A-1.     Why do the SEA and LEA conduct an annual review of school progress?  

The SEA and LEA use the annual review of school progress primarily to determine (1) if a school has made adequate progress toward all students meeting or exceeding the State's student academic achievement standards by 2013-14, and (2) if a school has narrowed the achievement gap.  The results of the annual review also provide the SEA and LEA with detailed, useful information that they can use to develop or refine technical assistance strategies to schools.  

A-2.     What data do SEAs and LEAs review? 

Each SEA has defined AYP in accordance with the Title I statute and regulations in its approved accountability plan.  To determine whether or not a school has made adequate progress, the SEA reviews, at a minimum, the results of academic achievement measures in reading/language arts and mathematics and student participation rates in these assessments.  For high schools, graduation rates are also considered, as are rates of progress for the one or more other academic indicators defined by the State for elementary and middle schools.  

In conjunction with the LEA, the SEA also reviews the effectiveness of each school's actions and activities that are supported by Title I, Part A funds, including parental involvement and professional development.

A-3.     What is the timeline for the review of school progress?  

The SEA, in conjunction with the LEA, must conduct its review of school progress annually, in the period of time between the release of student results on the State academic assessments and the start of the school year following the administration of the assessments.  

Meeting this timeline becomes especially important if the review results in a determination that the school has not achieved AYP for two or more years and will be identified for school improvement, corrective action, or restructuring.  In that case, the timeline must accommodate:  (1) the school's right to review the data that led to the determination; (2) the development and implementation of a school improvement plan; and (3) the need to provide parents with sufficient time to evaluate the public school choice and supplemental educational service options that may be available for their children.  §1116(b)(1)(B); §200.32(a)(2)[1] 

A-4.     What entity must ensure that this timeline is met?  

The SEA is responsible for ensuring that the results of academic assessments administered as part of the State assessment system in a given school year are available in sufficient time for LEAs to review and make school-level AYP determinations.  As a part of its approved accountability plan each SEA has described how it intends to ensure the timely release of the results of assessments on which progress determinations will be made. §200.49 

A-5.     Should officials in individual schools examine the data that the SEA and LEA review?  

Yes.  Examining and analyzing the results of assessments and other data that the SEA and LEA use in their review are effective strategies for continuous school improvement.  Assessment data provide schools with information about the academic performance of student subgroups; analyzing those data encourages the creation of strategies that specifically target the improved achievement of these subgroups.  Schools can use the review data to further refine their instruction and other aspects of their school program to ensure that they meet the learning needs of all students.  Analyzing results from the State assessment system and other relevant data is so important, in fact, that LEAs are required to provide this assistance to schools identified as in need of improvement. (See also D-2.)
 

A-6.     Does the SEA conduct an annual review of schools that do not receive Title I, Part A funding? 

Yes. The Elementary and Secondary Education Act (ESEA), as amended by NCLB, requires that the SEA annually review the progress of all public schools as part of their single, statewide accountability system.  

A-7.     Do the requirements for the annual review apply to charter schools? 

Yes. Charter schools, like all public schools within a State, are subject to the State's accountability requirements, including its system of review, sanctions, and rewards. However, a State's charter school law determines the entity within the State that bears responsibility for ensuring that charter schools comply with these requirements, including making AYP.  Typically this is the authorized public chartering authority, unless State law specifically gives the SEA responsibility for charter school accountability.  Additional information regarding charter schools is available in the Department of Education's Charter School Non-Regulatory Guidance at http://www.ed.gov/policy/elsec/guid/cspguidance03.doc.  §200.49(f) 

A-8.     How must the LEA share the results of a school's annual review? 

An LEA must publicize and disseminate the results of the annual progress review of its schools to principals, teachers, parents, and the community.  Whether or not their schools make AYP, principals and teachers can use these results to refine and improve their instructional program to help all children meet challenging academic achievement and performance standards.  The results also provide parents and community members with a factual basis for judging the quality of their school and alert them to opportunities for increased involvement.  Required LEA and school report cards provide one vehicle for LEAs to publicize the results of the annual reviews. §200.30(d)  

A-9.     May the SEA reward schools that meet or exceed their annual AYP targets?  

Yes.  As a part of its State accountability system, every SEA has developed an academic achievement award program to recognize schools that either significantly narrow the achievement gap between subgroups of students or exceed their AYP targets for two or more consecutive years.  From these schools, SEAs must designate as distinguished those that have made the greatest gains in closing the achievement gap or exceeding AYP.  These distinguished schools can serve as models for other schools, especially those that are identified for improvement, and provide them with support as appropriate.  The State program may also recognize and provide financial awards to teachers in a school that consistently makes significant gains in academic achievement in the areas in which the teachers provide instruction.  Awards may also be made to "distinguished" teachers or principals, those who have been especially successful in improving academic achievement.  In addition to these rewards, States may create other awards and recognition programs as they deem appropriate.