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Welcome Back Team Henderson

Welcome Back Team Henderson. H.E.S. “On the Path to Greatness ”. Data Review Outcomes. Review race and ethnicity four year trend data Review student group four year trend data Review attendance data Review AMO benchmarks for reading and math Review Accreditation data

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Welcome Back Team Henderson

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  1. Welcome BackTeam Henderson H.E.S. “On the Path to Greatness”

  2. Data Review Outcomes • Review race and ethnicity four year trend data • Review student group four year trend data • Review attendance data • Review AMO benchmarks for reading and math • Review Accreditation data • Review AMO data by all students, gap groups, and content areas

  3. Race and EthnicityFour Year Trend Data

  4. Student GroupsFour Trend Data

  5. Attendance: Absent more than 10 days

  6. Virginia Department of Education (VDOE)Elementary and Secondary Education Act (ESEA)Annual Measurable Objectives (AMO) by Subgroups • The Elementary and Secondary Education Act (ESEA) – known since 2001 as No Child Left Behind (NCLB) – requires states to set annual measurable objectives for increasing student achievement to ensure that all children have an opportunity to obtain a high-quality education. • Under the provisions of the two-year flexibility waiver granted by the US Department of Education on June 29, 2012, the Board of Education has set new annual measurable objectives (AMOs) for raising achievement in the commonwealth’s lowest-performing schools. These new annual objectives in reading and mathematics replace the Adequate Yearly Progress (AYP) targets schools were previously required to meet. • The AMOs were determined using a formula based on the federal law and student-achievement data from the state’s assessment program. Annual mathematics benchmarks are based on achievement during 2011-2012 on the commonwealth’s rigorous new mathematics tests. Reading benchmarks for the first year of flexibility are based on achievement on 2010-2011 state assessments. Reading AMOs will be reset next year based on the performance of students during 2012-2013 on tests reflecting the increased rigor of the 2010 English standards. • Separate AMOs have been set for student subgroups, including new Proficiency Gap Groups comprising students who historically have had difficulty meeting the commonwealth’s achievement standards: • Proficiency Gap Group 1 – Students with disabilities, limited-English proficient (LEP) students and economically disadvantaged students, regardless of race and ethnicity (unduplicated) • Proficiency Gap Group 2 – African-American students, not of Hispanic origin, including those also counted in Proficiency Gap Group 1 • Proficiency Gap Group 3 – Hispanic students, of one or more races, including those also counted in Proficiency Gap Group 1 • The benchmarks are set with the goal of reducing by half the proficiency gaps in reading and mathematics between the lowest- and highest-performing schools – overall and for each subgroup and proficiency gap group – within six years.

  7. Reading Annual Measurable Objectives

  8. Mathematics Annual Measurable Objectives

  9. Henderson Three Year Trend DataAll Students in Grades 3/4/5;AMO benchmark; Reading 66, Math 64

  10. Third Grade Reading Trend DataFocus: SOL Scores 2012-2013AMO 66% (All Students)

  11. Third Grade Math Trend DataFocus: SOL Scores 2012-13(includes P.E. Math)AMO 64% (All Students)

  12. Third Grade Science Trend DataFocus: SOL Scores 2012-13Accreditation Benchmark 70% (All Students)

  13. Third Grade History Trend DataFocus: SOL Scores 2012-13Accreditation Benchmark 70% (All Students)

  14. Fourth Grade Reading Trend DataFocus: SOL Scores 2012-13AMO 66% (All Students)

  15. Fourth Grade Math Trend DataFocus: SOL Scores 2012-13 (includes P. E. Math)AMO 61% (All Students)

  16. Fourth Grade History Trend DataFocus: SOL Scores 2012-13Accreditation Benchmark 70% (All Students)

  17. Fifth Grade Reading Trend DataFocus: SOL Scores 2012-13AMO 66% (All Students)

  18. Fifth Grade Math Trend DataFocus: SOL Scores 2012-13 (included P. E. Math)AMO 61% (All Students)

  19. Fifth Grade Science Trend DataFocus: SOL Scores 2012-13Accreditation Benchmark 70% (All Students)

  20. Fifth Grade Writing Trend DataFocus: SOL Scores 2012-13

  21. AMO GAP GROUP 1 Students with disabilities, limited-English proficient (LEP) students and economically disadvantaged students, regardless of race and ethnicity (unduplicated)

  22. AMO GAP GROUP 2 (African-American students, not of Hispanic origin, including those also counted in Proficiency Gap Group 1)

  23. GAP GROUP 3 Hispanic students, of one or more races, including those also counted in Proficiency Gap Group 1

  24. AMO Sub-group (n=30) LEP

  25. AMO Sub Group (n=30) SPED

  26. AMO Sub-group (n=30) Economically Disadvantaged

  27. AMO Sub-group (n=30)White

  28. Wellness Data

  29. Outcomes • Review race and ethnicity four year trend data • Review student group four year trend data • Review attendance data • Review AMO benchmarks for reading and math • Review Accreditation data • Review AMO data by all students, gap groups, and content areas

  30. AMO DATABy Grade LevelUnadjusted

  31. 3rd- 5th Grade Math AMO GAP GROUP 1

  32. 3rd-5th Grade Reading AMO GAP GROUP 1

  33. 3rd-5th Grade Math AMO GAP GROUP 2

  34. 3rd-5th Grade Reading AMO GAP GROUP 2

  35. 3rd- 5th Grade Math AMO GAP GROUP 3

  36. 3rd- 5thGrade Reading AMO GAP GROUP 3

  37. 3rd- 5thGrade Math AMO Sub-group-LEP

  38. 3rd- 5th Grade Reading AMO Sub-group-LEP

  39. 3rd- 5th Grade Math AMO Sub Group-SPED

  40. 3rd-5thGrade Reading AMO Sub Group-SPED

  41. 3rd- 5thGrade Math AMO Subgroup (n=30) - Economically Disadvantaged

  42. 3rd- 5th Grade Reading AMO Subgroup (n=30) - Economically Disadvantaged

  43. 3rd-5thGrade Math AMO Sub-group -White

  44. 3rd-5thGrade Reading AMO Sub-group-White

  45. 3rd-5thGrade Math AMO Sub-group-Asian

  46. 3rd-5thGrade Reading AMO Sub-group-Asian

  47. Accreditation Data

  48. 3rd- 5th Grade Science Accreditation 70 % GAP GROUP 1

  49. 3rd- 5th Grade History Accreditation 70% GAP GROUP 1

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