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Anchorage School District Profile of Performance 2009-2010 Assessment and Evaluation Department October 11, 2010.

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Presentation on theme: "Anchorage School District Profile of Performance 2009-2010 Assessment and Evaluation Department October 11, 2010."— Presentation transcript:

1 Anchorage School District Profile of Performance Assessment and Evaluation Department October 11, 2010

2 2 ASD Assessment & Evaluation Department Format of the Report Part I – District Information  Overview  Board Goal Performance Part II – School Information  Demographics  Student Academic Achievement

3 3 October 11, 2010 Data Reporting Points for Profile Fall On-Line Alaska School Information System-data submission to DEED with reports of our foundation average daily membership (ADM) for the 20 school calendar days ending with the 4 th Friday in October, enrollment count is October 1 Participation File—data submission to DEED with detailed student enrollment information as of the first day of testing (April) Summer OASIS—data submission to DEED with detailed student data collection to support the annual submittal to the U.S. Dept. of Ed; data based upon enrollment for the school year (July 15 submittal) Report Card Data Submission—data submission to EED on the performance of each school in the district; supports annual report on the performance of school in the state to the Governor, the state legislature and the U.S. Dept. of Ed (July 15 submittal) SMS Year-End—data source from ASD’s system of record for reports based upon enrollment on the last day of school ASD Assessment & Evaluation Department

4 4 October 11, 2010 Cautions for Interpretation-Race/Ethnicity Use caution when comparing data reported by race/ethnicity prior to the school year because of re-identification that occurred that year. ASD Assessment & Evaluation Department

5 5 October 11, 2010 Demographic Comparisons Total Enrollment October 1, 2009 ASD Assessment & Evaluation Department

6 6 October 11, 2010 Demographic Comparisons Race/Ethnicity October 1, 2009 ASD Assessment & Evaluation Department

7 7 October 11, 2010 Demographic Comparisons Students with Disabilities October 1, 2009 ASD Assessment & Evaluation Department

8 8 October 11, 2010 Demographic Comparisons Limited English Proficient Students October 1, 2009 ASD Assessment & Evaluation Department

9 9 October 11, 2010 Socioeconomic Status of Students—EDS ASD Assessment & Evaluation Department EDS is the proxy used for accountability for students who are eligible to participate in the free or reduced lunch program Percent of all students enrolled in ASD on October 1 were identified as EDS at anytime from the beginning of the school year through October 1 Students included were:  All students meeting federal income guidelines  All students in the Alaska Temporary Assistance program file  All Students in Provision schools  Migrant Students  Sibling matches for all of the above  Students at McLaughlin, AVAIL, Child in Transition Program and Whaley (excluding ACE/ACT) but not their sibling matches

10 10 October 11, 2010 Demographic Comparisons Economically-Disadvantaged Students October 1, 2009 ASD Assessment & Evaluation Department

11 11 October 11, 2010 Special Programs—5-Year History-ELL ASD Assessment & Evaluation Department

12 Influencing Language of ELL students in October 11, 2010 ASD Assessment & Evaluation Department

13 13 October 11, 2010 Special Programs—5-Year History-Migrant ASD Assessment & Evaluation Department

14 Special Programs—5-Year History—Title I 14 October 11, 2010 ASD Assessment & Evaluation Department

15 15 October 11, 2010 Special Programs—5-Year History—Title VII ASD Assessment & Evaluation Department

16 16 October 11, 2010 Special Programs—5-Year History—Gifted ASD Assessment & Evaluation Department

17 17 October 11, 2010 Special Needs Population—Total Number Served ASD Assessment & Evaluation Department

18 18 October 11, 2010 Historical Attendance Rate—10-Year History ASD Assessment & Evaluation Department

19 19 October 11, 2010 ASD Board Goals 1- All students will graduate from high school, college and career ready. 2- The achievement gap will be eliminated. 3- Education in the highly diverse ASD will be accessible, culturally responsive, supportive of students and safe. 4- Parents/guardians will be informed partners in their student’s education. 5- Education will reflect 21 st Century learning. 6- ASD staff will be well-trained, highly effective, well-informed and committed to the success of all students and staff. 7- All ASD departments support the mission of the district and will be highly effective, efficient and responsive to internal and external customers. ASD Assessment & Evaluation Department

