2015-2016 State Report Card - Success, Opportunity and ... of Education Presentation... ·...
Transcript of 2015-2016 State Report Card - Success, Opportunity and ... of Education Presentation... ·...
To Learn. To Lead. To Make a Difference.TM
2015-2016 State Report Card -
Success, Opportunity and Next Steps
Quote from Ohio’s Superintendent of Public Instruction - Paolo DeMaria
This year’s report cards and the grades we’re seeing reflect a system in
transition.They reflect new tests, higher achievement targets and more
challenging expectations. Improvement is happening, and with time, it will
begin to show on the report cards. There are many ways that parents and
communities gauge the success and improvement of schools and districts
— the report card is one of them. At the same time, we know schools and
districts will use these report cards to have discussions about performance
and make decisions about instruction and improvement strategies.
AchievementComponent
Measures whether student performance on state tests met established thresholds and how
well students performed on tests overall
B(New this year)
Performance Index 99.7-- B (weighted 75%)
Indicators Met26 out of 29-- B (weighted 15%)
PERFORMANCE INDEX IN OHIOComparison of Performance
Index of Ohio districts over the past three years
Building AchievementComponent
Grades
Performance IndexIndicators Met
Performance Indicator
Indicators Met
Achievement Component
MHS B A B
BMS B B B
OHS B C B
Progress Component
Measures Progress
● For All students ● For Gifted students● For Students with Disabilities● For Lowest 20% (statewide)
ELA and Math- 4-8Science 5 and 8 Social Studies 6End of Course Exams - ELA and Math
A All Students A
(weighted 55%)
Gifted Students A (weighted 15%)
Students w/ Disabilities A(weighted 15%)
Lowest 20% A(weighted 15%)
Building Progress
Component Grades
● For All students ● For Gifted students● For Students with Disabilities● For Lowest 20% (statewide)
All Gifted SWD Lowest 20%
Component
MHS A C A A B
BMS A A A B A
OHS A A A NR A
To Learn. To Lead. To Make a Difference.TM
Gifted Success2014-2015 2015-2016
Gifted Service 50% 60%
Performance Index 112.3 116.4
Value Added C A
Input Points 61 67
QUOTE FROM PAOLA DEMARIA
SUPERINTENDENT OF PUBLIC INSTRUCTION ,
STATE OF OHIO
Nevertheless, I am hopeful for our students, schools and districts because I believe they have what it takes to succeed," Demaria continued. "I hope that communities will keep these results in perspective; that they will gauge the quality of their districts not only by what they see on the report cards, but by other information about what is happening in schools and with students.
Gap ClosingAnnual Measurable
Objectives (AMO)
The Gap Closing component shows how well districts are
meeting the performance expectations in all subgroups.
(Formerly AYP)
D(New this Year)
This measure compares the academic performance of
nine student subgroups against the performance of a 10th group, all students in
Ohio.
To Learn. To Lead. To Make a Difference.TM
SuccessValue Added 2014/15 2015/16
Overall F A
Gifted D C
SWD F A
Lowest 20% F A
Progress Component Grade
B
To Learn. To Lead. To Make a Difference.TM
AIR Testing FROM ~ Reading Only Assessments
TO ~ English Language Arts Assessments
● MHS Writing Focus
○ Homegrown○ All In○ Writing Blocks○ Process Opposed to Product
Opportunities for Growth
To Learn. To Lead. To Make a Difference.TM
Next StepsStudent Review Protocols and Response to InterventionCurriculum MapsPBISDL21 - Digital Literacy 21
To Learn. To Lead. To Make a Difference.TM
Success
Gifted 2014/15 2015/16
Indicator Not Met Met
Gifted VA Met (A) Met (A)
P.I. Not Met (110.9)
Met(116.33)
Gifted Inputs Met (66) Met (64)
To Learn. To Lead. To Make a Difference.TM
BMS Opportunities for Growth
Gap Closing in ELA & Mathematics:● African American● Economic Disadvantage● Students with Disabilities
Next Steps:● Implement PBIS & Refine RTI● Approach to i-Lab● Revise Curriculum Maps● Project-Based Learning
To Learn. To Lead. To Make a Difference.TM
PBIS & RTI
PBIS:● Implemented this year● Common approach to teaching and reinforcing building-wide expectations● Actively teaching expected behaviors to students as part of Pride program
RTI:● Focus on students not meeting grade level expectations● High-leverage strategies are implemented and student progress tracked● MAP data reviewed following fall and winter testing
To Learn. To Lead. To Make a Difference.TM
i-Lab● Students performing below grade level have additional instructional time on a
daily basis to focus on ELA and math standards.
● All members of the core team are scheduled into i-Lab and deliver standards-based lessons based on individual student data.
● Students are provided with independent practice, repeated cycles of instruction and formative feedback.
● Students sit for summative assessments at the end of each instructional cycle. The assessment will mirror that of the computer-based AIR test.
● i-Lab data will inform the TBT and BLT process.
To Learn. To Lead. To Make a Difference.TM
Curriculum Maps
Each department will review curriculum maps and will make revisions that address:
○ Resources and strategies for differentiation○ Literacy anchor standards across content areas○ Standards alignment
To Learn. To Lead. To Make a Difference.TM
Project-Based Learning
● Our “Lead to Learn” Grant provides professional development on PBL for all teachers.
● This will help refine our approach to PBL, ensuring staff create projects that are tightly aligned to standards and engaging to students.
● Rubrics will be used to measure student learning.
Graduation Rate ComponentFour Year Grad RateFive Year Grad Rate
A Four Year -- A
(WEIGHTED 60%)
Five Year -- A(WEIGHTED 40%)
Prepared for Success
Component● College entrance exam● Honors Diploma● Industry-recognized
credentials● Advanced Placement● International Baccalaureate
tests● College Credit Plus
To Learn. To Lead. To Make a Difference.TM
OHS SuccessPerspective:
Government: 76.8%American History: 92.5%
Achievement:English 9: 92.5%English 10: 89%
Biology: 90.2%
ACT COMPOSITE: 25.0
SAT COMPOSITE: 1755
To Learn. To Lead. To Make a Difference.TM
OHS Opportunities for GrowthMathematics:
Algebra 1: 61.5%Geometry: 57.4%
Performance Index:Orange High School: 96.9
Prepared for Success:ACT/SAT Remediation-Free ScoresAP 3+ Scores
To Learn. To Lead. To Make a Difference.TM
OHS Next StepsFocused Interventions:
Wednesday Morning AIR AcademiesStudy Skills/Secondary Math Instructional SupportsSAT Classroom IntegrationCourse-specific Teacher-Based-Teams in areas of needSummer Reading AcademiesChromebook Integration w/Geometry-Algebra, ELA 9 & 10Speakers, Authors, and extension opportunities
District Next Steps
Orange Achievement Plan“OAP”
● District Leadership Team● Building Leadership Team● Teacher Based Teams
● Align vision, mission, and philosophy
● Is continuous and recursive● Relies on quality data
interpretation● Is collaborative and collegial● Ensures communication with
stakeholders● Produces one focused,
integrated plan that directs all district work and resources
● Establishes the expectation for substantive changes in student performance and adult practices.
This report card may Describe our current status,
but it certainly does not Define us!
WE ARE ORANGE!