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  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

 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

K – 12 Indicators Increase 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%)

Purpose, Report and Target for… CST California Standards Test State Requirement Assess Students on CA Content Standards 5 Performance Levels Proficient/ Advanced Levels API Academic Performance Index State Accountability All Pupils Improving Scale from 200 to AYP Adequate Yearly Progress Federal Accountability All You Proficient Criteria Met/Not Met -Participation rate -% Proficient -API Target -Graduation Rate 100% Proficient by

2011 CST Performance Comparison with County and State

CST/CMA English Language Arts Performance by Ethnicity

CST/CMA English Language Arts Performance by Program

CST/CMA Mathematics Performance by Ethnicity

CST/CMA Mathematics Performance by Program

Academic Performance Index

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 Unified820 (+11)  Valley Center-Pauma Unified805 (+6)

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)

API Growth STATE DISTRICT ALL STUDENTS WHITE HISPANIC AF. AMER ASIAN FILIPINO ECON. DIS ENG. LRN DISABIL District API Increase Academic Achievement of each Significant Subgroup

API CoronadoPowayCarlsbad San Marcos All Students WHITE 71% % % 89540% 919 HISPANIC 17% % % 77447% 803 AF. AMER. 2% 885 3% 797 2% 793 3% 843 ASIAN 3% % 947 7% 957 5% 961 FILIPINO 3% 919 8% 881 2% 9103% 947 ECON. DIS. 6% % % 75414% 789 ENG. LRN. 4% % 83013% 72936% 789 DISABIL. 11% 73410% 70810% 65313% 682 Subgroup API Comparison: % of STAR Population and API

The Top 15 of 97 Middle Schools and 65 Public High Schools MIDDLE SCHOOL HIGH SCHOOL CARMEL VALLEY/SAN DIEGUITO971 CANYON CREST/SAN DIEGUITO910 MESA VERDE/POWAY933 SCRIPPS RANCH/SD883 EARL WARREN/SAN DIEGUITO925 TORREY PINES/SAN DIEGUITO881 OAK VALLEY/POWAY909 CORONADO872 CORONADO909 DEL NORTE/POWAY864 DIEGUENO/SAN DIEGUITO908 WESTVIEW/POWAY860 SEMS903 SMHS859 OAK CREST/SAN DIEGUITO902 POWAY854 BERNARDO HTS/POWAY896 SAN DIEGUITO ACAD/SAN DIEGUITO854 TWIN PEAKS/POWAY893 BONITA VISTA/SWEETWATER851 BLACK MTN/POWAY892 LA JOLLA/SD849 AVIARA OAKS/CARLSBAD892 MIRA MESA/SD846 EASTLAKE MIDDLE/SWEETWATER876 OLYMPIAN HIGH/SWEETWATER845 WPMS872 RANCHO BERNARDO/POWAY841 MADISON/VISTA871 MHHS834

Unified School Districts AYP Targets

District Program Improvement in SD Program Improvement Status for 41 Districts in San Diego County Receiving Title I Funds Not In PIYear 1Year 2Year 3Year

2011 SMUSD English Language Arts AYP Performance

2011 SMUSD Mathematics AYP Performance

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  If 10% of the 60 students (6 students) reached proficient in , safe harbor is applied.

Part. Rate STAR Proficient and Advanced CAHSEE Pass (380) APIGrad. Rate Set Target95% ELA/Math ELA 67.0% Math 67.3% ELAMath % All100/ %74.2%89% passed 90% passed % White100/10085%84.5% Hispanic100/ % SH61.9% African Am.99/9970.2%69.2% Filipino100/ %90.4% Asian100/10092%94.7% Econ. Dis.100/ %59.3% EL100/ % SH60% Students w/Disabilities 98/9941.1%42.7% Adequate Yearly Progress

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. K – 12 Indicators Increase English Acquisition rates for English Learners California English Language Development Test (CELDT)

CELDT AMAO 1- % of Students Making Annual Progress in Learning English AMAO 2 - % of Students Attaining English Proficiency on CELDT 54.6% 18.7% 43.2%

Phoneme Segmentation Fluency Segmenting single syllable words into their components Example: cat = c/a/t One 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)

DIBELS Dynamic Indicators of Basic Early Literacy Skills

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

Fountas & Pinnell Percent of Students Reading at Grade Level

Algebra I Percent of Students Scoring Proficient/Advanced

 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 10 th grade pass rate is calculated in AYP. Pass rate for 10 th -12 th is included in API calculation. 9 – 12 Indicators Increase Percentage of 10 th Graders Passing the CAHSEE

Percent of 10 th Graders Passing California High School Exit Exam (CAHSEE)

A – G Students meeting UC / CSU entrance requirements. These requirements are greater than those needed for graduation. 9 – 12 Indicators Increase Percentage of Students Meeting A – G Requirements

Students Meeting A-G Requirements

 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) 11 th and 12 th Grade Enrollment

Advanced Placement (AP) Test Qualifying Rate

PACE Promise San Marcos Unified School District CSUSM Enrollees by Semester TermNewly Enrolled PACE Eligible Fall freshmen + 88 continuing = 156 Fall freshmen + 46 continuing = 110 Fall Fall Fall Fall Fall Fall

SMUSD System-Wide Prioritie s Deep Implementation of …  Standards-Based Instruction  The Essential Elements of Instruction  A Culture of Collaboration and Inquiry

 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

Congratulations to the San Marcos Team for building a program that generates student