AYP Questions and Answers (updated July 2011)

This document contains the answers to questions that have been asked about how Washington implements the Adequate Yearly Progress (AYP) provisions of the No Child Left Behind Act of 2001. This law, passed by Congress and signed by President Bush in January 2002, established an accountability system that states must follow. This document is organized into the eight broad categories shown below and reflects changes in the state’s AYP policies approved by the U.S. Department of Education in August 2011. It also includes information about new topics related to AYP.

1. Timing and Changes to the Plan
2. Improvement Goals
   (Student Groups, Content Areas and Grades Tested, State Goals & Baselines)
3. Participation Rate
   (Students Who Are Not Tested, Alternate Assessments)
4. Additional Indicators
   (Unexcused Absence Rates, Graduation Rates)
5. Calculating AYP
   (Margin of Error/Confidence Level, Continuously Enrolled Students, Number of Students Required in a Group/ “N”, Safe Harbor, Groups Not Making AYP)
6. Unusual Circumstances/Schools and Exceptions
7. Consequences of Not Making AYP
   (Timing and Steps of Improvement, School and District Consequences, Relationship to Previous AYP Results, Non-Title I and Private Schools)
8. Other Issues and Topics
   (OSPI Reporting of Results, Other Topics)

1. Timing and Changes to the Plan
   1. When do the new policies approved by the U.S. Department of Education go into effect?
      Any new AYP policies approved by ED take effect immediately. For example, policies approved in June 2011 apply to AYP results generated by assessments given in 2011.
   2. When was the plan approved?
      The original state plan was approved by ED in April 2003. Revised plans were approved in June 2004, July 2005, August 2006, June 2007, July 2008, June 2009, June 2010, August 2010, and June 2011.
   3. Will the plan be changed or revised?
      Yes, we continue to request modifications to the law and regulations and make changes to the plan over time in order to improve the system. If and when the law and regulations change, other revisions will be made.
   4. Will previous AYP determinations be changed because new policies are now in place?
      No. ED does not allow changes in previous AYP determinations. We consider how newer policies would have affected the most recent results when reviewing appeals on a case-by-case basis.





2. Improvement Goals

   A. Student Groups

   1. What groups of students will be included in the AYP determinations?
      The law requires the analysis of data in nine groups of students to determine if each group made the established targets. The groups are:
      1. All students
      2. American Indian students
      3. Asian/Pacific Islander students
      4. Black students
      5. Hispanic students
      6. White students
      7. Students with disabilities
      8. Students with limited English proficiency (LEP)
      9. Students from low-income families
      
      The federal roll-up categories of our new ethnicity and race codes will be used for group determinations.
      
      
   2. How are students with disabilities identified? Is the determination based solely on the IEP?
      Students with disabilities are identified based solely on an active IEP.
   3. How are Limited English Proficient (LEP) students identified?
      LEP students are those participating in the state transitional bilingual education program. Information comes from the Comprehensive Education Data and Research System (CEDARS).
   4. Do all LEP students have to take the MSP/HSPE?
      Not necessarily. ED permits LEP students in their first year of school (i.e., they enrolled in the current school year) in the United States to be exempted from taking the reading/language arts tests. OSPI has consistently proposed having a longer exemption period.
   5. Are first year LEP students required to take the math MSP/HSPE, even though all the items on the test require reading English?
      Yes. Our requests to have these students exempted from testing in math have been denied. OSPI has suggested changes in the regulations. (See also below)
   6. We did not test the first year LEP students in math. How will this situation be handled?
      First year LEP students who do not take the math test (there are no marks in the booklet or they are not marked as being absent or refused to take the test) will be considered non-participants and will count against the 95% participation rate target (see section III below). Their results will not be counted (i.e., they will not get a zero). If there are more than 5% of these students, we will average the participation rates from the previous 2-3 years before making an AYP determination.
   7. Do all special education students need to be tested?
      Yes. ED does not permit exemptions for these students. They can take the MSP/HSPE/EOC with or without accommodations, or an alternate form of the assessment (i.e., WAAS-Portfolio).
   8. Will former special education and LEP students be tracked in those groups over time so we get credit for their progress?
      ED allows LEP and special education students to be counted for up to two years after exiting the program, and their inclusion does not affect the "N" for this subgroup (see V.C. below). We will handle exited special education students on an appeal basis. Beginning with 2009, exited LEP students will be included in AYP results. OSPI will use available data to include exited LEP students. OSPI may grant an automatic appeal each assessment year for the special education and LEP groups by calculating former special education and LEP students for all districts. If a district fails to make AYP in the special education and/or LEP cell without formers, but would with formers, an automatic appeal will be granted.
   9. How are low-income students identified?
      Free and reduced meal eligibility information comes from CEDARS.
   10. Is “multi-racial” included as a race/ethnic group for accountability?
       No. Students coded as multi-racial will only be counted in other groups (“all students” and possibly in another group, e.g., LEP or special education).
   11. What about the gender and migrant groups? Are they required to make AYP?
       No. The federal government still requires reporting on these groups, but it does not include them when determining AYP for federal accountability.
   12. Since students move in and out of programs during the year, when should they be counted as being in or out of a group?
       For special education, low income and LEP students, a student is considered in the program if they are served when the assessment is given.

   B. Content Areas and Grades Tested

   1. In what content areas are targets set?
      Annual targets are established for reading and mathematics.
   2. Will science be included?
      Science tests are required by 2007-2008 and are given in grades 5, 8, and 10. Science is not included in the AYP determinations.
   3. What about the other content areas?
      No other content areas are part of NCLB/AYP.
   4. What is the definition of “proficiency?”
      Meeting standard on the MSP/HSPE/EOC or WAAS-Portfolio (Levels 3 and 4). Scoring at Level 2 on the MSP/HSPE/EOC (referred to as MSP Basic, HSPE Basic, and EOC Basic) is not considered meeting standard for federal AYP purposes, but is considered meeting standard for state graduation requirements.
   5. Is the Washington Language Proficiency Test (WLPT-II) included in this system in any way?
      Not at the present time for Title I AYP determinations. This test relates to the state bilingual and federal Title III accountability requirements.
   6. Students in our school are not assigned to a particular grade. How do we know if they should take the MSP/HSPE?
      Grade assignment is a local decision that is usually based on a student’s age, length of time in school, number of credits, or achievement level. Students need to be assigned a grade in CEDARS and take the tests given in that grade. Districts should have grade designations in CEDARS agree with grade designations used for apportionment reporting.

