1 2007 ayp update rachelle tome maine department of education [email protected] 207-624-6705
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2007 AYP UPDATE2007 AYP UPDATE Rachelle TomeRachelle Tome
Maine Department of Education Maine Department of Education
[email protected]@maine.gov207-624-6705207-624-6705
2007 AYP UPDATE2007 AYP UPDATE Rachelle TomeRachelle Tome
Maine Department of Education Maine Department of Education
[email protected]@maine.gov207-624-6705207-624-6705
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Title IA Accountability Team at DOE
• Rachelle Tome, Coordinator,Title IA Accountability & School Improvement, [email protected]
• George Tucker, Distinguished Educator, [email protected]
• Robin Bray, Distinguished Educator, [email protected]
• Matthew Houghton, Distinguished Educator, [email protected]
Phone: (207) 624-6705 fax: (207) 624-6706
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2007 AYP UPDATE
School AYP• MEA scores mid-July• AYP decisions mid-August• Participation data must be 95%
– Minimum Group n-size 41• Gr 3-8 Performance
– All grades in school combined- 1 year of data
– Minimum Group n-size 20• Gr 11 Performance
– May still be 1 year of data
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2007 AYP UPDATEProposed performance targets
Reading MathGrades 3-8 50% 40%Grade 11 50% 20%
New attendance/ graduation targets
Grade 3-8 Attendance 88%
Graduation rate for High School 64%
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Make sure to watch your
sub-group data!Previously, many sub groups
were too small to be reviewed for AYP.
REMEMBER: AYP will be determined forany NCLB sub group with 20 or morestudents
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AYP & Safe Harbor• Safe harbor compares the performance
from one year to the next and may help the school make Adequate Yearly Progress.
• In order to qualify for Safe Harbor, schools are expected to decrease the percentage of students in the does not meet category by 10%.
• The eligible sub group(s) must also meet the additional indicator.
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Confidence Interval Demonstration
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• Annual assessment and AYP reports are generated with the data posted by your district into the MEDMS system.
• The reporting file reflects what was entered into MEDMS at the end of the testing window.
• Student data is the LEA’s responsibility. Please ensure that all data entered into MEDMS is true and accurate.
The MEDMS home page is available at: http://www.maine.gov/education/medms/
Remember to check MEDMS data frequently
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• make sure any changes made in MEDMS have also been made in your Student Information System
• enter any new students who have enrolled• exit students who have moved or dropped
out• enter information for students who are
habitually truant
MEDMS DATA IS YOUR DATA
To ensure true and accurate assessment reports for your district:
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AYP Status• School Does Not Make AYP 1st year = Monitor
– No sanctions• School Does Not Make AYP 2nd year = CIPS1
– Parent Notification of status– 10% PD Set aside required– Choice offered (if available)
• School Does Not Make AYP 3rd year = CIPS2– Parent Notification of status– 10% PD Set aside required– Choice offered (if available) – Supplemental Educational Services-(SES) requires school
to fund an amount up to 20% of district Title IA allocation. Funding can come from sources other than Title IA.)
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AYP Status
School Does Not Make AYP 4th year = CIPS3Stage II-Corrective Action
– Parent Notification of status– 10% Set aside required– Choice offered if available – Supplemental Educational Services required (School
must fund an amount up to 20% of district Title IA allocation. Funding can come from sources other than Title IA.)
– The LEA must take at least one of several corrective actions
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AYP StatusSchools in CIPS3 status must select one of these Corrective
actions:– Provide, for all relevant staff, appropriate, scientifically
research-based professional development that is likely to improve academic achievement of low-performing students;
– Institute a new curriculum grounded in scientifically based research and provide appropriate professional development to support its implementation;
– Extend the length of the school year or school day;– Replace the school staff who are deemed relevant to the school
not making adequate progress;– Significantly decrease management authority at the school– Restructure the internal organization of the school; or– Appoint one or more outside experts to advise the school (1)
how to revise and strengthen the improvement plan it created while in school improvement status; and (2) how to address the specific issues underlying the school’s continued inability to make AYP. §1116(b)(7)(C); §200.42
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AYP Status
School Does Not Make AYP 5th year = CIPS4 Stage III- Restructuring– Parent Notification of status– 10% Set aside required– Choice offered if available – Supplemental Educational Services
required (School must fund an amount up to 20% of district Title IA allocation. Funding can come from sources other than Title IA.)
– The LEA must prepare a plan to restructure the school based on a prescribed list of alternative governance structures, consistent with state law.
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Schools in CIPS4 status must implement one of the following alternative governance arrangements, consistent with State law, by the beginning of the next school year. Replace all or most of school staff, including the
principal Any other major restructuring of the school’s
governance arrangement.
**These options, although listed in Federal regulations, are not currently available under Maine Law** Reopen school as a public charter school** Enter into a contract with an entity, such as a private
management company, with a demonstrated record of effectiveness to operate the school
** State takeover
AYP Status
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AYP Status
School Does Not Make AYP 6th year = CIPS5 Stage III- Restructuring continues– Parent Notification of status– 10% Set aside required– Choice offered if available – Supplemental Educational Services
required (School must fund an amount up to 20% of district Title IA allocation. Funding can come from sources other than Title IA.)
