BurlingtonBurlington Public Schools Public Schools

Instruction ReportOctober 2009October 2009

2

Education is not the filling of a pail, but the lighting of a

fire.--William Butler Yeats

“Education is the best investment .”

--Excerpt from Speech

by Federal Reserve Chairman Ben BernankeBefore the U.S. Chamber of Commerce

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Who We Are . . .Who We Are . . . Our Demographics Our Demographics

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A Local, Global A Local, Global CommunityCommunity

There are now 17 different languages used by students in the school system;

Gujarati and Portuguese with the greatest second language representation;

Of the 248 graduates of the Class of 2008, 193 attended BHS all four years.

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6

Burlington Public SchoolsNCLB Ethnicity Subgroup Information

October 20083,650

October 20093,712

Asian Pacific13.81%

White79.31%

American Indian0.99%

African American3.7%

Hispanic2.19%

Asian Pacific13.98%

White78.58%

American Indian0.51%

African American4.2%

Hispanic2.64%

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Burlington Public SchoolsSubgroup Information

Free and Reduced Lunch Count

October 2009

3,42092.13%

2927.87%

October 2008245

6.71%

3,40593.29%

Free and ReducedNon-Participants

2008/2009 Student Changes

• Need for more second language support

• Title I amounts decreasing while the population served is increasing.

• ELL is the primary focus of DESE Corrective Action Plan.

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(2008)/2009 Delta

Title I (142)/234 +92

LEP (43)/61 +18

FLNE (381)/404 +23

Take Home MessageTake Home MessageBurlington is becoming more diverse. We view diversity as an opportunity for students to experience locally the global community that they will be experiencing as adults.

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The When . . .The When . . .

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““When planning for a When planning for a year, plant corn. When year, plant corn. When planning for a decade, planning for a decade, plant trees. When plant trees. When planning for life, train and planning for life, train and educate people.”educate people.”

--Chinese --Chinese ProverbProverb

Take Home MessagesTake Home Messages

We need to stop planning for the 21st century as we are almost through its first decade.

THE WHEN IS NOW!

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The What . . .The What . . .

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Federal and State Federal and State Performance MeasuresPerformance Measures

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Adequate Yearly Adequate Yearly ProgressProgress(AYP)(AYP)

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To Make AYP in 2009To Make AYP in 2009

A student group must meet:

(A) a student participation requirement,either(B) the state’s 2009 performance target for that subjectOr(C) The group’s own 2009 improvement target,And(D) An additional attendance or graduation requirement

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Changes in AYP BenchmarksChanges in AYP Benchmarks((AAdequate dequate YYearly early PProgress)rogress)

AYP is part of NCLB and is based on MCAS Scores;

The baseline remains at 90.2% in English; and

84.3% in Math for 2009-10;

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ELA AYP State Performance Targets

Per

cent

School Years

70.7

75.6 75.680.5 80.5

85.4 85.4

90.2 90.295.1 95.1

100 100

0

10

20

30

40

50

60

70

80

90

100

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-2011 2011-12 20012-13 2013-14

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Math AYP State Performance Targets

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60.8 60.8

68.7 68.7

76.5 76.5

84.3 84.3

92.2 92.2100 100

0

10

20

30

40

50

60

70

80

90

100

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-2011 2011-12 20012-13 2013-14

Per

cent

School Years

The Nine AYP SubgroupsThe Nine AYP Subgroupsas Defined by the MA Regulations in as Defined by the MA Regulations in

response to the NCLB Actresponse to the NCLB Act

1. Aggregate (all students)2. African American/Black Students3. Hispanic Students4. White Students5. Limited English Proficient (LEP) Students6. Low Income7. Special Education8. Native American9. Asian or Pacific Islander

Note: The same student may fall within five of these subgroups

and be counted five times. If s/he does not pass an MCAS, it counts against the school and division all five times.

Subgroup populations over 40 contribute to AYP

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District English Language Arts (ELA) AYP 2008-09 (Based on 2008-09 MCAS Results)

Grade Spans

District and

School Levels

2008 2009

2009 Subgroups Not Making AYP

Grades 3-5 Aggregate No Yes Asian/Pac. Islander; Low Income

All Subgroups

No No

Grades 6-8 Aggregate Yes Yes Special Education; Low Income

All Subgroups

No No

Grades 9-12 Aggregate Yes Yes

All Subgroups

Yes Yes

A district is newly identified for improvement if it fails to make A district is newly identified for improvement if it fails to make AYP in the same subject area and all grade-spans, for students in AYP in the same subject area and all grade-spans, for students in the aggregate or any subgroup, for two consecutive years. A the aggregate or any subgroup, for two consecutive years. A district will have no accountability status if it makes AYP in the district will have no accountability status if it makes AYP in the same subject area for at least one grade-span for two same subject area for at least one grade-span for two consecutive years.consecutive years.

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District Mathematics AYP 2008-09 (Based on 2008-09 MCAS Results)

Grade Spans

District and

School Levels

2008 2009

2009 Subgroups Not Making AYP

Grades 3-5 Aggregate Yes Yes Special Education; Low Income

All Subgroups

No No

Grades 6-8 Aggregate Yes No White; Special Education; Low Income

All Subgroups

No No

Grades 9-12 Aggregate Yes Yes

All Subgroups

Yes Yes

A district is newly identified for improvement if it fails to make A district is newly identified for improvement if it fails to make AYP in the same subject area and all grade-spans, for students in AYP in the same subject area and all grade-spans, for students in the aggregate or any subgroup, for two consecutive years. A the aggregate or any subgroup, for two consecutive years. A district will have no accountability status if it makes AYP in the district will have no accountability status if it makes AYP in the same subject area for at least one grade-span for two same subject area for at least one grade-span for two consecutive years.consecutive years.

