North Carolina READY Data Release

2015-2016

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Julie D. Spencer, Ed.D. Stacey Wilson-Norman, Ed.D. Assistant Superintendent Research Deputy Superintendent of Academic Services & Accountability

   Academic  and  Student  Services  

Work  Session  

2015-16 Summary

Major Highlights of Overall Achievement: •  36.3% of students were College and

Career Ready (Achievement Levels 4-5) •  44.9% of students were Grade Level

Proficient (Achievement Levels 3-5) •  69% of DPS schools MET or

EXCEEDED Expected Growth >  23 of 30 elementary schools >  5 of 9 middle schools >  8 of 11 high schools

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2015-16 Highlights

•  Elementary Schools had positive gains – >  3rd – 5th Grade – Reading and Math Increases >  5th Grade Science Increase

•  Biology had positive gains •  Increases in the following College and Career

Readiness Indicators >  ACT - +4.2% >  ACT WorkKeys - +2.6% >  Four-Year Cohort Graduation - +1.4%

•  100% Four-Year Cohort Graduation Rate (City of Medicine Academy, JD Clement Early College, and DTCC Middle College)

•  A+ Schools (City of Medicine Academy, JD Clement Early College, Mangum Elementary)

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OVERVIEW 2015-2016

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Performance Composite

33.9  43.4  

34.8  44.1  

35.0  44.0  

36.3  44.9  

0  

10  

20  

30  

40  

50  

60  

70  

80  

College  and  Career  Ready   Grade  Level  Proficient  

Percen

t  

2013   2014   2015   2016  

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Proficiency Comparative Elementary Schools

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Test Total Tested 2016

Percent Grade Level

Proficient 2016

Percent College Career Ready 2016

Total Tested 2015

Percent Grade Level

Proficient 2015

Percent College Career Ready 2015

Percent Grade Level

Proficient Difference

Percent College Career Ready Differe

nce

3rd Grade Math 2678 52.2 39.8 2572 46.3 35.7 5.9 4.1

4th Grade Math 2512 43.5 38.5 2509 42.6 35.5 0.9 3.0

5th Grade Math 2330 47.0 39.9 2183 44.6 38.4 2.4 1.5

3rd Grade Reading 2672 45.7 36.9 2571 45.4 35.1 0.3 1.8

4th Grade Reading 2510 44.9 34.1 2512 44.0 33.3 0.9 0.8

5th Grade Reading 2332 44.0 33.6 2183 41.0 31.8 3.0 1.8

5th Grade Science 2309 63.9 52.8 2182 55.5 42.9 8.4 9.9

Proficiency Comparative Middle Schools

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Test Total Tested 2016

Percent Grade Level

Proficient 2016

Percent College Career Ready 2016

Total Tested 2015

Percent Grade Level

Proficient 2015

Percent College Career Ready 2015

Percent Grade Level

Proficient Difference

Percent College Career Ready

Difference

6th Grade Math 2111 34.9 29.2 2377 35.7 28.6 -0.8 0.6

7th Grade Math 2328 31.8 26.9 2431 30.1 24.9 1.7 2.0

8th Grade Math 2422 31.7 26.5 2425 36.0 29.1 -4.3 -2.6

6th Grade Reading

2116 43.2 35.1 2375 43.7 34.6 -0.5 0.5

7th Grade Reading

2323 42.6 32.2 2433 41.6 32.8 1.0 -0.6

8th Grade Reading

2424 39.7 30.2 2431 42.5 31.6 -2.8 -1.4

8th Grade Science

2429 57.2 46.4 2432 58.3 49.6 -1.1 -3.2

Proficiency Comparative High Schools

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Test Total Tested 2016

Percent Grade Level

Proficient 2016

Percent College Career Ready 2016

Total Tested 2015

Percent Grade Level

Proficient 2015

Percent College Career Ready 2015

Percent Grade Level

Proficient Difference

Percent College

Career Ready Difference

Math I 3244 45.6 37.1 2777 44.9 33.2 0.7 3.9

Biology 2451 46.6 39.2 2493 43.6 34.2 3.0 5.0

English II 2783 46.4 37.4 2641 51.6 43.5 -5.2 -6.1

Proficiency Comparative High Schools

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College and Career Readiness Indicators 2015 2016 Difference

