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Adequate Yearly Progress (AYP)
The minimum level of
performance that
school districts and schools must achieve to comply with the No Child Left
Behind Act. AYP is determined at both the district and school level and both
for Title I and Non-Title I schools and districts. NYS criteria to determine AYP
AYP is determined for
grades 3-8 and high school English language arts and mathematics
(performance and participation requirements for all accountability
subgroups); elementary and middle-level science; and High School graduation
rate.
Because of the 3-8 testing (implemented in 2005-2006), a single grade 3-8
performance index for ELA and a singe grade 3-8 performance index for math
has replaced the grade 4 and grade 8 indices for ELA and math. [In a K-5 school, you'd
combine 3-5; in a 6-8 school you'd combine 6-8 etc.]
The accountability
groups to which AYP applies (minimum of 30
continuously enrolled students for performance requirement; 40 enrolled
students for participation requirement) are: all students; American
Indian/Alaskan Native; Asian/Pacific Island; Hispanic; Black (not Hispanic);
White; economically disadvantaged; limited English proficient; and students
with disabilities.
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Annual Measurable Objective (AMO)
The performance index value that signifies that an accountability group is
making satisfactory progress toward the goal of all students meeting or
exceeding state learning standards by 2013-14. There is a higher AMO set
for each exam each year.
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BEDS – Basic Educational Data System
A system that keeps track of demographic data on teachers, students, etc.
Every NYS public school submits this data on an annual BEDS Information Day
(first Wednesday in October) set by the state. The student enrollment counts
collected for BEDS become the “count of continuously enrolled students” used
in determining AYP.
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Confidence Interval
A range of points around an AMO (for an accountability subgroup of a given
size) that is considered to be not significantly different than the AMO. The
confidence interval represents the margin of error attributable to random
sampling error, i.e., that the difference between a school/district’s
performance index (score) and the AMO is not statistically significant.
Generally, the confidence interval decreases as the number of students in an
accountability group (# tested) increases.
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Districts in Need of Assistance
This is a district where among
students with disabilities/special education students the graduation
rate is more than 18.5 percent and less than 35 percent; and/or the drop out
rate is between 20 and 33 percent; and/or the district did not make AYP in
math and ELA and the score on two or three state assessments is below the
state average.
In districts that receive this designation the
state will review district instructional practices related to achievement;
the district will be required to have a compliance/corrective action plan;
the district will require professional development on instructional
practices in the areas of literacy instruction, behavioral supports and
services, and effective delivery of special education services. These
districts will also conduct a self-review of policies, procedures and
practices using protocols developed by the state Department of Education.
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DINI – District In Need of Improvement
District receiving Title I funds that fails to make AYP at every applicable
grade level on an accountability area for two consecutive years. A DINI that
fails to make AYP at every applicable grade level in the same area in a
school year will advance to the next level (Year 2, then Corrective Action).
A DINI that makes AYP in at least one grade level in the accountability area
for which it is identified for two consecutive years will be removed from
improvement status. NOTE: This description represents USDOE's
approval of SED's application to change the method used to identify a DINI.
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Districts in Need of
Intervention
This is a district where among students with
disabilities/special education students the graduation rate is more than
18.5 percent; and/or the drop out rate is 33 percent or higher;
and/or the district did not make AYP in math and ELA and the score on four
state assessments is below the state average.
In districts that receive this designation the
state will review district instructional practices related to achievement;
the district will be required to have a compliance/corrective action plan;
the district will require professional development on instructional
practices in the areas of literacy instruction, behavioral supports and
services, and effective delivery of special education services; and redirect
district use of federal dollars.
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District in Need of
Substantial Intervention
This is a district with a history of
chronic noncompliance or substantial failure to achieve progress and/or a
district-wide problem with poor performance among students with
disabilities.
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DRAP – District Requiring Academic Progress
Similar to SRAP, but for districts (i.e., state accountability for districts
that do not receive Title I funds and thus are not subject to NCLB
accountability). Follows same criteria as DINI.
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Effective AMO
The lowest performance index that an accountability group of a given size
can achieve in a subject for the group’s PI not to be considered
significantly different from the AMO for that subject. The effective AMO
puts the confidence interval into practice. If an accountability group’s PI
equals or exceeds the effective AMO, the group is considered to have
achieved the AMO.
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Good Standing
A school or district that has made AYP in all areas. NOTE: A SINI/DINI must
make AYP for two consecutive years on all criteria for which it was
identified to return to “Good Standing.”
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LEAP – Local Education Agency Program
The statewide student data collection system used to track elementary and
middle level test scores (similar to STEP). Note: LEAP reporting process
is expected to be discontinued once the state Data Warehouse is operational.