20 20 October 11, 2010 ASD Assessment & Evaluation Department Illustration Of Using The Summary To View The Performance Indicators By A Specific Subgroup

21 21 October 11, 2010 ASD Assessment & Evaluation Department Illustration Of Using The Summary To View The Performance Indicators By A Specific Subgroup

22 22 October 11, 2010 ASD Assessment & Evaluation Department Illustration Of Using The Summary To View Performance On A Specific Indicator

23 23 October 11, 2010 Goal 1 – All students will graduate from high school, college and career ready Indicator 1a: In a year-to-year comparison, the percentage of students scoring proficient in reading on the Alaska SBA will increase in each designated student group in each grade level Results: (pages 38-55): Increased at all grades, except grade 10, at the all students’ group Grades 7 and 8 had gains in all designated student groups The designated race/ethnicity group with the lowest percentage of students proficient was Native Hawaiian/Other Pacific Islander, except in grades 5 and 8, where it was the Alaska Native/American Indian students ASD Assessment & Evaluation Department

24 Reading Percentage Change from Previous Year 24 October 11, 2010 ASD Assessment & Evaluation Department

25 5-Year Reading Performance 25 October 11, 2010 ASD Assessment & Evaluation Department

26 5-year Reading Performance Grades 3-10 by Race/Ethnicity 26 October 11, 2010 ASD Assessment & Evaluation Department

27 27 October 11, 2010 Historical SBA Reading Proficiency by Grade Level

28 Reading Prediction Trend 28 October 11, 2010 ASD Assessment & Evaluation Department

29 29 October 11, 2010 Goal 1 – All students will graduate from high school, college and career ready Indicator 1b: In a year-to-year comparison, the percentage of students scoring proficient in writing on the Alaska SBA will increase in each designated student group in each grade level Results: (pages 56-73): Decreased at all grades, except grades 3 and 4, at the all students’ group The designated race/ethnicity group with the lowest percentage of proficient students was the Native Hawaiian/Other Pacific Islander, except in grades 5, 8 and 10, where it was the Alaska Native/American Indian students ASD Assessment & Evaluation Department

30 Writing Percentage Change from Previous Year 30 October 11, 2010

31 5-Year Writing Performance 31 October 11, 2010 ASD Assessment & Evaluation Department

32 5-Year Writing Performance—Grades 3-10 by Race/Ethnicity 32 October 11, 2010 ASD Assessment & Evaluation Department

33 33 October 11, 2010 Historical SBA Writing Proficiency by Grade Level

34 Writing Prediction Trend 34 October 11, 2010 ASD Assessment & Evaluation Department

35 35 October 11, 2010 Goal 1 – All students will graduate from high school, college and career ready Indicator 1c: In a year-to-year comparison, the percentage of students scoring proficient in mathematics on the Alaska SBA will increase in each designated student group in each grade level Results: (pages ): Increased at all grades, except grade 10, at the all students’ group Grade 3 had gains in all designated student groups The designated race/ethnicity group with the lowest percentage of students proficient was Native Hawaiian/Other Pacific Islander, except in grades 5 and 7, where it was the Alaska Native/American Indian Students and grade 10 where it was the African American students. ASD Assessment & Evaluation Department

36 Mathematics Percentage Change from Previous Year 36 October 11, 2010 ASD Assessment & Evaluation Department

37 5-Year Mathematics Performance 37 October 11, 2010 ASD Assessment & Evaluation Department

38 5-Year Mathematics Performance—Grades 3-10 by Race/Ethnicity 38 October 11, 2010 ASD Assessment & Evaluation Department

39 39 October 11, 2010 Historical SBA Mathematics Proficiency by Grade Level

40 Mathematics Prediction Trend 40 October 11, 2010 ASD Assessment & Evaluation Department

41 41 October 11, 2010 Goal 1 – All students will graduate from high school, college and career ready Indicator 1d: In a year-to-year comparison, the percentage of students scoring proficient in science on the Alaska SBA will increase in each designated student group in each grade level Results: (pages 92-99): Increased at grades 4 and 8 and decreased at grade 10 The designated race/ethnicity group with the lowest percentage of proficient students was Native Hawaiian/Other Pacific Islander at grades 4, 8 and 10 ASD Assessment & Evaluation Department