ACT 48.7 52.9 4.2

ACT Workkeys 63.5 66.0 2.5

4-Year Cohort Graduation Rate 80.7 82.1 1.4

Math Course Rigor 94.3 93.1 -1.2

EVAAS Growth Status

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Elementary      

Middle   High  

    2015   2016   2015   2016   2015   2016  

Exceeded  Expected  Growth     5   8   4   0   7   6  

Met  Expected  Growth   20   15   1   5   3   2  

Did  Not  Meet  Expected  Growth     5   7   4   4   3   5  

Total   30   30   9   9   13   13  

2015-2016 Growth Status Summary

•  42.3% (22 of 52) of DPS Schools Met Expected Growth •  26.9% (14 0f 52) of DPS Schools Exceeded Expected Growth •  69.2% (36 of 52) of DPS Schools Met or Exceeded Expected

Growth

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SCHOOL PERFORMANCE GRADES

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School  Performance  Grades  

School  Achievement  

Score:    

80  %  

Growth:  

20  %    

School  Performance  

Grade  

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School Performance Grades Comparison

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Elementary      

Middle   High  

    2015   2016   2015   2016   2015   2016  A   0   1   0   0   3   3  B   2   2   0   0   1   1  C   10   14   2   2   6   5  D   10   5   5   5   1   2  F   8   8   2   2   0   0  

Total   30   30   9   9   12   11  **Lakeview  and  PLC  are  on  an  AlternaVve  School  Accountability  Model  

**Hospital  School  had  insufficient  data  for  reporVng  for  2015-­‐16;  included  with  High  for  2014-­‐15  

QUESTIONS

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SYSTEM FOR MONITORING PERFORMANCE

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DISTRICT GOALS

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DISTRICT IMPROVEMENT PLAN

GRADE

GRADE

GRADE

Increase  the  number  of  students  reading  at  or  above  grade  level  by  the  end  of  

third  grade  

Increase  the  number  of  students  

performing  at  or  above  grade  level  in  English/Language  

Arts  and  math  by  the  end    of  eighth  grade  

Increase  the  four  year  graduaVon  

rate  

Every  organiza7on  needs  a  road  map  to  advance  from  where  it  is  now  to  where  it  wants  to  be  in  the  future.  Durham  Public  Schools’  road  map  is  the  District  Improvement  Plan.    

Benchmark  Goals  

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Academic Expectations Monitoring for Excellence

To  support  the  implementa7on  of  the  District  Improvement  Plan,  we  

have  adopted  a  set  of  boLom-­‐line  expecta7ons  to  facilitate  systemic  

improvements   that   ensure   growth   for   all   students   and   consistent  

understanding   for   district   office   leaders,   principals,   teachers,   and  

support  staff.  

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Bottom-line Expectations • Implemen7ng  processes  to  analyze  data  sets  and  guide  

decisions  to  improve  student  achievement  Using  Data  to  Drive  

Decisions  

• Using  evidence-­‐based  prac7ces  to  guide  and  engage  high-­‐quality  instruc7on  

Op7mizing  Instruc7onal  Processes  

• Aligning  cuVng  edge  prac7ces  with  design  thinking,  a  purposeful  method  of  brainstorming  that  yields  crea7ve  ideas  

Leading  Strategically  for  Innova7on  

• Embedding  daily  prac7ces  and  strategies  that  yield  consistency  in  instruc7on  and  overall  school  management  

Monitoring  for  Excellence  

• Providing  quality  feedback  that  increases  both  teaching  and  learning  

Coaching  for  Sustained  Success  

• Fostering  conversa7ons  and  dialogue  that  lead  to  con7nuous  school  improvement  and  success  in  an  authen7c,  nurturing  way  

Establishing  a  Culture  of  High  Performance  

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District Improvement Monitoring Measures (DIMM)

The  DIMM:    •  Aligns  to  the  goals  of  the  district  and  supports  the  implementa7on  of  the  

District  Improvement  Plan.    •  Iden7fies  measures  that  will  be  monitored  to  gather  meaningful  

informa7on  about  student  growth.  

