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AYP standards measure student participation and performance on assessments that gauge proficiency in reading and math, as well as school attendance and graduation rates. Officials calculate overall proficiency for the district and each school building, as well as the proficiency demonstrated on tests by subcells of students that include ethnic minority groups, special education students and those who are in the free or reduced lunch program, the benchmark to determine those who are economically disadvantaged.

A district is deemed to not be demonstrating adequate yearly progress if any subcell of students is flagged for underperforming on assessments.

In Winona, District 861 was flagged as not making AYP due to low marks in four student categories: Limited English proficiency, black, special education and free and reduced lunch.

At the Winona Middle School, three subcells of students, special education, black and free and reduced lunch, struggled on both reading and math assessments, flagging the school for a second year in a row. Statewide, 12.3% of the schools measured were flagged in three or more categories.

At Jefferson Elementary, students in the free or reduced lunch subcell did not show adequate proficiency on reading tests, with state figures showing 48% of the students there enrolled in the free or reduced program.

At the Winona Area Learning Center the student body in general did not meet proficiency requirements in reading, math or attendance. Data for participation or the performance of subcells there was not provided.

The Winona Senior High School, which was flagged last year for not making AYP, was in the clear this year with all its subcells achieving the threshold for progress.

Bluffview Montessori and Ridgeway Community School both achieved AYP this year. The Riverway Learning Community, a charter school in Minnesota City, was flagged both last year and this year for not meeting AYP. On this year’s assessment, white students and those on the free or reduced lunch program did not achieve AYP in math assessments.

The number of schools statewide not meeting AYP grew to 937, up from 727 in 2007.

The likely reason, state officials say, is the escalating threshold for proficiency in math and reading in accordance with the federal No Child Left Behind Act. Under that legislation, each year a higher number of students must demonstrate proficiency, with the expectation that all students test as proficient by 2014.

Though there are more schools flagged this year than before, officials note that nearly 200 schools are now making AYP due to adjustments over time to improve proficiency.

Across the state, middle, high and charter schools are more likely to be flagged for AYP proficiency than elementary schools.

Of outstate school districts with more than 2,000 students, the number of districts demonstrating AYP compared to those that don’t are about even.

The majority of schools, 47.2%, are only flagged in one category or subcell, with 19.6% flagged in two, and the vast majority of flags are placed on schools for proficiency rather than participation.

To be measured for AYP, a subcell at a school or in a district must contain at least 20 students. Most of the schools within the boundaries of District 861, including charter schools, do not have enough students in many of the subcells for their performance to be assessed under the legislation.

To gauge participation, any subcell must have 40 students in it, and at least 95% of them must take the assessment.

Tests vary for students, including grade-appropriate exams for grades 3 through 8 and 10 in reading and grades 3 through 8 and 11 in math. In addition, some special education students and those with limited English proficiency are offered alternative assessments.

Because it is the second year District 861 has been flagged, officials will have to take corrective action, though the type of corrective action varies depending on whether individual schools receive federal Title I funding or not.

Those receiving Title I funds who do not make AYP for two consecutive years must follow steps that include providing school choice and transportation to other schools in the district, as well as supplemental education services for students struggling for proficiency.

Though District 861 receives Title I money, the middle school does not, although officials have said a revamping of the curriculum is underway to improve student achievement.  
 
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