Welcome to the 2016

Gilbert Public Schools Governing Board

Retreat

Dr. Christina M. Kishimoto, Superintendent

Gilbert Public Schools Governing Board Data Dashboard Report

August 19, 2016

Dr. Christina M. KishimotoSuperintendent

Brandie HarrisDirector of Assessment

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Summary of Elementary ELA● Spring 2016 AzMERIT administration marks second

testing experience with AzCCRS alignment● GPS continues to outperform Arizona averages by at

least 15 points in Grades 3 - 6● GPS Grade 5 increased by 15 points from 2015 to

2016; this followed the state trend● GPS saw a 1% decrease in proficiency at Grades 3

and 6● System of District-level assessments have been put

in place to provide frequent checks for Mastery of Essential Standards K-3

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2016 - 2017 ELA Focus

● Create and provide quarterly standards-based ELA Professional Development K-12 including integration of Social Studies and Science

● Continue the development of the Digital Curriculum Platform to ensure central resources for teachers planning instruction

● Continue refinement of the District’s Curriculum, Instruction, and Assessment philosophy to include Scholarship, Innovation, Technology, Student Voice, and Personalization

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Summary of Secondary Mathematics● Change in ADE’s testing policy for Grade 8

Mathematics: Honors Math 8 students only took Algebra I EOC, instead of EOC and Mathematics 8 AzMERIT

● The removal of Honors Math 8 students resulted in the decrease in the Proficiency Rate from 2015 (48%) to 2016 (34%)

● Algebra I Proficiency Rate increased 10 points; Geometry and Algebra II Proficiency Rates remained consistent

● GPS continues to outperform the State averages, between 8 and 25 points across secondary grades tested

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2016 - 2017 Mathematics Focus● Analyze 8th grade Algebra I Bridge Pilot data to support

planning math success in 9th grade

● Create and provide quarterly standards-based Math Professional Development K-12, with additional coaching support in high school Algebra I

● Continue the development of the Digital Curriculum Platform to ensure central resources for teachers planning instruction

● Continue refinement of the District’s Curriculum, Instruction, and Assessment philosophy to include Scholarship, Innovation, Technology, Student Voice, and Personalization

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Summary of Science

● Grades 4 and 8 continue to make incremental progress in Proficiency Rates, both increasing by 2 points from 2015 to 2016

● High School Proficiency remains at 53% ● Grade 9 AIMS Science testers perform better than

their Grade 10 peers, with Grade 9 at 54% Proficiency and Grade 10 at 36%.

● State of Arizona proficiency rates have not yet been made available. GPS typically outperforms AZ at all levels for AIMS Science

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2016-2017 Science Focus

● Create and provide quarterly standards-based Science Professional Development K-12 with integration of ELA, and increase coaching support in high school Biology

● Provide Professional Development to K-6 staff on realignment of Science Kits with Arizona State Science Standards and additional resources

● Analyze data for newly implemented District-level Assessments at the Elementary, Junior High and High School (Biology, Chemistry, Physics)

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The American Civics Act

● HB 2064 Graduation Requirement: Civics Test

○ Requires students, beginning with the graduation class of 2017, to pass a test identical to the civics portion of the naturalization test used by the US Citizenship and Immigration Services

○ Defines passing the test as answering 60 of 100 correctly, and allows students to retake the test multiple times

○ Authorizes School Boards to determine the manner and method of administering the test

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Civics Requirement

● In 2015-2016, blanket tested all 8th grade students. Of the 2,824 students tested, 86% successfully met the requirement

● During the Winter of 2015 and Spring of 2016, GPS began providing testing opportunities for high school students, emphasizing Cohort 2017

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Civics Requirement

● 89% of the Class of 2017 have already met the ACA Graduation Requirement. Students who have not yet fulfilled the requirement will be given as many opportunities as necessary prior to graduation

● GPS will continue to provide classes of 2018, 2019, and 2020 with testing opportunities

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2016-2017 Civics Focus● GPS will test all 8th graders to fulfill the

requirement prior to entering high school● Students who enter GPS after Grade 8 and have

not met the ACA Graduation Requirement will be given the opportunity to satisfy the requirement

● During the 2016-2017 school year, the Grade 8 Social Studies Curriculum will be reviewed to ensure students successfully meet the ACA Requirement upon the first administration

