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PVUSD Achievement Summits

PVUSD Achievement Summits. 2013-2014. Progress toward 2012-2013 Goals. Included as part of our goal/strategy for 2012-2013 was the focus on the students in the Basic band from the 2011-12 CST report Did we get there? Did we make the change anticipated and did the strategy work?

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PVUSD Achievement Summits

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  1. PVUSD Achievement Summits • 2013-2014

  2. Progress toward 2012-2013 Goals • Included as part of our goal/strategy for 2012-2013 was the focus on the students in the Basic band from the 2011-12 CST report • Did we get there? Did we make the change anticipated and did the strategy work? • We found that the idea was much easier to express than to accomplish. We were not able to integrate the plan across all content areas. • We also were reminded that it takes more than one academic year to put a new strategy in place. Thus we will continue with this strategy to see what effects this will have on the population as a whole. • Our emphasis will continue to be "Student Achievement."

  3. API Growth over Three Years 667 660 653 API 2012 API API 2013 2011

  4. API Growth over Three Years API DATA in reality has limited value and in some instances can and does create high levels of stress with little worth. CSTs do not necessarily effect graduation or college-going rates could help to increase drop out rates. That said, as you will be able to ascertain there has been a variance of scores all within a limited range over the last three years. The true value of CST’s comes in the cluster information as it allows teachers to drill down and extract and compile group similarities to help guide instruction. Hopefully Illuminate will be the next tool in the quest to extract Data, develop and bank reports, tests etc.… As indicated focusing on Student Achievement, has higher outcome importance than API.

  5. AYP Gains over Three Years Math Target 88.7% ELA Target 88.9% 32.9% Proficient 2013 34.2 Proficient 2013 36.6% Proficient 2012 32.4% Proficient 2012 40.2% Proficient 2011 39.6% Proficient 2011 Met Graduation Rate 2 of the 3 years

  6. AYP Growth over Three Years Once again the data remains consistent as reflected above. This slide and the AYP gains for significant subgroups slide offer a picture of not necessarily any one school, but a community as a whole struggling and determined to raise the outcome of student achievement (especially sub groups such as English Learners).

  7. AYP Gains for Significant Subgroups in ELA

  8. AYP Gains for Significant Subgroups in Math

  9. AYP Gains for Significant sub Groups AYP gains or lack there of in Math are much more important when compared to the erratic scores or achievement in English of ELLs. English has a fluctuation that is nearly double in both directions over three years where Math is basically constant. Further disaggregation of the data will indicate that within the strands, no matter the grade level, Algebra I exemplifies the lowest level of success. The success is measured in identifying the issues and articulating with our feeder schools to plan for a more consistent understanding of Mathematics.

  10. Title III Accountability over 3 Years

  11. Title III Accountability over 3 Years

  12. AMAO Data As we examine the work and outcomes of the AMAO we find that the district data is not available for 2012-2013. None the less it is telling data. What will be interesting is what role if any AMAO's will play in the restructured LEA plan given new state guidelines.

  13. 10th Grade CAHSEE Passage of both ELA & Math 2013-2014 New Math Continuum

  14. Graduation Rates Graduation Rate 91.64% - 2013 89.96% - 2012 87.43% - 2011

  15. Graduation Rate PVHS graduation rates continue to climb and for the 2012-2013 school year we reached 91.64%. However, along with the rise in graduation rates the college going rate has surpassed the national average by over 10 points to 77%, according to the National Clearing House.

  16. Data Team Implementation • The PVHS 3 year WASC report identified the following as areas of strength for PVHS. • Community partnerships • Regular collaboration time built into the master schedule and used multiple ways • The Data Team process • The SLC structure • A wide variety of student support services and programs available to all students • After reviewing CST, CELDT, CAHSEE and WASC findings PVHS elected to "stay the course" in regards to Data Team and SLC collaborations, continuing community partnerships and supporting students through services and programs available on campus. The third year of the district wide high school collaboration calendar is in place allowing collaboration time for both SLC's and Data Teams. • These areas of strength will continue to serve as mechanisms to improve speaking, reading, and writing academically. Improving the academic performance of all earners at PVHS and in particular, English Language Learners.

  17. Transition to CCSS 2013-2014 • Focus on Literacy Standards school wide using ALLIES strategies. • Redesigned sequencing of Math courses, learning targets and MARS tasks.

  18. School Plan Focus • Goal #1 - Increase students ability to read, write and speak academically. • Goal #2 - Increase the academic performance of EL students on the CELDT and CST. PVHS will have 75% of students meeting the AMAO target set by the state. • Math - Continue articulation with feeder middle schools, develop learning targets with rubrics and continue implementing MARS tasks.

  19. Support Needed to Realize our Plan • Reflecting on the question of what support we as school site folks need from you I found that the best way for me to begin to answer that question is to read last years statement and add a couple of bullet point.The struggle to create a school climate that is the finest learning environment possible, for students and staff alike is the most important and immediate charge we face, daily and in the future. The summit not only presents an opportunity for us to share among our peers, it provides district personnel an opportunity to get a glance into what we do, what we all of do to educate the children of our community. • As I ponder the question, what can the district do to support school sites and PVHS in particular? I realize that everyone, every department, every person throughout this district is only interested in one single thing, creating a better life for the children of this community by providing the best educational experience possible. We all work hard to accomplish this objective. • So to answer the question in a less philosophical manner, I suggest the following. • Read our School plan – become familiar with it. • Become familiar with our school goals. • Read our WASC plans – • Organize these “summit sessions around those two plans in order to make these sessions more relevant to High Schools These plans will give you a clear understanding of our “vision”. • Thank YOU for all your hard work and dedication.

  20. A Q &

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