42 Science Percentage Change from Previous Year 42 October 11, 2010 ASD Assessment & Evaluation Department

43 3-Year Science Performance 43 October 11, 2010 ASD Assessment & Evaluation Department

44 3-Year Science Performance—Grades 3-10 by Race/Ethnicity 44 October 11, 2010 ASD Assessment & Evaluation Department

45 45 October 11, 2010 Historical SBA Science Proficiency by Grade Level ASD Assessment & Evaluation Department

46 Science Prediction Trend 46 October 11, 2010 ASD Assessment & Evaluation Department

47 SBA Scores Compared to State 47 October 11, 2010 ASD Assessment & Evaluation Department

48 48 October 11, 2010 Goal 1 – All students will graduate from high school, college and career ready Indicator 1e: In a year-to-year comparison, the percentage of students in each designated student group who successfully complete Algebra I in grade 8 or earlier with a C or higher will increase. Results: (pages ): Decreased from the previous year The designated race/ethnicity group with the greatest positive percentage change from the previous year was Alaska Native/American Indian (3.69 percentage point increase) The designated race/ethnicity group with the lowest percentage of students successfully completing Algebra I in grade 8 or earlier was the Native Hawaiian/Other Pacific Islander ASD Assessment & Evaluation Department

49 Successful Completion of Algebra I in Grade 8 or Earlier 49 October 11, 2010 ASD Assessment & Evaluation Department

50 50 October 11, 2010 Goal 1 – All students will graduate from high school, college and career ready Indicator 1f: The dropout rate of students in grades 7-12 will decrease in each designated group in a year-to-year comparison across the district and in each school. Results: (pages ): Slight increase of.19 percentage point in the preliminary dropout rate At the individual school level, the target of a decrease was met at the all students’ group by 17 of the 36 schools that serve students in grades This included 5 schools that had zero percent dropouts over the past two years. ASD Assessment & Evaluation Department

51 Preliminary Dropout Rate 51 October 11, 2010 ASD Assessment & Evaluation Department

52 Dropout Rate Calculation 52 October 11, 2010 ASD Assessment & Evaluation Department

53 53 October 11, 2010 Dropouts by Race/Ethnicity and Gender ASD Assessment & Evaluation Department

54 54 October 11, 2010 Goal 1 – All students will graduate from high school, college and career ready Indicator 1g: The graduation rate will increase from year-to-year in each designated student group across the district and in each school. Results: (pages ): Slight decrease in the preliminary graduation rate from percent to percent—a decrease of.32 percentage point At the individual school level, the target of an increase was achieved at the all students’ category by 12 of the 22 schools. Schools that met the target at the all students’ group were Bartlett, Eagle River High School, East, Service, South, ASSDHH, AVAIL, COHO, SAVE, Frontier, Steller and Polaris. ASD Assessment & Evaluation Department

55 Preliminary Graduation Rate 55 October 11, 2010 ASD Assessment & Evaluation Department

56 Preliminary Graduation Rate Calculation 56 October 11, 2010 ASD Assessment & Evaluation Department

57 Breakdown of Graduation Rate Calculation 57 October 11, 2010 ASD Assessment & Evaluation Department

58 58 October 11, 2010 Goal 1 – All students will graduate from high school, college and career ready Indicator 1h: The district will maintain or increase the percentage of students scoring in the 4 th quartile on the TerraNova in grades 5 and 7 Results: (pages ): Decreased in reading in grades 5 and 7 Decreased in language in grade 5 Increased in language in grade 7 Increased in mathematics in grades 5 and 7 ASD Assessment & Evaluation Department

59 59 October 11, 2010 ASD Assessment & Evaluation Department TerraNova– Grade 5 Grade 5 Reading Grade 5 Mathematics Grade 5 Language

