Dysart AYP Results

Adequate Yearly Progress (AYP) is the measure by which schools, districts, and states are held accountable for student performance under Title I of the No Child Left Behind Act of 2001 (NCLB). NCLB requires states to use a single accountability system for all public schools to determine whether students as a whole, as well as subgroups of students (i.e., ethnic groups, English Language Learners (ELL), students with disabilities, and economically disadvantaged students) are making progress toward meeting state academic standards. The law also requires that all students reach a "proficient" level of achievement, as measured by their performance on state tests, by the spring of 2014.

In Arizona, students that Meet or Exceed the standards on the Arizona Instrument for Measuring Standards (AIMS) test are considered “proficient” in Reading and Mathematics. Along the way, schools, districts, and states must demonstrate that all of their students are making continuous and consistent progress toward meeting that goal in public elementary and secondary schools (not just those schools receiving Title I funds). This interim progress is what is known as Adequate Yearly Progress (AYP) toward the goal of all students reaching academic standards.

According to the law, states have the flexibility to define this yearly progress, but it must include the following elements:

• Met Percent Tested? To make AYP, at least 95 percent of students in each of the five ethnic subgroups and each of the three federal programs sub groups (ELL, Special Education, and Economically Disadvantaged), as well as 95 percent of students in schools and districts as a whole, must take the AIMS test. This will include all students enrolled on the first day of the AIMS assessment window for elementary schools and on the day of the AIMS assessment for students in grade 10.
• Met Test Objectives? To make AYP, the percent of students as a whole, as well as in each of the five ethnic subgroups and each of the three federal programs sub groups (ELL, Special Education, and Economically Disadvantaged), must meet or exceed the Annual Measurable Objectives (AMOs) set for that year for each subject and grade. This includes students who were enrolled continuously for the Full Academic Year. Enrolled for the Full Academic Year are those students who were enrolled from the first two weeks of the school year.
• Met Attendance Rate? To make AYP, districts and elementary schools must have an attendance rate of at least 90 percent over the first 100 days of the academic year or make at least a 1 percent gain from the previous year.
• Met Graduation Rate? To make AYP, districts and high schools must have a four-year graduation rate of 70.5% and above or make at least a 1percent gain from the previous year.

Additional key elements of AYP determinations for elementary schools:

Additional key elements of AYP determinations for high schools:

The aggregate of all school level AYP data is calculated for the district AYP determination. This will include AIMS assessment data from all students in the district in grades 3 through 8 and grade 10.

Elementary Schools must meet the AYP criteria based upon student performance on the AIMS in Reading and Mathematics as displayed in Table 1 to make AYP. A "No" in any of one or more of the cells and the school does not make AYP.

Table 1

High schools must meet the AYP criteria based upon student performance on the AIMS in Reading and Mathematics displayed in Table 2. A "No" in any one or more of the cells and the high school will not make AYP.

Table 2

What are the Consequences for Districts not making AYP?

Title I Districts identified for participation in the LEA (Local Education Agency) Improvement Program participate at one of the following sequential levels of support:

A Title I District is identified for LEA Improvement only when it misses AYP in the same subject and in all grade spans for two consecutive years, or the other academic indicator (i.e., attendance or graduation) in all grade spans for two consecutive years. Applicable grade spans are K-5, 6-8, and 9-12.

Similarly, a Title I District advances to the next level of LEA Improvement only when it misses AYP in the same subject and in all grade spans for two consecutive years, or the other academic indicator (i.e., attendance or graduation) in all grade spans for two consecutive years

For two consecutive years DUSD may not have made AYP but is not identified for school improvement because the described criteria for LEA Improvement were not met.

What are the consequences for Schools not making AYP?

Year 1: No Consequences

Year 2: School Improvement Year 1

Year 3: School Improvement (Year 2)

Year 4: School Improvement (Corrective Action)

Year 5: School Improvement (Restructuring/Plan)

Year 6: School Improvement (Restructuring/Implement)