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School Improvement
The goal of No Child Left Behind Act (NCLB) is a federal mandate that was signed into law by President George Bush in 2002. The law provides an overall system for improving student achievement. NCLB has three goals: to ensure that all students, including those from low-income families, minority populations, and students with disabilities do well; to hold schools responsible if all children do not perform above average; and to ensure there is a highly qualified teacher in each classroom.
Under NCLB, each school is evaluated according to whether or not it made Adequate Yearly Progress (AYP). The AYP provisions of No Child Left Behind are complex. Each state sets goals for all schools to meet. In Illinois, these goals indicate the percentage of students performing at grade level or better as measured by the state's testing program, ISAT. By 2013-14, Illinois' goal is for 100 percent of all students to be proficient. This is a requirement of the law.
For 2004-05, the goal for grades 3-8 are 40 percent proficient in reading and 40 percent proficient in math in each subgroup. The expectation is that 40 percent will meet standards in each of the 18 subgroups.
Under NCLB it is important for schools as a whole to meet target AYP goals. Even if one group does not meet AYP target goals, the school will not make AYP. Schools receiving Title 1 funding could face sanctions under NCLB if the school does not make AYP for two years or more in a row.
What strategies does Walker have in place to ensure that no child is left behind?
Walker focuses on academic achievement for all students, a safe and orderly school, community involvement, equity and efficient and affective support operations - all which are the basis for the NCLB law. Every child in the United States will be required to meet the standards set forth by NCLB. Under the law, each state is given flexibility to define their standards in ensuring that students are "proficient" in math and reading. Illinois has defined proficiency as students scoring in Level 3 or above on the ISATs. Principals, teachers, parents and students have a part to play in ensuring the success of each individual child.
How does NCLB measure student achievement?
Schools must meet Adequately Yearly Progress (AYP) which is a minimum level of improvement as determined by NCLB. This is important for all students. Achievement is tracked for the school as a whole as well as smaller populations of students identified by race, socio-economics, language skills, and disabilities. For example, if your child's school has four subgroups of students numbering at least 40 each, all of these four groups must meet the Adequately Yearly Progress goal in order for the school to be considered successful under NCLB.
What are the requirements for students in grades 3-8?
Beginning in 2006, all students in grades 3-8 will be required to take ISAT tests in reading and math. Students in grades 4 and 7 also take an ISAT test in science and social science. Each population of students in a school must be on grade level. Schools must also meet attendance requirements to meet AYP.
If a school doesn't make adequate yearly progress, does it mean the school is a "failure"?
Some schools meet all AYP goals. Others meet most of them. But not meeting AYP goals doesn't mean that the school isn't succeeding in important areas. NCLB is an all-or-nothing model. Meet every requirement and you make it. Fall short in one area and you don't. It is important to look behind the labels and get more information about how your school is doing. Which AYP goals were met? Which were not? How close did the school come? How is your child doing?
Where can I find information about AYP for my child's school?
Information about a particular school's Adequate Yearly Progress under NCLB can be found in individual school report cards. The AYP reports are based on test scores, test participation rates, and attendance rates.
AYP:
All subgroups meet reading and math standards
(Composite: American Indian, Asian, Black, White, Hispanic, Low Income, students with disabilities, Limited English Proficient)
+95% participation in subgroups of 40
+88% attendance rate
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Frequently Asked Questions about Adequate Yearly ProgressSource: Illinois State Board of Education
What is AYP?
AYP stand for adequate yearly progress. It represents the annual academic performance targets in reading and math that the State, school districts, and schools must reach to be considered on track for 100% proficiency by school year 2013-14.
Why does AYP exist?
As required by the Federal No Child Left Behind Act of 2001, each state shall establish a timeline for adequate yearly progress. The timeline shall ensure that not later than 12 years after the 2001-2002 school year, all students in each group will meet or exceed the State's standards.
Who has to make AYP?
The State, School districts, and Schools must make AYP. All students and subgroups of 40 or more within schools, school districts, and the State are calculated for AYP. The subgroups required by NCLB are: Racial/Ethnic: Whites, Blacks, Hispanics, Native American, and Asian/Pacific Islander; Economically Disadvantaged: Students on free or reduced lunch; Students with Disabilities: Students with IEPs and 504 Plans; and Limited English Proficient students.
Can a given student be included in more than one subgroup?