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ACT Summary

● ACT summary data provides an incomplete picture since only 888 self-selecting of 3,039 students participated in 2015 ACT administration which represents only about ⅓ of students

● Students who take the ACT are typically college bound immediately after high school

● The advantage of participating in the ACT is an automatic connection to scholarships and university communities

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2016-2017 ACT Focus

● How can this data be more meaningful for Gilbert Public Schools?○ Include all Juniors in ACT Testing○ Full cohort participation will provide accurate

data in regard to all students and their college and/or career readiness

○ The ACT directly aligns to AzCCRS and will provide additional data for schools in course development

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Career & Technical Education AssessmentsTechnical Skill Attainment

Calculation Used to Determine District Level of Performance:● N - Numerator: Number of CTE concentrators who completed the

state-designated sequence of instruction and passed the technical skills assessment and left secondary education in the reporting year

● D - Denominator: Number of CTE concentrators who completed the state-designated sequence of instruction and then took the technical skills assessment and left secondary education in the reporting year

District Performance Level: 91.3 %State Required Performance Level: 78 %

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Summary of Career & Technical Education

● Required passing scores by the state are expected to increase based upon individual test validity and the setting of norms

● Professional development for instructors will remain a focus as industry validated standards and assessments continue to be updated

● Continue use of assessment results and data to make adjustments and modifications to instruction as needed

● Align CTE Assessments to minimize overlapping with other state assessments

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Summary of English Language Learners (ELL)

● Thresholds of Proficiency have been raised to align with Arizona’s College and Career Ready Standards and its corresponding assessment, AzMERIT

● Spring 2016 Reclassification Rates are considered baseline data

● Conduct an internal review of the English Language Development (ELD) curriculum to identify programmatic needs

● Continue to review and refine the ELL program and supports provided to students to increase their English proficiency

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Graduation Rate Summary● National Graduation Rate reached an all time

high of 82%

● Arizona Graduation Rate continues an upward trend and is currently at 78%

● Gilbert Public Schools Graduation Rate has increased in the past six years and remains at 90%

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Graduation Rate Summary● GPS graduation rate continues to trend upward● GPS secondary students have alternative options

(Canyon Valley and Global Academy)● Students identified in the Bottom Quartile of our state

achievement data have a graduation rate of 91%● GPS disaggregated graduation data indicates an overall

increase in the majority of subgroups from 2015 to 2016● Special Education graduation rate has trended up for 6

years● Low SES identification beginning in 2014 needs to be

investigated

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Canyon Valley School Number of Program Graduates

2011-2016

2011 2012 2013 2014 2015 2016

87 53 75 72 71 69

Canyon Valley School provides a secondary education option for all Gilbert Public Schools students, grades 9-12. Emphasis is placed on credit recovery, acceleration, and ultimately high school graduation.

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Data Dashboard Next Steps● Feedback from Governing Board Members● Individual Growth Goals identified and distributed

in prototype for School-level Dashboard, September 2016

● Maximize data accessibility for teachers and principals within existing systems with the support of academic database analyst

● August 2017 -- Proposed Annual Governing Board Data Retreat

Curriculum Review of Algebra IGoverning Board Retreat

August 19, 2016

Dr. Christina M. Kishimoto Linda McKeever Superintendent Chief Academic Officer

IntroductionThe Algebra I Review Committee analyzed current Algebra I course programming in preparing GPS students for higher level math courses.

Research confirms the connection between the mastery of Algebra I concepts, success in upper level math courses, and postsecondary success (Achieve, 2008; Annenberg Institute, 2012; American Institute for Research, 2006).

Math Course Requirements

GPS Policy IKF - Graduation Requirements, states that students must earn four credits in math to be eligible for graduation from a Gilbert Public School. Generally GPS students meet the first three course requirements through completion of Algebra I, Geometry, and Algebra II and may choose from several options to fulfill the final requirement. GPS junior highs offer Algebra I for high school credit.

