ANNUAL REPORT: SUMMER SCHOOL 2015 TABLE OF CONTENTS Contents Brief - - PDF document

ANNUAL REPORT: SUMMER SCHOOL

2015

TABLE OF CONTENTS

Contents

Brief Summary ________________________________________________________ Error! Bookmark not defined. Financial Summary ______________________________________________________________________________________ 2 High School Program _________________________________________________ Error! Bookmark not defined. Middle School Academy Program _______________________________________________________________________ 8 Middle School Accelerated Math _______________________________________________________________________ 10 Elementary Program “Sizzle Extreme” ________________________________________________________________ 14 Operation Exploration “It’s A Mystery” _______________________________________________________________ 19

Page 1

STRATEGIC HIGHLIGHTS

• High School program experienced an increase in support with hiring of special education teacher and school

counselor to support 597 students

• Middle School Academy program expanded to cover 5 middle schools
• Middle School Accelerated math experienced a 255% increase in enrollment by adding gifted and IMT 1

courses

• Elementary program expanded to include full day coverage, and enrichment options for over 1,000 students

FINANCIAL HIGHLIGHTS

• Revenue: $80,657 – likely attributed to the IMT1 offering, unexpected when budget was prosed in 2014.
• Over‐budget expenditures totaling $10,585 (Feb. 2015 learned $80k from ELL would not support summer

programs, advertisement and enrollment had been distributed)

• Increase in scholarships, totaling $67,000 from Bellevue LifeSpring

PROGRAM HIGHLIGHTS

• No summer slide or decrease in the area of math for students in grades 1‐5, evidenced by STAR math

assessment

• 94% of responding parents of children enrolled in the elementary program stated they would enroll their

child in the program again if they were invited

• Tyee’s 8th graders showed no slide in reading and an 11% increase in math from EOY to BOY

LOOKING AHEAD

• If summer programs remain at current enrollment, to maintain safety ‐ additional administrative staff will be

required

• Implications – fewer students can be served without a budget increase
• Finding ways to make ‘summer school’ at the high school a year round credit retrieval option/site based
• Include a college ‘boot camp’ for high school students
• Continued discussions about the accelerated math program offerings

Page 2

Financial Summary

High School  Budget: $349,141  Expenditures: $187,341

• Balance: $161,800

 Revenue generated: $256,876

• Scholarships – Grads on Track ‐ $42,000 to support a decrease in tuition for students qualifying for

free or reduced lunch

• 251 classes were scholarshipped for 143 students.
• 109 qualified for F
• 16 were special circumstance
• 17 qualified for R
• All students originally earned a D or F in their course.

Middle School – accelerated math & academy  Budget: $162,256  Expenditures: $187,159

• Balance: (‐$24,903)

 Revenue generated: $196,755

• Scholarships: Middle School Breakfast Program: $21,000

Elementary School  Budget: $453,267  Expenditures: $617,901

• Balance: (‐$164,634)

Operation Exploration  Budget: $80,057  Expenditures:$62,904

• Balance: $17,153

 Revenue:$85,340

• Scholarships: $5,000 to support a decrease in tuition for students qualifying for free or reduced lunch

Total:  Budget: $1,044,721  Expenditures: :$1,055,306

• Balance: ($10.585)

 Revenue Expected: $458.044  Revenue Generated:$538,701

• Surplus: $80,657

Page 3

High School Program

SUMMER ENROLLMENT BY DEMOGRAPHIC

SCHOOL TOTAL STUDENTS SUMMER % OF SUMMER ENROLL. # QUALIFY FOR F/R % OF SUMMER POP

BIG PICTURE 3 0% 1 33% BELLEVUE HIGH 175 29% 41 23% INTERLAKE 124 21% 59 48% INTERNATIONAL 22 4% 3 14% NEWPORT 183 31% 35 19% SAMMAMISH 90 15% 52 58% TOTAL 597 100% 191 32% Of the 597 students that participated in summer school, 191 or 32%, qualify for free or reduced lunch. During the school year, Sammamish most closely represents this demographic with 39% of students qualifying for free or reduced lunch. Each high school sends a disproportionate amount of students that qualify for f/r lunch to summer school, when compared to the total students enrolled in a summer course. For example, while Bellevue High School has an 11% f/r lunch rate during the year, the students from Bellevue that attended summer school were comprised

• f 23% from the f/r demographic. Another example, 58% of the 90 students in attendance from Sammamish High

School qualified for f/r lunch. This trend demonstrates a discrepancy in achievement during the school year between students that do not qualify/qualify for free and reduced lunch. It may also demonstrate an inability for students that qualify for f/r lunch to participate in a credit retrieval program during the school year. Another discrepancy with summer school students is evident in looking at the percentage of Hispanic/Latino students that attend summer school versus the district average. This indicates that a higher percentage of Hispanic/Latino students earn lower grades during the school year when compared to other racial groups.

