Table of Contents 1. Executive Summary 2. Background: School - PowerPoint PPT Presentation

B ELLEVUE S CHOOL D ISTRICT School Achievement Report Fall 2017 Board Presentation – December 12, 2017 Presented by: Naomi Calvo – Director of Research, Evaluation & Assessment For additional information regarding this presentation contact: Naomi Calvo, Director of Research, Evaluation & Assessment Email: calvon@bsd405.org Phone: (425) 456‐4274 The Bellevue School District Mission:  To provide all students with an exemplary college preparatory education so they can succeed in college, career and life.

Table of Contents 1. Executive Summary 2. Background: School Demographics 3. Academic Success Indicators A. School proficiency levels on state Smarter Balanced Assessments (SBA) B. Disaggregated school proficiency levels (SBA) C. Trends in school performance over time (STAR) 4. College & Career Readiness Indicators Notes: 2 • The analysis comparing demographically similar schools statewide, which was in last year’s School Achievement Report, are not yet available this year. • The STAR data shown in this report have been re-normed from MSP to SBA standards, and therefore differ prior years. Please see the technical note in the appendix for more information.

Executive Summary (1/4)  School proficiency levels on state standards Slides 10‐12  School performance on the Smarter Balanced Assessment tests (English Language Arts and math in grades 3‐8 & 10) varies widely, both across schools and sometimes within schools by grade level. For example, fifth grade proficiency rates across schools range from 47‐92% in English Language Arts and 42‐90% in math. Eighth grade proficiency rates range from 63‐88% in English Language Arts and 43‐82% in math.  BSD proficiency rates are about 20 percentage points higher than the state average across subjects and grades 3‐8.  Disaggregated school proficiency levels Slides 13‐17 Unacceptable achievement gaps continue to exist in every school for students who are low income, Hispanic, Black, English language learners, and/or receiving special education services. These gaps are a focus of our equity work. A statistical analysis of whether and how these gaps have changed over time is underway, along with an analysis comparing gaps to similar schools across the state. 3

Executive Summary (2/4)  Trends in school performance over time Slide 18 As we saw in the District Performance report, the majority of schools have had relatively flat STAR scores over the last five years in both reading and math. Some bright spots: Reading  Medina and Somerset reading scores have slowly but steadily increased from 2013 to 2017 (Medina increased from 84% passing to 92% passing; Somerset went from 81% to 88%). Math scores have also ticked up by 3‐4 points. Math  Ardmore had math pass rates rise by 7 points this year. Phantom Lake also increased its math pass rates by 8 points. 4

Executive Summary (3/4)  College and Career Readiness Indicators Slide 19  On‐time graduation rates increased by 1‐4 percentage points in each high school last year (and International maintained its 100% graduation rate).  Advanced Placement exam pass rates rose 9 percentage points at Sammamish and are now comparable to the national average (58%). Pass rates are up slightly at most other high schools as well and are now in the 72‐86% range.  The percent of students taking at least one AP/IB course by the time they graduate rose by 5 points at Bellevue HS and Interlake (to 91% and 97% respectively), and by 3 points at Newport to reach 91%. International maintained 100%, and Sammamish is at 97%.  The percent of seniors taking the SAT or ACT exams increased by 6 points at Newport (now at 94%) and 7 points at Sammamish (now at 83%, up from 67% in 2014).  Average composite ACT scores continue a pattern of fluctuating by a point or two each year across schools. The district average (26.4 out of 36 possible points) continues to be above the national average of 21 and the state average of 21.9.  Scoring for the SAT changed this year so it is hard to compare to prior years. The district average of 1255 is at the 82 percentile nationally (the national average is 1060 and the state average is 1075). 5

Executive Summary (4/4)  Advanced Placement (AP) exam trends Slides 20‐21  As in past years, AP exam pass rates vary widely across schools and subjects. It is hard to draw conclusions about the meaning of this variation since so many factors affect these indicators (i.e., alignment of course curriculum to AP standards; student motivation in taking the course; teacher experience and philosophy about AP courses and exams; student preparation levels).  A disproportionate number of Asian students take AP tests compared to Black, Hispanic and White students, and large achievement gaps exist in pass rates in many instances. This is also true for students with IEPs and students from low‐income families, and schools are looking at ways to eliminate the gaps in course enrollment, test‐taking, and pass rates.  Newport continues to have substantially smaller gaps between groups than average. For instance, its income gap is 10 percentage points, compared to between 15‐36 points at other schools. 6

