Post on 05-Jan-2016
Testing Coordinators: October 4, 2007
Adequate Yearly Progress (AYP) and
Academic Performance Index (API)
Adequate Yearly Progress (AYP)vs.
Academic Performance Index (API)
Understanding the Difference
Adequate Yearly Progress (AYP)
Federal Testing Accountability
No Child Left Behind Testing Accountability:
Required Elements
Adequate Yearly Progress (AYP) and Annual Measurable Objectives (AMO)
All Title I Schools must meet Adequate Yearly Progress (AYP) school wide.
Failure to meet AYP for two consecutive years in a single curricular area or AYP component will move a school into Program Improvement (PI) status.
Curricular Areas: Language Arts and Math
Exiting Program Improvement (PI)
To exit PI status, a PI school must meet Adequate Yearly Progress (AYP) in each AYP component for two consecutive years.
AYP Criteria forHigh School:
1. Participation Rate:
95% participation rate must be met in
California High School Exit Exam (CAHSEE) for all
10th graders and
for each significant 10th grade subgroup.
AYP Annual Measurable Objectives (AMO)
@ High School Level
ELA CAHSEEProficiency* ’07= 22.3% ’08= 33.4% ’09=44.5%
Math CAHSEEProficiency* ’07=20.9% ’08=32.2% ’09=43.5%
2. Proficiency:
CAHSEE Passing
English Language Arts: Scaled Score of 350
Mathematics: Scaled Score of 350
CAHSEE Proficiency
English Language Arts: 380 Scaled Score
Mathematics: 380 Scaled Score
AYP Criteria for Elementary/Middle School/High School:
3. Academic Performance Index (API)
Minimal School API Score of 590 (620 in Spring ‘08)
Or
Increase of 1 API point per year
AYP Criteria for High School:
4. Graduation Rate :
Improvement in the graduation rate of at least .1%
ALL Title I Schools are accountable for significant subgroups
If a Title I High School has a 10th grade subgroup population which is:
100 students or greater who are to be STAR tested,
or
99 to 50 students which represent at least 15% of the total number
of students to be tested,
the subgroup must meet:
Participation Rate and
Annual Measurable Objectives (AMO) Proficiency Rates.
3 Key Subgroups
English Learners Socio Economically Disadvantaged Special Education
Key Subgroup: EL Students
Includes RFEPS (Proficiency only).
Key Subgroup: Socio Economically Disadvantaged
Free and Reduced Lunch. Parents did not graduate from High
School.
Key Subgroup: Special Education
Any student with an IEP. Exited Special Ed Students count for
Proficiency (2 years max). Math Proficiency Provision.
Review New AYP Report
2006-2007 Accountability Progress Report
Meeting AYP:
While Implementing the Core Program Elements, Consider:
While Implementing the Core Program Elements, Consider:
1. 10 Grade CAHSEE Testing Drive2. Providing 9th and 10th grade students
with adequate review of 6th, 7th, and 8th grade CAHSEE tested Math standards in all 9th and 10 grade Math classes.
3. Targeting the key standards in English 9 & 10 that are CAHSEE tested.
4. “Bridge” / Articulation with Middle Schools to align ELA and Math strategies and to target CAHSEE needs early.
Academic Performance Index (API)
State of California
Testing Accountability
The Big Six: API Component Breakdown
1. ELA CST: 28.8%2. Math CST EOC: 18.0%3. Science CST
Grade 10+EOC Grade 9-11: 19.3%
4. History CST: 14.7%5. CAHSEE ELA : 9.6%6. CAHSEE Math: 9.6%
API Participation Rate:
85% participation rate must be met in California Standards Tests
(CST) Grade Level Exams:
ELA Grades 9-11 US History Grade 11 Life Science Grade 10
Calculating API
Key to API Growth
Academic Performance Index (API) Criteria: Quintile Rankings and Weights
Quintile API Weights
5 1000
4 875
3 700
2 500
1 200
Advanced
Proficient
Basic
Below Basic
Far Below Basic
Academic Performance Index (API) Criteria: Quintile Rankings and Weights
Quintile API Weights
5 1000
4 875
3 700
2 500
1 200
Advanced
Proficient
Basic
Below Basic
Far Below Basic
100
200
400
100
200
Numbers of Students
Academic Performance Index (API) Criteria:Quintile Rankings and Weights
Quintile API Weights Gain in API Weight
5 1000 125
4 875 175
3 700 200
2 500 300
1 200 N/A
Advanced
Proficient
Basic
Below Basic
Far Below Basic
Figure #1- California Standards Test (CST) Levels: Language Arts
Far Below Basic Below Basic Basic Proficient Advanced
150 to 268 269 to 299 300 to 349 350 to 392 393 to 600
State Target for All Students
API
For Academic Performance Index
(API), greatest gains will occur when
moving students from the lowest CST
levels due to weighting factors.
Academic Performance Index (API) Criteria: CAHSEE Weights
Scaled Score API Weights
(350) 1000
XXXX
XXXX
XXXX
(Below 350) 200
Pass
XXXX
XXXX
XXXX
Fail
Review New API Report
2006-2007 Accountability Progress Report
Generating API: “Checking for Leaks”:
SIS CST Comparison
Reports
“Leakage”API
Two Reasons API drops: 1. Failure to move students from Far
Below Basic to Below Basic. 2. Having students “leak” multiple
quintile levels.
“Checking for Leaks”: XXXXX Middle School Spring 2004 to Spring 2005 CST results Targeted Intervention Program in Math 50 students moved to CST proficiency 60 students move out of CST proficiency Net Growth of Proficient students in
Math: -10
Academic Performance Index (API) Criteria: Quintile Rankings and Weights
Quintile API Weights
5 1000
4 875
3 700
2 500
1 200
Advanced
Proficient
Basic
Below Basic
Far Below Basic
ID99,2 <F1> (current year) <F2> <F10> <F2> “1” (for active) (enter today’s date) <F2> <F2><F2>“2” (select by class number)“Y” (enter by district course #)310102 – Grade 6 Math310104 - Grade 7 Math310302 – Algebra I310318 – Algebra Readiness <F2> (proceed to next step) “T” (sort by teacher) Press enter (Do start a new page or switch to Don’t)<F4> (create a new report)Type in title, then enter
Preventing Leakage: Secondary
While Implementing the Core Program Elements, Consider:
CST Testing Drive Full Implementation of Read 180
Computerized ELA Intervention Program Full Implementation of Cognitive Tutor
Algebra I Intervention Program Check For “Leaks”
Wade Hayashida
Categorical Program Coordinator Local District 8310 354 3416
wade.hayashida@lausd.net