2019 School hool R Repor port Ca Cards ds a and d District - - PowerPoint PPT Presentation

2019 School hool R Repor port Ca Cards ds a and d District ct A Acad ademic c Goa

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BOARD OF EDUCATION PRESENTATION OCTOBER 21, 2019

Purpos

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Our purpose is:

• To provide an overview of the School Report Card highlighting the changes
• Present the District and School Report Cards to the Board
• Provide an overview of District Goal 1
• Describe how buildings use the data and the Illinois Quality Framework for

school improvement planning.

Board Policies – 2:20, 6:15, 6:340

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Previ viou

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Method

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Before ESSA, accountability was based only on proficiency.

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17-18 18-19 Level 5 7.1% 9.0% Level 4 45.1% 47.3% Level 3 25.5% 23.3% Level 2 13.6% 12.5% Level 1 8.7% 7.8% 0% 20% 40% 60% 80% 100%

Elementary English Language Arts

17-18 18-19 Level 5 14.6% 14.7% Level 4 40.6% 44.6% Level 3 23.5% 21.0% Level 2 14.4% 13.9% Level 1 6.9% 5.8% 0% 20% 40% 60% 80% 100%

Elementary Math

56.3% 52.2% 59.3% 55.2%

Previ viou

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Method

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Before ESSA, accountability was based only on proficiency.

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17-18 18-19 Level 5 14.4% 15.0% Level 4 43.0% 44.9% Level 3 25.5% 23.6% Level 2 11.2% 10.8% Level 1 5.9% 5.8% 0% 20% 40% 60% 80% 100%

Middle School English Language Arts

17-18 18-19 Level 5 14.2% 14.6% Level 4 39.4% 39.1% Level 3 24.6% 23.9% Level 2 15.6% 15.0% Level 1 6.2% 7.4% 0% 20% 40% 60% 80% 100%

Middle School Math

59.9% 57.4% 53.7% 53.6%

Chan Changes es From

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Las ast Y Year ear

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Changes for the 18-19 report card:

• Proficiency results from the Illinois Science Assessment (ISA) are

included.

• Student participation rates for the 5Essentials survey are included.
• Students are reported by home school rather than serving school.
• The IEP student group has been replaced with a Children With

Disabilities (CWD) group. This group includes students with an IEP and students with a 504 plan.

• The points for high school College and Career Readiness indicator

have been distributed to the other indicators until it becomes effective for the 20-21 school year.

ELA Growth 25% Math Growth 25%

Math Proficiency 7.5%

Chronic Absenteeism 20%

Mul ultiple M Mea easures

School designations are now based on multiple indicators. Elementary/Middle School Indicators 7.5% ELA Proficiency 7.5% Math Proficiency 5 % Science Proficiency 5% EL Progress 25% ELA Growth 25% Math Growth 20% Chronic Absenteeism 5% Climate Survey

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75% Academic 25% School Quality/ Student Success

Mul ultiple M Mea easures

School designations are now based on multiple indicators. High School Indicators 7.5% ELA Proficiency 7.5% Math Proficiency 5 % Science Proficiency 5% EL Progress 50% Graduation Rate 8.33% 9th Grade On-Track 10% Chronic Absenteeism 6.67% Climate Survey

7 Composite Graduation Rate 50% Chronic Absenteeism 10%

75% Academic 25% School Quality/ Student Success

New S School hool Design gnation

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Determining each school’s summative designation happens in three steps:

Compare against state-wide results to determine Summative Designation Use ISBE determined weightings to calculate school Index Score Calculate Indicator Scores for each measure

Ind ndex S Scor

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The final Index Score is calculated using the weights for each indicator.

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Indicator Score Weight Earned Points ELA Proficiency 84 7.5% 6.3 Math Proficiency 92 7.5% 6.9 Science Proficiency 72 5% 3.6 ELA Growth 86 25% 21.5 Math Growth 84 25% 21 EL Progress 74 5% 3.7 Chronic Absenteeism 75 20% 15 Climate Survey 94 5% 4.7 School Index Score 82.7

ELA Growth 25% Math Growth 25%

Math Proficiency 7.5%

Chronic Absenteeism 20%

Ind ndex S Scor

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es

This process is repeated to create an Index Score for each student group.

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All Asian Black Hispanic White CWD English Learners Low Income Index Score 82.7 85.7 81.2 82.4 83.1 68.4 72.8 76.4

Establishing D Design gnation

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All schools in the state are then ranked by the overall Index Score to find the top 10% and the bottom 5%.

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Top 10% Bottom 5% The lowest score for the top 10% sets the cut score for an Exemplary designation. The highest score for the bottom 5% sets the cut score for a Lowest Performing designation. These cut scores will change from one year to the next. We will not know until they are announced by ISBE.

New S School hool Design gnation

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Exemplary Schools performing in the top 10 percent of schools statewide, with no underperforming student groups. Commendable A school that has no underperforming student groups and whose performance is not in the top 10 percent of schools statewide. Underperforming

(Targeted Support)

A school in which one or more student groups is performing at or below the level of the “all students” group in the lowest performing 5 percent of schools. Lowest Performing

(Comprehensive Support)

A school that is in the lowest-performing 5 percent

• f schools in Illinois and any high school with a

graduation rate of 67 percent or less.