60 60 October 11, 2010 ASD Assessment & Evaluation Department TerraNova– Grade 7 Grade 7 Reading Grade 7 Mathematics Grade 7 Language

61 61 October 11, 2010 Goal 1 – All students will graduate from high school, college and career ready Indicator 1i: There will be an increase in each designated student group in the percentage of high school students who successfully complete AP courses in a year-to-year comparison. “Successfully complete” is defined as passing the AP course with a C or higher. Results: ( ): There was in increase in the percentage of students who successfully completed AP courses with a grade of C or higher. The designated race/ethnicity group with the lowest percentage of successful completions was Native Hawaiian/Other Pacific Islander ASD Assessment & Evaluation Department

62 Successfully Completing AP Courses 62 October 11, 2010 ASD Assessment & Evaluation Department

63 63 October 11, 2010 Goal 1 – All students will graduate from high school, college and career ready Indicator 1k: There will be an increase in the percentage of seniors who have successfully completed at least one higher level mathematics course as defined by NCES (more challenging than Algebra II) with a C or higher. Results: ( ): The percentage of seniors who successfully complete a higher level mathematics course decreased at the all students’ level and in all designated race/ethnicity groups. ASD Assessment & Evaluation Department

64 Seniors Completing Higher Level Mathematics Course 64 October 11, 2010 ASD Assessment & Evaluation Department

65 65 October 11, 2010 Goal 1 – All students will graduate from high school, college and career ready Indicator 1k: There will be an increase in the percentage of seniors who have successfully completed at least one higher level science course as defined by NCES (more challenging than Biology) with a C or higher. Results: ( ): The percentage of seniors who successfully complete a higher level science course decreased at the all student’s level and all designated race/ethnicity groups except Native Hawaiian/Other Pacific Islander ASD Assessment & Evaluation Department

66 Seniors Completing Higher Level Science Course 66 October 11, 2010 ASD Assessment & Evaluation Department

67 67 October 11, 2010 Goal 1 – All students will graduate from high school, college and career ready Indicator 1l: The percentage of students enrolled at the end of grade 9 who are on- track to graduate at the end of their grade 9 year, including summer school, will increase. On-track means the student has earned a minimum of 5.5 credits and failed no more than one semester of a core subject. The core subjects are language arts, mathematics, science and social studies. Results: ( ): Increased at the all students’ level and all designated student groups except African American, Asian, Caucasian and Hispanic. Schools that met the target at the all students’ level were Bartlett, East, Service, Benson, McLaughlin, Polaris and Steller. ASD Assessment & Evaluation Department

68 Grade 9 On-Track to Graduate 68 October 11, 2010 ASD Assessment & Evaluation Department

69 69 October 11, 2010 Goal 1 – All students will graduate from high school, college and career ready Indicator 1m: The percentage of students in each designated student group attending school at levels less than 80 percent of the days enrolled and less than 90 percent of the days enrolled will decrease at each grade level. The baseline will be established in Results: ( ): The percentage of students attending school at levels less than 80 percent of the days enrolled was percent. The percentage of students attending school at levels less than 90 percent of the days enrolled was percent. ASD Assessment & Evaluation Department

70 District-wide Attendance by Designated Student Groups 70 October 11, 2010 ASD Assessment & Evaluation Department

71 District-wide Attendance by Grade 71 October 11, 2010 ASD Assessment & Evaluation Department

72 72 October 11, 2010 Goal 1 – All students will graduate from high school, college and career ready Indicator 1n: The percentage of grade 8 students meeting the EXPLORE College Readiness benchmark scores will increase. The baseline will be established in Results: ( ): The percentage of grade 8 students meeting the College Readiness benchmark scores ranged from percent in science to percent in English. The pattern identified in EXPLORE was replicated in PLAN and ACT with English having the highest percentage of students reaching the benchmarks following by reading, mathematics and science. ASD Assessment & Evaluation Department

73 College Readiness Benchmarks 73 October 11, 2010 ASD Assessment & Evaluation Department

74 74 October 11, 2010 Goal 2 – The achievement gap will be eliminated Indicator 2a: The percentage of full-academic year students scoring not proficient in language arts and mathematics will decrease by 10 percent in each designated student group each year. Language Arts Results: ( ): Decreased.82 percent (.16 percentage point) from the previous year The target of a 10 percent decrease was not achieved at the all students’ or any designated race/ethnicity group ASD Assessment & Evaluation Department