   C. State Goals & Baselines

   1. What percentage of students must become proficient?
      NCLB requires that all (100%) students be proficient by 2014 in both reading and mathematics.
   2. What is the state uniform bar?
      The state goals that apply to all schools and districts from 2002-2014 is known as the “state uniform bar.” These goals were originally on a straight ascending line from the 2002 baseline to 100% in 2014. The goals were revised in 2004 and reflect a “stair-step” trajectory. (Goals for 2005, 2008, 2011, and 2014 are the same as the original goals.) Beginning in 2007 the Grade 4 uniform bar has been renamed the elementary school uniform bar and grades 3, 4, and 5 must meet these targets. The Grade 7 uniform bar has been renamed the middle school uniform bar and grades 6, 7, and 8 must meet the middle school uniform bar targets. The Grade 10 uniform bar has been renamed the high school uniform bar, with 10th grade remaining as the only grade that must meet the high school uniform bar targets. Based upon recent waiver requests of the U.S. Department of Education, further adjustments in the state uniform bars have been made. Refer to http://www.k12.wa.us/ESEA/AYP/default.aspx for the most current set.
   3. Does each school/district need to create its own baseline and uniform bar in each grade and subject?
      No. The state baseline and annual targets are the AYP goals for all groups, schools and districts in each grade and subject. The state’s AYP is also determined based on these goals. Districts and schools have the authority to set additional and higher goals, but these will not be used for AYP purposes.
   4. Does each subgroup have its own baseline and annual goal?
      No. Each subgroup has the same state goal, which is also the same for each grade in a school, each district, and the state. The current targets for elementary school, middle school and high school are identified on the state uniform bars for reading and mathematics.
   5. Does each school/district need to improve by the annual increment shown on the uniform bar? Will we make AYP if our scores go down but meet the target?
      As long as the results for a student group are at or above the annual target, the group makes AYP, regardless of the level of improvement that took place.
   6. How were the 2002 baselines determined?
      NCLB required the baseline to be determined using a complicated formula in a multi-stage process. This included ranking schools on the WASL and WAAS in each grade and content area, identifying the school with the weighted rank at the 20th percentile of enrollment, and averaging the test results over a three-year period.
   7. When and how were goals for grades 3, 5, 6, and 8 established?
      Based on the results for 2006, we carefully reviewed what the starting baseline would be for each grade individually, and then compared these results to the existing annual goals for grades 4, 7 and 10. OSPI determined that there were minimal differences between certain grades and that the results showed a natural grouping pattern for elementary grades 3, 4, and 5, for middle school grades 6, 7, and 8 and for high school grade 10. We determined it made sense to keep the existing state uniform bars and rename them: Grade 4 became the Elementary School uniform bar; Grade 7 became the Middle School uniform bar and Grade 10 became the High School uniform bar. Increases will continue to take place in 2008, 2011, and 2014, with a goal of 100% proficiency in 2014 for all tested grades. Based upon recent waiver requests of the U.S. Department of Education, further adjustments in the state uniform bars have been made. Refer to http://www.k12.wa.us/ESEA/AYP/default.aspx for the most current set.

   

   
   
3. Participation Rate
   1. What percentage of students is required to be included in the assessment?
      At least 95% of the students must be assessed. We round the rate to the nearest whole number.
   2. Who are the students who will be included in the 5% not participating in the test?
      Two groups of students fall into this category: first-year LEP students who do not take the math test (see II.A.6) and students who could not take or complete a test because of an excused absence. These students do not receive a score, and not taking the test does not count against any school or district results. We count all other students as being assessed because they receive a score.
   3. Is there any exemption for LEP students? If not, how will their scores be counted?
      As noted in #2 above, ED allows LEP students in their first year living in the United States. These students are not required to take the reading test, but they must still take the math test, although their math results are not counted. If they choose to take the reading test, their results are not counted unless they meet standard.
   4. How do we indicate that a student should be counted as a non-participant?
      For both first-year LEP students and students missing the tests because of an excused absence, mark the applicable bubble on the demographic sheet of the student’s test booklet.
   5. Are special education students exempted from taking the MSP/HSPE/EOC or WAAS?
      No. ED requires all students in special education to be assessed. These students must be assessed via the MSP/HSPE/EOC (with or without accommodations) or the WAAS Portfolio.
   6. Does the participation rate apply to all students or just continuously enrolled students?
      It applies to all students who are enrolled during the testing window and are required to take the test regardless of when and how long a student was enrolled (see V.B.). If the attempt code results in PE (partially enrolled), then he/she is not counted towards participation.
   7. We did not test first year LEP students in math, and they count as non-participants. What happens if they exceed the 5% maximum allowed?
      If there are more than 5% non-participants in any subgroup, we will average the participation rates from the previous 2-3 years. Permission to average was approved by ED in 2005. If the average exceeds 5%, the group will not make AYP in that category.
   8. If students are retained in grade and take the test again because they did not meet the standard the first time, how are their results used and reported?
      All students in a tested grade must take the test if the student has not yet met standard (with the exception of certain LEP students). The results are counted just like any other results on the OSPI Report Card, so if the student does not take the test and is not coded with an excused absence, the student will be considered not meeting standard.
      A retained student’s results (i.e. second attempt) are included in AYP results. However, a district and/or school may appeal and ask for retained students’ second attempts to be removed from AYP calculations.
   9. More than 5% of our high school students did not take one of the tests because they were sick for a day during the testing window and will not receive a score. If they take the test in August, will it count?
      Yes, the results from August will count when OSPI makes AYP determinations. The same applies to students who didn’t meet the standard on the first grade 10 attempt and take the test again in August. If they meet standard in August, the results will count in the AYP results.
   10. How are the participation numbers calculated? Two numbers are reported, what do each represent?
       The column titled “participants,” showed by grade level, is the number of students whose attempt status were tested, not tested, or absent excused. The column to the right, titled “total”, is the overall participants tested (the sum of all grades), which is the actual denominator used in the calculating the participation rate. However, when viewing the state and district levels, for high school, there is only one column. There is no "total" because there is only one grade level. The numerator of the calculation is not displayed, but can be calculated, and the formula is different for reading and math. For the numerator in both reading and math participation, it includes students who were tested and those who were marked with any of the reasons not tested, but not exempted. The denominator for reading participation includes the numerator plus those who were excused from taking the test. The denominator for math participation includes the numerator plus those who were excused from taking the test and NNEP students.

   A. Students Who Are Not Tested

   1. How will students not taking the MSP/HSPE/EOC or WAAS be counted?
      Students who should but do not take the MSP/HSPE/EOC or WAAS will be counted as assessed and will be considered not meeting standard.
   2. What happens when a parent refuses to allow a student to take the test or an LEP student does not take the test?
      The student will be counted as assessed and will be considered not meeting standard. (OSPI’s Web site provides MSP/HSPE/EOC results when students who do not take the test are excluded from the totals.)
   3. If a student misses school and does not complete a test (e.g., takes only the first day of a grade 10 test), how will the results be counted?
      If the student missed school with an excused absence, the student will be considered non-participants (see #4 above). If there is no mark on the test booklet that notes they had a blank or incomplete booklet because of an excused absence, the student will be counted as not meeting standard.
   4. If a grade 10 student does not take a test in the spring and takes it in August, how will the results be counted?
      As noted in #9 above, grade 10 results from August tests will be included in AYP determinations. The results from the August tests will be available in mid-October, and we will report the final AYP results in November.
   5. If a retained student is in a tested grade, but does not take the test, will it count against us?
      All students in a tested grade must take the test if the student has not yet met standard (with the exception of certain LEP students). The results are counted just like any other results on the OSPI Report Card, so if the student does not take the test and is not coded with an excused absence, the student will be considered not meeting standard.
      A retained student’s results (i.e. second attempt) are included in AYP results. However, a district and/or school may appeal and ask for retained students’ second attempts to be removed from AYP calculations.
   6. Are students with a medical exemption counted?
      No, they’re considered exempted and are not included in AYP results. Medical exemptions need to be pre-approved by OSPI’s assessment office.
   7. Are home-based students and those from private schools who take the MSP/HSPE included in AYP?
      No, these students do not need to take the MSP/HSPE. But if they do, their results are not included in any AYP calculations.

