September 2003 : September 2003 Understanding Adequate Yearly Progress in Maryland in 2003
AYP Defined : AYP Defined The goal of the No Child Left Behind (NCLB) Act of 2001 is to have 100 percent of students proficient in reading and mathematics by the year 2014.
Adequate Yearly Progress (AYP) is the gain that must be made each year in reading and mathematics proficiency towards the 2014 goal. AYP also requires:
95 percent student participation in testing
one additional academic indicator
Maryland’s AYP Components : Maryland’s AYP Components Maryland’s AYP also includes 95 percent participation in the MSA
Proficiency in Reading and Mathematics: the MSA : Proficiency in Reading and Mathematics: the MSA NRT items provide a national percentile score to describe how well a student performs compared to his/her peers.
CRT items provide a score expressed as Basic, Proficient, or Advanced to describe how well a student has mastered reading and mathematics content specified in the Maryland Content Standards. Norm-Referenced Test (NRT)
Stanford 10 and Terranova Second Edition Criterion-Referenced Test (CRT)
Maryland items
Slide5 : Proficiency in Reading and Mathematics: the Alt-MSA Special education students pursuing Fundamental Life Skills curriculum outcomes are exempt from the MSA. These students, however, must participate in the Alternate MSA, or Alt-MSA.
The Alt-MSA:
replaces the Independence Mastery Assessment Program (IMAP)
assesses and reports student mastery of reading and mathematics objectives from the Maryland Content Standards (or appropriate access skills)
involves a portfolio and videotaped performance tasks
Maryland’s Proficiency Standards : Maryland’s Proficiency Standards Maryland uses scores from the criterion-referenced tests of the MSA and the Alt-MSA to determine proficiency in reading and mathematics.
In July 2003, the Maryland State Board of Education approved proficiency standards for the MSA and the Alt-MSA.
Slide7 : Maryland’s Proficiency Standards
for the MSA The range of scores is from 0 to 800.
Maryland’s Definition of AYP: Elementary and Middle Schools : Maryland’s Definition of AYP: Elementary and Middle Schools
Maryland’s Definition of AYP: High Schools : Maryland’s Definition of AYP: High Schools
Measuring Progress Towards AYP: Annual Measurable Objectives (AMOs) : Measuring Progress Towards AYP: Annual Measurable Objectives (AMOs) To measure how much gain must be made each year between 2003 and 2014 for each AYP component—reading, mathematics, attendance, and graduation rate—Maryland has established Annual Measurable Objectives (AMOs) to determine:
where to start in 2003, and
how far to go each year and over several years You are here!! Target 2003 2014 2005 2008 2011
2003 AMOs for Maryland and School Districts : 2003 AMOs for Maryland and School Districts
2003 AMOs for Elementary Schools: Combined Grades 3 and 5 : 2003 AMOs for Elementary Schools: Combined Grades 3 and 5
Slide13 : 2003 AMOs for Middle Schools: Grade 8
Slide14 : 2003 AMOs for High Schools: Grade 10 Reading Maryland will provide mathematics AMOs once it finishes its processing of Geometry MSA data.
Making AYP in Maryland in 2003 : Making AYP in Maryland in 2003 To make AYP in 2003, schools and school systems had to meet or exceed the applicable:
Minimum Group Sizes to Report Data : Minimum Group Sizes to Report Data If the minimum group is not met,
Maryland reports it as “na”
Confidence Intervals to Determine Whether AMOs Had Been Met : Confidence Intervals to Determine Whether AMOs Had Been Met Maryland uses a confidence interval (CI) around the AMO to help determine whether AMOs had been met.
The smaller the group, the larger the interval. The larger the group, the smaller the interval.
Performances within the CI are considered to be meeting the AMO and, by extension, AYP.
Making AYP in 2003 in Reading Proficiency: MCPS as a System : Making AYP in 2003 in Reading Proficiency: MCPS as a System AMO Target: 43.35% Participation in Testing Target: 95.00%
AYP Student Inclusion Rules : AYP Student Inclusion Rules All students enrolled for a full academic year (from September 30 through testing) count for AYP.
In the case of Geometry, students must be enrolled for the duration of the course.
Absent students who do not make up the test are assigned the Basic proficiency level.
AYP Student Accountability : AYP Student Accountability
Determining AYP at the ES Level : Determining AYP at the ES Level Elementary schools get the reading and mathematics scores of students in Grades 3 and 5 averaged together.
The average is weighted according to the number of students in each grade.
For example, in a school with 30 students in Grade 3 and 60 students in Grade 5, the total school scores is 90. In this scenario, the third-grade scores would count for one-third of the school total score in reading or mathematics, while the fifth-grade scores would count for two-thirds.
Reporting AYP for Geometry : Reporting AYP for Geometry Because the Maryland School Assessment in Geometry is an end-of-course exam, no grade-level scores are produced.
For purposes of checking AYP for student performance and participation, Maryland will use student status (percent at proficient and percent participating) by Grade 12.
The Grade 12 status measure will be phased in over six years.
Consequences for not Making AYP : Schools need to make AYP for two consecutive years in order to exit any of the above phases.
If, after exiting any of the above phases, a school not making AYP for two consecutive years enters Phase 1. Consequences for not Making AYP