75 Full-Academic Year—Percentage of Students Not Proficient—Language Arts 75 October 11, 2010 ASD Assessment & Evaluation Department

76 Full-Academic Year—Percentage of Students Not Proficient—Language Arts 76 October 11, 2010 ASD Assessment & Evaluation Department

77 77 October 11, 2010 Goal 2 – The achievement gap will be eliminated Indicator 2a: The percentage of full-academic year students scoring not proficient in language arts and mathematics will decrease by 10 percent in each designated student group each year. Mathematics Results: ( ): Decreased 7.47 percent (2.14 percentage points) from the previous year The target of a 10 percent decrease was not achieved at the all students’ or any designated race/ethnicity group except 2 or more races. ASD Assessment & Evaluation Department

78 Full-Academic Year—Percentage of Students Not Proficient—Mathematics 78 October 11, 2010 ASD Assessment & Evaluation Department

79 Full-Academic Year—Percentage of Students Not Proficient—Mathematics 79 October 11, 2010 ASD Assessment & Evaluation Department

80 80 October 11, 2010 Goal 2 – The achievement gap will be eliminated Indicator 2b: In a year-to-year comparison, the achievement gap in reading, writing, mathematics and science will decrease between each designated race/ethnicity group and the Caucasian group, narrowing the achievement gap. Results: ( ): Decreased in reading for all groups except Asian Decreased in writing for Native Hawaiian/Other Pacific Islander, Hispanic and 2 or more races Decreased in mathematics for all groups except Asian Decreased in science for all groups except African American and Asian ASD Assessment & Evaluation Department

81 Achievement Gap—Designated Race/Ethnicity Groups—Reading and Writing 81 October 11, 2010 ASD Assessment & Evaluation Department

82 Achievement Gap—Designated Race/Ethnicity Groups—Mathematics and Science 82 October 11, 2010 ASD Assessment & Evaluation Department

83 83 October 11, 2010 Goal 2 – The achievement gap will be eliminated Indicator 2c: In a year-to-year comparison, the achievement gap in reading, writing, mathematics and science will decrease between the designated groups of EDS and non-EDS, LEP and non-LEP, and SWD and non-SWD. Results: ( ): Decreased in reading between EDS and non-EDS, SWD and non-SWD, and LEP and non-LEP Decreasing in writing, mathematics and science between EDS and non-EDS Increased in writing, mathematics and science for SWD and non-SWD and LEP and non-LEP ASD Assessment & Evaluation Department

84 Achievement Gap—EDS and Non-EDS, LEP and non-LEP, and SWD and non-SWD 84 October 11, 2010 ASD Assessment & Evaluation Department

85 Achievement Gap—EDS and Non-EDS, LEP and non-LEP, and SWD and non-SWD 85 October 11, 2010 ASD Assessment & Evaluation Department

86 86 October 11, 2010 Goal 3 – Education in the highly diverse ASD will be accessible, culturally responsive, supportive of students, and safe. Indicator 3a: The ASD staff will more closely represent the highly diverse students served in the district. Results: (246): Diversity of ASD workforce has increased over the past 5 years Percentage of non-Caucasian employees decreased from percent in to percent in ASD Assessment & Evaluation Department

87 Diversity of Workforce 87 October 11, 2010 ASD Assessment & Evaluation Department

88 88 October 11, 2010 Goal 3 – Education in the highly diverse ASD will be accessible, culturally responsive, supportive of students, and safe. Indicator 3b: The number of out-of-school suspensions and expulsions will decrease over the previous year in each designated group at each division level. The baseline will be established in Results: ( ): The baseline for combined out-of-school suspensions and expulsions was established in with the following: 1,069 at the elementary division 1,510 at the middle school division 2,114 at the high school division 133 for charter schools 103 for alternative schools ASD Assessment & Evaluation Department