– Restructuring and alternative governance structures in place
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District AYP StatusDistrict AYP • Annual AYP decisions based on:
District level status for all levels At least one level (Elementary, Middle,
or High School) Makes AYP at the district level in two years
• District Does Not Make AYP 1st year = Monitor– No sanctions
• District Does Not Make AYP 2nd year = CIPD1– Parent Notification of status– District Improvement Plan– 10% PD Set aside required
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Schools in CIPS status for2006-2007: 2 elementary schools,
38 middle schools,2005-2006: 21 high schools
19 of these schools receive Title IA funds and are eligible for technical assistance and additional school improvement funding.To view the Continuous Improvement Priority Schools 2006-2007, please visit
http://www.maine.gov/education/pressreleaes/ayp/fy2007/0607ciplist.rtf
Continuous Improvement Priority (CIPS) Schools
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Title IA CIPS Time-LineJuly - Schools receive state assessment data and have two week
review periodAugust –Schools receive AYP data and have two week review
period– MDOE contacts Superintendent & Principal to notify of status– School AYP status released to press and posted at
http://www.maine.gov/education– MDOE School Improvement consultants contact Title IA CIPS
school administration to review requirements – Title IA CIPS Schools notify parents before school year begins of
CIPS Status in writing – MDOE Consultant initiates contact with School Improvement Team– Consultant facilitates development of two year improvement plan.– Once identified, schools have three months to complete their
improvement plan September-October- Short Team Assessment Strategies
planned, developed, and implemented
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CIPS Time-Line Cont.November- CIPS Plans developed
– CIPS Plans are peer reviewed, signed, presented to Superintendent, forwarded to MDOE
– School reports to parents and the public specifics of their approved CIPS Plan
January- MDOE prepares contracts– Consultant meets with school and business manager to clarify
reimbursement processJanuary-February- Schools secure professional development
– Principal schedules dates for consultants and trainings for professional development
– Principal creates teams to complete indicators in plan (data team, team meetings)
– Principal finalizes and distributes professional development calendar for CIPS Plan
March- State Assessment is given to students in Grades 3-8– Schools meet with Maine DOE consultant to review plan progress – Any major alterations to the plan must be signed by school and
filed at DOE– Funds for Indicators not completed will be renumbered by MDOE
for reallocation
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CIPS Time-Line Cont.
April- Schools should complete planning for summer work
May- CIPS Year End Review- What indicators were completed and not completed?– School administration meets with MDOE Consultant to
review progress– Maine High School Assessment administered
June- Improving Schools Symposium for Title IA Monitor and CIPS Schools– Schools should examine and review their educational
practices and policies. For example, data analysis, use of instructional time, choice of instructional programs and materials
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CIPS Work Overview
1. School Improvement Consultant assigned to Title IA CIPS school
2. Data Gathering: assessment, demographics, staff, professional development activities
3. Initial meeting with administration, overview of CIPS process
4. Extended meeting with School Improvement Team
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Short Term Strategies for School Improvement
• Curriculum is aligned to 2007 GLE’s• Scope & sequence established • Established Curriculum is used & monitored• Released items/practice items are given on a
consistent, established schedule and provided for all students
• Opportunities for practice provided on consistent schedule
• Common vocabulary developed and posted• Accommodations are established and used consistently• Teachers take Practice Test (parents too!)• Review assessment data to create plan of improvement
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Released Items and GLE’s
2005-2006 Grades 3-8 Released items.
http://www.maine.gov/education/mea/mearelitems.htm
Enhanced Grade Level Expectations. http://www.maine.gov/education/lsalt/glereview.htm
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Professional Development in CIPS School Improvement Plans
• Readiness Survey• Creation of data teams• Professional Study Groups/Literature Circles• Co-Teaching Training and Support• Differentiation Training and Support• On-Site Consultation Support Short Term• MEA Short Term Strategies (test-prep, test conditions &
motivation)• Success Analysis-from MEA Item Analysis/ Other data
sources• PLC (Professional Learning Community) Training• Formative Assessment Training• Content Literacy Training• Specific Curriculum Program Training and support
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• Maximum Inclusion for Special Education Students in regular classroom. Maximum training for Special Education Staff (including ed. techs.) Regular meetings between regular Special Education Teachers and Classroom Teachers. Special Education Staff us using the same curriculum as regular education.
• 3-5 Days of Summer Training in Reading and or Math for all staff (Regular Education, Special Education, Ed. Techs., Administration) with 3-5 days of follow up consultant support in the classroom during the school year.
• Enhanced GLE’s are aligned and consistently taught by all staff. Teachers teaching same curriculum with consistent schedule, scope, sequence and common assessments,
• Assessments: Survey of Enacted Curriculum, NWEA, Literacy Spiral/Audit, DRA, DIBLES, writing prompts, MEA, Walk-Abouts, etc. Data is used to inform instruction and further professional development.
• Literacy Audits: Including leadership training, monitoring support and coaching by outside specialist
Professional Development in CIPS Improvement Plans (cont.)