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Bold Student Achievement Goals and Performance Targets EGUSD and Anna Kirchgater ES

Bold Student Achievement Goals and Performance Targets EGUSD and Anna Kirchgater ES. Performance Comparison 2007, 2008, and 2009. Bold Student Achievement Goals.

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Bold Student Achievement Goals and Performance Targets EGUSD and Anna Kirchgater ES

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  1. Bold Student Achievement Goals and PerformanceTargetsEGUSD and Anna Kirchgater ES Performance Comparison 2007, 2008, and 2009

  2. Bold Student Achievement Goals • 100% of students will be “proficient” or “advanced” in Math and English Language Arts (ELA) as measured by the California Standards Test (CST) • 100% of 12th graders will pass the California High School Exit Exam (CAHSEE) • 100% of students will be college or career ready • 100% of schools will meet annual Adequate Yearly Progress (AYP) and Academic Performance Index (API) targets

  3. Student Performance Targets • California Standards Test • 50% of all students in each subgroup scoring “far below basic” and “below basic” will improve and exit those categories in Math and ELA • 60% of students in each subgroup will be “proficient” or “advanced” in Math and ELA • 100% of students scoring “proficient” or “advanced” will maintain or improve in Math and ELA • 100% of all schools will meet annual Math and ELA targets specified in their School Plan to Achieve Bold Goals • 100% of students in grades 2 through 8 will participate in CST testing to meet AYP • CAHSEE • 75% of 10th graders in each subgroup will pass the CAHSEE • 100% of 10th graders will participate in CAHSEE to meet AYP • English Language Development (ELD) • 100% of English Learners will progress at least one ELD level until proficient as measured by the California English Language Development Test (CELDT) • 100% of English Learners at ELD 4/5 (Early Advanced/Advanced) will be redesignated as FEP within 2 years

  4. Student Performance Targets Cont. • College and Career • 100% of students in 9th and 10th grade will complete a college/career plan • 95% of students in 10th grade will participate in PSAT testing • 30% of eligible students will participate in career academies, pathways, and /or ROP programs • 75% of students in 12th grade will complete UC/CSU A-G course requirements

  5. Focus on Intersection of Bold Goals, API, and AYP EGUSD Bold Goals College/Career Ready AYP Threshold Model Uniform School/District Targets API Growth Model Unique School Targets • CST/CAPA/CMA • ELA • Math • CAHSEE • ELA • Math • CST • Science • History- • Social Science Participation Rate School-wide API Graduation Rate

  6. Presentation Overview • Results are presented for English Language Arts (ELA), Math, and both ELA and Math combined • Data for this presentation were collected by selecting all students enrolled as of May 10 of 2007, 2008, and 2009 with test scores • Charts displaying achievement gains from one year to the next used matched student data only • School performance is compared to district-wide performance by school type • Note: Subgroups with few students may show noticeable performance fluctuations

  7. Presentation Overview • The presentation consists of 10 sections: • Section 1 – Achievement Gap • Section 2 – Overall CST performance of school • Section 3 – CST performance by ethnicity • Section 4 – CST performance of economically disadvantaged students • Section 5 – CST performance of students with disabilities • Section 6 – CST and CELDT performance of English learners • Section 7 – AYP • Section 8 – API • Section 9 – Resources

  8. Section 1Achievement Gap • Shows achievement gaps between • Each Ethnicity and White subgroup • English Learners and non-English Learners • Special Education and non-Special Education • Socioeconomically Disadvantaged and non- Socioeconomically Disadvantaged

  9. Achievement Gap: District-Wide

  10. Achievement Gap: District-Wide

  11. Achievement Gap: All Elementary Schools

  12. Achievement Gap: All Elementary Schools

  13. Achievement Gap: School

  14. Achievement Gap: School

  15. Section 2 Overall CST Performance of School • Measures performance on Bold Student Achievement Goal and Performance Targets • Bold Goal: 100% “proficient” or “advanced” • Performance Targets: • 60% “proficient” or “advanced” • 50% improvement from “far below basic” or “below basic” to “basic” or above • 100% of students scoring “proficient” or “advanced” will maintain or improve in Math and ELA • Compares school performance to district schools of same type (elementary, middle, and high)

  16. Progress Toward Bold Goalby School Type

  17. Progress Toward Bold Goal

  18. Improvement to Meet Performance Target

  19. Maintaining Progress Toward Bold Goal

  20. Section 3CST Performance by Ethnicity • Measures performance by ethnicity on Bold Goal and Performance Targets • Bold Goal: 100% “proficient” or “advanced” • Performance Targets: • 60% “proficient” or “advanced” • 50% improvement from “far below basic” or “below basic” to “basic” or above • 100% of students scoring “proficient” or “advanced” will maintain or improve in Math and ELA • Shows achievement gap between White subgroup and other ethnicities

