Monday, December 13, 2004

NCLB: The big picture

From the Minnesota Department of Education website... What happens if every single subgroup doesn't make Adequate Yearly Progress (AYP):
For schools not making AYP, Minnesota has a process in place to help them improve. Title I schools that do not make AYP for two consecutive years enter a formal Continuous Improvement process conducted by the state.


School Improvement

Once identified for improvement, schools must develop two-year school improvement plans designed to improve each subgroup's achievement. Title I schools must offer public school choice. If schools do not make AYP after one year of being in School Improvement, they remain in it for a second year remain in it for a second year. During the second year, all schools will continue with their school improvement plans. Title I schools must continue school choice and begin offering supplemental services (e.g. tutoring) to economically disadvantaged students. Schools not making AYP for two years after entering School Improvement will be identified for Corrective Action.


Corrective Action

Local school systems will direct changes in schools in Corrective Action. These changes could include replacing school staff, adopting a new curriculum, decreasing school-level management authority, and extending the school day or year. Title I schools must continue to offer school choice and supplemental services. Schools not making AYP after one year of Corrective Action will be identified for Restructuring.


Restructuring

Restructuring involves at least one of the following:

Replacing all or most school staff who are relevant to the failure to make AYP.

Contracting with a management company to operate the school.

Reopening the school as a public charter school

Other major restructuring actions that involve significant changes to staffing and governance.



Exiting


Schools exit the improvement process after making AYP for two consecutive years. After one year of making AYP, the school holds list status in the intervention process. If it makes AYP the next year, it will exit. If it does not make AYP, it will move to the next step in the improvement process. If, after exiting, a school does not make AYP for two consecutive years, it will enter the improvement process from the beginning.

What are these subgroups and areas to make AYP? Again, from Minnesota Department of Education:
The Minnesota AYP plan looks at four areas in determining whether a school or district has made adequate yearly progress:

Participation - Schools and districts must test 95% of students in tested grades.

Proficiency - Students in tested grades must show adequate yearly progress towards proficiency and be 100% proficient in reading and mathematics by 2013-14. A score 1420 on the Minnesota Comprehensive Assessments indicates proficiency

Attendance - Elementary schools, middle schools and districts must have an average daily attendance rate of 90% or show acceptable growth towards 90% to make AYP.

Graduation - High schools and districts must have an average graduation rate of 80% or show acceptable growth towards 80% to make AYP.

The No Child Left Behind Act also required schools and districts to break out their data into nine different subgroups or cells:

All students
LEP
Special Education
Free and Reduced Price Lunch
White
Black
Asian Pacific Islander
American Indian
Hispanic

A school or district must have at least 40 students in a cell in order for it to count for participation. A school or district must have at least 20 students in a group in order for it to count for proficiency with the exception of special education. There must be at least 40 students in the special education group to be counted for proficiency.

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