Asian 33% Black

• r Af.

Americ an 4% Hispanic /Latino 20% Multi Ethnic 10% White 33%

Summer Attendance By Race

33 4 20 10 33 32.4 3 10 8.3 45.8 5 10 15 20 25 30 35 40 45 50

Compared to District Demographics

Summer District

Page 4 BY PROGRAM

SCHOOL ELL # ELL YEAR % OF SCH. POP IN SS SCH. VS. SUM POP. SPED # SPED YEAR % OF SCH. POP IN SS SCH. VS. SUM POP. 504 # 504 YEAR

% IN SS

• SCH. VS.

SUM POP.

BIG PICTURE BELLEVUE HIGH

14 67 21% 4% 27 117 23% 7% 21 139 15% 9%

INTERLAKE

5 74 7% 5% 20

124*

16% 8% 13 91 14% 6%

INTERNATIONAL

6 0% 1% 3 17 18% 3% 2 23 8% 4%

NEWPORT

13 66 20% 4% 11 113 10% 6% 17 119 14% 7%

SAMMAMISH

13 78 17% 8% 17 146 12% 15% 7 96 7% 10%

TOTAL

45 291 15% 7% 78 517 15% 13% 60 468 13% 10%

In the service categories of ELL, Special Education and 504 plans, the total amount of students that participated in summer school during 2015 exceeded the total percentage of each school’s population with the exception of Sammamish High School. Approximately 30% of summer school students required one, or more, of the services

• above. In 2015, there was a counselor and special education teacher on staff to support student needs for the first

time. ENROLLMENT TRENDS

2013 2014 2015 CHANGE (%) FROM 2014 CHANGE (#) FROM 2014

BIG PICTURE 16 15 3 ‐2% ‐12 BELLEVUE 129 204 175 ‐2% ‐29 INTERLAKE 66 125 124 +2% ‐1 INTERNATIONAL 22 14 22 +2% +8 NEWPORT 166 164 183 +6% +19 SAMMAMISH 86 109 90 ‐1% +19 OUT OF DISTRICT 43 33 TOTALS 528 664 597 ‐10% ‐67 F/R LUNCH ? 221 191 ‐1% ‐30 ELL ? 62 45 ‐4% ‐17 SPED ? 64 78 +3% +14 504 ? 52 60 +2% +8 Overall, there was a 10% decrease in summer school enrollees from 2014 to 2015. In addition, the only significant increase in student enrollees from a school came from Newport High School, with an increase of 6% attendance from the prior year. Students qualifying for ELL services significantly decreased, possibly due to the added tuition fee for Pacific Northwest History; while students receiving special education or 504 plans increased from 2014. One possible cause for the overall decrease in student attendance may be attributed to an increase in student success during the school year, or perhaps stronger credit retrieval programs occurring in the Spring prior to summer school. More information should be collected on the reasons why students with disabilities, or students with 504 are an increasing population in summer school, as one possible cause may be (despite increased student success during the school year) these subgroups are not experiencing as high rates of success during the regular school year.

Page 5

A 40% B 28% C 17% D 11% F 4%

Grades Earned

A 1% B 1% C 12% D 22% F 52% O.C. 12%

Bellevue High School

B 1% C 9% D 13% F 65% O.C. 12%

Interlake High School

B 4% C 17% D 17% F 43% O.C. 19%

Newport High School

B 1% C 5% D 12% F 69% O.C. 13%

Sammamish High School

GRADES EARNED Of the 597 Bellevue School District students that participated in Summer school, 882 grades were posted, with 283 students having taken two courses. In 2014, only 244 students took two courses, for an increase in 34 students. The grade distribution is below. These percentages demonstrate slight change from 2014, where 40% of students earned an A, 24% of students earned a B, 15% of students earned a C, 12% of students earned a D, and 5% of students earned an F. Of note, there were 0 students in 2015 that earned a W, indicating a possible correlation between the change in summer school attendance policy and the changes in overall grade trends. Participants by Original Grade

A B C D F I NC W ORIGINAL CREDIT TOTAL

BIG PIC. 5 5 BELLEVUE 2 2 34 59 140 34 271 INTERLAKE 2 15 23 117 1 1 2 22 183 INTERN’L 1 2 9 19 31 NEWPORT 11 45 44 110 1 49 260 SAMMAMISH 2 6 15 88 1 3 17 132 TOTAL 3 19 109 141 479 2 1 6 122 882 Summer School Grades Earned by School A B C D F Big Picture 1 (20%) 3 (60%) 1 (20%) Bellevue 100 (37%) 93 (35%) 44 (16%) 24 (8%) 10 (3%) Interlake 63 (34%) 40 (22%) 39 (21%) 30 (17%) 11 (6%) International 18 (58%) 12 (35%) 1 (6%) Newport 144 (55%) 74 (28%) 27 (10%) 12 (5%) 3 (1%) Sammamish 22 (17%) 30 (23%) 40 (30%) 29 (22%) 11 (8%)