   B. Alternate Assessments

   1. What is the alternate assessment, and what students may use it?
      There is currently one alternate assessment in the Washington Alternate Assessment System (WAAS), the WAAS-Portfolio, which is intended for a small number of students with significant disabilities who are unable to take the MSP/HSPE, even with accommodations. In 2006, a second type of alternate assessment, the developmentally-appropriate WASL (WAAS-DAW), was available for use. After use in the 2006 testing cycle, ED disallowed the use of this assessment. For more information about the WAAS, refer to Guidelines for Participation and Testing Accommodations for Special Populations at http://www.k12.wa.us/SpecialEd/assessment.aspx.
   2. What proportion of the students can take the WAAS-Portfolio, and how are the results used in AYP determinations?
      There is no limit to the number of students taking the WAAS-Portfolio. IEP teams must use the guidelines to make appropriate assessment decisions for the individual student. However, ED has put limitations on the percentage of students that can be considered proficient via an alternate set of standards at the district and state levels (there is no limit at the school level). In each content area and grade, only 1% of all students assessed can be counted as proficient on the Portfolio.
   3. How are the WAAS-Portfolio results reported?
      Students that meet the standard via the WAAS-Portfolio are considered meeting standard at the school and district level and are included in the WAAS results on the OSPI Report Card. The 1% limitation noted in #2 above applies only to district and state AYP results. OSPI analyzes the WAAS results to determine if a district exceeded the limits. If a district exceeds the limit and would not make AYP if the number of students exceeding the limit were considered not meeting standard, districts may apply to OSPI for an exception if they exceed the limits and must justify why they exceeded the limit.
   4. Our district had one special education student out of 75 total students meet the proficiency standard via the WAAS Portfolio. That is more than 1% of all students. How will this situation be handled?
      When the percentage of students is not a whole number, we round up to the nearest whole student to determine the limit. In this case, 1% of 75 is .75 of a student, so we round up to one student. Thus, one student can be regarded as proficient via the Portfolio for each 100 students who are assessed.
   5. Does the 1% limit apply to both schools and districts?
      The limit applies only to districts and the state for AYP calculations and not to schools.
   6. Will students who take the alternate assessment be included in the percentage of students assessed?
      Yes, they are included in the participation calculations.
   7. Are students with disabilities taking an alternate assessment included in the proficiency rates?
      Yes, results from the WAAS are included in all applicable proficiency groups.
   8. How will student results on alternate assessments be included in the AYP system?
      The state considers Levels 3 and 4 on the Portfolio as meeting standard for AYP purposes, and they are included in the AYP results.

   

   
   
4. Additional Indicators
   1. What are the other indicators used when determining AYP?
      We use the unexcused absence rate at the elementary and middle school levels, and graduation rate for high schools.
   2. Does the “other indicator” apply only to the “all students” group or to each group?
      It applies only to the “all students” group unless it is needed for safe harbor purposes (see V.D).
   3. Will the other indicators include students who were not continuously enrolled?
      Yes. All students will be included when calculating these rates (see V.B).
   4. Is there a margin of error for these indicators?
      No (see V.A).
   5. Our school serves grades K-12. Which additional indicator is used?
      Both additional indicators are used in school entities that have tested grades at both the elementary or middle school levels AND at the high school level. Unexcused absences are associated with grades 3, 4, 5, 6, 7, and 8, and the graduation rate is associated with grade 10.
   6. Is the minimum number (N) for the additional indicator from the whole school or just the tested grade? Does it apply only to continuously enrolled students?
      The N for the unexcused absences is for all students in grades 1-8 served by the school. The N for the graduation rate is the total number of students in grades 9-12 in the school, excluding those who transfer out of the school. (See V.C.)

   A. Unexcused Absence Rates (Elementary & Middle Schools)

   1. What is the target to be met each year, and what is the goal in 2014?
      The unexcused absence rate of 1% is the annual allowable maximum, as well as the 2014 goal. If the rate is above 1%, any improvement from the previous year will be sufficient to make AYP.
   2. Does improvement need to occur each year in order to make AYP?
      If the rate is at or below 1%, no improvement is needed. If the rate is above 1%, any improvement from the previous year is enough.
   3. Does the target apply only to students in elementary grades (3, 4, and 5) and in middle school grades (6, 7, and 8) or to the entire school?
      The target applies to all students in grades K–8 in a school and district. Other grades are not included in the calculations. However, if a school entity has students in grades K-8 AND serves students in any high school grade (9-12); both additional indicators must be met. The rate is averaged at the district level to include all K-8 students, resulting in the same rate for both the elementary school span and middle school span at the district level.
   4. We serve grades K-8. How will the unexcused absence rates be applied?
      The unexcused absence rate is calculated for the entire school. So if a K-8 building has a rate above 1% and has not declined from the previous year, the school would not make AYP for that indicator.
   5. How was the baseline for unexcused absences determined?
      Analyses of district data reported on Becca reports revealed that the state average was 0.6% in 2001–02.
   6. Is there a minimum number (N) of students needed for unexcused absences to be considered?
      Yes. There must be an average of at least 30 students in a school for AYP determinations to be made for this group. (See V.C.)
   7. Definitions of unexcused absences vary among districts and schools, so will the state establish a common definition of an unexcused absence?
      Although definitions vary, no common definition has been set. According to RCW 28A.225.020, an unexcused absence means a student has not attended a majority of hours or periods in a school day, or has not complied with a more restrictive district policy, and has not met the conditions for an excused absence. (NOTE: A statewide definition of unexcused absences is being developed.  When finalized, this definition will be used in determining AYP status.)
   8. How many hours or periods of the day must a student be absent without a valid excuse to be considered as having an unexcused absence?
      Students should be counted as unexcused if they have not attended a majority of the school day without a valid excuse or a more restrictive local policy (see RCW 28A.225.020). In a school with 6 periods, a student is unexcused in 3 periods would count as having an unexcused absence (a majority of the school day was not attended). (NOTE: A statewide definition of unexcused absences is being developed.  When finalized, this definition will be used in determining AYP status.)
   9. If a school changes its policy for unexcused absences, how will that be reported and affect meeting the criteria?
      Since the policy is determined by the district, the state does not need to be informed of any changes. If a rate increases due to a change in policy or practice and the school/district does not make AYP as a result of the increase, an appeal can be made to explain the increase. (NOTE: A statewide definition of unexcused absences is being developed.  When finalized, this definition will be used in determining AYP status.)
   10. What is the source of unexcused absence data, and when must it be reported to the state?
       Results from school records are to be reported to OSPI in June of each year (see Bulletin B025-11).
   11. How do we calculate unexcused absences for part-time students? The law (RCW28A.225.020) defines an unexcused absence as the “failure to attend the majority of hours in an average school day.”
       The law implies a majority of a student’s day. So a part-time student who normally attends only 3 periods who has unexcused absences for 2 periods would be counted as having an unexcused absence for that day.
   12. Do we need to establish a goal for the unexcused absence rate like is required for the graduation rate?
       There is no requirement to set a goal for this indicator; you may still want to establish a goal.
   13. Should the unexcused absences for a student who is missing for 20 days and then dropped be included?
       No. These 20 days should not be included, but other unexcused absences for the student should be counted. See Bulletin B025-11 for more information on reporting unexcused absences.
   14. We had less than 30 students in a group last year so we didn’t have any results for comparison purposes. How do we show improvement from the previous year if we are over 1%?
       If a school misses the target and there are no results from the previous year, the school would not make AYP. However, if the school provides data from the previous year in an appeal and shows improvement has occurred, the school can make AYP.

