Crete-Monee School District 201U Academic Report 2015

Crete-Monee School District 201U
Academic Report 2015
Ms. Laura Hirsch, Assistant Superintendent of Curriculum & Instruction
Mr. Nathaniel Cunningham Jr., Superintendent
Presentation Overview
1. New Illinois Balanced Accountability Model
2. Key District Achievement Indicators:
 PARCC
 NWEA MAP
 EXPLORE, PLAN, ACT
 Advanced Placement
 STEP and Fountas & Pinnell Reading Assessments
 ACCESS – English Language Learners
3. School Improvement Plans
Illinois Balanced
Accountability
Measure
• Replaces the old NCLB AYP Attainment Model.
• Differentiated Accountability
• 5 Year Phase-In
• Begins 2016-2017
Attainment
Changing
Performance
Levels
Closing
Achievement Gaps
ROE
Review
Indicators
of
Effective
Schools
Local
Data
Key Academic Indicators
Annual, One Score, Accountability Measure
State
Coverage
2-4 Times Per Year, Student Growth
District
School and
Classroom
Frequency
Frequent
Many Types
For Instructional Decisions
Balanced Assessment - Explanation
Crete-Monee uses a balanced assessment model.
Assessments at the school and classroom level come in a wide variety of formats. These
assessments may be informal assessments such as teacher observation or checklists to more
formal assessments such a quizzes and tests. School and classroom assessments are given
frequently, and they target current learning. Teachers use the results to plan their classroom
instruction.
Our district assessment program uses key local assessments, sometimes called benchmark tests,
that are given at strategic times during the school year. These assessments measure student
learning growth between key points in the school year. Less frequent than school and classroom
assessments, these assessments cover knowledge and skills learned during a specific period of
time.
At the tip of the assessment triangle are state and national tests. These tests cover a wide range
of knowledge and skills, and they are given only once a year. These are the test scores that are
reported publically and are used for accountability.
These three types of assessments are connected. School and classroom assessments provide
instructional information that leads to student learning growth. Student growth should be reflected
in changes to annual State assessment results.
State
2015 Data Expected in Late Fall
Changes for 2016
One 30-Day Testing Window
Fewer Test Sessions
Less Testing Time
Schools Determine Testing Window Between
March 7th and May 13th.
Tested Grade Levels for High School Not Yet
Announced
District
Da
NWEA
MAP
Data

Northwest Evaluation Association Measures of Academic
Progress

Computer-Based Adaptive Assessment

Measures Student Growth Over Time

Uses Equal Interval Units like a Ruler Uses Inches

Reported as RIT Score (Rasch Unit)

