2009-2010 District Performance

Union County Public Schools

District Performance: All Students2009 2010 Improvement Goal

Reading 71.94% 75.37% +3.43% 68.69%

Math 59.24% 61.82% +2.58% 59.79%

Science 54.67% 57.54% +2.87% -----

Social Studies 52.79% 53.93% +1.12% -----

Writing 40.29% 42.74% +2.45% -----

DISTRICT PERFORMANCE:• Made gains in every subject area• African American students met AYP goals in Reading and Math• 1st Time in 5 years MES met All AYP Goals• 1st Time in NCLB history that UCMS met All AYP Goals• Although NCLB in Special Education was met at each school,

district goal was not met

District Turnaround Performance: 2 Year View

2008: Onset 2009 2010 % Growth

Reading 59.07% 71.94% 75.37% +16.30%

Math 45.38% 59.24% 61.81% +16.43%

Science 46.28% 54.67% 57.54% +11.26%

Social Studies 46.56 % 52.79% 53.93 % +7.37 %

Writing 34.07% 40.29% 42.74% +8.67%

UCHS % Proficient & Distinguished2009 2010 Improvement Goal

Reading 67.68% 57.14% -10.54% 59.63%

Math 32.12% 34.78% +2.66% 59.88%

Science 40.61% 41.85% +1.24% -----

Social Studies 27.27% 47.83% +20.56% -----

Writing 24.07% 27.39% +3.32% -----

•Met AYP in Reading for All Students

•1st Time met non-academic goal for AYP since 2004-2005o State required 2% increase in graduation rate; UCHS had 6% increase.o State goal 86.75 – UCHS had 89.20 . Last year was at 83

•Gained in every area except for Reading

•Did not meet AYP Goals for White and Free/Reduced Lunch students in the area of math

UCMS % Proficient & Distinguished2009 2010 Gain/Loss Goal

Reading 68.54% 75.25% +6.71% 72.80%

Math 53.91% 62.07% +8.16% 58.25%

Science 56.10% 59.15% +3.05% -----

Social Studies 59.20% 51.53% -7.67% -----

Writing 42.53% 44.79% +2.26% -----

•1st Time in NCLB History that UCMS met ALL AYP Goals in Reading & Math for ALL Students.

MES % Proficient & Distinguished2009 2010 Gain/Loss State Goal

Reading 70.62% 76.73% +6.11% 73.64%

Math 69.59% 67.82% -1.77% 61.23%

Science 50.72% 69.49% +18.77% -----

Social Studies 68.66% 54.79% -13.87% -----

Writing 37.31% 47.95% +10.64% -----

•Made significant gains in Science and Writing

•1st Time since 2005-2006 that MES met ALL AYP Goals in Reading & Math for ALL students.

SES % Proficient & Distinguished2009 2010 Gain/Loss NCLB Goal

Reading 85.88% 85.57% -0.31% 73.64%

Math 78.53% 76.29% -2.24% 61.23%

Science 81.82% 78.95% -2.87% -----

Social Studies 70.00% 75.93% +5.93% -----

Writing 61.67% 62.96% +1.29% -----

•Made AYP in Reading & Math

•Improved in Social Studies by +5.93%

•Exceeded NCLB Goals

UES % Proficient & Distinguished2009 2010 Gain/Loss NCLB Goal

Reading 75.00% 78.64% +3.64% 73.64%

Math 77.00% 68.93% -8.07% 61.23%

Science 78.13% 60.00% -18.13% -----

Social Studies 80.56% 56.67% -23.89% -----

Writing 72.22% 63.33% -8.89% -----

•Gained in the area of Reading

•Significant decreases in four of five subject areas; however, UES exceeded NCLB goals for Reading and Math

•Met AYP in Reading & Math

NCLB Status: Title I Schools% Goals

Met 2008% Goals

Met 2009% Goals

Met 2010 ImprovementDistrict 75%

(12/16)81.3% (13/16) 81.3%

(13/16)All Schools Met AYP, except UCHS-Math

*As a district-free/reduced lunch (math) and disability

(reading/math) did not meet

MES 75%(9/12)

92.9% (13/14) 100%(14/14)

1st Time in 5 yrs.Met AYP in All Areas

UCMS 68.8% (11/16)

87.5% (14/16) 100%(16/16)

1St Time in History of NCLB Met AYP in All Areas

UES 100% (10/10)

100% (10/10) 100% (9/9) Met AYP in All Areas

SES 100%(10/10)

100% (10/10) 100% (10/10) Met AYP in All Areas

UCHS 58.3% (7/12)

57.1% (8/14) 70%(7/10)

Met AYP in All Areas, except math-free/reduced

& white

NCLB Accomplishments: Title I Schools

• MES– Closed disability gap for reading!– Met AYP for first time in five years

• UCMS– Closed disability gap for both reading and math!– Met AYP for first time ever in all areas

• District did not meet AYP; has not ever made AYP

Carnegie Math: UCMS/UCHS

Grade *2007-08 **2008-09 2009-10 GainsUCMS 41% 54% 62% +21%UCHS N/A 32% 35% +3%Overall P & D 36% 39% 55% +19%

*Prior to Carnegie Math

implementation

**Spring semester

implementation of Carnegie Math

at UCMS

Transition IndexGrade *2007-08 **2008-09 2009-10 Gains

UCMS 71.67 83.5 92.45 +20.78

UCHS N/A 60.63 66.99 +6.36

Percent Proficient and Distinguished

Grade *2007-08 **2008-09 2009-10 Gains

UCMS 22.6% 13.22% 11.16% +11.44%

UCHS N/A 34.55% 25.55% +9%

Novice Reduction

District GainsAfrican American (% P &D)

Two Year ViewREADING 2007-08 2008-09 2009-10 Gains

District 38.00% 54.34% 59.01% +21.01%

State 49.72% 51.09% 53.77%

MATH 2007-08 2008-09 2009-10 Gains

District 20.00% 33.33% 41.82% +21.82%

State 38.90% 41.32% 41.78%

In 2007-2008, African Americans had zero percent proficient and distinguishedin math and 13% proficient and distinguished at UCHS.

