Transcript Supplemental Services - Texas Education Agency

Adequate Yearly Progress (AYP)
U.S. Department of Education
Adapted by TEA
September 2003
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Adequate Yearly Progress
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Each state must establish a definition
of adequate yearly progress (AYP)
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Definition is used to measure the
achievement of schools, districts, and
states over time
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The Texas definition was approved by
USDE June 23, 2003.
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Accountability Measures
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The goal is 100 percent proficiency for all
students in 12 years.
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Provides measurable objectives for all
students and for specific student groups.
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In Texas, 2002-2003 TAKS, SDAA and RPTE
results will be used this summer to identify
district and campus 2003 AYP status.
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Decisions will be made independent of the new
state accountability system, which is still being
developed.
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Once the state’s accountability system is in
place, each component of the AYP calculation
will be reevaluated to align the two systems as
much as possible.
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NCLB requires test data from the 20012002 school year to be used to set the
baseline AYP standards.
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For 2002-2003, AYP standards were
established by converting 2001-2002
TAAS scores to TAKS equivalent scores
using field test data.
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Performance is evaluated for:
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All students
African-American students
Hispanic students
White students
Economically disadvantaged students
Special education students
Limited English proficient students
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Criteria for meeting AYP:
1. AYP performance requirements are met if
the percent Met Standard for all students
and each student group summed across
grades 3-8 and 10 in reading/language arts
and mathematics meets or exceeds AYP
standard.
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The AYP standards for 2002-2003 and 2003-2004 are 46.8
percent for reading/language arts and 33.4 percent for
mathematics based on a formula provided by USDE.
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The AYP standards gradually increase.
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By 2013-2014, the standards are 100 percent for both
reading/language arts and mathematics.
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2. AYP participation requires 95 percent of
all students and each student group to be
tested to meet participation requirements,
calculated separately for reading & math.
3. Other AYP requirements must be met for
all students: 70% graduation rates for high
schools and 90% attendance rates for
middle and elementary schools.
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AYP performance requirements can
also be met if there is:
1. Sufficient decrease from the prior year in
the percentage of students not
performing at the Met Standard level and
2. improvement is shown on the other
performance measure (graduation rate
for high schools, attendance for middle
and elementary schools).
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All campuses, districts, and states are
evaluated for Adequate Yearly Progress.
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Campuses and districts that receive Title I,
Part A federal funds are subject to choice,
supplemental services, and corrective
actions if they do not meet AYP for two or
more consecutive years as defined by the
State Accountability workbook.
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If a Title I school or district is subject to
Title I AYP requirements, then parents
have new options.
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New Options in No Child Left Behind
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Parents of students in Title I schools
subject to AYP requirements will have the
option to transfer to another public school
in the district not subject to AYP
requirements.
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Parents of students in Title I schools
identified for their 2nd year of AYP
requirements will be eligible to receive
supplemental services for their children.
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Charter Schools
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If a charter school receives Title I, Part A
funds, and
If it is subject to Title I AYP requirements
Then it follows the same guidelines and
must provide supplemental services to
eligible students.
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Supplemental
Educational Services include:
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Tutoring
Remediation
Academic intervention
Instruction must take place outside the
regular school day.
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Why Supplemental Services?
To ensure that students increase their
academic achievement, particularly in
reading, language arts, and mathematics
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Who is an eligible child?
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Children from low-income families
attending Title I schools subject to AYP
requirements
The child’s school must have not met AYP
for three or more years
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Role of the States
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The States are ultimately responsible for
identifying the eligible providers of supplemental
services.
State educational agencies must develop
objective criteria.
States must provide geographically relevant
lists.
States should consult with parents to promote
participation and develop criteria for identifying
providers.
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Four Criteria for Providers
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Demonstrated record of effectiveness in
improving student achievement
Instructional strategies that are of high quality,
based upon research, and designed to increase
student achievement
Services must be consistent with instruction
programs of the school district and with State
academic content standards
Providers must be financially sound
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Provider Profile
A provider may be a:
 School entity (public or private)
 Institution of higher education (public or
private)
 Nonprofit or for-profit organization
 Faith based organization
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Distance Learning Technology
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Some areas may have a limited number of
providers, so organizations that provide
distance learning technology should be
considered.
Providers that use distance learning
technology do not have different criteria for
eligibility.
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Funding Supplemental
Educational Services
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The lesser of (a) the amount the district
receives in Title I funding per eligible child, or
(b) the cost of the services themselves
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Supplemental educational services = an
amount equal to at least 5% and up to 20% of
Title I allocation, depending upon the need for
choice-related transportation.
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Establishing priorities
In some circumstances when more
students request services than the school
district can fund, the school district must
place a priority on serving students who
are the lowest achieving.
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Information for Parents
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The States will be responsible for identifying the
schools for which supplemental educational
services are required and the eligible service
providers.
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School districts must give parents good,
easy-to-understand information about
supplemental services.
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Communication between parents and districts
must occur at least annually.
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Parents choose a preferred
supplemental educational
service provider from the
state-approved list.
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As schools improve and make AYP
for two consecutive years, they
are no longer required to provide
these services.
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NCLB, along with state reforms, will
raise the level of learning in our state.
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