Pass Rates (Proficient and Pass Rates (Proficient and Advanced) and TrendsAdvanced) and Trendsin Percentagesin Percentagesby Grade Levelby Grade Leveland Subject Areaand Subject Area

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2009 MCAS DATA

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24

25

26

27

28

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Yearly TrendsYearly Trends

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Third Grade MCAS Trends2003-2009

-20

0

20

40

60

80

100

2003 2004 2005 2006 2007 2008 2009

EnglishMath

Per

cen

tag

e P

asse

d

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Fourth Grade MCAS Trends2003-2009

0

10

20

30

40

50

60

70

80

90

100

2003 2004 2005 2006 2007 2008 2009

EnglishMath

Per

cen

tag

e P

asse

d

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Fifth Grade MCAS Trends2003-2009

0

10

20

30

40

50

60

70

80

90

2003 2004 2005 2006 2007 2008 2009

English

Math

Science

Per

cen

tag

e P

asse

d

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Sixth Grade MCAS Trends2003-2009

0

10

20

30

40

50

60

70

80

90

2003 2004 2005 2006 2007 2008 2009

English

Math

Per

cen

tag

e P

asse

d

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Seventh Grade MCAS Trends2003-2009

01020304050

60708090

100

2003 2004 2005 2006 2007 2008 2009

English

Math

Per

cen

tag

e P

asse

d

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Eighth Grade MCAS Trends2003-2009

01020304050

60708090

100

2003 2004 2005 2006 2007 2008 2009

English

Math

Science

Per

cen

tag

e P

asse

d

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Grade 10English MCAS Trends 2003-2009

0102030405060708090

100

2003 2004 2005 2006 2007 2008 2009

ELA

Per

cen

tag

e P

asse

d

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Grade 10 Math MCAS Trends 1998-2009

01020304050

60708090

100

2003 2004 2005 2006 2007 2008 2009

Math

Per

cen

tag

e P

asse

d

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Grade 10 Science MCAS Trends 2003-2009

0

10

20

30

40

50

60

70

80

90

2003 2004 2005 2006 2007 2008 2009

Intro Physics

Biology*

Chemistry*

Sci Tech Engin

Other Academic BenchmarksOther Academic Benchmarks

Advanced Placement Tests Taken

Advance Placement Course Enrollment

College Courses Taken

PSAT/SAT Scores

Club Participation

Community Service

4040

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Advanced Program DataProgram Type 2006-07

Count

2007-08

Count

2008-09

Count

Advanced Placement Tests Taken

Total Tests:

176

Total Tests:

178

Total Tests:

222

Advanced Placement Course Enrollment

Total Students: 117 Total Students: 116 Total Students: 130

Industry Certifications 0 0 0

College Courses Taken 0 16 BHS students

participated in a Bay Path College

course

11 BHS Students participated in a Bay Pay College

Course

69 Students Participated in a

Mass Bay Calculus Course

Virtual High School

(VHS) 0 5 28 ( still filling slots)

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SAT Results 2001-2009

YearNo.

Tested

Verbal/Critical Reading

Math Writing

2001 189 490 512

2002 214 497 527

2003 208 517 543

2004 199 504 532

2005 212 511 542

2006 225 516 551 520

2007 232 521 539 509

2008 241 526 545 527

2009 213 521 546 519

YearNo.

Tested

Verbal/Critical

ReadingMath Writing

2001 55

2002 66

2003 61

2004 58 588 619

2005 64 608 633

2006 69 606 634 617

2007 48 624 639 603

2008 56 589 640 609

2009 52 600 644 609

STUDENTS WITH SAT ISTUDENTS WITH SAT IMEAN SCORESMEAN SCORES

STUDENTS WITH BOTHSTUDENTS WITH BOTHSAT I AND II MEAN SCORESSAT I AND II MEAN SCORES

Take Home MessagesTake Home Messages

In regards to MCAS, BPS need to focus on expecting more students to score in the proficient and advanced categories;

In regards to AYP, BPS need to focus on students in the following groups identified by NCLB:– Students who are Economically-

Disadvantaged; and– Students with Disabilities.

The Division’s journey to excellence in student achievement is mapped using more than test scores – other measures need to be purposeful and public.

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The HowThe How

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““Organizations are well Organizations are well designed for the results that designed for the results that they achieve.” they achieve.”

-- Read this phrase many times but unsure who to credit-- Read this phrase many times but unsure who to credit

Expanding Opportunities NowExpanding Opportunities Now

Focus on Increasing Capacity – Knowledge and Skill, Student Outcomes, Empowering Conditions;

Common Standards/Expectations;– Are Core Programs reaching 80% of Students

– Increased Inclusion

– Focus on Growth

– PK-12 Student Expectations

Response to Intervention (RTI); andClassroom Learning Walks

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The Critical School Committee The Critical School Committee QuestionsQuestions

Are our core district reading and mathematic programs reaching 80% of our students?

If not, why not?

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Concluding Take Home MessageConcluding Take Home Message

Proficiency is NOT Excellence

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