1. meet or exceed the annual measurable objectives on the reading or language arts and mathematics assessment measures or the criteria under the safe harbor provision when a school does not meet annual measurable objectives for each demographic subgroup, and
   
   
2. have at least a 95-percent participation rate in the State assessments, and
   
   
3. meet the State requirements for performance or performance gains on one other academic indicator, e.g., graduation rate.
   

Timeline for high schools to determine adequate yearly progress.

First, each State sets a "starting point" that is based on the performance of its lowest-achieving demographic subgroup or of the lowest-achieving schools in the State, whichever is higher. Second, the State sets the level of student achievement that a high school must attain after two years in order to continue to show adequate yearly progress. Subsequent milestones must be raised at least once every three years, until, at the end of 12 years, all high school students in the State are achieving at the proficient level on State assessments in reading or language arts and mathematics.

1. The number of students in the aggregate and in each demographic subgroup who performed at or above the proficient level on the scoring tool;
   
   
2. The number of students in the aggregate and in each demographic subgroup who performed below the proficient level on the scoring tool;
   
   
3. The percentage of students in the aggregate and in each demographic subgroup who performed at or above the proficient level on the scoring tool;
   

Step Two: Analyze - The teacher examines the data in the chart to look for trends, contributing factors, and implications of student performance over a series of assessments of the same academic content standard(s). The analysis includes a comparison of the students’ performance at the proficient level with the school’s annual measurable objectives for all students and demographic subgroups.

Step Three: Reflect - The teacher considers items similar to the following stems to reflect on the results, the teaching methods used, and other features the teacher might benchmark and apply in the future. Then, the teacher writes a summary paragraph about the findings, contributing factors, and implications for adequate yearly progress on the academic content standard(s).

1. Research on best practices related to this academic content standard indicates...
   
   
2. Schools that do well on this academic content standard have used...
   
   
3. I didn't realize that career and vocational-technical students…
   
   
4. What was valuable?...not valuable?
   
   
5. Students in demographic subgroups performed…
   

Step Four: Act - If the lesson went well and the standards-based instructional activities are promising for producing adequate yearly progress, the teacher prevents drift to previous practices and adopts the improvements as new instruction and assessment activities to improve upon.