   B. Graduation Rates (High Schools)

   1. What graduation rate will be reported and used for AYP?
      We will report both an “on-time” graduation rate (the percentage of students who graduate 4 years after entering grade 9 with a regular or adult diploma) and the “extended” graduation (including those who finish after their expected year of graduation). 
   2. How is the “on-time” graduation rate calculated?
      We use dropout rates from one year for grades 9-11 to infer the dropout levels that occurred for the cohort in previous years. These rates and the percentage of grade 12 students who dropped out and who did not graduate are used in a formula to determine the on-time graduation rate. Other adjustments are made to the data to ensure we report an accurate rate. For more information about the methodology, see the Graduation and Dropout report posted on the research page of OSPI’s Web site.
   3. What is the “extended” graduation rate, and how is it calculated?
      An extended graduation rate includes students who graduated after the expected number of years up until the student reaches age 21. ED approved our request to count late graduates and use this rate for AYP purposes. To calculate the rate, we add to the numerator the number of students who complete with a regular or adult diploma after their expected year of graduation. The size of the cohort (the denominator) does not change. This provides an incentive to help students finish school, even if it takes more than four years.
   4. What is a cohort?
      In this context, the cohort is the group of students with the same expected year of graduation. Each student is assigned an expected year of graduation when entering grade 9 (or upon entering the district).
   5. How is the expected year of graduation established?
      The year is assigned at the beginning of grade 9 to reflect a 4-year period. An IEP team can give a special education student up to 7 years to graduate. LEP students can also be given up to 7 years to graduate, and migrant students can have up to 5 years to graduate. Students who transfer into the district can be assigned a new graduation year based on district policy, usually by chronological age or number of credits earned.
   6. Can the expected year of graduation be changed?
      It can only be changed if the student enters from another district or if an IEP team changes the year for a special education student (a change is permissible until the development of the student’s transition plan, which occurs within the school year the student turns age 16), if an error was made when assigning the year to a transfer student, or the IEP is established or modified by the IEP team before age 16.
   7. What is the baseline, the target to be met each year, and the goal in 2014?
      The annual target from 2003 to 2005 was 66%, 67% in 2006, 68% in 2007, 69% for 2008, 70% for 2009, 73% for 2010, 76% for 2011, 79% for 2012, 82% for 2013, and 85% for 2014. For 2009 the annual target is 70%, 73% for 2010, and 76% in 2011. If the rate is below 76%, an improvement of four percentage points is enough to make AYP. Since the graduation rate is an estimate, we round the rate to the nearest whole number.
   8. What is the source of graduation rate data, and when is it reported?
      We use data from CEDARS to generate the results, which are published in the summer after errors have been corrected. Thus, the previous year’s on-time and extended graduation rates are used for AYP due to the delay in reporting (i.e., Class of 2010 data will be reported in summer 2011).
   9. Does improvement in the graduation rate need to occur each year in order to make AYP?
      If the rate is at or above the target, no improvement is needed. If the rate is below the target but is at least four percentage points above the previous year’s rate, the group makes AYP.
   10. Will each school/district be compared with itself?
       Comparisons to previous years’ rates are only necessary when the rate is below the annual target (See IV.B.7).
   11. What about schools that do not serve all four grades (e.g., a grade 10–12 school)? How will dropouts from grade 9 be handled?
       Districts assign an expected year of graduation for students in grade 9 in CEDARS, even though they may not be in high school. If a school serves grades 10–12, the district (not a school) will be accountable for students who drop out during grade 9.
   12. Some high schools don’t have any graduates (e.g., a school serving grades 9-10 or a program that does not have the authority to grant a diploma). How are these schools held accountable?
       If a school does not have any graduates, but does serve high school grades, the other indicator will be the annual dropout rate for all high school grades served. The rate must be 7% or less to make AYP. If the rate is above 7%, the rate must be below the previous year’s rate in order to make AYP.
   13. How long must a student attend a high school to be counted in that school’s graduation rate for AYP purposes?
       Any student who attends school is counted. However, if a student registers but does not attend any classes, they should not be included as an enrolled student or reported in CEDARS.
   14. When are students removed from the cohort (death, expulsion, transfer)?
       Two types of students are removed from the graduation rate calculations: those who transfer out and those who are deceased. Students who are expelled and then enroll in another school/district will be counted in their new location.
   15. If a student leaves high school completely to be home-schooled, is the student considered a dropout?
       No. Students should be coded as “transfers” when leaving to be home-schooled, and they are no longer included in the school’s calculations.
   16. Will graduating at the end of summer school count as on-time graduation?
       Yes. The reporting period is through the end of the school year, which includes summer school (i.e., We use August 15 as the day we stop counting students in a school year).
   17. How do we report students who finished one school year, but do not show up to school the next year?
       If you have a request for records from another school or district, the student should be coded in CEDARS as a known transfer. If there is no request for records and the student’s location is unknown, they should be assigned a code U2, which counts as a dropout in the grade the student last attended school.
   18. Does a GED count as a regular or adult diploma for AYP?
       No. To be a graduate for AYP purposes, a regular diploma (including IEP completers) or adult diploma is needed.
   19. How are students graduating in less than four years counted?
       Students that graduate early are recoded to be grade 12 graduates, so they are considered on-time graduates in the year they finish.
   20. Is there a minimum number of students (N) needed to generate a graduation rate for AYP?
       Yes, the N is 30. (See V.C.) This number is based on all students served in high school grades 9-12, in the school (minus the transfers out of the school).
   21. How does the graduation rate for AYP apply to students who take more than four years to complete high school?
       Students still enrolled at the end of grade 12 are counted as “continuing” students and not graduates. They should be tracked and their status reported to OSPI in later years. Students with disabilities who are expected to graduate in more than 4 years are considered on-time graduates if they finish their IEP on time.
   22. Will alternative schools have to meet the target graduation rate? These students often take more than four years to graduate.
       Yes, they also need to meet the target. If the school’s rate falls short of the annual goal, it can still make AYP if the rate increases by at least two percentage points from the previous year. In 2010, and subsequently, an increase of four points is needed to make AYP, if the rate is below the annual target. Students who take more than the normal number of years to graduate are factored into the extended graduation rate, which is used for AYP.
   23. How will students in a dropout-recovery program be counted?
       They are counted like any other student. If they were previously enrolled in the same district, they must have the same expected year of graduation, but their grade level can be different. Students who are new to a district can be assigned a new graduation year.
   24. If the graduation goal is the only measure that does not meet the AYP goal, does the school make AYP?
       No. The graduation rate is treated just like all the other categories that must make AYP. If the required rate is not met, the school does not make AYP.