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nySTART –
New York State Testing and Accountability Reporting Tool
As the third leg of the state data
collection and reporting system unveiled in fall of 2006, this system
provides teachers and administrators with web-based access to student
records, including test scores, enrollment, demographic and other
performance data for their school. When the system is fully functional it
will provide: individual
student reports that outline student performance on state tests;
summary reports that provide information on district/school performance
on state assessments; and interactive reports that allow
teachers/administrators to view and analyze testing data by a variety of
factors and allow the creation of customized reports.
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NYSSIS –
New York State Student Identification System
This system, part of the state data
collection and reporting system unveiled in the fall of 2006, will assign
every student in the state (pre-K - 12) a unique 10-digit identification
number when he or she first enrolls in public school.
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Performance Index (PI)
A value from 0 to 200 assigned to an accountability group, indicating how
that group performed on a required state test (or approved alternative) in
ELA, math or science. PI is calculated by adding the percentage of students
scoring in Levels 2-4 and the percentage of students scoring in Levels 3-4.
A PI of 200 is achieved only when all students meet or exceed the standards
(i.e., score in Levels 3-4).
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Safe Harbor
An alternative means to demonstrate AYP for accountability groups whose PI
is less than their Effective AMO. For a group to make safe harbor in ELA or
math, the group must reduce the difference between its previous year’s PI
and the goal of 200 by 10 percent (Effective AMOs do not apply) AND still
make AYP in science (at the elementary or middle level) or graduation rate
(at the secondary level).
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School in Corrective Action
A School in Need of Improvement (year 2) that does not make AYP on the
accountability measure for which it was identified while receiving Title I
funds becomes a School in Corrective Action for the following year.
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School in Good Standing
A school is considered to be in good standing if it has not been identified
as a School in Need of Improvement, in Corrective Action, Planning for
Restructuring, Restructuring, Requiring Academic Progress, or as a School
Under Registration Review.
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SINI – Schools In Need of Improvement
Schools receiving Title I funds that did not make AYP for two consecutive
years in the same subject and grade (even if the failure to make AYP is with
different subgroups in the two years). Referred to as SINI (Year 1). Among
other things, these schools are required to offer public school choice.
SINI (Year 2) – SINI school that fails to make AYP again. These schools are
required to provide public school choice and must also offer eligible
students supplemental educational services.
SINI (Year 3) – Corrective Action
SINI (Year 2) schools that fail to make AYP again are identified for
Corrective Action. In addition to offering public school choice and
supplemental services, these schools must implement at least one of a menu
of options for action specified under NCLB— replace school staff; institute
a new curriculum; decrease management authority at the school; appoint an
outside expert to advise the school; extend the school day or school year;
or restructure the internal organization of the school. If these schools
fail to improve under Corrective Action, they will be restructured within
two years.
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School Planning for
Restructuring
A School in Corrective Action that does not make AYP on the accountability
measure for which it was identified.
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SRAP – Schools Requiring Academic Progress
These schools do not receive Title I funds so they do not fall under NCLB
accountability. However, they fall under State regulations set by the Board
of Regents. If a school does not make AYP for two consecutive years in the
same subject and grade (even if the failure to make AYP is with different
subgroups in the two years), then the school or district will be identified
as "Requiring Academic Progress." Schools are required to develop
improvement plans in the areas they are identified. SRAP schools are not
required to offer public school choice or supplemental educational services.
SRAP schools that continue to fail to meet AYP advance to SRAP Years 2-5.
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School Restructuring (Year 1)
A School Planning for Restructuring that does not make AYP on the
accountability measure for which it was identified.
School Restructuring (Year 2)
A School Restructuring (Year 1) that
does not make AYP on the accountability measure for which it was identified.
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SURR– Schools Under Registration Review
Schools that are furthest from meeting state standards and are most in need
of improvement are under registration review. These schools must achieve
performance targets specified by the Commissioner of Education in a certain
time period or are at a high risk for being shut down.
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Student Data Collection and Reporting System
Unveiled by the State Department of
Education in the fall of 2006, this system replaces the STEP
and LEAP reporting system. Once fully operational, it
will provide teachers and district administrators a way
to directly access student testing data. It will also allow parents and
students to access the district report cards. The system is made up of the
Student Information Repository System, the
New York State Student Identification System and the
New York State Testing and Accountability Reporting Tool.
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SIRS –
Student Information Repository System
This system is part of the new
student data collection system implemented in the fall of 2006. It
consolidates individual student data into one system. Program and assessment
data from schools across the state will be reported through this system.
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STEP – System for Tracking Education Performance
The statewide student data collection system used to track test scores at
the high school level. The system can also compare test scores from one
school to another. Note: STEP reporting process is expected to be
discontinued once the state Data Warehouse is operational.
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