Performance Indicators PresentationSeptember 2011

Increase academic achievement of each significant subgroup on CST, API, and AYP Data

Increase percentage of students making annual progress and attaining English fluency as measured by CELDT

Increase percentage of kindergarteners who master phoneme segmentation on DIBELS assessment

Increase the percentage of students in grades 1-3 reading at grade level on Fountas and Pinnell reading assessment

Performance Indicators 2010-2011

Increase percentage of students proficient in Algebra 1 on CST

Increase percentage of 10th graders passing

CAHSEE

Increase percentage of students meeting A-G

requirements

Increase Advanced Placement qualifying rate

Increase number of students on track for PACE

Promise

Performance Indicators 2010-2011

K – 12 IndicatorsIncrease academic achievement of each significant subgroup

District Subgroups (100 or more students with valid scores)

White (4,468 = 41%)

Hispanic/Latino (4,983 = 46%)

Asian ( 549 = 5%)

Black/African American ( 352 = 3%)

Filipino ( 344 = 3%)

English Learners (3,798 = 35%)

Economically Disadvantaged (2,989 = 27%)

Students with Disabilities (1,472 = 13%)

Purpose, Report and Target for…

CSTCalifornia

Standards Test

• State Requirement

• Assess Students on CA Content Standards

• 5 Performance Levels

• Proficient/ Advanced Levels

APIAcademic

Performance Index

• State Accountability

• All Pupils Improving

• Scale from 200 to 1000

• 800

AYPAdequate Yearly

Progress

• Federal Accountability

• All You Proficient

• Criteria Met/Not Met -Participation rate -% Proficient -API Target -Graduation Rate

• 100% Proficient by 2013-2014

2011 CST Performance Comparison with County and State

72.6% 74.2%

60.0%54.0%54.0% 50.0%

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%

Lang Arts Math

SMUSD SD County State

2006 2007 2008 2009 2010 2011

All Students 0.52 0.54 0.62 0.65 0.68 0.73

White 0.71 0.72 0.78 0.81 0.83 0.85

Hispanic/Latino 0.33 0.35 0.44 0.48 0.52 0.58

Asian 0.75 0.79 0.85 0.88 0.87 0.92

Black/African American 0.49 0.53 0.65 0.66 0.65 0.7

Filipino 0.71 0.76 0.82 0.85 0.86 0.89

5%

15%

25%

35%

45%

55%

65%

75%

85%

95%

+5+2+6+5+5+3

CST/CMA English Language ArtsPerformance by Ethnicity

2006 2007 2008 2009 2010 2011

All Students 0.52 0.54 0.62 0.65 0.68 0.726

English Learners 0.17 0.2 0.39 0.44 0.48 0.542

Economically Disadvantaged 0.3 0.33 0.39 0.47 0.51 0.543

Students with Disabilities 0.2 0.19 0.24 0.28 0.38 0.411

5%

15%

25%

35%

45%

55%

65%

75%

85%

95%

+5+6+3+3

CST/CMA English Language ArtsPerformance by Program

2006 2007 2008 2009 2010 2011

All Students 0.62 0.62 0.65 0.76 0.76 0.742

White 0.78 0.76 0.78 0.85 0.86 0.845

Hispanic/Latino 0.45 0.47 0.51 0.63 0.63 0.619

Asian 0.88 0.84 0.87 0.94 0.94 0.947

Black/African American 0.6 0.61 0.64 0.74 0.7 0.692

Filipino 0.8 0.83 0.84 0.89 0.93 0.904

5%

15%

25%

35%

45%

55%

65%

75%

85%

95%

-2-1-1

+1-1-3

CST/CMA MathematicsPerformance by Ethnicity

2006 2007 2008 2009 2010 2011

All Students 0.62 0.62 0.65 0.76 0.76 0.742

English Learners 0.38 0.41 0.46 0.55 0.61 0.6

Economically Disadvan-taged

0.43 0.45 0.51 0.61 0.63 0.593

Students with Disabilities 0.32 0.3 0.39 0.44 0.49 0.427

5%

15%

25%

35%

45%

55%

65%

75%

85%

95%

-2-1-4

-6

CST/CMA MathematicsPerformance by Program

Academic Performance Index

776 786810

833854

700

750

800

850

900

API

2006 2007 2008 2009 2010 2011

865

2010 API Results - County Context

Only 4 out of 12 Unified Schools in San Diego County have an API over 850.