  21. Ethnic Makeup – District and School District-Wide Our School

  22. Progress Toward Bold Goal by Ethnicity: ELA

  23. Progress Toward Bold Goal by Ethnicity: Math

  24. Progress Toward Bold Goalby Ethnicity: Both ELA and Math

  25. Improvement to Meet Performance Target by Ethnicity: ELA

  26. Improvement to Meet Performance Target by Ethnicity: Math

  27. Improvement to Meet Performance Target by Ethnicity: Both ELA and Math

  28. Maintaining Progress Toward Bold Goal by Ethnicity: ELA

  29. Maintaining Progress Toward Bold Goal by Ethnicity: Math

  30. Maintaining Progress Toward Bold Goal by Ethnicity: Both ELA and Math

  31. Section 4 CST Performance of Economically Disadvantaged Students • Measures performance of economically disadvantaged students on Bold Goal and Performance Targets • Bold Goal: 100% “proficient” or “advanced” • Performance Targets: • 60% “proficient” or “advanced” • 50% improvement from “far below basic” or “below basic” to “basic” or above • 100% of students scoring “proficient” or “advanced” will maintain or improve in Math and ELA

  32. Progress Toward Bold GoalEconomically Disadvantaged

  33. Improvement to Meet Performance Target Economically Disadvantaged

  34. Maintaining Progress Toward Bold Goal Economically Disadvantaged

  35. Section 5 CST Performance of Students with Disabilities • Measures performance of students with disabilities on Bold Goal and Performance Targets • Bold Goal: 100% “proficient” or “advanced” • Performance Targets: • 60% “proficient” or “advanced” • 50% improvement from “far below basic” or “below basic” to “basic” and above • 100% of students scoring “proficient” or “advanced” will maintain or improve in Math and ELA Note: Only includes students with disabilities taking the regular CSTs, not CAPA or CMA.

  36. Progress Toward Bold GoalStudents with Disabilities

  37. Improvement to Meet Performance Target Students with Disabilities

  38. Maintaining Progress Toward Bold Goal Students with Disabilities

  39. Section 6 CST and CELDT Performance of English Learners • Measures performance of English Learners on Bold Goal and Performance Targets • Bold Goal: 100% “proficient” or “advanced” • Performance Targets: • 60% “proficient” or “advanced” • 50% improvement from “far below basic” or “below basic” to “basic” or above • 100% of students scoring “proficient” or “advanced” will maintain or improve in Math and ELA • English Language Development (ELD): • 100% progress of at least one ELD level until proficient • 100% redesignated 2 years after ELD proficient

  40. Progress Toward Bold GoalEnglish Learners

  41. Improvement to Meet Performance Target English Learners

  42. Maintaining Progress Toward Bold GoalEnglish Learners

  43. English Language Development

  44. Section 7 Adequate Yearly Progress (AYP) • AYP overview • AYP report • Participation rates • Percent proficient • Graduation rate

  45. AYP Federal Accountability Measures academic status in comparison to thresholds Uniform proficiency targets for all schools by type: Elem/Mid: 46.0% ELA, 47.5% Math High: 44.5% ELA, 43.5% Math Goal: 100% proficient by 2013-14 Tests used in calculation: Elem/Mid: CST, CAPA, CMA High: CAHSEE, CAPA API of 650 or growth of 1 High Schools: Grad Rate of 83.1 AYP Overview • API • State Accountability • Measures academic growth from one year to next • Unique school targets determined annually • Goal: Continuous progress toward 800 • Tests used in calculation: • Elem/Mid: CST, CAPA, CMA • High: CST, CAPA, CAHSEE

  46. Adequate Yearly Progress (AYP) 2007 - 2009 Participation Rates

  47. Adequate Yearly Progress (AYP) 2007 - 2009 Percent Proficient: ELA

  48. Adequate Yearly Progress (AYP) 2007 - 2009 Percent Proficient: Math

  49. Section 8 Academic Performance Index (API) • API overview • API growth report • Overall • Subgroup • Three years

  50. API State Accountability Measures academic growth from one year to next Unique school targets determined annually Goal: Continuous progress toward 800 Tests used in calculation: Elem/Mid: CST, CAPA, CMA High: CST, CAPA, CAHSEE API Overview • AYP • Federal Accountability • Measures academic status in comparison to thresholds • Uniform proficiency targets for all schools by type: • Elem/Mid: 46.0% ELA, 47.5% Math • High: 44.5% ELA, 43.5% Math • Goal: 100% proficient by • 2013-14 • Tests used in calculation: • Elem/Mid: CST, CAPA, CMA • High: CAHSEE, CAPA • API of 650 or growth of 1 • High Schools: Grad Rate of 83.1

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