Annual Measurable Objectives/Intermediate Goals

MathematicsG3 G4 G5 G6 G7 G8 G11

2001-02 60.9 62.0 64.9 59.2 58.0 58.0 69.02003 60.9 62.0 64.9 59.2 58.0 58.0 69.02004 60.9 62.0 64.9 59.2 58.0 58.0 69.02005 67.4 68.3 70.8 66.0 65.0 65.0 74.22006 67.4 68.3 70.8 66.0 65.0 65.0 74.22007 67.4 68.3 70.8 66.0 65.0 65.0 74.22008 73.9 74.7 76.6 72.8 72.0 72.0 79.32009 73.9 74.7 76.6 72.8 72.0 72.0 79.32010 73.9 74.7 76.6 72.8 72.0 72.0 79.32011 80.5 81.0 82.5 79.6 79.0 79.0 84.52012 87.0 87.3 88.3 86.4 86.0 86.0 89.72013 93.5 93.7 94.2 93.2 93.0 93.0 94.82014 100.0 100.0 100.0 100.0 100.0 100.0 100.0

ReadingG3 G4 G5 G6 G7 G8 G11

2001-02 61.2 64.0 64.6 54.5 57.3 60.0 69.02003 61.2 64.0 64.6 54.5 57.3 60.0 69.02004 61.2 64.0 64.6 54.5 57.3 60.0 69.02005 67.7 70.0 70.5 62.1 64.4 66.7 74.22006 67.7 70.0 70.5 62.1 64.4 66.7 74.22007 67.7 70.0 70.5 62.1 64.4 66.7 74.22008 74.1 76.0 76.4 69.7 71.5 73.3 79.32009 74.1 76.0 76.4 69.7 71.5 73.3 79.32010 74.1 76.0 76.4 69.7 71.5 73.3 79.32011 80.6 82.0 82.3 77.3 78.7 80.0 84.52012 87.1 88.0 88.2 84.8 85.8 86.7 89.72013 93.5 94.0 94.1 92.4 92.9 93.3 94.82014 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Annual Measurable Objectives (trajectory targets)

See your superintendent

Enter District Name and select

Certification for Adequate Yearly Progress status

Select Display and District tab to access

the district data

(see next slide)

District data has been collapsed by grade

spans:

3-5

6-8

11

Select Display and a Building tab to

access building data

(see next slide)

Building data is collapsed by the grade spans within a building. For example:

3-5

3-6

6-8

7-8 and 11

All students for participation

Full Academic Year (FAY) only students for

assessment

Focus on the proficiency of students who have been in the

district or a building for a

Full Academic Year (FAY)

Focus on the proficiency of students who have been in the

district or a building for a

Full Academic Year (FAY)

1. Building Name

7. Met or Missed AYP

6. Percent Proficient

5. Total FAY Students

4. Additional Meeting Growth

3. Number Proficient (including IAA)

2. Grade Configuration

Definition of Adequate Yearly Growth: The improvement (growth) that current non-proficient students are expected to make from one year to the next is depicted in the graph above. This plot shows the category boundaries for non-proficient students across grades.

31-40 NPR*

1-9 NPR

10-30 NPR*

> 41 NPR

* The High Marginal region contains the scale score points that are within one standard error of measurement below the cut score for Proficient. The Lo Marginal region is the remaining part of the Marginal region. So…. 10-30 NPR and 31-40 NPR are estimations used here for explanation. Accurate calculations are grade level/scale score specific. Refer to the NCLB Growth Model Plan on the DE website for actual scale score ranges.

31-40 NPR*

1-9 NPR

10-30 NPR*

> 41 NPR

This growth model is motivated by two guiding principles. First, Adequate Yearly Growth must be greater than expected growth in order to ensure that students are on track to proficiency. Second, growth trajectories must be maintained over time in order to be considered adequate. A student only makes AYG if that student attains a higher and previously unattained level of achievement. A particular student may only count for AYG a maximum of two times.

31-40 NPR*

1-9 NPR

10-30 NPR*

> 41 NPR

Confidence Interval:

1. Multiple the school’s % proficient by the school’s % non-proficient

2. Divide the result by the average number of students for the biennium period.

3. Take the square root of your result.

4. Multiply that by 2.054

5. If you add this to your percent proficient, and it is equal to or greater than the state’s target, you’re OK.

6. If you subtract this from the state’s target, and the result is less than your percent proficient, you’re OK.