1. Conversation about State Report Card November 28, 2016
Vanlue Local School District
Conversation about State Report Card
November 28, 2016

2. Vanlue Local School District’s
Report Card

3. Results of 608 Ohio School District Performance 2015-16
Take a look at the 608 districts overall results.
In achievement alone, 88% of Ohio schools scored a C or below
Gap closing there was 97% with a C or below
K-3 literacy 865 C or below
Progress 47%
With these results state is saying that most of the districts in Ohio are failing and that is not true!

4. Where Do These Scores Come From?
State Tests and School Data
Grades 3-8
English
Language- Arts
Math
Grades 5,8
Science
Grades 4,6
Social Studies
State achievement tests for grades 3,4,5,6,7,8

5. High School : Class of 2018 and Beyond
English Language Arts
Algebra 1,
Geometry or Integrated Math 1 and 11
Biology, Physical Science
American History
American Government
OGT for grad years, and end of course tests for 2018 and beyond

6. School Data Graduation rate Act scores Honor diploma %
College course credits
% students entering 2 and 4 year colleges
Industry –recognized credentials
Attendance
Other results come from data that is submitted to state which includes:

7. The School Report Card 6 Components Achievement Gap Closing
K-3 Literacy
Progress
Graduation Rate
Prepared For Success
I like to take some time to explain each component so you understand how the state is measuring the school

8. 1 Achievement
Represents the number of students who passed the state tests and how well they performed on them .

9. Achievement component has : two indicators
Performance Index- Results of every student. The higher the achievement level the more points awarded for the district index.
68.7% = D

10. Indicators Met- The percentage of students who passed the test
Indicators Met- The percentage of students who passed the test. At least 80% of students must pass to get indicator credit % = F

11. 2 Gap Closing
Shows how well the schools are meeting the performance expectations for the most vulnerable populations of students in English language arts, math and graduation.
Looks at the subgroups of income, race, ethnicity and disability

12. Gap Closing Component
Annual Measurable Objectives- Compares performance of student groups to a state goal in Math and Reading AMO for reading is 71.3% 2015 AMO for math is 65.0% 0%= F

13. 3 K-3 Literacy
Looks at how successful the school is getting struggling readers on track to proficiency in third grade

14. 0% =F K-3 Literacy Component
Our grade suggests that our students are struggling to read but in reality 100% of our third grade passed the required Third Grade Reading Guarantee to move on to fourth grade.
In fact this measure does not even measure what it is stated to measure. It also include writing.
ODE has acknowledged this discrepancy but stated that corrections needs legislative action to occur

15. 4 Progress
Looks at the growth that all students are making based on their past performances on state testing
AKA: Value Added
-2.00—1.00= D

16. Progress Component: District Data 4th-8th grade
Test grade
English
/LA
Math
Studies
Science
All Tests
All Grades
--3.24
-1.98
-1.45
-2.60
-3.84
4th
-0.24
0.49
0.13
5th
-1.31
-1.92
-2.64
6th
-2.19
-3.37
-3.82
7th
-5.19
-2.98
-5.45
8th
1.66
-0.05
-1.03
0.55

17. High School Data Test Grade English 1 English 11 Algebra 1 Geometry
0.83
-0.72
2.62
1.88

18. 5 Graduation Rate
The percent of students who are successfully finishing high school with a diploma in four year or five years.
95.7%=A %=A
(2015) (2014)

19. 6 Prepared for Success
Looks at how well prepared students are for all future opportunities.
66.8%=B

20. How prepared was our 2014 and 2015 Graduating Classes?
Act Participation 82.5%
Remediation Free 32.5 %
SAT 2.5%
SAT Remediation Free 2.5%
Honors Diploma 47.5%
Industry Credentials 7.5%
Dual credit (CCP) 25%

21. Reminders about Standardized Tests
One piece of data-a snapshot, not the whole picture
MANY variables that play into a student’s performance in school not accounted for by the test
Not meant to be used for high stake decisions
Only tests a small sample of knowledge in the content areas
Only measures a small portion of the individual performance rather than the overall growth of the student over the course of the year.
One piece of evidence on one day in the school year should not be the only factor that reflects if students are learning and if the school is performing.
The triangle above ( shared by National board for professional standards) demonstrates that achievement is less than what students learn.
Bottom of triangle is wide base learning that occurs in a classroom, the middle section reflects a narrower range of knowledge and learning that can be measured through a range of assessing and activities, and the top of the triangle represents the extent of what is actually measured by tests in just core areas. In other words, achievement will always be larger than a single test yet the state is measuring achievement by a single test!!

22. Why the State Report Card Results dropped from previous years
1 Benchmark scores for performance levels increased (depending on grade and subject, the increase was anywhere from 7% to 38%)

23. 2 The third straight year that Ohio used different tests
2 The third straight year that Ohio used different tests. From OAA/OGT to PARCC to AIR

24. 3 Chronic Absenteeism is increasing This means that these students miss 10% or more of school in a year for any reason % %

25. 4 Student Mobility rate increasing
This means the percent of students who are transferring in and out of the school within the school year.
10.8%

26. Strategies for improvements Implementing a rigorous and aligned K-12 curriculum based on Ohio’s learning standards in all subject areas. Implementing and monitoring research based instructional strategies in K-12 to address the needs of all students with a particular focus on reading, math and students with disabilities.

27. Utilizing data analysis of assessments to determine student growth and to guide teacher instruction Improving tracking of attendance data to pinpoint problems .

28. Enforcing attendance policies Investigating an incentive program for attendance Monitoring teacher absenteeism trends and addressing teacher absenteeism concerns individually

29. Questions