Page 6 Considering the grades earned prior to summer school, the above charts detail the breakdown by high school and in total across all high schools. On average, approximately 71% of students attending summer school from all schools are doing so for credit retrieval (D, F as the original grade). 15% attend summer school for grade improvement, and 14% attend for

• riginal credit (Pacific

Northwest History, Health, or special circumstances). Students from both Sammamish and Interlake High School attend with a much higher credit retrieval rate, 78% and 81%

• respectively. Newport High

school sends the most students for grade improvement (21%) or

• riginal credit (19%) when

compared to the other high schools. In reviewing the course enrollment, a significant amount of students participate in a math course when compared to others offered. In the area of math and science, more students participate in second semester summer school than first. In the course participation by grade, the breakdown indicated a sharp decline in summer school participation for students recovering junior level

• coursework. This indicates a strong need for earlier

support of students entering the 9th and 10th grades.

COURSE ENROLLMENT

COURSE NAME (SEM. 1) TOTAL STUDENTS HIGH SCHOOL GRADE IMPR. CRED. RET. COURSE NAME (SEM. 2) TOTAL STUDENTS HIGH SCHOOL GRADE IMPR. CREDIT RET. ALGEBRA 1 22 BHS ‐ 11 IHS – 5 INT ‐ 1 NHS – 4 SHS ‐ 1 4 18 ALEBGRA 1 31 BHS ‐ 8 INT – 6 IHS – 13 NHS – 4 4 27 ALGEBRA 2 61 BHS ‐ 19 INT – 3 IHS – 7 NHS – 26 SHS ‐6 21 40 ALGEBRA 2 73 BHS ‐ 20 INT – 3 IHS – 11 NHS – 28 SHS ‐11 13 60

A 0% B 2% C 13% D 16% F 55% Origin al 14%

Original Grades ‐ All Schools

Math 43% English 26% Social Studies 11% Science 9% Other 11%

Course Enrollment

8th Grade 7% 9th Grade 35% 10th Grade 38% 11th Grade 19% 12th Grade 1%

Course Participation, by Grade

Page 7

• AMER. LIT

21 BHS ‐ 3 INT – 2 IHS – 5 NHS – 6 SHS ‐ 5 2 19

• AMER. LIT

18 BHS ‐ 4 IHS – 4 NHS – 8 SHS ‐ 2 1 17 BIOLOGY 12 BHS ‐ 3 INT – 1 IHS – 3 NHS – 2 SHS ‐ 3 1 11 BIOLOGY 15 BHS ‐ 2 INT – 2 IHS – 4 NHS – 5 SHS ‐2 1 14 CHEMISTRY 20 BPS ‐ 1 BHS ‐ 7 IHS – 6 NHS – 4 SHS ‐ 2 5 15 CHEMISTRY 29 BPS ‐ 2 BHS ‐ 11 IHS – 7 NHS – 8 SHS ‐1 2 27 FOUND. WORLD 25 BHS ‐ 1 IHS – 19 NHS – 4 2 23 GEOMETRY 46 BHS ‐ 23 INT – 1 IHS – 6 NHS – 16 3 43 GEOMETRY 60 BHS ‐ 38 IHS – 3 INT ‐ 8 NHS – 5 SHS ‐ 6 4 56 HEALTH 88 BHS ‐ 23 IHS – 16 NHS – 44 SHS ‐5

• FRESH. COMP

65 BHS ‐ 10 IHS – 20 NHS – 12 SHS ‐23 9 56 FRESH COMP 45 BHS – 8 INT ‐ 2 IHS – 16 NHS – 6 SHS ‐13 6 39

• SOPH. COMP

37 BHS ‐ 9 IHS – 5 NHS – 5 SHS ‐18 4 33 SOPH COMP. 38 BPS ‐ 1 BHS ‐ 9 INT – 1 IHS – 6 NHS – 12 SHS ‐ 9 2 36

• PAC. NW.