5. Calculating AYP

   A. Margin of Error/Confidence Level

   1. How is the margin of error (also known as the confidence interval or standard error of proportion) calculated? Does the district need to calculate it?
      The margin of error is calculated using a complex formula, and each group has its own margin of error (it depends on the N and the percent meeting standard). OSPI will calculate the margin of error for each group and report the adjusted amounts on the Report Card Web site.
   2. How is the margin of error used in determining if AYP is met?
      The margin of error percentage is added to the actual percentage of students meeting standard. If the weighted average of all tested grades, after the margin of error has been added is at or above the state target, the group makes AYP.
   3. So we do not need to meet the target on the uniform bar in order to make AYP?
      The margin of error is like a “cushion” accounting for variations in test results from one day to the next. If the actual percentage plus the margin of error meets or exceeds the target, the group makes AYP.
   4. What is the confidence level being used when applying the margin of error?
      We use a 99% confidence level.

   B. Continuously Enrolled Students

   1. What determines who is a continuously enrolled student?
      A student is “continuously enrolled” if he/she has no break in enrollment greater than 30 calendar days, between October 1 through the test administration period. Results of students who are not continuously enrolled are not included in the reading and math proficiency groups but are included in the participation and other indicator calculations.
      
      Before 2009, continuously enrolled has been calculated at a student level, regardless of content areas. Otherwise stated, a student was considered “continuously enrolled” if he/she had no break in enrollment greater than 30 calendar days, between October 1 through the entire test administration period (reading and math). This has worked well for grades 3-8 because districts have latitude in when tests are administered and both content areas are given within a relatively short window, however it is more problematic to use the end of the entire window for Reading and Math (April) for determining CE for both content areas for high school students.
      
      Therefore, beginning in 2009 continuous enrollment will be calculated at a subject level for high school students. A student will be considered “continuously enrolled” if he/she has no break in enrollment greater than 30 calendar days, between October 1 through each HS test administration window. This means that students who are continuously enrolled through the reading administration window will count in the AYP calculations, even if they are not enrolled through the math administration window.
   2. Will migrant students be considered continuously enrolled if they enroll in a district, return to another country for part of the school year, and then return to the district?
      Please refer to the answer on V.B.1.
   3. How are students who move between schools in the district counted for the school and the district?
      Students transferring to another school within the same district after October 1 are considered continuously enrolled in the district but not the school.
   4. How were continuously enrolled students identified?
      The date of enrollment is determined by using data submitted through the CEDARS.
   5. How will a student who transfers or drops out of school be counted for continuous enrollment?
      If this occurs after October 1 and is noted in CEDARS, the student will be considered not continuously enrolled. If a student leaves but comes back within 30 calendar days, the student is considered as having continuous enrollment.
   6. If a student is expelled or suspended, is that student not continuously enrolled?
      A student permanently expelled from all school classes is not an enrolled student. Those expelled from parts of school or on a temporary basis are considered as having no break in enrollment. For AYP purposes, a suspension does not constitute a break in enrollment.
   7. Is the school/district responsible for tracking students that leave the district?
      No. CEDARS will allow the state to track a student who moves within Washington State. A school does not need to “track” students once they leave, but it still needs to know where they went to ensure proper coding in CEDARS.
   8. Will the other indicators include students who were not continuously enrolled?
      Yes. All students are included when calculating these rates
   9. Can we count the results of students who have not been continuously enrolled?
      Proficiency calculations are based on students who are continuously enrolled. A school or district can appeal an AYP determination using results for all students.

   C. Number of Students Required in a Group (“N”)

   1. How many students must be in a group for it to count for AYP purposes?
      All groups must have at least 30 students for OSPI to make an AYP determination. For proficiency calculations, when district enrollment is greater than 3000 students, the N becomes 1% of total enrollment. All tested and not tested students in a school are added together to determine the N.
   2. How will schools and districts that have no group with at least 30 students be held accountable?
      When a school or district has no cells, either proficiency, participation or other indicator cells, with 30 students, it must have its school improvement plan approved by the local School Board and reviewed by OSPI for an AYP determination
   3. What is the student number based on for the proficiency groups?
      The combined total of continuously enrolled students assessed on the MSP/HSPE and alternate assessments is the number used in the N. Enrollment dates reported in the CEDARS are used to determine if a student is continuously enrolled.
   4. Does the N apply to the participation groups (requiring 95%)?
      Yes, the N for participation groups is 30 for all the subgroups.
   5. Are students that are not continuously enrolled since October 1 counted in the participation groups?
      Yes, they are included in the participation calculations.
   6. How are students who are not continuously enrolled included in the N?
      Students who are not continuously enrolled will not be included in the “proficiency” N, and their results are not included in the proficiency AYP calculations. However, all students (except the first year LEP students in reading and those with a medical emergency) must be assessed, even those not continuously enrolled. Students not continuously enrolled are included in the participation rate calculations, and their results are included in results that are reported on the Web site.
   7. Our school does not have any tested students. How will we be held accountable?
      The same process applies to these schools that apply to those that have no cells with 30 students—they must have its school improvement plan approved by the local School Board and reviewed by OSPI for an AYP determination.
   8. Does a group make AYP if the N is less than the required amount?
      Any group with less than the minimum N is treated as if it has made AYP.
   9. What happens when a group has more than the needed N and does not make AYP, then has less than the needed N students the next year (and vice versa)?
      Any group with less than the minimum N is considered making AYP.
   10. Our K-8 school had more than 30 continuously enrolled students in grade 7 but less than 30 in grade 4. Do we need to submit a school improvement plan for review?
       No. Beginning in 2007, all tested grades in a school are combined together to determine the total N.
   11. Is there an N for the other indicators?
       Yes. The N is 30. (See Section IV regarding the other indicators.)

