Adequate Yearly Progress 2005

1. Adequate Yearly Progress 2005

2. Requirements of NCLB

5. Key Dates October – Test booklets arrive – how are you going to keep them secure? October – Communicating with stakeholders – how are you going to keep them informed? By October 21 – Testing labels delivered to schools October 24 – November 25 – WKCE Testing Window March/April – Test results and individual performance reports to parents Late May – Public release of test data Ongoing (all year) - Ensuring success for all students

12. Attendance - 90% of the statewide attendance rate of 94.3%, which is 85% (elementary and middle schools) Graduation - 90% of the statewide rate of 90.8%, which is 82% (high schools) or growthAttendance - 90% of the statewide attendance rate of 94.3%, which is 85% (elementary and middle schools) Graduation - 90% of the statewide rate of 90.8%, which is 82% (high schools) or growth

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14. Standard Error of Measure (“Scooping”) 1. Scooping - the simple way of saying we are using a standard error of measure. Which means students within one standard error of measurement (SEM or about 10 scale score points) have been included with the proficiency calculations for AYP. The number of scale score point varies slightly based on the assessed grade and subject, but it averages about 10 scale score points. Example: If the cut score for being proficient in Reading is 850,  students who score 840 to 849 will be "scooped" into the proficient level.  This is based on the probability that a student who had scored one standard error of measurement below proficient may actually meet the benchmark on another given test date.   Remember this is not the score you see reported on WINSS for any school as we only scoop for accountability purposes. 1. Scooping - the simple way of saying we are using a standard error of measure. Which means students within one standard error of measurement (SEM or about 10 scale score points) have been included with the proficiency calculations for AYP. The number of scale score point varies slightly based on the assessed grade and subject, but it averages about 10 scale score points. Example: If the cut score for being proficient in Reading is 850,  students who score 840 to 849 will be "scooped" into the proficient level.  This is based on the probability that a student who had scored one standard error of measurement below proficient may actually meet the benchmark on another given test date.   Remember this is not the score you see reported on WINSS for any school as we only scoop for accountability purposes.

15. Confidence Interval Confidence Intervals--we will apply a 99 percent confidence interval to AYP decisions regarding reading and mathematics proficiency rates. A confidence interval gives schools and districts the benefit of the doubt when their reading or math proficiency rates fall within a specified distance below the Annual Measurable Objective targets. In other words, by using the confidence interval, depending on the group size and proficiency rate, there is a 99 percent probability that the AYP decision will identify only groups that have actually missed the targets. Example: The annual measurable objective for Reading is 67.5. If a group size of 75 students scored collectively 53% proficient we could not say with 99% confidence that they actually missed the bar because the group is so small.  The smaller the group the further from the annual measurable objective they can be before we can say we are 99% confident they did not make it. Of course we can't say they make the annual measurable objective of 67.5 but we will say they made AYP with a confidence interval. As another way of looking at it, the standard error or measurement, or "scooping," applies to individual student test scores. Confidence intervals are applied to groups of students. Both of these calculations are used to reduce the likelihood that we will make an error in identifying schools or districts for improvement. Confidence Intervals--we will apply a 99 percent confidence interval to AYP decisions regarding reading and mathematics proficiency rates. A confidence interval gives schools and districts the benefit of the doubt when their reading or math proficiency rates fall within a specified distance below the Annual Measurable Objective targets. In other words, by using the confidence interval, depending on the group size and proficiency rate, there is a 99 percent probability that the AYP decision will identify only groups that have actually missed the targets. Example: The annual measurable objective for Reading is 67.5. If a group size of 75 students scored collectively 53% proficient we could not say with 99% confidence that they actually missed the bar because the group is so small.  The smaller the group the further from the annual measurable objective they can be before we can say we are 99% confident they did not make it. Of course we can't say they make the annual measurable objective of 67.5 but we will say they made AYP with a confidence interval. As another way of looking at it, the standard error or measurement, or "scooping," applies to individual student test scores. Confidence intervals are applied to groups of students. Both of these calculations are used to reduce the likelihood that we will make an error in identifying schools or districts for improvement.

17. Number of Schools/Districts Missing AYP

18. Schools/Districts Identified for Improvement (SIFI/DIFI)