•  Communicates  trends  and  paLerns  to  foster  transparency  and  assist  in  evalua7ng  efforts.  

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Progress Monitoring Platform •  The  first  areas  to  examine  as  part  of  our  District  Improvement  

Monitoring  Measures  system  have  been  iden7fied.    •  The  iden7fied  areas  will  help  guide  ac7ons  and  decision-­‐

making  at  the  school  and  district  levels  over  the  next  year.  

•  A  dra^  7meline  and  key  data  sets  have  been  developed  to  assist  in  measuring  student  growth  and  scaling  up  efforts.  

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OCT

OBE

R  -­‐  2

016

Elementary  Progress  Monitoring  Pla]orm BOY, MOY, AND EOY: •  K-3 mClass Reading •  4-5 iReady Reading •  3-5 iReady Math •  Subgroup Performance

Monthly: •  Attendance •  Short-Term Suspension

Bi-Annually: •  Pre-K Dial 3 Annually: •  Kindergarten Readiness •  Teacher Turnover •  Principal/Teacher Experience •  Promotion/Retention Rate •  School Climate

Middle  School  Progress  Monitoring  Pla]orm BOY, MOY, AND EOY: •  6-8 iReady (Reading and Math) •  Subgroup Performance

Monthly: •  Attendance •  Short-Term Suspensions

Annually: •  School Climate •  Teacher Turnover •  Principal/Teacher Experience •  Promotion/Retention Rate •  Best Practices Stories

NOVE

MBE

R  -­‐  2

016

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High  School  Progress  Monitoring  Pla]orm Monthly: •  Attendance •  Short and Long Term Suspensions

Bi-Annually: •  Projected Graduation Rate •  Projected Drop-out Rate •  Dual Credit

Annually: •  Teacher Turnover •  Promotion/Retention Rate •  School Climate •  % of 9th graders with 6 or more credits •  CTE Certifications •  % of Advanced Placement Courses offered

DECE

MBE

R  -­‐  2

016

English  Language  Learners  Monitoring  Pla]orm Placement � Home Language Survey � ACCESS Participation •  Attendance •  Short and Long Term Suspensions

Progress Subgroup Performance (EOG, mClass, iReady) •  Rigorous Course Offerings •  Graduation Rate •  Promotion/Retention Rate •  School Climate •  Best Practices Stories

JANUAR

Y  -­‐  2

017

 

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Boys  of  Color  Progress  Monitoring  Pla]orm Engagement •  Attendance •  Short and Long Term Suspensions

Completion •  Graduation Rates •  Dropout Rates •  Retention Rates

Academics •  Pre-School Access •  Levels of Proficiency in Grades 3 and 8 •  EC Identification •  Best Practices Stories

Advanced  Academics  Progress  Monitoring  Pla]orm Placement •  Credit by Demonstrated Mastery •  Early Admissions to Kindergarten •  Grade Acceleration •  CogAt, OLSAT, NNAT

Participation •  Duke TIP Participation •  Honors, AP, College Course Enrollment •  Competitive or Advanced Clubs

Performance •  EOG/EOC •  Graduation Rates •  Comparative Performance Peer Districts •  SAT •  Best Practices Stories

MAR

CH  -­‐  2017

FEBR

UAR

Y  -­‐  2

017

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Our System

MONITOR PROGRESS

MEASURE PROGRESS

FOSTER TRANSPARENCY

SUPPORT REFINEMENT

CONDUCT EVALUATION

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QUESTIONS

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