Provides Growth Targets for Students

Student Goal Setting Process

District Testing: Fall – Winter Testing – Grades 1-8
EXPLANATION
NWEA Map is a district assessment that is used to measure student growth. The assessment is
adaptive, which means that question difficulty adjusts as the student answers correctly or incorrectly. At
the end of the assessment, each student receives a growth target . Teachers and schools work to design
instruction so students can meet their growth targets.
The following slides show how the district and each school performed on this assessment. Each chart
has three data columns.
1. Fall growth projections for average score growth.
2. The actual average growth attained.
3. The percentage of students who met their individual growth targets.
In reading the chart
• Where the actual average growth meets/exceeds the average growth projection, the score is shaded
in blue.
• Where the percentage of students who met their individual growth targets meets/exceeds the national
average of 50%, the score is shaded in blue.
• When one score is shaded in blue, but the other score does not meet the target or national average,
the score is shaded in yellow.
• If neither score meets/exceeds the target or national average, the score is not shaded.
For ease of reading the information, shading helps to indicate where grade levels and schools are
performing well on this assessment.
NWEA MAP READING
District Grade Level Growth
Fall to Winter 2014-2015
Grade Level
Projected
Average Growth
Fall 2014
1st
2nd
3rd
4th
5th
6th
7th
8th
10.0
7.7
4.7
3.5
2.9
2.1
2.0
2.1
Actual Average
Percentage of
Growth
Students Meeting
Fall to Winter
Growth Projections
Met/Exceed Growth
Nat’l Ave = 50%
Target
9.7
7.6
7.5
6.7
5.7
6.5
0.7
2.3
57
55
63
68
66
75
42
53
NWEA MAP MATH
District Grade Level Growth
Fall to Winter 2014-2015
Grade Level
Projected
Average Growth
Fall 2014
1st
2nd
3rd
4th
5th
6th
7th
8th
9.9
7.5
6.3
5.0
3.0
3.6
2.8
3.0
Actual Average
Percentage of
Growth
Students Meeting
Fall to Winter
Growth Projections
Met/Exceed Growth Nat’l Ave = 50%
Target
12.4
9.5
7.4
6.3
6.8
6.8
1.5
2.1
65
66
65
57
76
76
47
53
Projected Average
Growth
Fall 2014
Actual Average
Growth
Fall to Winter
Met/Exceed
Growth Target
Percent of Students
Meeting Growth
Projections
Nat’l Ave = 50%
1st Reading
10.0
11.1
66
1st Math
10.2
15.9
73
2nd Reading
8.0
7.4
66
2nd Math
7.6
9.7
66
3rd Reading
4.7
11.1
80
3rd Math
6.4
10.7
78
4th Reading
3.6
6.2
58
4th Math
4.9
7.5
54
5th Reading
2.9
6.6
73
5th Math
5.0
6.2
60
BALMORAL
Grade Levels
CRETE
Projected Average
Growth
Fall 2014
Grade Level
Actual Average
Percent of Students
Growth
Meeting Growth
Fall to Winter
Projections
Met/Exceed Growth
Nat’l Ave = 50%
Target
12.7
68
1st Reading
10.0
1st Math
9.7
10.0
55
2nd Reading
7.8
6.9
53
2nd Math
7.5
10.2
70
3rd Reading
4.8
8.5
68
3rd Math
6.3
8.5
71
4th Reading
3.5
6.6
76
4th Math
5.0
5.2
50
5th Reading
2.9
4.8
59
5th Math
2.9
4.8
59
15
MONEE
Projected Average
Growth
Fall 2014
Grade Level
Actual Average
Percent of Students
Growth
Meeting Growth
Fall to Winter
Projections
Met/Exceed Growth
Nat’l Ave = 50%
Target
1st Reading
10.0
8.8
53
1st Math
9.6
12.3
67
2nd Reading
7.5
7.5
42
2nd Math
7.1
7.2
51
3rd Reading
4.7
5.8
56
3rd Math
6.2
6.3
63
4th Reading
3.6
6.9
64
4th Math
5.0
5.4
56
5th Reading
2.8
5.5
59
5th Math
5.0
6.0
65
TALALA
Projected Average
Growth
Fall 2014
Grade Level
Actual Average
Percent of Students
Growth
Meeting Growth
Fall to Winter
Projections
Met/Exceed Growth
Nat’l Ave = 50%
Target
1st Reading
10.0
8.2
48
1st Math
10.2
10.6
57
2nd Reading
8.0
8.7
54
2nd Math
7.6
10.1
68
3rd Reading
5.0
5.7
55
3rd Math
6.4
4.0
47
4th Reading
3.7
9.5
81
4th Math
5.0
7.4
66
5th Reading
3.0
7.5
72
5th Math
5.0
4.2
48
CSK
Projected Average
Growth
Fall 2014
Grade Level
1st Reading
1st Math
2nd Reading
2nd Math
3rd Reading
3rd Math
4th Reading
4th Math
5th Reading
5th Math
6th Reading
6th Math
10.1
9.5
7.3
7.2
4.4
6.1
3.3
5.0
2.9
5.0
2.0
3.0
Actual Average
Percent of Students
Growth
Meeting Growth
Fall to Winter
Projections
Met/Exceed Growth
Nat’l Ave = 50%
Target
9.2
13.5
8.1
11.2
7.7
7.8
3.6
6.0
4.8
4.9
5.3
6.6
54
72
60
80
61
64
65
61
69
57
70
73
Projected Average
Growth
Fall 2014
Actual Average
Growth
Fall to Winter
Met/Exceed
Growth Target
Percent of
Students Meeting
Growth Projections
Nat’l Ave = 50%
6th Reading
2.1
6.8
76
6th Math
3.0
7.0
76
SGC
Grade Level
Projected Average
Growth
Fall 2014
Actual Average
Growth
Fall to Winter
Met/Exceed
Growth Target
Percent of
Students Meeting
Growth Projections
Nat’l Ave = 50%
7th Reading
2.0
0.7
42
7th Math
2.8
1.5
47
8th Reading
2.1
2.3
53
8th Math
3.0
2.0
53
CMMS
Grade Level
State and District
EXPLORE
PLAN
ACT
Advanced
Placement
Data
EXPLANATION
The following 14 slides show scores for our 7-12th grade students.
