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Summit High School 2012-2013 Results. SHS serves a population of 765 students 30% (230) of which are non-white, 25% (191) of the students at SHS are.

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Presentation on theme: "Summit High School 2012-2013 Results. SHS serves a population of 765 students 30% (230) of which are non-white, 25% (191) of the students at SHS are."— Presentation transcript:

1 Summit High School Results

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3 SHS serves a population of 765 students 30% (230) of which are non-white, 25% (191) of the students at SHS are Hispanic/Latino, 34% (260) qualify for Free and Reduced Meal, 22% (168) are English Language Learners, and 11% (84) of our students are students with disabilities.

4 Trend Analysis: Academic Achievement - SHS Overall - % Proficient or Advanced 9th Reading Writing Math th Reading Writing Math Science Notable trends in overall achievement. The gains seen in 2012 Reading and Writing in 9 th grade were fairly stable in The 10 th grade Math scores over the past three years have increased 18.3 points. Tenth grade Science scores have increased 15.9 points. Upward trend is likely due to increased numbers of students in advanced classes and high academic expectations for all.

5 Academic Growth - Math Median GrowthAdequate GrowthGap %79%17% %76%16% %66%4% Notable trend in Median Growth Gap and Adequate Growth Gap. The gap between Median Growth and Adequate Growth has decreased 13% points. SHS Overall State Expectation

6 Academic Growth Gaps – Reading Median Growth Percentile Students w/Disabilities Median Growth Percentile Overall Gap %47%18% %63%4% %61%-2% Notable trend in Median Growth Gap and Adequate Growth Gap. The gap between the two populations was 18% in 2011 and 4% in Students with Disabilities outgrew the overall population growth in reading by 2% in The Students with Disabilities subgroup did not meet the Median Adequate Student Growth Percentile, but its Median Student Growth Percentile for Reading was 63, rating a Meets. Success was attributed to increased progress monitoring of fluency, vocabulary, and comprehension skills, using YPP, and adjusting strategic and intensive instruction based on monitoring. Increased instructional time through Mastery Reading and Strategic Reading classes was realized. Increased efficient use of instructional time due to the implementation of positive behavioral supports was achieved.

7 Academic Growth Gaps – Writing Median Growth Percentile Students w/Disabilities Median Growth Percentile Overall Gap %67%17% %63%10% %66%11% The Median Growth Percentile in Writing for Students with Disabilities when compared to the Median Growth Percentile for students overall suffered a slight dip but is stable. The gap between the two populations was 17% in 2011, 10% in 2012, and 11% in The Students with Disabilities subgroup did not meet the Median Adequate Student Growth Percentile for Writing, but its Median Student Growth Percentile was 55, rating a Meets expectations. Successes were attributed to provision of interventions in Strategic Writing (increased instructional time and opportunities to provide feedback to students about their writing), provision of increased academic rigor for all students as a result of raised academic expectations through exposure to high level of curriculum, and increased progress monitoring of skills and adjusting instruction based on monitoring. Increased efficient use of instructional time due to the implementation of positive behavioral supports was achieved.

8 Academic Growth Gaps – Math Median Growth Percentile Students w/Disabilities Median Growth Percentile Overall Gap %62%13% %60%-9% %62%12% The Median Growth Percentile in Math for Students with Disabilities when compared to the Median Growth Percentile for Non-Disabled Students increased in 2012 but decreased in The gap between the two populations was 13% in 2011, and -9% in 2012, and 12% in The Students with Disabilities subgroup did not meet the Median Adequate Student Growth Percentile for Math, but its Median Student Growth Percentile was 50, rating an Approaching expectations. Successes were due to provision of standards-based assessments, provision of interventions in Math Labs (increased instructional time and opportunities to provide feedback to students about their mathematics), and provision of increased academic rigor for all students as a result of raised academic expectations through exposure to high level of curriculum. Increased efficient use of instructional time due to the implementation of positive behavioral supports was achieved. Root causes for stagnation of student growth and decrease of academic growth for students with disabilities included insufficient differentiation to meet students where they’re at and inadequate progress monitoring of skills and the needed adjustment of instruction based on this monitoring.

