• Data is combined across as many as three years to permit evaluation
  
  
• If schools with fewer than 20 total students are found to be not proficient by combining data across several years this can be the basis for an appeal.

• Participation counts all students enrolled during the test window as verified through the MARSS enrollment system.
• Students who move during the test window are attributed to each school and districts of enrollment
• Proficiency includes only students with valid scores found in the MARSS enrollment system and enrolled in the school or district October 1.
• Students may be removed from the calculations if they have had a significant gap in enrollment by missing school for 15 consecutive days as counted within the district.

For specific student inclusion rules refer to the Student Record Selection section of the AYP Calculation: Participation Measurement to the Adjustments to Measurement found in the 2007 NCLB Calculations Functional Requirements Specification (July 25, 2007)

• Expanded Special Education Group
  Students are included in the Special Education group if they are currently identified as special education or have been at any time in the previous two years.
  
  
• MTAS
  MTAS-Special education students can take the Minnesota Test of Academic Skills in either reading or math in lieu of the MCA II ’s at the direction of their IEP team. Students can earn points for their school by meeting MTAS proficiency targets just like regular education students who earn points based by meeting MCA II targets.
  
  
  For specific assessment inclusion details refer to Chapter 7- Students in Special Circumstances and Situations in the Procedures Manual for the Minnesota Assessments 2006-2007 (February 26, 2007)
  
  
• One Percent Cap
  – While there is no limit on the number of MTAS scores that can be used at the school level when determining the proficiency status only 1% of the points from MTAS can contribute towards the proficiency rating at the district level. If additional points are earned from the MTAS they cannot be included.
  – When counting allowable MTAS points for inclusion, scores earning a full proficiency point are used first and if there is any room remaining in the district ’ s 1% allowance half point scores are then included.
  
  
• Two Percent Proxy
  – If special education is the only group where schools or districts do not meet proficiency requirement a two percent proxy based on two percent of the total number of special education students in the state (approximately 17 points) is added to their earned proficiency index. The adjusted index is compared to the target without the confidence interval to see if schools or districts meet requirements.

For specific computational details refer to the Adjustments to Proficiency Measurement section of the AYP Calculation found in the 2007 NCLB Calculations Functional Requirements Specification (July 25, 2007)

• Expanded LEP 
  Students are included in the LEP group if they are currently identified as LEP currently or have been at anytime in the past two years.
  
  
• MTELL
  English language learners may test as recommended with either the Mathematics Test for English Language Learners or the MCA II in Math. They can earn points for their school with scores from either test.
  
  
• New to Country
  – English language learners who are newly arrived in the United States during the past calendar year are exempted from the AYP proficiency calculations.
  – They must participate in mathematics by testing with either the MCA II or the MTELL.
  – Students who do not participate in one of the NCLB mathematics assessments will count against the school and district.

For specific assessment inclusion details refer to Chapter 7- Students in Special Circumstances and Situations in the Procedures Manual for the Minnesota Assessments 2006-2007 (February 26, 2007)

• Schools retain their history when the majority of staff and students remain.
• When schools close and their students or staff is reassigned to several different schools the AYP history stops.
• When schools open without assuming the majority of staff or students from another school the AYP history is new.

• Appeals are reviewed by the Commissioner of Education.
  
  
• Typical appeals include:
  – Small school under 20 total students not making AYP
  – Extreme weather disasters or other exceptional events which negatively impact the performance of students on the tests

For specific details on how to file appeals refer to the MDE Web site at MDE > Accountability Programs > No Child Left Behind Programs > Adequate Yearly Progress (AYP)-School Performance > Adequate Yearly Progress (AYP) Appeals

For specific requirements regarding how schools and districts meet AYP requirement refer to the sections in the AYP Calculation: AYP Marks for Cells, Determining AYP Marks for Cells, Determining Overall ALP Status from Components found in the 2007 NCLB Calculations Functional Requirements Specification (July 25, 2007)  

• Consequences stop once the school receiving Title I funds has met requirements within the critical area for two years in-a-row.
  
  
• Identified schools work with the MDE School Improvement Division to create school improvement plans and meet federal requirements.
  
  
• Districts that do not receive Title I funds do not have any consequences other than public reporting of their AYP status.

For specific details regarding AYP consequences refer to the section on AYP Calculation: Consequences found in the 2007 NCLB Calculations Functional Requirements Specification (July 25, 2007)

For specific requirements regarding how schools and districts meet AYP requirement refer to the sections in the AYP Calculation: AYP Marks for Cells, Determining AYP Marks for Cells, Determining Overall ALP Status from Components found in the 2007 NCLB Calculations Functional Requirements Specification (July 25, 2007)

Consequences stop once the district has meet requirements within the critical area for two years in a row.

Identified districts work with the MDE School Improvement Division to create school improvement plans and meet federal requirements.

Districts that do not serve schools receiving Title I funds do not have any consequences other than public reporting of their AYP status.

For specific details regarding AYP consequences refer to the section on AYP Calculation: Consequences found in the 2007 NCLB Calculations Functional Requirements Specification (July 25, 2007)