Academic Excellence

Report to the BoardNovember 23, 2015

Toni Pace

Assistant Superintendent K – 12 Education

Marie Verhaar

Assistant Superintendent Teaching and Learning

Goal #1

Academic Excellence

All Students will perform at or

above grade level, and we will

eliminate disparities among all

groups of students.

2

Presentation Overview• Board Report will include updates on 10 of the 14

benchmarks

• Graduation and Dropout benchmark data continues

to be finalized and will be highlighted in a separate

report

• The additional benchmarks (Industry Certifications

and Social/Emotional Plans) will be included in a

later presentation

• Appendix is attached which includes data on all 14

benchmarks and can also be found on the district

website at http://www.tacoma.k12.wa.us/strategic-

plan/Pages/goal-1-academic-excellence.aspx

3

Benchmark: HS Extracurricular Activity Involvement

4

Benchmark: HS Extracurricular Activity Involvement

2014-2015

5

Benchmark: HS Extracurricular Activity Involvement

2014-2015

6

HS Extracurricular 2014-2015

Sub Group Change

Females +12%

Males +12%

Special Education +5%

Free/Reduced Lunch +5%

English Language Learners +18%

7

Benchmark: MS Extracurricular Activity Involvement

8

Benchmark: MS Extracurricular Activity Involvement

9

MS Extracurricular 2014-2015

Sub Group Change

Females +16%

Males +16%

Special Education +13%

Free/Reduced Lunch +11%

English Language Learners +10%

10

Key Findings Extracurricular Activities

• Increases in percentage of students

involved in all racial and demographic

groups

• Partnerships with various organizations are

enhancing our students opportunities (Boys

& Girls Club, Metro Sparks, Broadway

Performing Arts, Asian Pacific Culture

Center, Native American Eagle Nest, etc.)

• We’re doing a more thorough job of tracking

club and sports participation

11

Next StepsExtracurricular Activity Involvement

Slide 1 of 2

• Continued participation in Metro Parks after-

school programs at Stewart, Truman,

Meeker. Giaudrone will be added this year.

• Secondary will submit fall 2015 club

participation data by 12/4/15, focusing on

school-sponsored clubs and groups (non-

athletics)

• Continued growth in Special Olympics

Unified Sports Program now includes 2

sports in 5 HS and will be starting soccer in

spring at MS level.12

Next StepsExtracurricular Activity Involvement

Slide 2 of 2

• Student Life will work with community

partners (YMCA, Metro Parks, etc.) to gain

access to their data.

• Exploring online registration process similar

to athletics, for other extracurricular activities

13

Benchmark: 9th Grade Course Failure

Week 8

October

2015

14

Course Failures

Week 8

Failing

One Class

Week 8

Failing Two or

More Classes

13-14 22% 13-14 16%

14-15 26% 14-15 12%

15-16 21% 15-16 10%

Based on Week 8 of October 2015

15

Course Failures9th Grade End of Year

End-of-Year

Failing

One Class

End-of-Year

Failing Two or

More Classes

13-14 17.5% 13-14 10.0%

14-15 18.4% 14-15 13.1%

16

Key FindingsCourse Failures

• Fewer students are failing one class/two or

more classes in 14-15 at the 8-week mark

than in years past

• More time is needed to fully realize the

benefits of various programs/strategies

(Grading linked to standards, Extended

Learning Day, AVID, Standards-based

Instruction, etc.)

