- What is this Adequate Yearly Progress (AYP) Report?
- Did this district/LEA meet all AYP measures?
- Did this district/LEA meet any AYP targets through Safe Harbor?
- Did this district/LEA meet any AYP measures through the Growth Model?
- Did this district/LEA meet any AYP measures through the appeals process?
- What does this report mean for DALLASTOWN AREA SD?
- What can teachers and administrators do?
This report is a summary of your district's/LEA's Adequate Yearly Progress (AYP) results. The purpose of AYP is to ensure that all students have reading and math skills that prepare them for the future. Adequate Yearly Progress measures whether schools and districts/LEAs have met the improvement goals established by No Child Left Behind. To "make AYP," students in the school or district/LEA must meet goals in all three AYP Objectives: (1) Graduation and/or Attendance, (2) Academic Performance, and (3) Test Participation. This year, districts/LEAs are assessed in three grade spans: Grades 3–5, 6–8, and 9–12. In DALLASTOWN AREA SD, the Pennsylvania System of School Assessment (PSSA) taken by students in Grades 3-8 and 11 is used to determine Academic Performance and Test Participation in Reading and Mathematics.To learn more about AYP, click the "About AYP" link at the top of the page.
DALLASTOWN AREA SD did not meet the targets/goals necessary to meet AYP in 2011-12. To demonstrate adequate yearly progress, a district/LEA must meet all Academic Performance and Test Participation targets in at least one of three grade spans: Grades 3–5, 6–8, 9–12.
For DALLASTOWN AREA SD, "Did Not Make AYP" status means that improvement is needed in:
- Reading Performance in Grades 9-12. At least one of the student groups performed below the AYP target of 81% and did not show enough improvement from last year to reach Safe Harbor.
- Mathematics Performance in Grades 3-5, Grades 6-8 and Grades 9-12. At least one of the student groups performed below the AYP target of 78% and did not show enough improvement from last year to reach Safe Harbor.
The performance chart and/or data table can show more details about how this district/LEA performed.
Safe Harbor is achieved when a subgroup has greatly improved since the previous year — even though it did not meet the state goal. (The measure for Safe Harbor improvement is at least a 10% reduction of the percentage of students who scored below proficient for Reading or Mathematics from last year to this year).
For DALLASTOWN AREA SD, the Safe Harbor targets for test performance were met in:
- Grades 3-5 Reading Performance of the Latino/Hispanic student group.
- Grades 3-5 Reading Performance of the IEP-Special Education student group.
- Grades 3-5 Mathematics Performance of the IEP-Special Education student group.
- Grades 6-8 Reading Performance of the IEP-Special Education student group.
- Grades 6-8 Reading Performance of the Economically Disadvantaged student group.
- Grades 6-8 Mathematics Performance of the Economically Disadvantaged student group.
- Grades 9-12 Reading Performance of the IEP-Special Education student group.
- Grades 9-12 Mathematics Performance of the IEP-Special Education student group.
The Growth Model recognizes the efforts of schools and districts/LEAs whose students have not achieved proficiency but are on trajectories towards proficiency on future PSSA exams. The Growth Model will be calculated for Performance Indicators (i.e., the all student group and up to nine subgroups). Projected scores are calculated for all students - including students who are proficient. If a projected score cannot be calculated for a particular student, the student’s actual score is used. The Growth Model will be applied to an AYP Performance Indicator only if the indicator cohort has not met AYP performance by any of the existing goals or targets. Actual, not projected, PASA scores, PSSA-M scores, 3rd grade scores, and 11th grade scores are always used, as well as the scores for any students with insufficient data points to make a projection.
|Grade Last Tested||Scores used in Growth Model Calculation|
|3||Actual Grade 3 Scores|
|4||Projected Scores in Grade 6|
|5||Projected Scores in Grade 7|
|6||Projected Scores in Grade 8|
|7||Projected Scores in Grade 8|
|8||Projected Scores in Grade 11|
|11||Actual Grade 11 Scores|
DALLASTOWN AREA SD met AYP measures by the Growth Model in:
- Grades 3-5 Reading Performance of the Economically Disadvantaged student group.
- Grades 3-5 Mathematics Performance of the Economically Disadvantaged student group.
When initial AYP results are announced each year, schools and districts/LEAs have the opportunity to review the data that is utilized to determine AYP and request changes through the Bureau of Assessment and Accountability to correct any errors. Also, schools and districts/LEAs have the opportunity to appeal the AYP rulings through the Pennsylvania Department of Education if they believe their AYP identification was in error for statistical or other substantive reasons.
In DALLASTOWN AREA SD, no test performance targets/goals were met by Appeal.
The 2011-12 school year is the first year that this district/LEA did not meet all AYP Measures. In the first year of not meeting AYP, a district/LEA is placed in "Warning" status. Warning means that the district/LEA fell short of the AYP targets but has another year to achieve them before any consequences are imposed. This district/LEA should review its improvement strategies and create a district/LEA improvement plan so that it can meet AYP next year.
If this district/LEA meets all AYP Measures next year, it will be considered on track to meet the goal of all students attaining proficiency in Reading and Mathematics by the year 2014. If this district/LEA does not meet AYP next year, it will be designated as needing improvement and will be placed into the "District Improvement I" category. Click the "About AYP" link at the top of the page to learn more about AYP requirements and AYP status levels in Pennsylvania.
Teachers of students who were tested for AYP have access to information that can help inform their instruction. Contact your principal for access to the instructional tools online, as well as to the published Parent Reports and School Reports, which should be available at your school.
- For teachers with students who were tested for AYP in Spring 2012, copies of printed Parent Reports are available to identify stronger and weaker areas by standard for each student. These reports can help current teachers target instruction to each student.
- School reports in print and online are also available for Grades 3–8 and 11, the grades tested for AYP in Spring 2012. These reports can provide insight into grade-specific topic areas that may require additional attention during the current school year.
New requirements will be in effect for meeting future AYP state targets.
- The 2013 state target for students at or above proficient will be 11 percentage points higher for Mathematics (78% in 2012 to 89% in 2013), and will be 10 percentage points higher in Reading (from 81% in 2012 to 91% in 2013).
Suggestions for improving performance:
- Make personal phone calls to parents or caregivers if a child skips a day. Automated phone messages are less likely to make an impact.
- Contact other schools or districts/LEAs that have achieved large gains in areas where your school or district/LEA wishes to improve. Collecting best practices can help you develop strategies for improvement.
- To find schools that have made large gains in academic performance within a specific demographic subgroup, download the results for all the schools in the state (click here to access the State Report page and download files). Schools with the greatest improvement in your areas of interest will have the highest "Safe Harbor: Reduction of Non-proficiency" in that area. (This indicates they have the largest percentage reduction in non-proficient students.) Sort the downloaded results from highest to lowest for the subgroup of interest in reading or mathematics to identify schools showing the most improvement over the past year.
Suggestions for improving test participation and attendance:
- Work with parents to ensure their children are attending school every day, including testing days. Meet with all new students and their families to emphasize the importance of attendance in your school.
- Acknowledge classrooms with perfect attendance.
- Provide rewards and incentives that celebrate their achievements.