HIS. 20 BHS ‐ 7 IHS – 1 NHS – 4 SHS ‐ 8 PRE‐CALC 37 BHS ‐ 12 INT – 1 IHS – 7 NHS – 17 20 17 PRE‐CALC 42 BHS ‐ 12 INT –1 IHS – 5 NHS – 24 16 26 US HISTORY 19 BHS ‐ 7 INT – 2 IHS – 1 NHS – 8 SHS ‐ 1 2 17 US HISTORY 12 BHS ‐ 2 INT – 1 IHS – 1 NHS – 4 SHS ‐ 4 3 9 WORLD HIS 18 BHS ‐ 7 INT – 1 IHS – 3 NHS – 3 SHS ‐ 4 2 16 WORLD HISTORY 13 BPS ‐ 1 BHS ‐ 5 IHS – 2 NHS – 1 SHS ‐ 4 1 12

Page 8

Asian, 92, 32% Black/Af. Am., 20, 7% Hispanic /Latino, 94, 32% Multi‐ Ethnic, 21, 7% White, 65, 22%

Enrolled Students by Race

ELL, 49, 16% 504, 17, 6% Resource, 39, 13% General, 196, 65%

Enrolled Students by Service

100 200 300 400 500 600 700 800 900 Reading ‐ All Math ‐ All Reading ‐ 6 Math ‐ 6 Reading ‐ 7 Math ‐ 7 Reading ‐ 8 Math ‐ 8

EOY to BOY STAR, All Grades

Spring Fall

Middle School Program – Academy

The middle school academy was able to expand to all five comprehensive middle school programs during the 2015

• summer. Each program had an enrollment goal of 60 students. A breakfast was provided, with funding from Bellevue

LifeSpring, and tuition was free for all students. Each school determined their own student qualification for enrollment based on STAR reading and math assessment scores, grades, and teacher recommendations. In total, 294 students registered for a summer academy program across all five sites. School specific achievement data is listed below, however, total program data was also collated. This summer all programs supported students in reading, social‐emotional and math. Program results across all schools demonstrate no slide in scaled score in the area of reading or math! When looking at the percentile score, some results indicate a 2% decrease as students rise in grade level; however, this is arguably insignificant and overall representative of no summer slide.

Page 9

719 765 697 771 660 680 700 720 740 760 780 Reading Math

Spring vs. Fall STAR Assessment ‐ Gr. 7

Spring Fall 626 852 627 849 100 200 300 400 500 600 700 800 900 Reading Math

Spring vs. Fall STAR Assessment ‐ Gr. 8

Spring Fall

Chinook Chinook registered 47 students for their program. Over the course of summer, lack of transportation and family plans proved to be difficult in sustaining attendance. Of the 47students, 26 were rising 7th graders and 22 were rising 8th grade students. As evidenced by the graph below, students that attended in the 7th grade had an average score between the 25th and 40th percentile – generally, considered below standard. When returning in the fall, while the scaled score decreased, the score continues to place them in the same percentile indicating no change or evidence of a summer slide. In the area of math, students were slightly above the 40th percentile at the end of their 7th grade year. Following summer academy, students increased their score to 771; however, this does not increase their total percentile, again demonstrating no change or summer slide. This same trend is evidenced in the 8th grade scores, where no summer slide is evident for those students that participated in summer academy. Highland Highland registered a total of 81 students. This is the fifth year the Highland program has ran. These students enrolled from6th (21), 7th (27), and 8th grades (33). Data for students in 7th and 8th grade is incomplete, as the school did not fully participate in their Spring STAR assessments, therefore charts are unavailable for Highland. Data for the 6th grade, however, is described. In the area of reading, students ended their 5th grade year at the 47th percentile. In the Fall of 2015, students scored an average of 636 points, roughly the 39th percentile. In the area of math, students scored 739 points, averaging the 58th percentile. In the Fall BOY, these students scored 715 points, scoring at the 48th

• percentile. Data for 7th grade students in the area of reading is available, showing that students scored 605 points in

the Spring, and 602 points in the Fall, demonstrating no decrease or summer slide in the area of reading. This is notable considering 17 of the 27 students are considered students of color, and target achievement groups for the

• school. In the area of math, student scores for Grade 8 are available. These scores are also promising, as students

scored 792 points in the Spring, averaging at the 49th percentile and 790 points in the Fall, averaging at the 53rd

• percentile. This shows a slight growth of 4% for 8th grade students in the area of math. Additional discussion with the

Highland Academy team about support for their 6th grade students is necessary.

Page 10

748 675 772 761 620 640 660 680 700 720 740 760 780

Grade 6 EOY vs. BOY Reading & Math Scores

6 679 594 825 789 100 200 300 400 500 600 700 800 900

Grade 7 EOY vs. BOY Scores, Reading & Math

7 687 800 638 792 100 200 300 400 500 600 700 800 900

Grade 8 EOY vs. BOY Scores, Reading & Math

8

Odle Odle registered 57 students for their summer academy program in 2015. This is the 4th year the Odle program has

• ran. Of the 57 students, 24 were rising 6th graders, 15 were rising 7th graders and 18 were rising 8th graders. In the

chart below, data collected for the 6th grade show a decrease in reading scores, evidencing a summer slide still

