupils: The number of students (pupils) included in the AYP calculation for each student
group. Students must have been enrolled in the corporation/school for a full academic year (162 days).
Restructuring: Applies to Title I schools in improvement status. Restructuring may include one of the
following actions for alternative governance of the school: 1) Reopen as a charter school, 2) Replace all or most relevant school staff, 3) Contract with private management to operate school, 4) Allow a state takeover of the school, 5) Any other major restructuring of school governance
Safe Harbor: A school that does not meet performance and/or participation target(s) can still make AYP in that category if the following conditions are met:
1. The percentage of students not meeting the AYP target(s) has been reduced by 10
percent from the previous year.
2. The school meets the “Other Indicator” (attendance or graduation rate) for any student group that has not made AYP.
2 Mathematics Confidence Interval Calculation: .751 - (2.33 x sq root of (.751 X .285/n))
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School Choice: Applies to students enrolled in a Title I school that has entered the first year of improvement status and beyond. These schools must notify parents that they may send their student to another public school (including a charter school) in the district that has not been identified for school improvement.
SES: Supplemental Education Services (SES) include tutoring and other extended learning
opportunities (i.e. after school programs, summer school, Saturday classes, etc.) that are offered to academically at-risk students in addition to the general education curriculum.
Student subgroups: The student demographic groups at that school, including ethnicity, economic
background (free and reduced-price lunch), limited English proficiency and special education. Student subgroup will only affect s will only appear if a school has 30 or more students in that particular group. Clicking on a student group will link to a more detailed view of that group’s performance.
Technical Assistance: State and school district must provide assistance for Title I schools in improvement
status that supports the school’s improvement plan, including: analyzing assessment data, improving professional development and improving resource allocation.
Title I: Title I schools, those with high percentages of students from low-income families,
receive additional federal funding to help educate these at-risk students. After not making AYP for two consecutive years, Title I schools enter Improvement Status (Improvement Status for additional information).
Visit www.doe.in.gov/ayp for more information on Adequate Yearly Progress (AYP).
