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2013 Rowland Unified School District Accountability and Assessment Update

2013 Rowland Unified School District Accountability and Assessment Update. Principals Meeting August 28, 2013 Brian Huff. 2013 Academic Performance Index (API). 2013 API Results. 2013 API Results. Academic Performance Index (API) RUSD Three-Year Trend:. Insert graphic of API results.

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2013 Rowland Unified School District Accountability and Assessment Update

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  1. 2013 Rowland Unified School DistrictAccountability and Assessment Update Principals Meeting August 28, 2013 Brian Huff

  2. 2013 Academic Performance Index (API)

  3. 2013 API Results

  4. 2013 API Results

  5. Academic Performance Index (API) RUSD Three-Year Trend:

  6. Insert graphic of API results

  7. Projected 2012 Academic Performance Index (API Growth) for RUSD Subgroups

  8. Projected Academic Performance Index (API) for RUSD Subgroups

  9. 2013 Annual Yearly Progress (AYP)

  10. Annual Yearly Progress (AYP): ELA Subgroups

  11. Annual Yearly Progress (AYP): ELA Subgroups (RUSD overall and Asian and Hispanic subgroups did not meet Safe Harbor requirements for AYP)

  12. Annual Yearly Progress (AYP): Mathematics (RUSD overall and subgroups above did not meet Safe Harbor requirements for AYP)

  13. Projected Annual Yearly Progress (AYP) in Mathematics

  14. 2013 Program Improvement Status

  15. Program Improvement Status • On watch – Hurley • Year 1 – Telesis • Year 2 – Jellick • Year 3 – Hollingworth,Rorimer • Year 4 - Alvarado • Year 5 – Northam, Rowland Elem., Villacorta, Yorbita, Giano, Nogales High School • Not Title I* – Blandford, Killian, Shelyn, Oswalt, Ybarra, Rowland High School *all schools listed here would be in Program Improvement if they received Title I funding

  16. UPDATE:2012-2013 Areas of Focus

  17. Early Literacy: Grades TK-3 2013 STAR: • Five year trend on CST ELA shows Grade 2 remaining flat and Grade 3 moving students into “Basic” from above and below

  18. CST ELA:Grade 2 remains flat

  19. GRADE 2 RUSD

  20. CST ELA:Grade 3 moving kids into “Basic” from above and below

  21. GRADE 3

  22. Star Early Literacy Results: TK-3 2012-2013 Universal Screening Star Early Literacy • High achieving, low growth compared to national average • RUSD kindergarteners start high compared to national literacy scores on Star Early Literacy but decrease through grades 1-3

  23. Mathematics

  24. 2011-2012

  25. 2013 Algebra 1 Results • Increased enrollment in Algebra 1 by 12% or 78 students. • Increase in students scoring Proficient or Advanced by 11% in Grades 7-11 (33% to 44%). • Increase in students scoring Proficient or Advanced by 19% in Grade 8 (43% to 64%). • Increase of students scoring Proficient or Advanced in every subgroup.

  26. Long-Term English learners

  27. Title III Accountability AMAO 1 – 56% Target • English learners have met the AMAO 1 goal for the last three years (63% meeting target) AMAO 2 • English learners have met the AMAO 2 goal for the last three years (Cohort 1-25.6%; Cohort 2 -51.8%) AMAO 3 • English learners have not met AMAO 3 for the last four years in ELA, three years in Math.

  28. Title III Accountability Although we are meeting AMAO 1 and AMAO 2 overall in RUSD, our Intermediate level English learners are not.

  29. 2013 RUSD CAHSEE Grade 10 Census% Pass in English Language Arts (July 1, 2013) N=1,160 March results only (May scores of 26 remaining 10th graders released in August; these scores historically do not greatly alter the March results shown here)

  30. 2013 RUSD CAHSEE Grade 10 Census% Pass in Mathematics (July 1, 2013) N=1,151 March results only (May scores of 26 remaining 10th graders released in August; these scores historically do not greatly alter the March results shown here) N=1,271 March and May Combined

  31. 2013 RUSD CAHSEE Grade 10% Proficient English Language Arts

  32. 2013 RUSD CAHSEE Grade 10 Census% Proficient in Mathematics

  33. Summary overall • The overall pass rate of Grade 10 students in RUSD held at 86% in mathematics and 84% in English language arts. • English learners overall decreased 11 points in both mathematics and English language arts. • Students in special education decreased 4 points in mathematics and 12 points in English language arts.

  34. Summary by school • Rowland High School • Math – increased in all subgroups • ELA – slight decrease overall, ELL decreased 16 points • Nogales High School • Math – slight decrease overall, ELL decreased 22 points, SPED decreased 16 points • ELA – held steady overall, ELL decreased 11 points, SPED decreased 20 points

  35. Begin a Causal Analysis • 5 minutes : Reflect on the data for your focus area and the work you know occurred this year in Rowland at your site and the district. • 10 minutes : Individually use a causal analysis tool to brainstorm possible factors in the areas of assessment, curriculum, instruction, equity, critical supports. • 45 minutes : Ordered sharing process – choose two key possible factors and share with the group. When everyone is finished, have an open discussion.

  36. Collaborative Inquiry: 2013-2014 PROCESS: • Data dialogue with multiple sources of data • Identify student learning problem • Uncover the root cause • Identify strategies • Monitorand adjust

  37. Collaborative Inquiry: 2013-2014 TEAMS NEED: • Time • Structure • Leadership

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