District Achievement OverviewBoard Report

October 16, 2018

Naomi Calvo, Director of Research, Evaluation & Assessment

The Bellevue School District Vision:❖ To affirm and inspire each and every student to learn and thrive as

creators of their future world.

Agenda

2

1. State of the District

2. Data Highlights

3. Data Charts

4. Q & A

State of the District

3

Student achievement continues to be strong but static. BellevueSchool District continues to be one of the top districts in the state as measured by state test scores but progress has been flat for 6+ years.

What works?

4

In 2004 OSPI issued a report summarizing case study research on school districts that made substantial improvement. They identified a set of common themes:

1. Effective Leadership that:• Focuses on all students learning and embraces the twin goals of excellence and equity with

high expectations for all students.• Encompasses dynamic and distributed leadership. “The ethical and moral nature of effective

leadership is demonstrated when leaders move beyond talking about the belief that students can learn to taking concrete action to change instruction so that students do learn.”

• Stays the course. “Change is seen as a long-term multi-stage process.”

2. Quality Teaching and Learning, including:• High expectations and accountability for adults, with clear expectations for instruction.• Coordinated and aligned curriculum and assessment.• Coordinated and embedded professional development.• Quality classroom instruction, with a district-wide vision for what “good” instruction is.

3. Support for Systemwide Improvement, including using data effectively, strategically allocating resources, and ensuring policy and program coherence.

4. Clear and Collaborative Relationships, including a culture of commitment, collegiality, mutual respect, stability, collaboration, trust, and continuous learning for staff; and which involves family and community as partners.

These elements are reflected in our Strategic Plan; we learn from our mistakes and improve our systems and approach as we stay the course.

2018 Data Highlights (1/2)

5

➢ Are we making progress on our academic key indicators?

▪ BSD student performance on our key indicators continues to be strong but static, for a sixth consecutive year. A high percentage of students are meeting standards -- around 70-90% depending on the indicator – but we have seen slight if any gains over time and scores decreased on some indicators this year.

▪ For comparison purposes, statewide progress has been slightly upward this year in English Language Arts and flat in math.

▪ Science scores fell with the advent of the new state science test, as is common with new exams, though the decline was only half as much as the state average.

▪ Three-year progress by cohort is mostly either flat or erratic.

Slide 7

Slide 8

Slide 11

Slide 12

➢ Are students making adequate progress over the course of the year?

▪ We have substantially more ‘high growth’ students than the national average, and fewer ‘low growth’ students as well, though we are seeing a slight decline in the percent high growth.

▪ An alarming number of our low-performing students are also ‘low growth’, which means they are not on track to catch up.

Slide 13

2018 Data Highlights (2/2)

6

➢ Are we closing our race achievement gaps?

▪ No; for the most part our race gaps have not diminished over time and in some cases appear to be increasing (Black and Hispanic student scores are declining in many grades/subjects, widening the gap). Our racial equity work is ongoing.

Slides14-17

➢ What about other achievement gaps?

▪ Large gaps persist by income, ELL and special education status. The pass rate for students from higher-income families (~80%) is almost twice that of students from low-income families (~40%). The exact numbers vary by grade level and subject, but generally special education and ELL students have pass rates of 20-45% compared to over 75% among students not receiving these services. Girls are also out-performing boys in ELA by around 7-8 percentage points.

Slides 18-19

Progress over time on key academic indicators has been flat or declined this year

7

Indicator 2015 2016 2017 2018

3rd Grade ELA SBA 73% 76% 74% 73%

5th Grade Math SBA 74% 77% 73% 71%

7th Grade Writing SBA* 91% 91% 92% 91%

8th Grade Science (MSP

through 2017; WCAS for 2018)81% 88% 84% 77%**

Selected Indicators for the Academic Success Instructional Initiative

➢ Literacy Indicator Goal: 100% reading at grade level by end of third grade.

➢ Math Indicator Goal: 100% proficient in math by end of fifth grade.

➢ Writing Indicator Goal: 100% of seventh graders proficient in writing.

➢ Science Indicator Goal: 100% of eighth graders proficient in science.