• ccurred for the participants. Student percentile dropped from the 57% to the 46% from Spring to Fall. In the area of

math, despite the decrease, the percentile dropped only 1% indicating no summer slide. In the 7th grade, students experienced a decrease in the area of reading, indicated a summer slide as well. Percentile dropped from the 35th percentile to the 27th percentile. In math, there was a slight drop from the 61% to the 59% percentile. Lastly, in the 8th grade, a summer slide in reading occurred as well. Students achieved at the 29th percentile, on average in the Spring, and the 25th percentile in the Fall. Odle used the read180 program this summer. However, the instructor was new to the program and the 4 week timeframe is incredibly short to show strong growth for students unfamiliar with the

• program. In the area of math, a 1% decrease occurred from the 55% percentile to the 54% percentile. This shows

evidence of no summer slide. Tillicum In addition to hosting the accelerated math program at Tillicum Middle School, Tillicum offered a four week summer academy for students below standard in grades 7 and 8, as well as a 6th grade Spanish Immersion ‘bootcamp.’ In total 50 students were registered for the program entering the summer; 11 6th grade students, 29 7th grade students and 9 8th grade students. For 7th grade students in the area of reading, Spring EOY scores placed them at 775 points, on average (48%). This Fall, the same group of students placed at the 53rd percentile with an average of 833 points. In the area of math, students demonstrated growth and success as well! In the Spring, math STAR scores averaged at 790 points, hovering around the 61%. In the Fall, Tillicum scores placed this group at the 63rd percentile with approximately 803 points. 8th grade proved similarly successful. Spring scores averaged 774 points, or the 40th

Page 11

775 790 833 802 740 750 760 770 780 790 800 810 820 830 840 Reading Math

Spring vs. Fall STAR, 7th Grade

Spring Fall 700 720 740 760 780 800 820 840 860 880 900 Reading Math

Spring vs. Fall STAR results, 8th grade

Spring Fall 660 834 634 812 654 836 697 810 623 814 698 875 100 200 300 400 500 600 700 800 900 1000 Reading ‐ 6 Math ‐ 6 Reading ‐ 7 Math ‐ 7 Reading ‐ 8 Math ‐ 8

EOY vs. BOY, STAR, all grades

Spring Fall

percentile in the area of reading. In the Fall, scores shot to 887 points, or the 45th percentile. In math, scores decreased slightly but, not enough to indicate a summer slide occurred. Tyee Tyee registered 56 students in their inaugural program. They accepted students entering grades 6 through 8. In total there were 28 rising 6th graders, 16 7th graders, and 13 8th graders. Tyee’s program had some strong success! Overall, 6th grades stayed consistent in the area of reading and showed a slight drop (3%) in math. This is aligned with national trends on the transition for students into middle school. 7th grade showed a 5 percentile decrease in reading, but a 4% increase in math from EOY to BOY, and 8th graders showed no slide in reading and an 11% increase in math from EOY to BOY.

Page 12

Chinook, 11, 27% Highland, 1, 2% Odle , 4, 10% Tillicum, 3, 7% Tyee, 22, 54%

Algebra 1

Cherry Crest, 3, 13% Medina, 1, 4% Somerset, 2, 8% Spiritridge , 13, 54% Tyee Middle, 5, 21%

GESP Math Grade 5

Odle, 24, 92% Tyee, 2, 8%

Gifted Algebra 1

Odle, 25, 83% Tyee, 5, 17%

Gifted IMT2

Chinook, 18, 34% Highland, 8, 15% Odle, 3, 6% Tillicum, 6, 11% Tyee, 18, 34%

IMT 1

Chinook, 19, 37% Highland, 1, 2% Odle, 4, 8% Out of District, 1, 2% Tillicum, 2, 4% Tyee, 24, 47%

IMT 2

Middle School Program – Accelerated Math

In total 225 students attended an accelerated math program at Tillicum Middle School during the 2015 summer

• session. In 2014, approximately 88 students attended, resulting in a 255% increase in enrollment. 6th grade enrolled

77 students, 7th grade enrolled 81 students, and 8th grade enrolled 67 students. The majority of students enrolled in gifted programs from Odle. However, Tyee enrolled the majority of students in the general math courses.

Page 13 Student grades varied, however the majority of students the enrolled in a summer course passed the accelerated math course and were recommended to ‘skip’ into the next level of math.

26 4 9 13 2 4 1 8 5 10 15 20 25 30 Algebra 1 Gifted Algebra

Algebra, Gifted Algebgra Grade Distribution

A B C D F 41 6 22 2 7 2 1 5 10 15 20 25 30 35 40 45 IMT 2 Gifted IMT 2

IMT 2, Gifted IMT 2 Grade Distribution

A B C D F 34 14 19 5 2 3 5 10 15 20 25 30 35 40 IMT 1 GESP Math 5

IMT 1, GESP Math 5 Grade Distribution

A B C D F

Page 14

Eastgate Somerset ‐ 32 students Phantom Lake ‐ 68 students Spiritridge ‐ 37 students Newport Heights ‐ 55 students Eastgate ‐ 56 students Stevenson Clyde Hill ‐ 58 students Medina ‐ 20 students Cherry Crest ‐ 22 students Stevenson ‐ 154 students Sherwood Forest Sherwood Forest ‐ 123 students Ardmore ‐ 99 students Bennett ‐ 53 students Lake Hills Lake Hills ‐ 99 students Enatai ‐ 36 students Woodridge ‐ 71 students Jing Mei 11 students ‐ Eastgate 6 students ‐ Lake Hills 10 students ‐ Sherwood Forest 8 students ‐ Stevenson Puesta Del Sol 14 students ‐ Eastgate 10 students ‐ Lake Hills 10 students ‐ Sherwood Forest 2 students ‐ Stevenson

