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Evergreen Elementary School
How do we know what we are doing is working?
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WHAT I WANT TO TALK ABOUT
MEASURING SUCCESS: What does the research say? SUCCESS BY RESEARCH BASED STANDARDS SUCCESS/FAILURE BY NCLB STANDARDS - AYP WHERE DO WE GO FROM HERE?
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What does the research say?
MEASURING SUCCESS: What does the research say?
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Academic Effectiveness of Bilingual Education Models
This graph shows the effectiveness of various models of bilingual education. The first two are purely subtractive education. You can see that the students’ achievement improve for a short time before it begins to decline and never gets to the 40th percentile. (define percentile). The next three models are a combination of additive and subtractive education. The more additive education is used in the model the higher the students’ achievement. Only one model is purely additive education. That is the two-way bilingual education. This graph shows that the research shows that students who graduate from these types of programs better than the monolingual English student. Our Dual Language is a two-way bilingual education program.
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Compare to like population in a like situation.
Measuring Success Compare to like population in a like situation. English speakers: Compare to English speakers at Bordeaux and Mt. View Spanish speakers: Look at the achievement gap between English and Spanish speakers
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SUCCESS BY RESEARCH BASED STANDARDS
How Do We Compare?
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WHAT ABOUT THE ACHIEVEMENT GAP?
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WASL 2008 What about AYP?
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Elementary Uniform Bar (3-5)
100 100 88.1 90 +11.9% 80 76.1 82.4 70 64.2 64.9 60 Percent Meeting Standard 52.2 +17.6% 50 47.3 Reading Mathematics 40 29.7 30 20 10 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 19 19
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AYP Last Year AYP This AYP Same Bar Student Group Reading Math All NO YES American Indian NA Asian Black Hispanic White Limited English Special Education Low Income
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AYP Last Year AYP This AYP Same Bar Student Group Reading Math All NO YES American Indian NA Asian Black Hispanic White Limited English Special Education Low Income
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AYP Last Year AYP This AYP Same Bar Student Group Reading Math All NO YES American Indian NA Asian Black Hispanic White Limited English Special Education Low Income
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AYP Last Year AYP This AYP Same Bar Student Group Reading Math All NO YES American Indian NA Asian Black Hispanic White Limited English Special Education Low Income
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1 2 1 2 3 4 5 AYP TIMELINE FOR SCHOOLS AYP AYP AYP AYP AYP AYP AYP
(Consequences apply only to schools receiving Title I funds) District Responsibility School Improvement Plan Continue: Public School Choice Supplemental Services Corrective Action Plan for Alternative Governance Implement Plan AYP AYP For Alternative Governance 1 2 AYP AYP AYP AYP AYP 1 2 3 4 5 Step Step Step Step Step Identified for School Improvement
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Third Grade Reading Student Group Total % Bar Adjusted * # Students # Students Safe Harbor All 67 76.1% 51 40 American Indian 2 NA Asian Black Hispanic 45 34 28 White 18 14 12 Limited English 21 13 Special Education 17 8 Low Income 54 41 32
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Third Grade Math Student Group Total % Bar Adjusted * # Students # Students Safe Harbor All 67 64.9% 43 36 American Indian 2 NA Asian Black Hispanic 45 29 24 White 18 12 10 Limited English 28 13 Special Education 17 8 Low Income 54 35 32
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Fourth Grade Reading Student Group Total % Bar # Students # Students Safe Harbor All 63 76.1% 48 American Indian N.A. Asian Black Hispanic 37 28 23 White 18 20 Limited English 19 14 8 Special Education 12 9 7 Low Income 50 38
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Fourth Grade Math Student Group Total % Bar # Students # Students Safe Harbor All 63 64.9% 41 25 American Indian N.A. Asian Black Hispanic 37 24 11 White 23 15 13 Limited English 19 12 4 Special Education 8 Low Income 50 33 18
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Fifth Grade Reading Student Group Total % Bar # Students # Students Safe Harbor All 65 76.1% 49 51 American Indian N.A. Asian Black Hispanic 38 29 25 White 18 14 15 Limited English 16 12 7 Special Education 9 6 Low Income 52 40 34
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Fifth Grade Math Student Group Total % Bar # Students # Students Safe Harbor All 65 64.9% 42 American Indian N.A. Asian Black Hispanic 38 25 18 White 12 14 Limited English 16 10 6 Special Education 8 3 Low Income 52 34 32
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So Where do we go from here?
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