17

Next Steps Course Failures

• Implementation of Early Warning System

• Continued efforts Tacoma Whole Child Initiative—

PBIS

• 4 Waiver/Data Days focused on developing plans

for students not meeting standard

• Summer School program for 8th moving to 9th

grade students

• All secondary schools working to implement at

least two high-yield/AVID strategies building wide-

Cornell Notes/INB's and organization (notebooks,

planners); training for 50 staff including coaches

18

Benchmark: 8th Grade Report Cards (English)

19

68%

78%

S

1

S

2

2015

8th Grade Report Card – ELAEarning a “C” or Better

2014-2015

Sub GroupSemester

1

Semester

2

Females 77% 86%

Males 59% 71%

Special Education 63% 57%

Free/Reduced Lunch 60% 72%

English Language Learners 52% 69%

20

Benchmark: 8th Grade Report Card Alg/Geometry

21

65%

64%

S

1

S

2

2015

8th Grade Report Card – Alg/GeoEarning a “C” or Better

2014-2015

Sub GroupSemester

1

Semester

2

Females 71% 68%

Males 59% 60%

Special Education 43% 43%

Free/Reduced Lunch 56% 57%

English Language Learners 32% 40%

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Key Findings8th Report Card Grades (Sem 1 to 2)

• Slight gains in ELA grades

• Females receiving higher grades in both

• Math grades are stagnant and in some

cases declining

• Increase in ELL for both ELA and Math

• Increase in FRL in ELA

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Next Steps 8th ELA & Math Grades

Slide 1 of 2

• MS using math curriculum which is aligned

to the rigor of new standards

• Score common formative assessments

and analyze student data

• All MS and HS principals conducting

monthly walkthroughs -by region using a

tool to assess implementation of the

identified High Yield strategies

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Next Steps 8th ELA & Math Grades

Slide 2 of 2

• Increased collaboration between general

ed. teachers and categorical programs

(ELL, Special Education, Title I)

• Targeted PD for teachers to address ELL

and Special Education sub groups

• Elem, MS and HS Math Curriculum guides

refined to new standards

• Building a sustainable model to continue

the Math Studio work at Elem, MS and HS

25

Benchmark: Academic Rigor

2015-2016

Course data is

subject to

change as

schedules

continue to be

adjusted.

26

Enrollment in Rigorous Courses

Sub-groupChange

2014 to 2015 2015 to 2016

Asian +19% +2%

Black +14% -1%

Hispanic +19% -.08%

Multi-Racial +11% +7%

Native American +8% +16%

Pacific Islander +14% +7%

White +19% +4%

27

Enrollment in Rigorous Courses

Sub-group

Change

2014 to 2015 2015 to 2016

Females +14% +2%

Males +19% +3%

Special Education +5% +4%

Free/Reduced +27% 0%unchanged

ELL +11% +2%

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Key FindingsRigorous Courses

• Substantial increases in 13-14 with

implementation of Academic Acceleration

Policy 2406

• Increases continue in 14-15 as we look at

the combined number for both years

• Notable increases for Pacific Islander

(16%), Native American (16%), and

Special Education Students (4%)

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Next StepsRigorous Courses Enrollment

• Continue providing PD to AP/IB teachers in

collaboration with College Board and IB

• After school tutoring sessions are offered to our AP,

IB, College in the High School (CIHS) students to

receive additional support

• Increasing rigor across all grade levels and in all

content areas through teacher and principal PD

• Exploring a half-day summer bridge program for

students followed by a half-day of PD for teachers

30

Benchmark: Acceptance to Next Institution

31

65%

41%

Dis

tric

t

2014

2015

2013

47%

Acceptance in Next Institution

Sub-group 2014 to 2015 Change

Asian +18%

Black +20%

Hispanic +26%

Multi-Racial +34%

Native American +36%

Pacific Islander +37%

White +17%

32

Acceptance in Next Institution

Sub-group 14-15 Change

Females +19%

Males +17%

Special Education +15%

Free/Reduced +18%

ELL +36%

33

Key FindingsAcceptance to Next Institution

• More students are accepted to an

post-high school institution in all sub

groups

• Increased promotion of college-

going culture across the system

• Observing the impact of the cradle

to college initiative/efforts

34

Next Steps Acceptance to Next Institution

Slide 1 of 2

• Continue to foster partnerships with

local universities, 2 and 4 year

colleges, and technical institutions

• Promote partnerships with TPS

teachers and college/university staff

• Work with Tacoma College Success

Network to demystify pathway to

college

35

Next Steps Acceptance to Next Institution

Slide 2 of 2

• Elem/MS focus efforts on promoting college

awareness

• Collaboration with CBO partners (Palmer

Scholars, Act Six, Trio, College Bound,

Tacoma Housing Authority)

