2010-2011 Grinnell High School Student Achievement Data

2010-2011

Grinnell High School Student Achievement Data

Definition of termsAIG: Annual Improvement Goals (Set by the

district, must be measurable, approved by the School Improvement Advisory Committee and then by the board)

SIAC: School Improvement Advisory Committee (District Employees, Community Members who look at student achievement data and make a recommendation to the board for student achievement goals).

AYP: Adequate Yearly Progress (NCLB stair-step model of proficiency) which is reported to the state. Schools must meet AYP or go on a watch list, then become a SINA school

District Annual Improvement Goals Decrease the percentage by 50% of non-

proficient students in grades 4, 8, and 11 as compared to their matched cohort FAY percentile scores in grades 3, 7, and 10 in reading comprehension and mathematics, and in grade 8 and 11 as compared to their matched cohort FAY percentile scores in grades 7 and 10 in science, as measured by the appropriate ITBS and ITED subtests.

GHS Reading Data (AIG)In 2009-10, 23 students were considered non-

proficient in Reading Comprehension in the 10th Grade.

17 of those students improved their percentile ranking as 11th Graders

However, only 12 of the 23 students become proficient.

RESULT: Goal to reduce number of non-proficient students by 50% was met by 1 student in Reading Comprehension.

IF we look at the same cohort FAY % of student non-proficiency from 09-10 (21.5%) to 10-11 (18.7%), we did not meet the goal.

Reading Proficiency: Class of 2011

Reading Proficiency: Class of 2012

Reading Proficiency: Class of 2013

Reading Proficiency: Class of 2014

9th Reading Comp. Biennium

10th Reading Comp. Biennium

11th Reading Comp. Biennium

11th Reading Comp. Biennium (F/R)

11th Reading Comp. Biennium (Non F/R)

11th Reading Comp. Biennium (IEP)

11th Reading Comp. Biennium (Non-IEP)

AYP (NCLB) Trajectory

District Annual Improvement GoalsIncrease the percentage of students whose

reading comprehension NSS are above the typical NSS increase for grades 4, 8, and 11 as compared to their matched cohort FAY NSS scores in grades 3, 7, and 10 in reading comprehension and mathematics, and in grades 8 and 11 as compared to their matched cohort FAY NSS scores in grades 7 and 10 in science, as measured by the appropriate ITBS and ITED subtests.

GHS Reading Data (AIG)In 2009-10, 47 students had a National

Standard Score “less than typical” (268) in Reading Comprehension in the 10th Grade.

40 of those students improved their NSS as 11th Graders

However, 18 of the 47 students improved their scores to meet the typical NSS of 275.

RESULT: Goal to increase the percentage of students scoring above the typical NSS was met in Reading Comprehension.

Reading: Less Than Typical NSS

Reading: Exceeding NSS Growth

Reading: NSS Average Growth

9th Reading: % Correct Comparisons

9th Reading: % Correct Comparisons

9th Reading: % Correct Comparisons

9th Reading: % Correct Comparisons

10th Reading: % Correct Comparisons

10th Reading: % Correct Comparisons

10th Reading: % Correct Comparisons

10th Reading: % Correct Comparisons

11th Reading: % Correct Comparisons

11th Reading: % Correct Comparisons

11th Reading: % Correct Comparisons

11th Reading: % Correct Comparisons

District Annual Improvement Goals Decrease the percentage by 50% of non-

proficient students in grades 4, 8, and 11 as compared to their matched cohort FAY percentile scores in grades 3, 7, and 10 in reading comprehension and mathematics, and in grade 8 and 11 as compared to their matched cohort FAY percentile scores in grades 7 and 10 in science, as measured by the appropriate ITBS and ITED subtests.

GHS Math Data (AIG)In 2009-10, 21 students were considered non-

proficient in Math in the 10th Grade.13 of those students improved their percentile

ranking as 11th GradersHowever, only 5 of the 21 students become

proficient. RESULT: Goal to reduce number of non-

proficient students by 50% was not met by 6 students in Math

IF we look at the same cohort FAY % of student non-proficiency from 09-10 (16.8%) to 10-11 (19.6%), we did not meet the goal.

Math Proficiency: Class of 2011

Math Proficiency: Class of 2012

Math Proficiency: Class of 2013

Math Proficiency: Class of 2014

9th Math Biennium

10th Math Biennium

11th Math Biennium

11th Math Biennium (F/R)

11th Math Biennium (Non F/R)

11th Math Biennium (IEP)

11th Math Biennium (Non-IEP)

AYP (NCLB) Trajectory

District Annual Improvement GoalsIncrease the percentage of students whose

reading comprehension NSS are above the typical NSS increase for grades 4, 8, and 11 as compared to their matched cohort FAY NSS scores in grades 3, 7, and 10 in reading comprehension and mathematics, and in grades 8 and 11 as compared to their matched cohort FAY NSS scores in grades 7 and 10 in science, as measured by the appropriate ITBS and ITED subtests.

GHS Math Data (AIG)In 2009-10, 33 students had a National

Standard Score “less than typical” (268) in Math in the 10th Grade.

24 of those students improved their NSS as 11th Graders

However, 9 of the 33 students improved their scores to meet the typical NSS of 275.