Yes. For example, a white student who also receives free or reduced-price lunch would be counted in both categories.
What happens if a Title I school or a school district doesn't make AYP?
Nothing after one year. However, Title I schools that fail to make AYP for two consecutive years are placed on School Improvement. In year one of School Improvement, the school must develop an improvement plan and offer school choice. In year two, the school must offer supplemental services in addition to school choice. In year three, the school district must implement one or more of a list of corrective actions.
How were the "starting points" and performance targets established?
The NCLB Act is very prescriptive with regard to how this is to be done - very little flexibility is afforded to states. The same process was used to establish starting points for reading and math. To determine the starting points for reading and mathematics, the 2002 assessment data was analyzed.
First, the percent proficient in the school enrolling the 20th percentile of students was determined for reading and math. The percent proficient for reading and math was 40.86% and 39.68%, respectively.
Second, the percent proficient of the lowest performing subgroup in reading was determined to be 24.1%for limited English proficient students. For math, the percent proficient of the lowest performing subgroup was determined to be 30.3% for individuals with disabilities.
The starting points required under NCLB are the higher of the values of the two methods. Therefore, the State Board of Education in 2002 adopted use of the second methodology and in early 2003 adopted 40% proficient as the starting points for all subgroups and schools for both reading and mathematics.
The State's annual measurable objectives are the same throughout the State for each public school, each district, and each subgroup of students.
What assessment results will be considered in making AYP determinations?
The reading and mathematics results from ISAT, PSAE, IMAGE, IAA, and Grade 2 Assessment in reading and mathematics.
Beginning in 2003, how does a school make AYP in a given school year under the requirements as specified by the No Child Left Behind Act (NCLB) of 2001?
Three conditions are required for making AYP in a given school year:
1. At least 95 percent of students are tested for reading and mathematics, for all students and for all subgroups of 40 or more students.
2. At least meet the minimum annual target (2004 - 40 percent) for Meeting/Exceeding Standards for reading and mathematics for all groups and all subgroups of 40 or more students.
3. At least meet the minimum annual target for attendance rate for elementary and middle schools, as depicted below:
Which state assessments are currently used for determining whether a school or district made AYP?
1. The reading and mathematics portions of the Illinois Standards Achievement Test (ISAT) in grades 3, 5, and 8.
2. The reading and mathematics portions of the Illinois Measure of Annual Growth in English (IMAGE) in grades 3, 5, and 8.
3. The reading and mathematics portions of the Illinois Alternate Assessment in grades 3, 5, and 8.
Which state assessments will be administered beginning in 2006 to align with NCLB requirements?
In the spring 2003 session of the General Assembly, House Bill 2352 passed, which adds reading and mathematics tests in grades 4, 6 and 7, beginning in 2006.
What are the determining factors for placing a school in Academic Early Warning Status?
Schools that do not make AYP for two consecutive years are placed in Academic Early Warning Status.
What is the safe harbor provision?
The State, school districts, schools, and each subgroup of 40 or more students must reach the performance targets for increasing proficiency in reading and math to make AYP. However, there is an exception to that requirement. The State, school districts and schools may still make AYP if each subgroup that fails to reach its proficiency performance targets reduces its percentage of students not meeting standards by 10% of the previous year's percentage, plus the subgroup must meet the attendance rate or graduation rate targets.
What are the determining factors for placing a school in Academic Watch Status?
Schools that do not make AYP for four consecutive years are placed in Academic Watch Status.
How do schools that are currently in Academic Watch Status get removed from this status?
Academic Watch Status schools that make AYP for two consecutive years are removed from Academic Watch Status.
When will schools be notified of their status?
The State Board of Education adopts an official status list for each category after School and District Report Cards are published (on or after Nov. 1).
What are the determining factors for placing a school in federal School Improvement Status?
Federal school improvement status designations apply only to Title I schools. Title I schools that do not make AYP for two consecutive years are placed in School Improvement Status and must offer Choice.
Title I schools that do not make AYP for three consecutive years must offer both Choice and Supplemental Educational Services (SES).
If those schools miss making AYP for a fourth consecutive year, they are designated as being in Corrective Action and must choose among several remediation strategies outlined in federal law.
A fifth year of missing AYP results in a restructuring planning year and then a sixth year of missing AYP requires that the restructuring plan be implemented.
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