Significant Gains at Tier SchoolsAfrican American (% P &D)

Two Year ViewREADING 2007-08 2008-09 2009-10 Gains

MES 35.00% 50.00% 63.04% +28.04%

UCMS 46.00% 56.96% 60.26% +14.26%

MATH 2007-08 2008-09 2009-10 Gains

MES 25.60% 47.83% 52.17% +26.57%

UCMS 20.60% 30.38% 43.59% +22.99%

District GainsSpecial Education – (% P &D)

Two Year ViewREADING 2007-08 2008- 09 2009-10 Gains

District 39.00% 50.76% 54.49% +15.49%

State 41.04% 43.33% 48.67%

MATH 2007-08 2008- 09 2009-10 Gains

District 26.57% 34.34% 39.33% +12.76%

State 35.33% 39.63% 43.37%

Significant Gains at Tier SchoolsSpecial Education – (% P &D)

Two Year ViewREADING 2007-08 2008- 09 2009-10 Gains

MES 18.00% 45.65% 65.85% +47.85%

UCMS 34.60% 37.66% 44.29% +9.69%

MATH 2007-08 2008- 09 2009-10 Gains

MES 7.30% 43.48% 43.90% +36.60%

UCMS 17.00% 20.78% 35.71% +18.70

District GainsGifted & Talented – (% P &D)

Two Year ViewREADING 2007-08 2008- 09 2009-10 Gains

Elementary 95.00% 98.11% 100.00% +5.00%

UCMS 78.33% 91.62% 90.62% +12.29%

MATH 2007-08 2008- 09 2009-10 Gains

Elementary 84.33% 97.17% 94.45% +10.12%

UCMS 71.33% 81.43% 85.81% +14.48%

District Rankings2008 2008

Percentile2009 2009

Percentile2010 2010

PercentileDistrict 161/175 8% 87/174 50% 71/174 59%

High School 165/175 6% 115/174 34% 93/169 45%

Middle School

145/175 17% 99/174 43% 59/174 66%

UES 247/713 65% 181/719 75% 397/717 45%

SES 373/713 48% 198/719 72% 241/717 66%

MES 671/713 6% 482/719 33% 397/717 45%

Elem. TOTAL 147/175 16% 65/174 63% 74/174 57%

Success: A Roadmap for the future

• District climbed from 161 to 87, and now from 87 to 71

• Continued progress although not to the standards of Union County

• Must make up considerable ground to obtain Top 10 status

• All Tier schools made significant progress• Gaps between subgroups were significantly

reduced

District Overall Index Scores2008 2009 2010 Gain/loss

(1yr)KASC 2014 Projected

IndexDistrict 75.4 86 88 2 On Track to 100

UCHS 67.7 73 75 2 Improving

UCMS 75.1 87 92 5 On Track to 100

Elementary (Total)

85.2 98 95.66 -2.34 On Track to 100

MES 74.7 91 94 3 On Track to 100

UES 92.4 102 94 -8 On Track to 100

SES 88.5 101 99 -2 On Track to 100

District Subject Performance Index Points - 2 Year View

Subject 2008 2009 2010 Gain Since 2008

Math 68.2 81.7 85.6 17.4

Reading 84.7 95.1 94.95 10.25

Science 75.7 86 87.12 11.42

Social Studies 75.3 82.5 84.15 8.85

Writing 72.3 80.4 82.43 10.13

District Distinguished Improvement-2 Year View

2008 % Distinguished

2009 % Distinguished

2010 %Distinguished

Increase Since 2008

Math 33% 72% 64% 31%

Reading 27% 42% 50% 23%

Science 30% 52% 56% 26%

Social Studies 24% 44% 50% 26%

Writing 9% 14% 18% 9%

District Novice Reduction 2 Year View

2008 % Novice

2009 % Novice

2010 % Novice

% Novice Reduction

Math 82% 56% 45% 37%

Reading 20% 8% 12% 8%

Science 60% 32% 30% 30%

Social Studies

52% 43% 37% 15%

Writing 37% 18% 18% 19%

Reasons for Success

• Teachers• Instructional support staff• Students• Community Support• Belief that Union County and excellence

should go hand in hand

Reasons for Success

• Formative Assessment• Carnegie Math• Kentucky Association of School Councils

(KASC)• Right people in the right places• Special thanks to KDE’s Special Education

Department

Concerns: District

• Although we made tremendous progress, we are still in NCLB consequences-must meet AYP 1 more year

• The high school has not made satisfactory progress– Double digit number of NOVICE in the areas of Science,

Math, and Social Studies– ACT scores

• Elementary schools did not make satisfactory progress• Again, we must understand that this data is not an

end, but rather a roadmap for future improvement

Needs for Continued Improvement

• High performance mindset-Top 10• High EXPECTATIONS for all stakeholders• RIGOR• Culture of high expectations• Response to Intervention (RtI) at every level• Improved instructional strategies• Use of existing formative assessment and curriculum

specialist• Continued use of innovative Special Education strategies• Elimination of bureaucratic barriers