List of Data Tables Background Slide # • Elementary School Demographics, 2016‐17 8 • Secondary School Demographics, 2016‐17 9 Proficiency Levels on State Standards (2017) • SBA Proficiency Rates: Elementary Schools by grade and subject 10 • SBA Proficiency Rates: Middle Schools by grade and subject 11 • State Test Proficiency Rates: High Schools by grade and subject 12 Disaggregated Proficiency Levels (key indicators) • SBA English Language Arts 13 • SBA Math 14 Trends: School Performance Over Time (STAR) • Reading % Proficient Grades 3‐5 Combined 15 • Math % Proficient Grades 3‐5 Combined 15 College Readiness Indicators • Graduation Rates & College‐Acceptance Exam Scores 16 • AP Pass Rates by Subject 17 • AP Pass Rates Disaggregated by Group 18 • AP Test‐Taking Rates 19 7

BACKGROUND Elementary School Demographics 2016 ‐ 17 8 Abbreviations: ELL = English Language Learners; ES = Elementary Schools

BACKGROUND Secondary School Demographics 2016 ‐ 17 Abbreviations: ELL = English Language Learners; MS = Middle Schools; HS = High Schools 9

PROFICIENCY SBA Proficiency Rates: Elementary Schools (2017) Sorted by the percent of students eligible for free/reduced price meals *As measured by eligibility for free or reduced‐price meals. 10

PROFICIENCY SBA Proficiency Rates: Middle Schools (2017) Sorted by the percent of students eligible for free/reduced price meals 11

PROFICIENCY SBA Proficiency Rates: High School (2017) Sorted by the percent of students eligible for free/reduced price meals ELA = English Language Arts 12

PROFICIENCY: DISAGGREGATED Disaggregated SBA Proficiency Rates: ELA 13

PROFICIENCY: DISAGGREGATED Disaggregated SBA Proficiency Rates: Math 14

TRENDS School Performance Over Time (STAR) STAR Reading % Proficient STAR Math % Proficient (Grades 3-5 & 6-8) (Grades 3-5 & 6-8) Note: STAR proficiency thresholds are aligned to Smarter Balanced Assessment standards for all five years of data in this table. 15

COLLEGE READINESS College Readiness Indicators, by Year Note: Big Picture is not shown since it had fewer than 20 seniors. 16

COLLEGE READINESS BACKGROUND AP Pass Rates by Subject, Spring 2017 17 Note: Subjects with fewer than 70 tests taken are not shown in this table.

COLLEGE READINESS AP Pass Rates Disaggregated by Group *Data suppressed due to small group size. **As measured by eligibility for free or reduced‐price meals. How to interpret the test‐taking statistics: An example Asian students took 3,949 AP exams in 2016‐17, accounting for 49% of all AP exams taken in the district. Asian students represent 35% of the high school student population, so the percent of Asian AP test‐takers is disproportionately high. 18

COLLEGE READINESS What percent of students in an AP class take the AP exam? Notes: This table is for selected AP classes where it is possible to approximate enrollment. Interlake numbers are not included for most courses because it is difficult to determine enrollment between AP and IB classes. It is possible for a course to have more than 100% of students taking the AP exam because students do not need to be enrolled in the course in order to take the exam. 19

Next steps (ongoing) • We are continuing to implement the core strategies we have adopted over the last several years: • Racial equity work • Inclusion of students receiving special education and ELL services • A Balanced Literacy model in grades K‐5 • A system of positive behavioral interventions and supports (PBIS) and restorative practices, along with an emphasis on building relationships between students and staff • Schools review their student performance data in detail as part of the School Improvement Planning Process, and develop individual next steps in consultation with their school teams and Executive Directors. 20 • Central office departments continue to analyze student performance data throughout the year to understand the story behind the data and the implications for district initiatives and strategies.