Coronado Unified 896 (+9)

Poway Unified 887 (+5)

Carlsbad Unified 867 (+8)

San Marcos Unified 865 (+11)

-------------------------------------------------------------------- Ramona City Unified 820

(+11) Valley Center-Pauma Unified 805

(+6)

Surrounding North County District APIs

San Dieguito Union High 886 (+9) Carlsbad 867 (+8) SAN MARCOS UNIFIED 865 (+11) Ramona City Unified 820 (+11) Valley Center Unified 805 (+6) Vista 792 (+6) Oceanside 779 (+6) Escondido Union Elem 751 (+16) Escondido Union High 737 (+11)

API 2007 2008 2009 2010 2011 2010-11 Growth

STATE 728 742 754 767

DISTRICTALL STUDENTS 786 810 833 854 865 +11

WHITE 858 874 897 913 919 +6

HISPANIC 710 741 764 789 803 +14

AF. AMER. 780 805 825 838 843 +5

ASIAN 892 915 944 953 961 +8

FILIPINO 876 895 916 932 947 +15

ECON. DIS. 698 732 753 785 789 +4

ENG. LRN. 683 720 733 767 789 +22

DISABIL. 589 619 614 670 682 +12

District APIIncrease Academic Achievement of each Significant Subgroup

API Coronado Poway Carlsbad San Marcos

All Students 896 887 867 865

WHITE 71% 904 56% 891 58% 895 40% 919

HISPANIC 17% 851 12% 805 26% 774 47% 803

AF. AMER. 2% 885 3% 797 2% 793 3% 843

ASIAN 3% 941 20% 947 7% 957 5% 961

FILIPINO 3% 919 8% 881 2% 910 3% 947

ECON. DIS. 6% 824 14% 781 22% 754 14% 789

ENG. LRN. 4% 820 18% 830 13% 729 36% 789

DISABIL. 11% 734 10% 708 10% 653 13% 682

Subgroup API Comparison:% of STAR Population and API

The Top 15 of 97 Middle Schools and 65 Public High Schools

MIDDLE SCHOOL   HIGH SCHOOLCARMEL VALLEY/SAN DIEGUITO 971   CANYON CREST/SAN DIEGUITO 910

MESA VERDE/POWAY 933   SCRIPPS RANCH/SD 883EARL WARREN/SAN DIEGUITO 925   TORREY PINES/SAN DIEGUITO 881

OAK VALLEY/POWAY 909   CORONADO 872

CORONADO 909   DEL NORTE/POWAY 864

DIEGUENO/SAN DIEGUITO 908   WESTVIEW/POWAY 860

SEMS 903   SMHS 859

OAK CREST/SAN DIEGUITO 902   POWAY 854

BERNARDO HTS/POWAY 896  SAN DIEGUITO ACAD/SAN DIEGUITO 854

TWIN PEAKS/POWAY 893   BONITA VISTA/SWEETWATER 851

BLACK MTN/POWAY 892   LA JOLLA/SD 849

AVIARA OAKS/CARLSBAD 892   MIRA MESA/SD 846EASTLAKE MIDDLE/SWEETWATER 876   OLYMPIAN HIGH/SWEETWATER 845

WPMS 872   RANCHO BERNARDO/POWAY 841

MADISON/VISTA 871   MHHS 834

Unified School Districts2002-2014 AYP Targets

District Program Improvement in SD2011- 2012 Program Improvement Status for 41 Districts in San Diego County Receiving Title I Funds

Not In PI

Year 1

Year 2 Year 3

Year 4+

16 7 3 2 13

2011 SMUSD English Language Arts AYP Performance

2011 SMUSD Mathematics AYP Performance

Safe Harbor: an alternative means to meet AYP.

If the number of students who are not proficient decreases by 10% of the number from the previous year, safe harbor may be applied.

Example: 100 students in the subgroup 60% of these students (60 students) were

not proficient in 2008-2009 If 10% of the 60 students (6 students)

reached proficient in 2009-10, safe harbor is applied.

Part. Rate

STAR Proficient and Advanced

CAHSEE Pass (380)

API Grad. Rate

Set Target 95%ELA/Math

ELA67.0%

Math67.3%

ELA Math 710 88.12%

All 100/100 72.6% 74.2% 89% passed

90%passed

865 88.56%

White 100/100 85% 84.5%

Hispanic 100/100 58.1% SH 61.9%

African Am. 99/99 70.2% 69.2%

Filipino 100/100 89.2% 90.4%

Asian 100/100 92% 94.7%

Econ. Dis. 100/100 54.3% 59.3%

EL 100/100 54.2% SH 60%

Students w/Disabilities

98/99 41.1% 42.7%

Adequate Yearly Progress 2010-11

The CELDT Assesses Listening, Speaking, Reading and Writing. Reports five levels: Beginning, Early Intermediate,

Intermediate, Early Advanced, Advanced

For NCLB there are 3 Annual Measurable Achievement Objectives (AMAOs), or targets, for the CELDT:

AMAO 1: The percentage of students making annual progress in learning English.

AMAO 2: The percentage of students attaining English Proficiency (Level 4 or 5 on CELDT).

AMAO 3: Adequate yearly progress for English Learner subgroup.