RESULT: Goal to increase the percentage of students scoring above the typical NSS in Math was met.

Math: Less Than Typical NSS

Math: Exceeding NSS Growth

Math: Average NSS Growth

9th Math: % Correct Comparisons

9th Math: % Correct Comparisons

9th Math: % Correct Comparisons

9th Math: % Correct Comparisons

10th Math: % Correct Comparisons

10th Math: % Correct Comparisons

10th Math: % Correct Comparisons

10th Math: % Correct Comparisons

11th Math: % Correct Comparisons

11th Math: % Correct Comparisons

11th Math: % Correct Comparisons

11th Math: % Correct Comparisons

GHS Science Data (AIG)In 2009-10, 23 students were considered non-

proficient in Science in the 10th Grade.21 of those students improved their percentile

ranking as 11th GradersHowever, 16 of the 23 students become

proficient. RESULT: Goal to reduce number of non-

proficient students by 50% was met by 4 students in Science

IF we look at the same cohort FAY % of student non-proficiency from 09-10 (18.9%) to 10-11 (7.5%), we did meet the goal.

Science Proficiency: Class of 2011

Science Proficiency: Class of 2012

Science Proficiency: Class of 2013

Science Proficiency: Class of 2014

9th Science Biennium

10th Science Biennium

11th Science Biennium

11th Science Biennium (F/R)

11th Science Biennium (Non F/R)

11th Science Biennium (IEP)

11th Science Biennium (Non-IEP)

District Annual Improvement GoalsIncrease the percentage of students whose

reading comprehension NSS are above the typical NSS increase for grades 4, 8, and 11 as compared to their matched cohort FAY NSS scores in grades 3, 7, and 10 in reading comprehension and mathematics, and in grades 8 and 11 as compared to their matched cohort FAY NSS scores in grades 7 and 10 in science, as measured by the appropriate ITBS and ITED subtests.

GHS Science Data (AIG)In 2009-10, 38 students had a National

Standard Score “less than typical” (268) in Science in the 10th Grade.

35 of those students improved their NSS as 11th Graders

However, 24 of the 33 students improved their scores to meet the typical NSS of 275.

RESULT: Goal to increase the percentage of students scoring above the typical NSS in Science was met.

Science: Less Than Typical NSS

Science: Exceeding NSS Growth

Science: Average NSS Growth

9th Science: % Correct Comparisons

9th Science: % Correct Comparisons

9th Science: % Correct Comparisons

9th Science: % Correct Comparisons

10th Science: % Correct Comparisons

10th Science: % Correct Comparisons

10th Science: % Correct Comparisons

10th Science: % Correct Comparisons

11th Science: % Correct Comparisons

11th Science: % Correct Comparisons

11th Science: % Correct Comparisons

11th Science: % Correct Comparisons

ACT Data (Does not include 10-11)

ACT Data (Does not include 10-11)

ACT Data (Does not include 10-11)

ACT Data (Does not include 10-11)

ACT Data (Does not include 10-11)

ACT Data (Does not include 10-11)

ACT Data (Does not include 10-11)

ACT Data (Does not include 10-11)

Student Failure Data (% of Single F Grades)

Student Failure Data (% of Multiple F Grades)

GHS Total % of Failing Grades

At-Risk Information & CriteriaAt-Risk is a term defined by the Dept. of Ed.as

students “who need supports in order to ensure they make sufficient academic progress to graduate.”

Criteria are set locally as:1)Chronic failure (1 core or 1+ elective courses)2)Excessive absenteeism (below building ADA %)3)Disciplinary Referrals (above average for building)4)2 years non-proficient on ITED Reading or Math5)No extracurricular involvement in school events* Students must meet 2 of the previous criteria

10-11 At-Risk Percentages

Average Daily Attendance Trends

% of Absences: Unexcused

Tardiness & Truancy: Raw Totals

% Of Students in “tardy bands”

% Of Students in “truancy bands”

Trends . . . What did you see that constituted a trend

(movement of data in one direction or another?)- From our discussion Tuesday, our faculty noted that Reading

Comprehension has lacked focus over the past few years and it would behoove us to review strategies to address this

Without gearing our whole professional development for 2011-12 toward ITED scores, what are some very simple things we could be doing in our classes to help improve these numbers?

- Looking at some different kinds of strategies to help students read for a purpose, be held accountable to the reading, and simply reading more often for a variety of reasons in class will help students get in the habit of reading more in school and to help them understand that this will be an expectation in all of their classes.

Tentative Action Plan for GHSDepartments will continue to look at data from ITED

to determine what skill areas can be addressed seamlessly within existing curriculum and implement strategies to address deficient skills

Reading comprehension strategies will be reviewed and accountability strategies will be introduced to increase the amount of reading done in the content areas

GHS faculty will continue to develop and strengthen relationships with students through the Seminar program to reduce the number of unexcused absences and increase average daily attendance

2011-12 District AIGAll FAY students in grades 4, 8, and 11 will

meet or exceed typical NSS growth on Iowa Testing in math and reading.

All FAY students in grades 8 and 11 will meet or exceed typical NSS growth on Iowa Testing in science.

The district will develop a common language and process to assist students in goal setting to promote individual growth K-12.