89 Student Out of School Suspensions and Expulsions— District 89 October 11, 2010 ASD Assessment & Evaluation Department

90 90 October 11, 2010 Goal 3 – Education in the highly diverse ASD will be accessible, culturally responsive, supportive of students, and safe. Indicator 3c: The overall Climate, overall Connectedness and School Safety factor scores will increase for each self-reported race/ethnicity group at each division over the previous year. Overall Climate Results: ( ): Increased for all groups at the elementary level except AKNA/AI and NH/OPI Increased for all groups at the middle school level Increased for all groups at the high school level except for NH/OPI Decreased in majority of groups for charter and alternative schools Overall Climate factor score increased at the district and all divisions except alternative and charter ASD Assessment & Evaluation Department

91 Overall Climate—Student The 5-year mean change (increase) for the overall Climate factor score was statistically significant at the elementary, middle school, high school and district levels. 91 October 11, 2010 ASD Assessment & Evaluation Department

92 92 October 11, 2010 Goal 3 – Education in the highly diverse ASD will be accessible, culturally responsive, supportive of students, and safe. Indicator 3c: The overall Climate, overall Connectedness and School Safety factor scores will increase for each self-reported race ethnicity group at each division over the previous year. Overall Connectedness Results: ( ): Increased for all groups at the elementary level Increased for all groups at the middle school level Increased for all groups at the high school level except for NH/OPI—Hispanic stayed the same Alternative schools had increases for AKNA/AI, Hispanic and 2 or more races Increased for all groups in charter schools except for AKNA/AI, Hispanic and 2 or more races Overall Connectedness factor score increased at the district and all divisions except alternative schools ASD Assessment & Evaluation Department

93 Overall Connectedness—Student The 5-year mean change (increase) for the overall Connectedness factor score was statistically significant at the elementary, middle school, high school and district levels. 93 October 11, 2010 ASD Assessment & Evaluation Department

94 94 October 11, 2010 Goal 3 – Education in the highly diverse ASD will be accessible, culturally responsive, supportive of students, and safe. Indicator 3c: The overall Climate, overall Connectedness and School Safety factor scores will increase for each self-reported race ethnicity group at each division over the previous year. School Safety Results: ( ): Increased at elementary except African American, AKNA/AI and NH/OPI Increased for all groups at middle school level Increased at high school except for NH/OPI and Hispanic Alternative and charter had a decrease in most groups The School Safety factor score increased at the district and all divisions except alternative and charter ASD Assessment & Evaluation Department

95 School Safety—Student The 5-year mean change (increase) for the School Safety factor score was statistically significant at the elementary, middle school, high school and district levels. 95 October 11, 2010 ASD Assessment & Evaluation Department

96 96 October 11, 2010 Goal 3 – Education in the highly diverse ASD will be accessible, culturally responsive, supportive of students and safe. Indicator 3d: The overall Climate and School Safety factor scores for ASD staff will increase over the previous year. Results: ( ): Overall Climate factor score decreased for ASD staff at the district and all divisions except for alternative schools Overall School Safety factor score decreased for the district and all divisions except for elementary that stayed the same and alternative that had a slight increase ASD Assessment & Evaluation Department

97 Overall Climate—Staff The 5-year mean change (increase) for the overall Climate factor score was statistically significant at the elementary, middle school, high school and district levels. 97 October 11, 2010 ASD Assessment & Evaluation Department

98 Overall Climate—School Safety The 5-year mean change (increase) for the School Safety score was statistically significant at the elementary, middle school, high school and district levels. 98 October 11, 2010 ASD Assessment & Evaluation Department

99 99 October 11, 2010 Goal 4 – Parents/guardians will be informed partners in their student’s education. Indicator: The district will increase the Respectful Climate factor score reported in the parent climate survey at the district and division levels. Results: (261): The Respectful Climate factor score increased at the district and all divisions except for alternative schools. ASD Assessment & Evaluation Department

100 Respectful Climate—Parent The 4-year mean change (increase) for the Respectful Climate factor score was statistically significant for middle schools and the district. 100 October 11, 2010 ASD Assessment & Evaluation Department