Review ProcessUsing the Curriculum Continuous Improvement Process, the committee followed these action steps relevant to the GPS Algebra I course :

● Reviewed curriculum-related documents● Reviewed Algebra I data from District and State assessments● Administered teacher surveys ● Administered student surveys ● Summarized findings● Developed recommendations

Teacher Survey

● Teachers who responded indicated they had participated in “little or no” District professional development in AZCCRS, assessment approaches or in the use of technology in math (above 50%)

● The majority of teachers who responded identified their years of experience ranged between 3-21+

Student Survey

● The majority of students who responded to the survey were enrolled in Algebra I

● The feeling of at least “somewhat prepared” for Algebra I was identified by 91.4% of students surveyed

● The feeling of at least “somewhat prepared” for future math courses was identified by 85.7% of students

Findings1. Junior high and high school curricula differ in instructional

approach.2. Students have gaps in their understanding of math concepts

and skills.3. GPS lacks current pacing and curriculum documents for

math courses.4. Standards are not driving instruction.5. Previous State and District assessments have not been

accurate measures of mastery of AZCCRS.6. The District does not have a consistent plan to address

student failure in math.7. Professional development opportunities in math have been

limited.

Recommendations1. Provide opportunities for collaboration and support for

junior high and high school teachers with implementation of the Standards for Mathematical Practices.

2. Create a plan to address the gaps in student understanding of math concepts or skills.

3. Develop pacing and curriculum guides.4. Drive instruction using the State standards.5. Utilize State and District assessment data to make

instructional decisions.6. Create a uniform plan for how course failures are addressed.7. Continue gathering data on the Math Bridge class and

student growth.8. Provide high level professional development opportunities

targeted to Algebra I teachers.

Curriculum Review of BiologyGoverning Board Retreat

August 19, 2016

Dr. Christina M. Kishimoto Linda McKeever Superintendent Chief Academic Officer

Introduction

The Biology Review Committee included secondary teachers who met to analyze data relevant to professional development, curriculum documents, resources, assessments and student achievement. The committee identified findings and developed recommendations based on those findings.

Science Course RequirementsGPS Policy IKF - Graduation Requirements, states that students must earn three credits in science to be eligible for graduation from a Gilbert Public School.

Arizona State University requires three lab science credits that must include at least three of the four areas: Chemistry, Physics, Earth, and Biological Sciences.

Review ProcessUsing the Curriculum Continuous Improvement Process, the committee followed these action steps relevant to the GPS Biology course :

● Reviewed curriculum-related documents● Reviewed Biology data from District and State assessments● Administered teacher surveys to gather data● Administered student surveys to gather data ● Summarized findings● Developed recommendations

Teacher Survey● 66% of eligible high school teachers

participated in the survey (54/81) ● Teacher responses to questions referring to

physically using the AZ state standards follow by category:○ 65% referred to the standards for course scope and

sequence○ 42% to 49% referred to the standards in writing

learning targets, writing the course syllabus, weekly lesson planning, and creating course assessments

○ 11% did not refer to the standards

Student Survey

● A total of 35% of sophomore students who had taken AIMS Science the prior year participated in the survey (1,027/2,929).

● 57% of students responded that they felt “most prepared/prepared” for the AIMS Science; 43% of students responded that they felt “less than prepared” for the AIMS Science.

Findings1. Biology curriculum was most recently updated in 2006.2. Standards and assessments are not driving instruction : <50%

of teachers surveyed reference standards in writing their course syllabus, creating assessments, lesson plans, and learning targets.

3. Assessments prior to the 2015-2016 school year have not been accurate measures of standards mastery.

4. AIMS high school Science scores indicate a downward trend.5. Lack of accountability may impact student success on AIMS

Science.6. Foundational science instruction at K-6 is not delivered

regularly.7. GPS lacks Biology pacing and curriculum documents.8. Professional development opportunities are limited in

secondary science.

Recommendations1. Collaborate to revise a comprehensive Biology curriculum.2. Offer support to drive instruction using standards and

assessment data.3. Change the assessment philosophy.4. Increase accountability for students taking AIMS Science.5. Science instruction must begin in the earliest grades and

progress to higher level thinking and inquiry at secondary levels.

6. Develop pacing guides and curriculum maps.7. Provide professional development to Biology teachers on ways

to implement reading strategies for students using complex expository text.

8. Provide highly targeted professional development to Biology teachers.

Governing Board Goals2015 - 2016

1. Establish a baseline district-level Academic Data Dashboard that can be utilized as a

district “report card,” which will be used to annually report on student achievement growth and success based on key performance indicators.

2. Utilize the 2014 - 2015 Demographic Study to identify future priorities related to enrollment, space utilization, construction, and school design. Establish an on-going process for periodic review of demographic data.

3. Identify a permanent location for Gilbert Classical Academy and finalize a comprehensive plan to support full implementation of the school design.

Adopted by the Governing Board on September 22, 2015