   D. Safe Harbor

   1. What is meant by safe harbor?
      “Safe harbor” is a term given when a student group makes AYP even though it does not make the target in a “proficiency” group. To make safe harbor, a group must meet two conditions. First, it must reduce by at least 10% the percentage of students not meeting the proficiency target from the previous year. Second, it must meet the target for the other indicator (either the graduation or unexcused absence rate). For 2010 safe harbor calculations, the weighted average of all tested grades (3-8 and 10) in 2009 were averaged to determine the prior year percent not meeting standard. This is then compared to the 2010 percent not meeting standard and the percent change is calculated to determine whether AYP was met through safe harbor.
   2. If a school does not meet the target but shows improvement of at least 10%, will it qualify for safe harbor and make AYP?
      Improvement is measured in terms of the percentage of students not meeting standard. There must be 10% reduction in the percentage of students not meeting standard compared to the previous year.
   3. If we did not meet the proficiency target and made only a 5% reduction, can we look at reductions over a longer period of time?
      Yes. A reduction of 19% over two years or a reduction of 27% over three years (the equivalent to 10% per year) meets the safe harbor requirement. Using safe harbor this way needs to be done via an appeal.
   4. If safe harbor is met for two years, is the school/district out of AYP?
      A group that makes safe harbor is considered to have made AYP. After a school does not make AYP in two consecutive years in the same subject and grade, all of its groups must make AYP two years in a row to exit the “improvement” status. (See E2 and E3 below.)
   5. Does safe harbor apply only to “all students” or to all the groups?
      It can apply to any of the proficiency groups (the “all students” and 8 other groups in both reading and math) if the group does not make the annual goal. Safe harbor doesn’t apply to the participation rate groups.
   6. How is the other indicator used when determining safe harbor?
      For a student group to achieve safe harbor, it must not only make the 10% reduction but must also meet the required target of the other indicator (graduation rate or unexcused absence rate).
   7. When calculating safe harbor, is a margin of error used to adjust the percentage of students meeting standard?
      No. The previous and current year’s actual percent meeting standard are used to make the comparison. However, we round the rate to the nearest whole number, so a reduction of 9.5% is rounded to 10%.
   8. Is there a limit to the number of groups that can access safe harbor?
      No. Any proficiency group that does not meet the annual goal can be considered making AYP if the 10% reduction occurs and the other indicator target is met.
   9. Does a school automatically make safe harbor if the N is less than 30 the previous year?
      No. We use the score from the previous year when the N is at least 30. If there is less than 30 students or no data available (such as for a new school), safe harbor cannot be used to make AYP in that group.
   10. We did not have data on continuously enrolled students last year because our N was less than required, but now we do. How is safe harbor calculated this year?
       If there are fewer than 30 students, you can appeal to use last year’s unsuppressed AYP results (only when there are at least 10 students) or the assessment results for all students from the previous year to make safe harbor comparisons. For example, last year special education results were N<Required, but this year the school does not make AYP, because the N size was reduced from 40 to 30. Either previously “suppressed” AYP scores or assessment scores could be used in an appeal.
   11. Subgroup results for other indicators are needed to make safe harbor. However, there may not be data for a subgroup in previous years. How will decisions be made when the previous year’s data are missing?
       In these cases, we use the “all students” results of the other indicator when we need to make a comparison with the previous year.
   12. Are there other ways to make safe harbor?
       Our request to ED to use improvement on the Learning Index as another way to make AYP was denied.
   13. How was safe harbor being computed in 2006 when ED required the average of 2005 and 2006?
       It was computed the usual way—the results for 2006 were compared to the 2005 results. The average generated for the 2006 results was not used when computing safe harbor.

   E. Groups Not Making AYP and Improvement Status

   1. How many groups must not meet the AYP target in order to be identified as not making AYP?
      If any group does not make AYP, then the school/district does not make AYP at that grade level.
   2. When is a school identified as “needing improvement?”
      A school is identified for improvement when any group in the same column of the AYP matrix (e.g., reading proficiency) does not make AYP in two consecutive years. For example, if the Asian group does not meet the math proficiency target one year and does not meet the reading proficiency target the next, the school would not be identified for improvement because it did not make AYP in different subjects (but it would still not make AYP). On the other hand, if Hispanic students did not make AYP in math proficiency one year and Black students did not make it in math the next year, the school would be identified for improvement because it did not make AYP in the same column (math) two years in a row.
   3. Are there different rules for districts?
      Yes. A district is identified as “needing improvement” if all of its grade spans (elementary, middle and high) do not meet AYP in the same column of the AYP matrix. The district still would not make AYP if any of its groups did not meet the AYP target, but it only advances to “improvement” status when all grade spans do not meet the target in the same column (e.g., math proficiency) in two consecutive years.
   4. How does not making AYP in the other indicator count from one year to the next?
      The same rule applies—the other indicator counts as a column, and not making AYP two years in a row would put a school in “improvement” status.
   5. What happens when a school does not make AYP in one content area one year and does not make AYP in another content area the next year?
      The school would be considered not making AYP in both years, but not in two consecutive years. A school does not advance to the next “improvement” step of sanctions unless it does not make AYP in the same column in two consecutive years (see section VII below).
   6. Is a K-8 school or district in improvement if it does not make AYP only in grade 4 in 2004 and only in grade 7 in 2005? What were the changes in 2007?
      Prior to 2007, each tested grade was treated separately. The results were not combined across grade levels. Beginning in 2007, a K-8 school, which has one school entity code, is considered one school entity or unit. If any grade in that school was in AYP in 2006 the entire school is now in that step of school improvement. For example, in 2006 only grade 7 was in Step 1. In 2007 the K-8 school entity would be considered to be in Step 1 of school improvement.
   7. Will not making AYP in only the LEP or special education groups constitute not making AYP?
      Yes. Any time any group of students does not meet the AYP target, the school/district does not make AYP (unless safe harbor is met). These two groups are treated the same as all the other groups and the same rules apply.
   8. What happens if there are less than 30 students in a group? Will they be added together with other groups or students of the same group the next year?
      No, we will not combine numbers of students across years to reach 30 students. However, beginning in 2007, all students in all tested grades are added together to determine the “N”. Schools that have a small number of students in a group are included in the district AYP results.
   9. How does a school or district exit the “improvement” status?
      A school/district in “improvement” status exits that status when all groups make AYP (even via safe harbor) two years in a row.

   

   
   
6. Unusual Circumstances/Schools and Exceptions
   1. How will a school that does not have a tested grade (e.g., K–2, 11–12) be held accountable? Will they be exempted from AYP calculations until tests for those grades are established?
      The other indicators (unexcused absence and graduation rates) would still apply in these cases. In addition, the school must have its school improvement plan approved on an annual basis by the local school board. All schools must have an AYP status.
   2. Are new schools subject to AYP?
      Yes, they must meet the same targets as other schools. Safe harbor does not apply because there are no results from the previous year. If the other indicator target is not met, the 1st year is the baseline year.
   3. How does AYP apply to alternative schools and skill centers?
      They will be held accountable to meet the same targets as other schools. If the N falls below the required amount, they need to submit a school improvement plan, even if they don’t receive Title I funds.
   4. We are closing a school after this year – how do the results for it count?
      We will report the results and make an AYP determination for the school in the year it exists, and their results will be counted at the district level. But no sanctions will apply to that school the following year because it no longer exists. The sanctions may be transferred to the school that receives the students from the closed school if the closing school comprises 50% or more of the receiving school’s new total population
   5. We have a dropout recovery program in our high school. Will we be penalized by having more students that will not graduate on time?
      Such programs within a school will affect the school’s rate. The program can also be considered a separate school and have its own code (arrange this through OSPI). This type of program can make AYP by making at least a four percentage point gain in the graduation rate from the previous year if the rate is below the annual target. If a student comes from another district, a different graduation year can be assigned. Finally, if the program does not have the authority to grant a diploma, we use the dropout rate as the other indicator (see IV.B.12).
   6. In which school are scores for magnet school students included, the school attended or the home school?
      Where the student is officially enrolled is a local decision. The results will be assigned to the school where the student is assessed or officially enrolled and reported.
   7. How will students in institutions be counted?
      Results for students in institutions and schools not administered by a district will be counted in building and state totals but not in district totals. Beginning in 2007, a new “institutions” category was created, which is the “district” for all institutions. For example, through 2006 an institution would have been listed under the district it was physically located in, but in 2007 and beyond, would be listed under the “institutions” group under the “unaffiliated” tab.
   8. Since institutions take Title I, Part D funds but not Part A, are they subject to the consequences?
      No.
   9. Are institutions held to the same graduation rate as other high schools?
      Yes. Even though obtaining a GED is considered a positive indicator for Title I, Part D, students who obtain a GED are not considered graduates for AYP purposes.
   10. How are detention centers included in the system?
       Detention centers are not given an AYP determination and do not need to file a school improvement plan because tests are to be administered in their home school and district. Beginning in 2007, detention centers will be listed under the “institutions” heading under the “unaffiliated” tab for AYP results, rather than listed under the district it is physically located within.
   11. Our district serves only K-6 and sends students to another district for middle and high school. How will our students be included in AYP calculations?
       Results for such students are counted in the school and district where the student is served.
   12. Some of our students are home-schooled but receive some services from a public school system. Are these students included in the AYP system?
       No. “Home-based” students are not included in the AYP system and their results are not included when reporting MSP/HSPE results. However, students enrolled in a “parent partnered program” or other alternative learning program that are claimed for full-time enrollment purposes by the district must be included in the AYP system.
   13. We have a cooperative agreement with another district to serve our students. How are our scores reported?
       The results are counted in the school and district where students are primarily served. In CEDARS, students served by more than one school have a single primary school, and this indicator is used to determine which school and district each student is counted.
   14. We subcontract with a privately-run organization to provide services to some of our students with special needs. How will their results be counted?
       Privately contracted schools do not have a school AYP determination. The students in these types of “schools” are a district responsibility and are counted at the district level but not the school level.
   15. We have more than 50% of our students come from outside the district. How are we held accountable?
       Results for schools with more than half of their students living outside the district can be exempted from district totals. If a school falls into this category and the district wants the results excluded from district totals, contact OSPI. The school is still held accountable for its results.