101 101 October 11, 2010 Goal 6 – ASD staff will be well-trained, highly effective, well-informed and committed to the success of all students and staff. Indicator 6a: The percentage of classes taught by NCLB Highly Qualified teachers in each school will increase over the previous year. The baseline for comparison will be the school year. Results: (pages ): Increased from the previous year or maintained at 100 percent for all schools except Highland Tech, Mirror Lake, Romig, Steller and Winterberry. Increased at the district from percent in to percent —30.21 percent of schools had 100 percent of classes taught by HQT —65.99 percent of schools had 100 percent of classes taught by HQT ASD Assessment & Evaluation Department

102 102 October 11, 2010 Goal 6 – ASD staff will be well-trained, highly effective, well-informed and committed to the success of all students and staff. Indicator 6b: The district’s percentage of staff turnover will decrease from the previous year. The baseline for comparison will be the school year. Results: (page 265): The district’s percentage of staff turnover decreased for certificated and increased for classified and all staff when compared to the previous year. ASD Assessment & Evaluation Department

103 Staff Turnover 103 October 11, 2010 ASD Assessment & Evaluation Department

104 104 October 11, 2010 Goal 7 – All ASD departments support the mission of the district and will be highly effective, efficient and responsive to internal and external customers. Indicator 7a: The overall administrative offices’ “customer satisfaction” rating will increase from the previous year in pleasantness of the staff, being greeted and helped promptly and getting the issues addressed satisfactorily. The baseline year will be Results: (page. 266) All three ratings increased from the previous year for the overall administrative offices Indicator 7b: The overall schools’ “customer satisfaction” rating will increase from the previous year in pleasantness of the staff, being greeted and helped promptly and getting the issues addressed satisfactorily. The baseline year will be Results: (page 267): All three ratings decreased from the previous year for the overall schools ASD Assessment & Evaluation Department

105 Customer Satisfaction Ratings 105 October 11, 2010 ASD Assessment & Evaluation Department

106 Summary of Performance on Indicators NH/OPI had the most positive gains in the indicators overall. The district had positive gains in percent of the indicators. 106 October 11, 2010 ASD Assessment & Evaluation Department

107 107 October 11, 2010 Summary The student population continues to be very diverse. Overall reading scores increased Overall writing scores decreased Overall math scores increased Overall science scores increased Decrease in percentage of students completing Algebra I in grade 8 or earlier Slight increase in preliminary dropout rate Slight decrease in the preliminary graduation rate Percent above average on TN decreased in reading and increased in mathematics for grades 5 & 7. Language decreased in grade 5 and increased in grade 7. Increase in the percentage of students successfully completing AP courses. Decrease in the percentage of seniors completing higher level mathematics and science courses Increase in percentage of grade 9 students on-track Baseline established for attending less than 80 and 90 percent of days enrolled Baseline established for grade 8 students meeting EXPLORE college readiness benchmarks ASD Assessment & Evaluation Department

108 108 October 11, 2010 Summary Continued… Percentage of FAY students not proficient in language arts and mathematics decreased Achievement gaps decreased in most designated race/ethnicity groups in reading, mathematics and science Achievement gaps for EDS, LEP, and SWD decreased in reading—gap in writing, mathematics and science decreased for EDS but increased for LEP and SWD Slight decrease in the diversity of the workforce Baseline established for out-of-school suspensions and expulsions Overall Climate, Connectedness and School Safety factors increased for students Staff Climate and School Safety factors decreased Parent Respectful score increased 95 percent of our classes were taught by NCLB highly-qualified teachers Certificated staff turnover decreased, classified increased Administrative offices’ customer satisfaction rating increased Schools’ customer satisfaction rating decreased ASD Assessment & Evaluation Department

109 Thank you to the staff of the Assessment & Evaluation Department and to Teresa Spencer (our task master) …..and special thanks to Mike Fleckenstein and the IT staff…..and to Ernie Ting from Communications October 11, 2010 ASD Assessment & Evaluation Department

110 110 October 11, 2010 ASD Assessment & Evaluation Department Contact Information The complete Profile of Performance is available on the ASD Web site: For more information, contact us: Laurel Vorachek (907) Dr. Xiaogeng Sun (907) Kristine Stout (907)


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