Contact:
Alyssa Pearson
Phone: 303.866.6855
Date: 10/9/06
Title I Schools show gains based on 2005-2006
Adequate Yearly Progress (AYP).
The following nine Title I schools showed significant academic improvement and were removed from the Title I School
Improvement list, based on 2005 and 2006 Adequate Yearly Progress (AYP) determinations.
Coronado Hills Elementary SchoolAdams 12 Five Star Schools
AYP Reading Performance1
2003-2004
2005-2006
79.91%
85.84%
AYP Math Performance1
2003-2004
2005-2006
86.28%
90.84%
Federal Heights Elementary SchoolAdams 12 Five Star Schools
80.47%
84.10%
88.57%
90.72%
Vaughn Elementary SchoolAdams-Arapahoe School District
75.99%
83.68%
79.76%
88.62%
Spangler Elementary SchoolSt. Vrain School District
78.55%
85.37%
77.32%
91.40%
Rocky Mountain Elementary SchoolSt. Vrain School District
84.28%
87.13%
65.88%
99.87%
Monaco Elementary SchoolAdams 14 School District
86.18%
95.74%
90.02%
98.52%
Fairview Elementary SchoolDenver Public Schools
76.29%
86.92%
49.17%
84.49%
McGlone Elementary SchoolDenver Public Schools
73.44%
86.27%
54.91%
76.53%
Roosevelt Edison Charter SchoolColorado Springs District 11
84.88%
89.15%
92.75%
93.07%
The chart above shows that all nine Title I schools made significant gains in reading and math achievement from 2004 to
2006. For example, Rocky Mountain Elementary School in St. Vrain School district increased from 65.88% of students
proficient2 in math in 2004 to 99.87% proficient in 2006. These schools are part of the 75% of Colorado schools that
made AYP in 2006, the same percentage of schools that made AYP in 2005. 85% of schools made 90% or more of their
AYP targets.
1
2
Data is reported with the upper confidence interval calculated.
Proficency for NCLB is defined as Partially Proficient, Proficient or Advanced on CSAP and Emerging, Developing or Novice on CSAPA.
The federal No Child Left Behind Act (NCLB) requires school districts to make determinations of Adequate Yearly
Progress in reading and math for all schools in the district. The Colorado Department of Education (CDE) sets the
guidelines and targets for determining AYP. CDE uses CSAP, Lectura, CSAPA and graduation rate data to provide
districts with AYP calculations for all schools.
Additionally, CDE calculates AYP for all districts in the state. Sixty percent of districts in Colorado made AYP compared
to 59 percent in 2004-2005. Ninety-one percent of districts made at least 90 percent of their targets.
AYP is an accountability measure for schools, districts and the state. One of the major goals of No Child Left Behind is for
all students to be proficient in reading and math by 2014. AYP measures the progress schools are making towards
reaching this goal.
Every three years, the performance targets increase, so that by 2014 the target will be 100 percent of students scoring
proficient. Performance targets increased in 2005 from five to thirteen percentage points, depending upon the grade level
and content area. The nine schools removed from School Improvement made AYP for two consecutive years of increased
targets from the original targets set at the beginning of No Child Left Behind. Targets will increase again in 2008.
To make AYP schools must:
1. Meet the 95 percent participation requirement (95 percent of students enrolled in the school must take a state
assessment).
2. Meet the math and reading performance targets, or decrease the percent of students scoring non-proficient by 10
percent from the prior year. The targets are set statewide and vary by elementary, middle and high school level.
3. Meet the other indicator requirement, which is 1.10 percent of students scoring at the advanced level on reading
and math at the elementary and middle school level. At the high school level the school must meet the graduation
rate target.
AYP is also determined for the following subgroups: White, Hispanic, Black, Asian, Native American, economically
disadvantaged students, English language learners, and students with disabilities, if the school has 30 or more students in
the subgroup for two consecutive years. The performance targets are the same for all subgroups. Schools can have a
maximum of 54 targets, depending upon the demographics of the student population.
NCLB School Improvement
Only if a school receives Title I funds (federal funds for supplemental education in reading and/or math) are
consequences attached to AYP determinations.
A Title I school that does not make AYP for two consecutive years in the same content area (reading or math) is placed
on first year School Improvement. This requires the school to create a school improvement plan. The district must also
provide transportation for children whose parents wish to transfer them to a higher performing school in the district. There
are 36 schools on first year School Improvement in Colorado. In addition to the nine Title I schools which came off
Improvement, twenty Title I schools on Improvement made AYP this year. If those schools make AYP next year, the
schools will be removed from Improvement status.
The following chart shows the school improvement progressions for Title I schools.
AYP Status
School Improvement
Status
Sanctions
Miss 2 years
School Improvement–
Year 1
Miss 3 years
School ImprovementYear 2
Miss 4 years
Corrective Action
 School Improvement Plan
 Public School Choice
Transportation
 School Improvement Plan
 Public School Choice
Transportation
 Supplemental Tutoring
Services
 Revise School Improvement
Plan
 Public School Choice
Transportation
Number of
Schools in
Colorado
36
25
21
Miss 5 years
RestructuringPlanning
Miss 6 or more
years
RestructuringImplementation
 Supplemental Tutoring
Services
 District must take one of 7
corrective actions
 Public School Choice
Transportation
 Supplemental Tutoring
Services
 District must make a plan to
restructure the school
 Public School Choice
Transportation
 Supplemental Tutoring
Services
 District must implement the
Restructuring Plan
16
14
NCLB District Program Improvement
Only if a district receives Title I funds are consequences attached to AYP determinations. Title I funded districts are
placed on Program Improvement if the district does not make AYP for two consecutive years in the same content area
(reading or math). CDE is currently validating districts’ Program Improvement status. This information will be released in
the next few weeks.
For more information about the specific schools involved or how AYP is calculated, please go to
http://www.cde.state.co.us/fedprograms/danda/ayp.asp.
For additional information, please contact Alyssa Pearson at 303.866.6855.