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Performance Indicators Presentation September 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

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performance indicators 2010 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
performance indicators 2010 20111
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
slide4

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%)
slide8

CST/CMA English Language Arts

Performance by Ethnicity

+5

+2

+6

+5

+5

+3

slide9

CST/CMA English Language Arts

Performance by Program

+5

+6

+3

+3

slide10

CST/CMA Mathematics

Performance by Ethnicity

-2

-1

-1

+1

-1

-3

slide11

CST/CMA Mathematics

Performance by Program

-2

-1

-4

-6

2010 api results county context
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
Surrounding North County District APIs

San Dieguito Union High 886 (+9)

Carlsbad 867 (+8)

SAN MARCOS UNIFIED865(+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)

slide15

District API

Increase Academic Achievement of each Significant Subgroup

slide16

Subgroup API Comparison:

% of STAR Population and API

slide18

Unified School Districts

2002-2014 AYP Targets

slide20

2011 SMUSD

English Language Arts AYP Performance

slide21

2011 SMUSD

Mathematics AYP Performance

safe harbor an alternative means to meet ayp
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.
slide24

K – 12 Indicators

Increase English Acquisition rates for English Learners

California English Language Development Test (CELDT)

  • 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.
slide25

CELDT

AMAO 1- % of Students Making Annual Progress in Learning English

AMAO 2 - % of Students Attaining English Proficiency on CELDT

54.6%

43.2%

18.7%

slide26

Phoneme Segmentation FluencySegmenting single syllable words into their components Example: cat = c/a/tOne of the top predictors of future reading success Proficiency based upon number of sounds segmented in 60 seconds

K – 12 Indicators

Increase Percentage of Kindergartners who Master Phonemes

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

fountas and pinnell increase the percentage of students in grades 1 3 reading at grade level
Fountas and Pinnell Increase the percentage of students in grades 1–3 reading at grade level

Fountas & 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
slide29

Fountas & Pinnell

Percent of Students Reading at Grade Level

slide31
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 Indicators

Increase Percentage of 10th Graders Passing the CAHSEE

slide33

9 – 12 Indicators

Increase Percentage of Students Meeting A – G Requirements

A – GStudents meeting UC / CSU entrance requirements. These requirements are greater than those needed for graduation.

slide35
Qualifying Rate:

9 – 12 Indicators

Increase 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

slide37

PACE Promise

San Marcos Unified School District CSUSM Enrollees by Semester

smusd system wide prioritie s
SMUSD System-Wide Priorities

Deep Implementation of …

  • Standards-Based Instruction
  • The Essential Elements of Instruction
  • A Culture of Collaboration and Inquiry
slide39
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