   

   
   
   
7. Consequences of Not Making AYP

   A. Timing and Steps of Improvement

   1. When does a school enter and exit “improvement” status?
      When a school does not make AYP in the same column of the AYP matrix in 2 consecutive years, it “needs improvement.” To exit this status, it must make AYP in all groups for 2 consecutive years.
   2. When does a district enter and exit “improvement” status?
      A district “needs improvement” when it does not make AYP in the same column of the AYP matrix in all grade spans in 2 consecutive years. To exit this status, it must make AYP in all groups for 2 consecutive years.
   3. What happens when a school or district does not make AYP in one content area one year and another the next year?
      They would be considered as not making AYP in both years, but not in two consecutive years.
   4. Does not meeting AYP two years in a row apply to all the reading and math columns or just the proficiency columns?
      Each column of the matrix is considered separately. Not making AYP in the reading proficiency column is different from not making AYP in the math proficiency or reading participation columns. The other indicator column is also considered a separate column.
   5. If a school or district in improvement makes AYP two years in a row, do they go back one step or start the process all over again?
      Any time a school or district in improvement makes AYP in all groups two years in a row, the process starts again at the beginning. This means it would take another two consecutive years of not making AYP in the same column before being identified for improvement.
   6. Does a school or district get identified based on individual content areas (e.g., reading but not math)?
      The entire school/district is identified as not making AYP, regardless of content area or student group not making AYP. The consequences are the same. If reading is the area in which groups did not make AYP, it makes sense to concentrate extra effort in this area.
   7. What happens if a school does not make AYP in two consecutive years and then decides it does not want, or the district does not allocate, Title I funds? What consequences will apply?
      Consequences do not apply when Title I funds are not used. However, once a school receives Title I funds again, consequences would apply based on the number of years the school had not met AYP, but no more than Step 1 (the 2nd consecutive year of not making AYP). So if a school did not make AYP 4 years in a row, it would be in Step 3 the following year. If the school then receives Title I funds, the Step 1 consequences apply.
   8. What happens if a school does not use Title I funds and does not make AYP, then receives Title I funds? Will consequences apply based on the number of years the school does not make AYP or some other way?
      Each year we determine if a school makes AYP, regardless of whether it uses Title I funds. In this case, when the school receives Title I funds, the results from previous years will be used to determine if consequences apply, but would be no more than Step 1 (second consecutive year of not making AYP). So if a school did not make AYP 4 years in a row, it would be in Step 3 the following year. If the school then receives Title I funds, the Step 1 consequences apply.
   9. What kind of help will be provided to a school or district that does not make AYP? Will some receive more help than others?
      The level and type of help will depend on the number of groups that did not make AYP. The system for differentiating assistance levels based on need is still being developed.
   10. When does the school need to notify parents if the school does not make AYP? What about when the school falls into improvement status? Does it depend on whether the school receives Title I funds?
       If a Title I school does not make AYP, the school must notify parents that the school did not make AYP.  (Specific information must be in the letter/publication to parents including: 1) an explanation of what the identification means and how the school compares to other schools within the district; 2) the reasons for the identification; 3) an explanation of how parents can become involved in addressing the academic issues that led to identification; 4) the options of Public School Choice or Supplemental Educational Services; and 5) if in Step3-5, the corrective actions or restructuring actions that the district will take to impact student achievement. This notification must happen 14 days before school starts.
       For non-Title I schools parents must be informed during the first few months of the new school year of the school’s AYP status. This is typically achieved through the publication of the school’s/district’s report cards. The report card must address district and school demographic data, state testing data, AYP data, and other information as required. ( See USDE’s REPORT CARD Non-Regulatory Guidance.)
   11. How will the state notify parents that a district is in improvement?
       Since we do not have parent addresses to contact them directly, we have created a template for a letter for districts to send to parents.
   12. Is there a way for a school or district to move back a step once it is in improvement status?
       ED denied our request to be able to move a school or district back a step under certain conditions.

   B. School and District Consequences

   1. What are the sanctions that face schools and districts that do not make AYP?
      The sanctions are different for schools and districts, and different sanctions apply, depending on how many times a school/district has not made AYP and the areas that do not make AYP, as noted above. An improvement plan must be filed when a school or district “needs improvement.” School choice and supplemental services apply for schools in Step 1 and Step 2 of improvement. For more information about the specific sanctions that apply, see Memorandum 028–11.
   2. If a school does not make AYP, does that mean the district also does not make AYP?
      Not necessarily. It is possible for a school to make AYP and the district to not make AYP and vice versa.
      
      If a district has only one school per grade span, the school and district results may be the same. When there is more than one school per grade span, a district’s AYP determination is based on the cumulative results of all the students in that grade span in the district.
      