*SBA scores here are for the Writing strand, a section of the English Language Arts test, and show the percent at/near or above standard. (SBA subtests are scored as below standard, at/near standard, or above standard.)**Spring 2018 was the first year of the new state science exam.

For comparison, statewide English Language Arts scores increased slightly and Math scores stayed flat.Science scores just reset with a new exam.

8

Proficiency Rates Change Over Time

Indicator 2015 2016 2017 20182015 to

20162016 to

20172017 to

2018

Net 2015 to

2018

Average Annual Change

Grade 3 ELA

BSD 73% 76% 74% 73% 3 -2 -1 0 0.0

State 52% 54% 53% 56% 2 -1 3 4 1.3

Grade 5 Math

BSD 74% 77% 73% 71% 3 -4 -2 -3 -1.0

State 48% 49% 49% 49% 1 0 0 1 0.3

Grade 8 Science

BSD 81% 88% 84% 77%* 7 -4 -7* -4 -1.3

State 61% 68% 66% 53%* 7 -2 -13* -8 -2.7

* Science assessment changed from MSP to WCAS in 2018.

More detail, by grade and subject:

9

3rd 4th 5th 6th 7th 8th 10th

BSD 73% 76% 77% 76% 78% 82% 84%

State 56% 57% 59% 56% 60% 59% 70%

0%

20%

40%

60%

80%

100%

SBA English Language Arts Pass Rates by Grade:BSD vs State Average - 2018

BSD State

3rd 4th 5th 6th 7th 8th 10th

BSD 76% 75% 71% 71% 74% 74% 75%

State 58% 54% 49% 48% 49% 48% 41%

0%

20%

40%

60%

80%

100%

SBA Math Pass Rates by Grade:BSD vs State Average - 2018

BSD State

BSD students score well above the state average on SBA, in all grade levels and subjects

BSD has a high proportion of students who exceed standards, compared to the state average

10

Statewide, about 50% of fifth graders metstandards in Math. In BSD, over 50% of fifth graders exceededstandards in Math.

10

0% 20% 40% 60% 80% 100%

State

BSD

Grade 3, 2018 SBA English Language Arts

0% 20% 40% 60% 80% 100%

State

BSD

Grade 5, 2018 SBA Math

Well Below Standard Below Standard Meets Standard Exceeds Standard

Science scores were fairly static over five years, then dropped this year with the new science exam.

Scores are likely to climb over the next two years as we become familiar with the new test.

11

2010MSP

2011MSP

2012MSP

2013MSP

2014MSP

2015MSP

2016MSP

2017MSP

2018WCAS

District 62 73 83 82 85 81 85 83 76

State 34 56 66 67 67 63 65 63 55

0

20

40

60

80

100

5th Grade Science Trend

District State

2010MSP

2011MSP

2012MSP

2013MSP

2014MSP

2015MSP

2016MSP

2017MSP

2018WCAS

District 74 80 86 85 90 81 88 84 77

State 55 62 66 65 67 61 68 66 53

0

20

40

60

80

100

8th Grade Science Trend

District State

Percent Proficient

Percent Proficient

Notes: For state and federal accountability, the Washington Comprehensive Assessment of Science (WCAS) is administered to 5th, 8th and 11th grade students. This new test replaces the previous MSP Science test and the End-of-Course Biology test.

Currently, passing the WCAS 11th grade test is not required for graduation. In 2018, approximately 55% of BSD 11th graders took the WCAS; and of those students, 76% met the standard.

We can also look at progress by cohort, rather than by looking at proficiency in a grade level over time. Progress by cohort is declining in Math and erratic in English Language Arts.

12

3rd 4th 5th 6th 7th 8th2016 2017 2018

ELA 77% 78% 80%Math 80% 76% 73%

2016 2017 2018ELA 79% 83% 79%Math 78% 74% 72%

2016 2017 2018ELA 81% 77% 82%Math 79% 75% 77%

2016 2017 2018ELA 82% 85% 84%Math 77% 78% 74%

LEGEND

Upward trend

Flat or erratic

Downward trend

Note: Students must have test scores for all three consecutive years in order to be included in the cohort results shown here. 12

In addition to performance (the percent of students meeting state standards), it is helpful to look at growth (how much progress students make over the course of the year).