9 Graduation Rate (2013 rate will be reported out by State in January, 2014) HispanicStateOverallGap %55.5%82.3%28.1% %60.6%89.4%28% %62.45%87.3%11.2% ELLs (SPF pg 3)StateOverallGap %49.2%82.3%28.1% %52.8%89.4%38% %53.3%87.3%19.7% FRLs (SPF pg 3)OverallGap %82.3%23.3% %89.4%20.3% %87.3%13.9% Minority Students (SPF pg 3) OverallGap %82.3%27.8% %89.4%21.5% %87.3%13.6%

10 Incidents compared to % decrease in drug violation incidents 24% decrease in total incidents 41% decrease in out-of-school suspensions 64% increase in in-school suspensions 77% decrease in number of incidents referred to law enforcement

11 Last Year’s Goals Academic Growth Gaps Writing: Students with Disabilities Median Student Growth Percentile will be at 54 th %ile. 55 th %ile--MET Postsecondary & Workforce Readiness Disaggregated Grad Rate: ELL Graduation Rate will be at 67%. 67.6%--MET

12 Targets Performance IndicatorsMeasures/ Metrics Priority Performance Challenges Annual Performance Targets Academic Growth Gaps Median Growth Percentile Math Students with disabilities will increase their median growth percentile in math from 50th% to 56th%, as measured by the 2014 TCAP 56 th% 62 nd %

13 Postsecondary & Workforce Readiness Disaggregated Grad Rate ELLs will increase their graduation rate from 67.6% to 74%, as measured by the 2013 Graduation Rate Reporting System FRLs will increase their graduation rate from 73.4% to 77%, as measured by the 2013 Graduation Rate Reporting System Minority Students will increase their graduation rate from 78.6% to 80%, as measured by the 2013 Graduation Rate Reporting System % 77% 78.6% % 80% 80%

14 Major Improvement Strategy #1: Using Data Teams to maximize positive feedback loops that are reinforcing (SBG rubrics and/or YPP) and negative feedback loops that are self-correcting (engagement, SBG rubrics, YPP) Description of Action Steps to Implement the Major Improvement Strategy Individual Math Plans to identify strengths, weaknesses, and interventions (SSTs as indicated) for Reach classes, Academic Intervention classes, and differentiation in general ed classes. Articulate with Middle School about students’ math progress Googledoc /RTI Plan for Reach Recommendation (testing pre-conceived notions about students and math and in/out monitoring) Accommodation training for working memory and processing speed for swds Resolve standards vs. IB criterion differences Pilot PAARC Description of Action Steps to Implement the Major Improvement Strategy Set-up RtI Department and Specialists Teams to provide structure for implementation of Data Teams, including an assessment calendar School-wide support of mathematics (math across curriculum) related to units of instruction in core classes Assessment practices in SBG classrooms training (SBG rubrics and modified rubrics), assessment calendar, increase DOK expectation of assessments to reflect real world application. Continue creation of pre-assessments for early identification and intervention needs (using NWEA/TCAP predictive data) NWEA goal setting sessions with students (math and reading), using RIT to identify interventions needed for circular instruction

15 Major Improvement Strategy #2: Family/School/Community Partnering Description of Action Steps to Implement the Major Improvement Strategy Community Services Outreach and Communication Plan (information about community health, cultural, social support programs), including integration through partnerships involving school, civic, counseling, cultural, health, recreation, and other agencies and businesses.  Healthy Futures  Youth/Parent Engagement  FIRC Texting in native language to improve communication between school and home Description of Action Steps to Implement the Major Improvement Strategy Literacy and ELA plans for LEPs and meeting with families to establish formal plans Documenting interventions for at-risk students, including Student Study Teams and Reach recommendations El Grupo communication regarding achievement gap, needed credits to graduate, and how to access PowerSchool (information on community activities that link to learning skills, including summer programs for students (i.e. Pre-Collegiate trip to CU)) Financing college information meetings Recruit membership in parent organizations

16 Major Improvement Strategy #3: Student Engagement Description of Action Steps to Implement the Major Improvement Strategy Expanded Pre-Collegiate Program Credit Recovery classes performed by highly qualified content teachers Homework Club and Summer School (math and English) Highlight student successes Co-Teaching between ELA, Special Education, and Math Cultural proficiency and learning styles – needs assessment Description of Action Steps to Implement the Major Improvement Strategy Academic Vocabulary (roots— Greek/Latin, affixes) and Complex Text Professional Development (school-wide literacy training). Create word walls Cultural Proficiency (PBIS, Attendance) Create new student transition program to acquaint new students with IB and SBG Direct instruction in cross-curriculum academic language of math, problem solving process, ability to transfer real world problems to numeric symbols and mathematical processes to solve, and building resilience to solving math problems


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