K – 12 IndicatorsIncrease English Acquisition rates for English LearnersCalifornia English Language Development Test (CELDT)

CELDTAMAO 1- % of Students Making Annual Progress in Learning EnglishAMAO 2 - % of Students Attaining English Proficiency on CELDT

53.559.657.4

67.8

23

56.861.7

26.1

52.1

01020304050607080

AMAO 1 AMAO 2 < 5 Years AMAO 2 > 5 Years

2007 2008 2009 2010 2011

54.6%

18.7%

43.2%

Phoneme Segmentation FluencySegmenting single syllable words into their components

Example: cat = c/a/t

One of the top predictors of future reading success

Proficiency based upon number of sounds segmented in 60 seconds

K – 12 IndicatorsIncrease Percentage of Kindergartners who Master PhonemesDynamic Indicators of Basic Early Literacy Skills (DIBELS)

DIBELSDynamic Indicators of Basic Early Literacy Skills

Deficit Emerging Established0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

3.0%

17.0%

80.0%

3.0%

14.0%

83.0%

4.8%

11.8%

83.2%

Percent Students at Each Level2009 2010 2011

Fountas and Pinnell Increase the percentage of students in grades 1–3 reading at grade levelFountas & Pinnell is a reading assessment that measures decoding, fluency, vocabulary, and comprehension skills

The information from this assessment enables teachers to:

• Determine students’ independent and instructional reading level

• Group students for reading instruction

• Select texts that will be productive for a student’s instruction

• Identify students who need intervention and extra help

• Document student progress across a school year and across grade levels

Fountas & PinnellPercent of Students Reading at Grade Level

Grade 1 Grade 2 Grade 3*0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

63%56%

44%

75%

63%

45%

75.7%

66.5%

54.7%

Percent of Students at Each Grade* Grade 3 administered to “at-risk” students

only

2009 2010 2011

Algebra IPercent of Students Scoring Proficient/Advanced

28%34%

44%51% 54%

58%

0%

10%

20%

30%

40%

50%

60%

% of Students Scoring Proficient/Advanced

2006 2007 2008 2009 2010 2011

In 1999, state law authorized the California High School Exit Exam (CAHSEE).

Students in California public schools must pass CAHSEE in order to earn a High School diploma.

Only 10th grade pass rate is calculated in AYP. Pass rate for 10th-12th is included in API calculation.

9 – 12 IndicatorsIncrease Percentage of 10th Graders Passing the CAHSEE

Percent of 10th Graders Passing California High School Exit Exam (CAHSEE)

81%83%82% 81%

84%86%86% 88%88.0% 88.0%89.0% 90.0%

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

85.0%

90.0%

95.0%

100.0%

English Language Arts Math

2006 2007 2008 2009 2010 2011

A – GStudents meeting UC / CSU entrance requirements.

These requirements are greater than those needed for graduation.

9 – 12 IndicatorsIncrease Percentage of Students Meeting A – G Requirements

Students Meeting A-G Requirements

46%50.50%

57.50% 60.00% 61.50%

0%

10%

20%

30%

40%

50%

60%

70%

2007 2008 2009 2010 2011

Qualifying Rate:

9 – 12 IndicatorsIncrease Advanced Placement (AP) Test Qualifying Rate

Number of AP Exams Passed (Score of 3 or better on a 5 point scale)

11th and 12th Grade Enrollment

Advanced Placement (AP) Test Qualifying Rate

42.00%45.50%

49.50%

58.00%

65.50%

0%

10%

20%

30%

40%

50%

60%

70%

2007 2008 2009 2010 2011

PACE PromiseSan Marcos Unified School District CSUSM Enrollees by Semester

Term Newly Enrolled

PACE Eligible

Fall 2011 109 68 freshmen + 88 continuing = 156

Fall 2010 125 64 freshmen + 46 continuing = 110

Fall 2009 121 47

Fall 2008 104 29

Fall 2007 77 25

Fall 2006 48 18

Fall 2005 35 12

Fall 2004 28 9

SMUSD System-Wide Priorities

Deep Implementation of …

Standards-Based Instruction

The Essential Elements of Instruction

A Culture of Collaboration and Inquiry

Focus on Essential Standards/Common Pacing Guides

Test Score Analysis and Goal Setting Ongoing Monitoring-Common Interim

Assessments Disaggregated Data: “Know Students by

Name and Need” Targeted, Focused and Timely Intervention

Programs District-wide Articulation: Teacher Leaders

(EEI, Technology), Secondary Curriculum Council, Elementary Team Leaders

Structured Teacher Planning/Collaboration Time

Instructional Leaders as Administrators/Feedback Focused on Standards and EEI

Continued Professional Development

Continuous Improvement Strategies

Congratulations to the San Marcos Team for building a program that generates student