Students by Gender

Male Female Asian 32% Black or African American 5% Hispanic or Latino 32% Multi Ethnic 7% White 24%

Students by Race

Elementary Program –

The Elementary Program in 2015 changed significantly from previous years. In relation to research from the field, and best practice from the National Summer Learning Association, resources were aligned to support students in a full day, project‐based, enrichment supported summer program. In total, there were four buildings (Eastgate, Lake Hills, Stevenson, and Sherwood Forest) that operated from 8:00‐3:00, serving the breakfast and lunch program for a total of 1,078 students across grades 1‐5. The Spanish Dual Language program operated in three of the four sites. Students attended schools according to zone, unless parents requested an alternative site. Transportation to and from school, on limited activity routes were also provided. Students attending Puesta del Sol were given an option to attend their neighborhood school, or to enter a Dual Language Spanish program at one of the three participating sites. Students attending Jing Mei attended their neighborhood school. Below is the breakdown of students by neighborhood student and grade level for each summer site. At its most significant, Stevenson sent 33% of its school population, followed by Sherwood Forest representing 28% of the total population. Least representative were Medina, 3%, Somerset, 4%, Spiritridge, 5%, and Enatai, 6%.

Page 15

K 1 2 3 4 5 TOTAL

Eastgate 48 54 54 70 58 275 Lake Hills 56 37 52 47 32 225 Sherwood Forest 63 65 88 47 37 301 Stevenson 62 50 55 65 39 271 To measure growth, student scores from their End of Year district assessment were compared to scores from their BOY district assessment. The goal was to determine if a ‘summer slide’ occurred for students that participated in the program in both reading and math. Students with complete data sets for EOY and BOY were used to calculate the average growth to determine if a ‘slide’ occurred. As evidenced by the scores disaggregated by service code, there was no slide evident for students on the STAR assessment across any subgroup. However, DIBELS showed a loss across each category (minus the 504 category, however only one student score was available). This indicates that students did not receive foundational reading skill support from summer school, or outside of summer school, during the months of July and August. However, as no summer slide occurred as measured by the STAR, one conclusion could indicate that students receive stronger instruction within higher level reading skills.

DIBELS + DIBELS ‐ DIBELS GROWTH TOTAL SCORES STAR RE+ STAR RE‐ STAR GROWTH TOTAL SCORES STAR MA+ STAR MA‐ STAR GROWTH TOTAL SCORES ALL 89 134 ‐7 227 286 255 546 332 326 665 ELL 104 176 ‐4 283 259 254 515 330 329 664 RR 4 11 ‐7 15 29 25 ‐2 55 35 38 ‐2 74 504 1 62 1 6 2 2 6 5 5 ‐2 10 GEN 26 52 ‐10 79 127 102 ‐1 231 129 132 ‐2 263

Of note, in each group on the STAR, approximately half of students tested scored positively – or demonstrated growth – while approximately half did not. To see if a trend existed amongst neighborhood schools, grade level or socioeconomic status, additional analyses have been performed below. Students in the Spanish Dual Language are not listed in the school scores. By grade, across all schools

DIBELS + DIBELS ‐ DIBELS GROWTH TOTAL SCORES STAR RE+ STAR RE‐ STAR GROWTH TOTAL SCORES STAR MA+ STAR MA‐ STAR GROWTH TOTAL SCORES 1 38 102 ‐15 143 20 10 6 30 2 47 32 10 80 6 4 16 10 42 35 ‐10 79 3 1 ‐7 1 93 84 179 95 75 ‐6 172 4 95 89 184 75 111 ‐5 189 5 71 65 137 67 68 1 135

In looking at the scores disaggregated by grade level and neighborhood school there is evidence that many students did not experience a slide, according to STAR in grades 3, 4 and 5. Of note is the strong growth demonstrated in second grade as referenced by the STAR reading assessment. This growth was not transferred to the STAR math assessment, however, with grades 2, 3, and 4 demonstrating negative growth. On the same assessment, first grade showed good growth while fifth grade demonstrated no slide. On the DIBELS, there may be correlation to the scores when disaggregated by service – with the exception of students in grade 2. By cross referencing scores from the