• Broaden scope of World Language

Competency assessment

• Promote policy 2000—course challenging

36

Benchmark: 5th State Assessment (SBA—Year 1)

5th Grade

ELA

5th Grade

Math

At or Above

Standard

At or Above

Standard

37

State 58%

District 50%

State 48%

District 42%

5th Grade SBAAt or Above Standard

Sub Group ELA Math

Asian 57% 58%

Black 36% 27%

Hispanic 40% 30%

Multi 48% 39%

Native American 24% 28%

Pacific Islander 34% 28%

White 61% 53%

38

5th Grade SBAAt or Above Standard

Sub Group ELA Math

Females 55% 41%

Males 45% 44%

Special Education 11% 11%

Free/Reduced Lunch 40% 31%

English Language

Learners12% 12%

39

Benchmark: 8th State Assessment (SBA—Year 1)

8th Grade

ELA

8th Grade

Math

At or Above

Standard

At or Above

Standard

40

State 57%

District 45%

State 46%

District 37%

8th Grade SBAAt or Above Standard

Sub Group ELA Math

Asian 59% 53%

Black 30% 24%

Hispanic 34% 27%

Multi 37% 26%

Native American 31% 30%

Pacific Islander 29% 17%

White 56% 46%

41

8th Grade SBAAt or Above Standard

Sub Group ELA Math

Females 52% 38%

Males 39% 36%

Special Education 8% 5%

Free/Reduced Lunch 33% 38%

English Language

Learners7% 11%

42

Benchmark: 11th State Assessment (SBA—Year 1)

11th Grade

ELA

11th Grade

Math

At or Above

Standard

At or Above

Standard

43

State 26%

District 23%

State 13.7%

District 9%

Key FindingsState Assessment

• Year 1 of a new assessment sets the

baseline for years to follow

• 11th grade data does not reflect

student performance due to the large

number of students who did not

complete the assessment

• Continued work is needed to align

our teaching and learning to the new

standards

44

Next Steps State Assessments

Slide 1 of 2

• Revamping K – 12 district assessments to align to

state standards

• Providing K - 12 training on the Interim Block

Assessments (IBA) for coaches and principals

Providing PD to K – 12 principals and coaches on

High Yield Instructional Strategies to implement

• MS are administering the IBAs in math (6,7,8) and

HS in Algebra and Geometry.

• Continue efforts to better align instruction to state

standards

45

Next Steps State Assessment

Slide 2 of 2

• Elem/MS/HS administering the ELA IBA in

January to provide information to teachers

regarding instruction and practice for

students

• Implement 4 waiver/data days to provide

teachers time to develop appropriate

interventions for students

• Continue efforts to ensure that all PD is

designed for new Washington State ELA

and Math standards

46

Appendix• Drop Out: Reengaging After Dropping Out

• Drop Out: Number of Students Eligible to Reengage After Dropping Out

• Academic Rigor: Students Taking One or More Courses of Rigor College in the High School, Running Start, AP, IB

• Report Card: Reading Competencies

• Report Card: Math Competencies

• Report Card: Algebra or Geometry

• Report Card: English

• Course Failures

• Extracurricular Activity Involvement: Middle

• Extracurricular Activity Involvement: High School

• Acceptance to Next Institution

• Industry Certifications

• How to Find Data From District Homepage (pgs. 47 – 50)

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How To Find The Data

From District Homepage

Select ABOUT

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Select:

SEE HOW

WE’RE DOING

Select a Goal

50

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