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Each school will receive one of the following summative designations:

Top 10% Bottom 5%

New S School hool Design gnation

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13 11 20

5 10 15 20 25 Exemplary Commendable Under Performing Lowest Performing Number of Schools

IPSD 2019 Tentative School Designations

Com Coming Chan g Changes es

ISBE is considering an amendment to the state ESSA accountability plan that could include the following:

• Add growth as an indicator at the high school level
• Remove chronic absenteeism as an indicator
• Change the name and number of summative designation categories

The State Superintendent is also planning to undergo an evaluation of the state’s assessment systems.

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Distri rict G Goals

District Goal 1: Help all students grow socially, emotionally, and academically. By the end of the 2019-2020 school year,

• the average Aimsweb student growth percentile in reading and math will

be greater than the 60th percentile.

• the district-wide average SAT score will be a composite score of 1180.
• the percentage of seniors with a post-secondary experience (AP/dual

credit) will be at least 92% with increased participation in each student group.

• the percentage of students receiving out of school suspensions will be at
• r below 1.0%.

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Distri rict G Goals

The average Aimsweb student growth percentile in reading and math will be greater than the 60th percentile.

16 58 56

40 50 60 Reading Math Average Student Growth Percentile

Average Aimsweb Student Growth Percentile Fall 2018 to Spring 2019

District Goal National Average

When student growth percentiles are above 50,

• ur students are outpacing

their national peers.

Distri rict G Goals

Our students demonstrate increasing achievement levels relative to their national peers.

17 60 63 71 73

20 30 40 50 60 70 80 90 100 2nd 3rd 4th 5th Average National Percentile

Reading - Four Year Aimsweb Cohort 63 65 70 75

20 30 40 50 60 70 80 90 100 2nd 3rd 4th 5th Average National Percentile

Math - Four Year Aimsweb Cohort

Distri rict G Goals

Our students demonstrate increasing achievement levels relative to their national peers.

18 71 72 76 76

20 30 40 50 60 70 80 90 100 5th 6th 7th 8th Average National Percentile

Reading - Four Year Aimsweb Cohort 74 75 76 77

20 30 40 50 60 70 80 90 100 5th 6th 7th 8th Average National Percentile

Math - Four Year Aimsweb Cohort

We see similar growth results for the PARCC/IAR assessment.

Distri rict G Goals

19 59.1 55.3

40 50 60 ELA Math Average Student Growth Percentile

IAR Student Growth Percentiles Elementary Schools

55.4 55.4

40 50 60 ELA Math Average Student Growth Percentile

IAR Student Growth Percentiles Middle Schools

Distri rict G Goals

The district-wide average SAT score will be a composite score of 1180.

20 1148 995 566 498 582 497

200 400 600 800 1000 1200 1400 1600 IPSD 204 Illinois Average Score

2019 School Day SAT

Composite EBRW Math

1148 1178 976 1171 860 1287 959 998 1148 995

400 600 800 1000 1200 1400 1600 All Students Non Low Income Low Income Non IEP IEP Asian Black/African American Hispanic/ Latino White

2019 Average Junior Year SAT Total Score

IPSD Illinois

Distri rict G Goals

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College Board Benchmark (1010)

Distri rict G Goals

The percentage of seniors with a post-secondary experience (AP/dual credit) will be at least 92% with increased participation in each student group.

22 42.0% 50.1% 31.9% 25.6% 12.4% 16.5%

0% 20% 40% 60% 80% 100% Class of 18 Class of 19 Percent of Graduating Class

Post Secondary Experiences by Type

Both AP and DC AP only DC only None

92.2% 87.1%

Distri rict G Goals

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The percentage of seniors with a post-secondary experience (AP/dual credit) will be at least 92% with increased participation in each student group.

Asian Black/African American Hispanic/Latino White Low Income Special Education 0% 20% 40% 60% 80% 100% Class of 18 Class of 19

Percent of Subgroup

Students with Post Secondary Experience by Subgroup

Distri rict G Goals

24 84% 85% 83% 70% 67%

50% 60% 70% 80% 90% 100% Class of 2016 Class of 2017 Class of 2018

College Enrollment - Fall After Graduation

IPSD National

Distri rict G Goals

25 94% 95% 94% 78% 77% 77%

50% 60% 70% 80% 90% 100% Class of 2015 Class of 2016 Class of 2017

College Persistence from Freshman to Sophomore Year

IPSD National

Distri rict G Goals

26 79% 52%

0% 20% 40% 60% 80% 100% IPSD National

Impact of Enrollment and Persistence Rates – Class of 2017

Persist Enroll/Don't Persist Don't Enroll

Distri rict G Goals

The percentage of students receiving out of school suspensions will be at or below 1.0%. Data related to this goal will be addressed at a forthcoming meeting.

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Wha hat H Hap appens N Next?

Schools review the data using the Quality Framework

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School hools Devel elop

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thei heir S SIP/Work P k Plan

Four Steps:

• Indicate current status of school performance against State-determined long

term goals.

• Summarize school findings based on IBAM Needs Assessment and/or other

needs assessments conducted at the school.

• Identify any resource inequities, which may include budgeting, to be

addressed through implementation of this improvement plan.

• Detail activities, interventions, and strategies the school intends to

implement to address needs identified earlier. Briefly describe how these strategies and interventions will address gaps in achievement and student inequities.

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Suppor upport P Provi vided to

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Buildings

Discussion with Assistant Superintendent Curriculum and Instruction Team will review Work Plans

• Provide professional learning opportunities
• Provide coaching (Instructional Specialist) upon request
• Individual or group support through support@ipsd.org
• Review commonalities for needed changes in curriculum or instructional

resources

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Ques uestion

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