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Report on Progress on the Strategic Plan 2005-06

Report on Progress on the Strategic Plan 2005-06. October 2006. 2005-2011 Strategic Plan. Includes a set of indicators to be used to judge progress toward achievement of the plan’s objectives School Board adopted annual targets for most of those indicators last fall

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Report on Progress on the Strategic Plan 2005-06

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  1. Report on Progress on the Strategic Plan 2005-06 October 2006

  2. 2005-2011 Strategic Plan • Includes a set of indicators to be used to judge progress toward achievement of the plan’s objectives • School Board adopted annual targets for most of those indicators last fall • This report includes information about performance on some of those indicators for 2005-06

  3. Missing information • Some analysis has not been completed • Some information is not yet available (e.g., dropout information and final SOL results)

  4. Contents of report • Summary of results on each indicator

  5. Contents of report • Summary of results on each indicator • Detailed results for each indicator • Data • Background in appendix

  6. Changes • Combining results on performance on eliminating gaps with overall performance on that indicator • Background separated in appendix

  7. Good news: Targets met

  8. Good news • Rising achievement/reduction of gaps • 21 schools made Adequate Yearly Progress • Decrease in gap of grade 2 students reading on grade level • Asian • LEP

  9. Good news • Rising achievement/reduction of gaps • 50% students passing Algebra I by end of gr 8 and decrease in gap for Asian students • Decrease in gap in students passing Geometry in gr 9 for Asian and Hispanic students and students with disabilities • Increase in students completing Algebra II and decrease in gap in students passing Algebra II gr 10 for Asian and LEP students

  10. Good news • Rising achievement/reduction of gaps • Increase in students taking challenging courses • 98% of enrolled students passing course • Decrease in gap enrolled for Asian, Black, and LEP students • Decrease in gap in students passing for disadvantaged students

  11. Good news • Rising achievement/reduction of gaps • Students taking foreign language • Increase in grade 6-12 students participating in classes • Decrease in gap in participation for Black and Hispanic students

  12. Good news • Rising achievement/reduction of gaps • Increase in students earning advanced studies and IB diplomas • Decrease in gap between Asian, Black, and Hispanic students earning advanced studies and IB diplomas • Decrease in gap for LEP students earning any diploma

  13. Good news • Rising achievement/reduction of gaps • Increase in SAT scores • Increase in students grades 6-8 taking elective arts classes • Decrease in gap between Black and Hispanic students taking elective arts courses

  14. Good news • Responsive education • Completed inventory of instructional approaches • Small classes • Increase in students reporting teachers and students care about them • Increase in students reporting interpersonal competence, responsibility, integrity (Assets survey)

  15. Good news • Responsive education • Increase in students’ rating of access to information and guidance about postsecondary choices and plans • Increase in students’ rating of adequacy of preparation to make transition to college or workplace

  16. Good news • Effective relationships • # of active partnerships increased from 150 to 438

  17. No change • Rising achievement/reduction of gaps • 29 of 30 schools fully accredited • Gap in percent of Black students passing Algebra I by end of grade 8 • Percent of students enrolled in advanced courses • Gap in percent of Hispanic students passing advanced courses

  18. No change • Rising achievement/reduction of gaps • Percent of graduates taking SAT

  19. Lost Ground • Increase in gap in percent of Black and disadvantaged students and students with disabilities needing remediation for reading in 3rd grade • Increase in gap passing Algebra I by end of grade 8 for Asian, Hispanic, and LEP students and students with disabilities • Increase in gap passing Geometry by end of grade 9 for Black, disadvantaged, and LEP students

  20. Lost Ground • Increase in gap in Black, Hispanic, disadvantaged students and students with disabilities passing Algebra II by end of grade 10 • Increase in gap in Asian, disadvantaged, LEP students, and students with disabilities participating in foreign language courses grades 6-12

  21. Lost Ground • Increase in gap in students with disabilities enrolled in advanced courses • Increase in gap in Black, Hispanic, and disadvantaged students and students with disabilities graduating with any diploma • Increase in overrepresentation of Black students and students with disabilities among students retained

  22. Next steps: • Collect information on remaining indicators • Review targets and adjust, if needed • Set targets where needed

  23. Report on Progress on the Strategic Plan 2005-06 October 2006

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