Page 16 neighborhood schools, there is clear evidence that the 2nd grade team at Eastgate’s summer site provided students with a strong foundational reading instruction. In general, the STAR reading scores by school show minimal or nonexistent slide for most schools, with the exception of Eastgate, Newport Heights, and Phantom Lake. By school, across grades 1‐5

DIBELS + DIBELS ‐ DIBELS GROWTH TOTAL SCORES STAR RE+ STAR RE‐ STAR GROWTH TOTAL SCORES STAR MA+ STAR MA‐ STAR GROWTH TOTAL SCORES ARD 10 22 ‐7 32 25 33 58 22 36 ‐3 58 BEN 8 6 3 14 21 8 30 29 23 1 52 CC 2 5 ‐12 7 7 7 5 14 10 4 4 14 CLH 5 6 5 11 20 19 ‐1 39 19 24 ‐2 43 EA 4 7 2 11 14 14 ‐4 28 20 15 ‐5 35 EN 8 5 13 12 8 20 18 14 1 32 JM 5 6 ‐3 11 16 7 ‐8 23 LH 3 8 11 24 15 39 15 22 ‐5 37 ME 4 ‐7 4 8 7 15 9 6 13 15 NH 8 8 3 16 12 17 ‐4 29 16 20 ‐5 36 PL 9 14 23 19 19 ‐4 38 22 26 ‐6 48 PDS 19 7 26 12 18 1 30 SWF 2 7 ‐1 9 16 19 35 22 15 ‐1 37 SO 5 4 8 9 13 8 ‐2 21 15 10 25 SP 5 3 5 8 12 5 ‐3 17 7 20 ‐8 13 ST 11 18 1 29 29 34 ‐2 63 33 31 ‐8 65 WO 11 16 1 27 18 20 ‐2 38 28 20 ‐8 48

STAR math scores had significant variation, however Medina students demonstrated strong growth when compared to

• ther students across all schools with thirteen points of growth. Specific to the Title I schools, there is minimal growth

across most of the assessments, demonstrating no slide occurring for our most high need students. Areas that stand

• ut include: Ardmore – DIBELS with ‐7 points growth, Stevenson – STAR math with ‐8 points growth, and Lake Hills –

STAR math with ‐5 points growth. In referencing the STAR math cut scores and benchmarks, with the exception of Grade 1, expected growth over the summer is negative. For example, students in grade 2, at the 20th percentile in the Spring score on average 438 points. In the Fall, students at the same percentile for grade 3 are expected to score 429 points; a 9 point decrease. Considering this information, all negative scores are expected by the measure and therefore indicate that no summer slide occurred for students in the area of math. In general, students from higher socioeconomic schools had smaller sample sizes, and stronger results. Many students ‐ by grade, neighborhood school, or service type showed growth when looking at individual scores. Unfortunately, there is no definitive statement to be provided regarding the ‘type’ of student that is most likely to be successful in the BSD summer school format. Below are scores from our four title I elementary schools, in comparison to non‐Title I schools:

DIBELS DIBELS DIBELS total scores STAR STAR star growth total scores STAR STAR star growth total scores + ‐ growth re+ re‐ ma+ ma‐

Title 26 55 ‐2 81 94 101 ‐1 195 92 104 ‐4 197 32% 68% 48% 52% 47% 53% Non‐ Title 65 78 1 143 180 145 ‐1 326 221 207 ‐2 414 45% 55% 55% 45% 53% 47%

Page 17 Proportionately, more students from non‐Title buildings had positive growth from EOY to BOY. However, the average growth from EOY to BOY was comparable across all measures for both title I and non‐title I schools. Student, parent and staff feedback was collected regarding their experience this summer. These results can be viewed in completion within Appendix A (Student) and Appendix B (Parent). Some highlights from the data are shared below. Student Feedback: While the Sizzle Extreme program was only 4 weeks in length, students were intentionally paired with a teacher from their neighborhood school when possible. In this brief time, 84% of students agreed or strongly agreed that their summer teacher cared for them. With relationships being a primary goal for our summer work, this is a huge success

• n the part of the teachers! In the area of academics, 91% of students self‐reported they agree or strongly agree they