      Conversely, in a K-12 school, where all grades are included in one school entity, the school unit may be different than the district unit. School entities/units are determined by the district, and are reported according to these units for AYP purposes. Districts are always reported for AYP in three grade span units, elementary, middle and high. For example a district may have one K-12 school, which would be required to report all students in all tested grades 3-8 and 10. The N size at this school would be larger than at the district level, since at the district level the grade spans would be reported in three separate units: elementary (grades 3-5), middle (grades 6-8) and high (grade 10).
   3. All of our schools made AYP but the district did not make AYP. How can this happen?
      There may be less than 30 students in some low-performing groups in individual schools, but when students in that grade level at all schools are combined together into the district totals, the number of continuously enrolled students in these groups often exceeds 30. The margin of error also gets smaller as the N grows.
   4. What are the district consequences when AYP is not met?
      Districts receiving Title I funds that do not make AYP in two consecutive years in the same column of the matrix in all grade spans fall into corrective action. They are required to inform the parents of all students of the district of their AYP standing in a written format, create an improvement plan within three months, allocate 10% of their Title I, Part A funding for professional development, and must make a decision on corrective actions that will be put in place during the year after being identified. The district may access technical assistance support through OSPI. Choice & supplemental services are required for schools in improvement that receive Title I funds, but this consequence does not apply to districts.
   5. Must a district that is required to offer choice (because it has at least one school in school improvement) provide transportation for students transferring only within the district or does it include those choosing to attend in another district as well?
      The district is required to provide transportation for students choosing to attend another school within the district that has not been identified for school improvement. Out-of-district transportation is permissible but not required.
   6. Must schools in improvement spend 10% of their Title I, Part A funds on professional development, in addition to the district’s required set-aside of 20% for choice and supplemental services?
      In addition to the district’s set-aside amount, a school in improvement status must spend at least 10% of its Title I, Part A funds on professional development. This 10% must be spent for each year the school is in school improvement.
   7. Must the funds be set aside before the beginning of the school year?
      If a school is in improvement, Title I funds must be set-aside in the district’s Title I annual application. The district must set-aside 20% of the districts allocation for Public School Choice and/or Supplemental Educational Services. For schools in improvement, 10% of the school’s allocation must be set-aside for professional development. If a district is in improvement, the district must set-aside 10% of the district’s allocation for professional development. (Note: The amount of the school’s 10% set-aside, which is expended, may be counted toward the district’s 10%.)
   8. Must the district provide transportation to a student who decides to attend another school if the distance from the student’s home is not far enough to warrant transportation under normal circumstances?
      No. If the district policy is to provide transportation only to students who live beyond a certain distance to their school (e.g., one mile), and a student chooses to attend a new school less than that distance, the district does not need to provide transportation to the student. (The law assumes the new school would be farther away.)
   9. If a student chooses to attend another school because the original school is in improvement, what other services must be provided?
      The student in a school that is in improvement must be given one choice. If the student transfers to another school, other services (e.g., supplemental services) do not need to be provided.
   10. Who is entitled to transfer, the students in the group that did not make AYP or any student in the school?
       Any student in the school in “improvement” status can transfer, not just those in a group that did not make AYP. If there is insufficient funding to transport all students requesting a transfer, priority is to be given to the lowest-achieving students from low-income households. (See Bulletin 042-09 (UPDATE) for more information.) Our request to limit the transfer to only the student groups that did not make AYP was denied by ED.
   11. Who is entitled to supplemental services, the students in the group that did not make AYP or any student in the school?
       Only students from low-income households in Title I schools that have not made AYP in Step 2 are eligible for supplemental services. (See Bulletin 042-09 (UPDATE) for more information.) Our request to allow supplemental services for the student groups that didn’t make AYP was denied by ED.
   12. Does school choice continue if a student transfers to a school that made AYP and later that school does not make AYP two years in a row?
       Any time a school goes into “improvement” status, it must allow students to transfer to another school within the district that is not in improvement. Transportation does not need to be provided to a school that is in improvement, even if transportation was provided earlier.
   13. If a school exits improvement status, does the district need to continue providing transportation to students that transferred to another school?
       No. The student may continue to be enrolled in the other school, but the district is not required to provide the student with transportation to that school.
   14. Can districts choose to forfeit Title I, Part A funds? Will that affect other parts of Title I, such as Part B, C, D? Will it affect other Titles?
       Districts may choose not to receive a Title I, Part A grant. There is no clear guidance at this time that not applying for Title I, Part A would keep a district from applying for other federal grants.
   15. What happens if the district receives Title I funds and does not make AYP at the high school level, yet no high schools receive Title I funds?
       The district still does not make AYP. It does not matter if Title I funds are used at another grade level
   16. We are a K-8 building that receives Title I funds. If we make AYP for grade 4 but not grade 7, are students in all grades entitled to Public School Choice, or just the students in the middle grades?
       If a school is in STEP 1, all of the students within that school are eligible for Public School Choice regardless of the grade level of the students that did not make AYP. If a school is in STEP 2-5, all students are eligible for Public School Choice or low-income students may select Supplemental Educational Services. Students opting for Public School Choice may not also select SES.

   C. Relationship to Previous AYP Results

   1. If a school is in “improvement” status based on earlier criteria, do we start over?
      No. The steps continue to accrue based on results from the previous years. The differences are the criteria for identification and the consequences.
   2. How are AYP results from school year 2001–02 used?
      Assessment results from school year 2001–2002 are not considered in an AYP determination except for schools that were in school improvement and made AYP that year.
   3. Our school was in improvement status but made AYP last year. What will happen this year?
      A school/district is identified for improvement if it does not make AYP in two consecutive years. To exit this status, AYP must be made in two consecutive years. In this case, the school is still in improvement and remains at the current step, but can exit that status if it makes AYP again this year.

   D. Non-Title I and Private Schools

   1. What are the consequences for non-Title I schools not making AYP?
      All components of the accountability system (data collection, reporting, identification of AYP, etc.) apply to all schools and districts, and their results will be made public. However, non-Title I schools not making AYP are not required to implement consequences (supplemental services, choice, etc.).
   2. Do the assessment results of non-Title I schools impact the district?
      Yes, results from all schools within the district are used for district AYP determinations, even those not receiving Title I funds.
   3. If a district targets Title I funds to only elementary schools, must the middle/high schools make AYP?
      Yes. Their results will be reported, but consequences would not apply to these other schools because there are no funds to implement them.
   4. Are private schools subject to AYP?
      No.

   

   
   
8. Other Issues and Topics

   A. OSPI Reporting of Results

   1. Do we need to calculate AYP results ourselves? If not, when will we get the results?
      OSPI provides each school and district with preliminary AYP results for review in July, including what step they are in. Updated results are reported the last week of August, and those in improvement status based on preliminary results are made public at that time. After appeals and corrections are made, complete AYP results are posted on the OSPI Web site in the fall and are available in downloadable spreadsheets.
   2. Will we still get the same results we received in the past?
      Yes. All the same reports are provided to schools and districts, and assessment results are posted on the web when there are at least 10 students in a group. The AYP results are in addition to these reports. AYP results reflect various adjustments (i.e., removing those not continually enrolled, including the margin of error, including WAAS results). Thus, the AYP results and the MSP/HSPE/EOC results will be different.
   3. Why are the AYP and MSP/HSPE/EOC proficiency (meeting standard) results different?
      The AYP results count only continuously enrolled students, include the WAAS results, and make adjustments with the margin of error.

B. Other Topics

1. Does the school report card contain disaggregated data?
   Yes. All required AYP information for a school’s report card is available on OSPI’s Web site.
2. What happens if data needed to make an AYP determinations are missing or not reported?
   When the needed information is not reported as required, the applicable group will be considered not making AYP. If a school is required to submit an improvement plan but did not, it will be considered not making AYP.
3. Who made the decisions the state proposed to the U.S. Department of Education?
   OSPI staff worked with many representatives from education stakeholder groups across the state. Teams were established for each of the topics in NCLB. These teams developed and continue to help in revising the various components of Washington’s state plan.
4. How is state AYP determined?
   We combine the district totals with those of institutions and other unaffiliated buildings whose totals are not included in district totals.
5. Is there a way to determine if we made AYP before the results are made public?
   Yes. Districts will have access to AYP Preview to preview their preliminary results and file appeals, if needed, before results are made public.