What is STAR’s student growth measure? STAR growth scores reflect the amount of progress that a student made over the course of the year relative to his/her academic peers nationally (“academic peers” are same-grade students who started the year with similar achievement levels). By convention, “low growth” is the bottom third of the distribution, “typical growth” is the middle third, and “high growth” is the top third. Generally students need to be at least at the 40th growth percentile to stay on track, so when we don’t need to look at a more nuanced distribution we often use just two categories, with “low growth” being below the 40th growth percentile and “solid growth” being above.

GrowthCategory

BSD Reading

BSD Math

2016 2017 2018 2016 2017 2018

Low 26% 28% 29% 28% 31% 32%

Typical 34% 31% 31% 32% 30% 31%

High 41% 41% 40% 40% 38% 37%

BSD continues to have slightly fewer “low growth” students and more “high growth” students than the national average, in both reading & math, though math growth has been falling slightly.

Percent of students making low, typical and high growth in reading and math (STAR grades 3-8)

Note: For comparison purposes, the national average is 33% in each category.

Are we making progress on productively closing the race achievement gaps?

14

Race gaps persist, and appear to be widening slightly in most subjects & grade spans due to our failure to meet the needs of Black and Hispanic students.

14 0%

20%

40%

60%

80%

100%

2015 2016 2017 2018

ELA SBA % Proficient,Grades 3-5

All Asian Black Latino Multi Ethnic White

Race gaps: elementary school math

15

15 0%

20%

40%

60%

80%

100%

2015 2016 2017 2018

Math SBA % Proficient,Grades 3-5

All Asian Black Latino Multi Ethnic White

Race gaps: middle school English Language Arts

16

16 0%

20%

40%

60%

80%

100%

2015 2016 2017 2018

ELA SBA % Proficient,Grades 6-8

All Asian Black Latino Multi Ethnic White

Race gaps: middle school math

17Note: High school analyses will be included in future Career & College Readiness reports.

170%

20%

40%

60%

80%

100%

2015 2016 2017 2018

Math SBA % Proficient,Grades 6-8

All Asian Black Latino Multi Ethnic White

Other Gaps Persist As Well

SBA Achievement Gaps, Grades 3-5, Spring 2018

18

% Meeting StandardsCategory Subgroup ELA Math Total #Race/Ethnicity Asian 85% 87% 1909

Black 40% 37% 124Hispanic 45% 40% 567Multi-Ethnic 75% 71% 448

White 78% 73% 1537

Free/Reduced

Price Meals

Eligible 42% 37% 883

Not Eligible 83% 82% 3717Gender Female 79% 72% 2229

Male 72% 75% 2372ELL Status ELL 25% 37% 553

Not ELL 82% 79% 4067

Special Education Has IEP 44% 37% 330

No IEP 78% 77% 4270504 Plan Status Has 504 65% 64% 189

No 504 76% 74% 4411Adv. Learning /

Traditional Program

Adv. Learning 99% 99% 720

Traditional 71% 69% 3880Total 75% 74% 4601 18

SBA Achievement Gaps, Grades 6-8, Spring 2018

19

% Meeting Standards

Category Subgroup ELA Math Total #Race/Ethnicity Asian 89% 88% 1802

Black 45% 24% 127Hispanic 54% 36% 496Multi-Ethnic 79% 75% 425

White 79% 70% 1757

Free/Reduced

Price Meals

Eligible 49% 35% 797

Not Eligible 85% 80% 3824Gender Female 83% 72% 2255

Male 75% 73% 2367ELL Status ELL 20% 32% 259

Not ELL 82% 75% 4362Special Education Has IEP 37% 26% 323

No IEP 82% 76% 4298504 Plan Status Has 504 67% 59% 320

No 504 80% 74% 4301Adv. Learning /

Traditional Program

Adv. Learning 99% 99% 816

Traditional 74% 67% 3805Total 79% 73% 4622

19

Questions / More Information

20

For additional information regarding this presentation contact:

The Bellevue School District Vision:❖ To affirm and inspire each and every student to learn and thrive

as creators of their future world.

Naomi Calvo, Director of Research, Evaluation & AssessmentEmail: calvon@bsd405.orgPhone: (425) 456-4274