are better readers as a result of Sizzle Extreme, while 73% agree or strongly agree they are better at math as a result of the program. Field trips are a winning aspect of the program, with 91% of students agreeing or strongly agreeing that this is an enjoyable component. With a STEM focus, while 74% of students agree or strongly agree they are better at science, 80% feel they learned to work better with others as a result of their time in the program. Of special note, 88% of students agree or strongly agreed that they made new friends this summer. 75% of students that attended across grades K‐5 said they liked coming to Sizzle Extreme every day. To isolate race, student survey results aggregated by federal race code indicate that black students felt they were treated less fairly than White students by 15%. However, there is no discrepancy across racial groups when students were asked about their teacher making the program fun, or about whether or not their teacher cared about them. When asked if Sizzle Extreme helped them to learn better at working with others, 72% of White students reported a positive response, compared to 86% of Hispanic/Latino and 81% of Black or African American students. Across all three racial groups, students reported strong agreement when asked if they made new friends at Sizzle Extreme. Hispanic or Latino and Black or African American student subgroups reported more favorably they enjoyed the program (80%, 76% respectively) as compared to their White peers (71%). This corresponds with the question that asks students if they wished school were more like Sizzle Extreme. 70% of White students responded favorable, while 79% of Hispanic or Latino students and 86% of Black or African American students responded favorably. In addition, when asked if they would invite friends to Sizzle Extreme next year, 77% of Hispanic or Latino students and 71% of Black of African American students responded positively, as compared to 65% of White students. Few students shared comments on the survey, however of those shared the overall theme was positive. Some are shared below: “I love this class and teacher and the school. I like the playground here and the field trip too.” “I think it is the best summer school ever i had a awesome time i am going to tell my friends about the awesome sizzle extreme i love it i will come again next year i hade a great time thank you” “Sizzle Extreme was pretty fun this month. But no HOMEWORK!!!!! I hope I can come next year.”

Page 18 Parent Feedback: 218 parent feedback surveys were completed for the Sizzle Extreme program. Overall, parent feedback was positive. 95% of parents felt their child made a connection with their teacher, with the same percentage feeling welcomed by the staff on site. 95% of parents felt the program would help their child do better in school. A vast improvement, 95%

• f parents reported the registration processes being simple this year.

When asked about the academic improvement for their child, scores ranged from 85% agreeing or strongly agreeing that their child’s writing improved, up to 93% of parents agreeing or strongly agreeing their child’s self‐confidence improved as a result of their child’s attendance. Overall, 97% of parents were pleased with the variety of activities for their child, with 89% sharing their child liked the program. Following the program, 89% of parents would recommend this program to other parents, with 94% stating they would enroll their child in the program again if they were invited. Total satisfaction with the program was very satisfied to extremely satisfied at 80% of responses. Some comments that represent overall themes are shared below. Additional communication to families during the summer remains an area of improvement for the program. “My son enjoyed all aspects of the program. He commented that regular school should be like this too! As a mom, I am glad that literacy was emphasized and weekly library trips were made. I definitely saw excitement in my son every morning when he was getting ready for summer school. I am so glad he was given the opportunity to attend Summer Sizzle!” “This was an excellent program that made learning fun for my child. My greatest reason for initially signing my son up was to get him more practice speaking and reading in Spanish, as he is part of the dual language

• program. My only recommendation would be to include more Spanish language practice for students, like my son,

that are not native Spanish speakers in the dual language program.” “I really enjoyed the progress of my son and how he was able to interact with all new friends. Thank you for all that volunteered and shared their summer with our families.” “Over all I think my daughter is enjoying herself and maintaining/improving academic skills. I'm not aware of what they are doing because she doesn't share much with me about what goes on day to day. I think an email from the teacher or administrators would be helpful to let us know what the kids are working on. Just a little update would be nice. I like the program and I think it is very positive for my daughter. Thank you.” “More communication from the teachers would be great. Weekly updates regarding curriculum, schedule, etc. Overall the program was great. Seemed like a good balance of school work and fun.” “I'm very impressed in the quality of this program ‐ it's outstanding! I'm thrilled that my child had tutoring over the summer without being overly pressured. . He felt like he was at camp ‐ the field trips and activities made it

• enjoyable. He even said that he liked it better than his previous camp. The breakfast & lunch being provided was

a very nice bonus. The bus arrived just down the street so it was very convenient. I would recommend it to

• thers.”

Page 19

Operation Exploration

Operation Exploration theme for 2015 was “It’s A Mystery”. The program enrolled more students than in previous years, in much part to a new scholarship from Bellevue Lifespring for $5,000. This scholarship fund directly supported free or reduced lunch students considered above or well above standard to attend the program for a co‐ payment of $10. This supported 52 students that would not have otherwise had access to this program. Operation Exploration is a hands‐on academically challenging summer program. The program attracts many in district teachers because of it’s ability to provide creative challenge‐focused learning, over three four day weeks in the summer. Originally from the gifted department, this summer program has a following from outside of the district, enrolling up to 25%

• f the 300 students from neighboring private schools and

districts. Sample from Mrs. Beechers course: “An ancient city vanishes, a princess escapes, and an airplane disappears; all these events can be explained by scientists! Students will explore mysteries unlocked by modern science and then create their own mystery to be solved. Students will work on their scientific and deciphering skills as they study different events in our history. Then students will be asked to write and illustrate their own “choose your own adventure,” where there is always more than one way the mystery can be solved!”