Crete-Monee Middle School tests both 7th and 8th grade students using the EXPLORE test. While 7th grade students do
not typically take the EXPLORE, our district finds that this “pre-test” allows us to focus our instructional efforts to achieve
the highest 8th grade EXPLORE scores for our students. 8th grade scores are one consideration for placement into high
school courses. The 8th grade score is also the beginning score for student progress to the official ACT score.
At Crete-Monee High School, we use the EPAS (EXPLORE, PLAN, ACT) System to track student progress toward the
“official” ACT score. Each fall, all 9th-11th grade students take an EPAS test. In their core academic courses, teachers
integrate practice questions into their instruction. In the winter, students again take an EPAS practice test. This mid-year
checkpoint helps teachers and students know if students are on track to achieve the 2 points of growth expected on the
spring exam. In the spring, 11th grade students take the official ACT exams. 9th and 10th grade students take another
EPAS exam. Growth from fall to spring testing is then calculated.
For each grade level, 9-11 there are two slides. The first slide shows the growth from fall to spring. The second slide
shows the final spring scores for English, Math, Reading, Science, and the overall Composite Score. These scores are
reported for past years as well as the current year. Growth scores only include students who took both the fall and spring
tests each year. Historical scores include all students who took the spring tests each year.
There is also a slide that shows the average ACT scores for graduating classes. These scores include Grade12 students
who take the ACT after 11th Grade.
College and Career Readiness is a new data point for Illinois high schools. First reported in 2014, this percentage shows
the number of 11th grade students with a composite score of 21 or higher on their ACT. 21 is considered a benchmark
score for success in college coursework for freshmen year. This slide shows our 2014 percentage, the percentages for
other area high schools, and our projected score for 2015. It is a new data point that we will be monitoring.
The last two slides in this section address our Advanced Placement (AP) program. The first slide shows our participation
in Advanced Placement courses and Advanced Placement testing over the past 5 years. The second slide shows the
percentage of students who score a 3 or higher on Advanced Placement Exams over the same time period. A score of 3
or higher allows a student to earn college credit for the course.
EXPLORE, PLAN, AND ACT - EPAS
The Crete-Monee System
EPAS is a series of connected exams that are predictors of how
students will perform on the ACT and in college.
The series consists of three tests: EXPLORE, PLAN, and ACT.
CRETE-MONEE MIDDLE SCHOOL
Grade
December 2, 2015
7th
EXPLORE
8th
EXPLORE
3.5
7th - 8th Grade EXPLORE Growth - Target is 2 Points
3.0
2.9
2.8
2.7
2.5
2.3
2.3 2.3
1.9
2.3
1.8
2.3
2.3
2.2
2.2 2.2
2.1
1.9
2.0
2.0
2.3
2.0
2.0
1.8
1.7
1.8
1.7
1.6
1.5
1.0
0.5
0.0
English
Math
2011
Reading
2012
2013
Science
2014
2015
Composite
20
8th Grade EXPLORE – Historical Data
Goal = 16
All Students
18
15.2
15.2
15.2
15.2
15.4
16.5
16.4
16.3
14.4
14.1
14.3
15.1
15.2
15.1
15.1
14.8
15.0
14.9
14
14
15.1
14.9
15.3
14.3
16
16.3
16.4
12
10
8
6
4
2
0
ENGLISH
MATH
2010-2011
2011-2012
READING
2012-2013
SCIENCE
2013-2014
COMPOSITE
2014-2015
EXPLORE, PLAN, AND ACT - EPAS
The Crete-Monee System
CRETE-MONEE HIGH SCHOOL
Grade
Fall
September
9th
EXPLORE
10th
PLAN
11th
ACT
Benchmark Practice Tests
Benchmark Practice Tests
English, Reading, Math, Science
Benchmark Practice Tests
English, Reading, Math, Science
Benchmark Practice Tests
English, Reading, Math, Science
Excel Edge - ACT Prep Course
After School
Spring
April
PLAN – April 26
ACT – April 26
ACT – April 19
20
18
9th Grade EXPLORE Fall 2014 - 9th Grade PLAN Spring 2015
Growth
2.6
Insert
slides for 9th grade and 10th2.0
grade
2.1
16.8
14
14.72
15.2
14.8 grade –
slides for each
growth fall to spring
attainment spring,
16.9
16.7
0.4
16
1.9
18.5
15.9
15.0
14.7
12
10
8
6
4
2
0
English
Math
Reading
Fall
Spring
Science
Composite
20
16.7
16.8
17.1
18.3
18.0
18.1
16.5
16.2
15.0
15.4
14
15.6
16.6
17.1
16
17.3
18
17.0
9th Grade - Historical Spring Data (PLAN)
All Students
12
10
8
6
4
2
0
ENGLISH
MATH
2012-2013
READING
2013-2014
SCIENCE
2014-2015
COMPOSITE
10th Grade PLAN Fall 2014 - 10th Grade ACT Spring 2015
Growth
20
18
17.2
0
0.9
17.2
17.2
16.1
16
0.9
16.5
0.2
17.1 17.3
0.6
16.6
17.2
15.6
14
12
10
8
6
4
2
0
English
Math
Reading
Fall
Spring
Science
Composite
20
10th Grade – Historical Spring Data (ACT)
16.9
17.6
17.7
17.1
17.6
17.8
17.5
16.3
16.9
17.6
17.2
16.8
17.5
17.9
16
17.9
All Students
18
14
12
10
8
6
4
2
0
ENGLISH
MATH
2012-2013
READING
2013-2014
SCIENCE
2014-2015
COMPOSITE
11th Grade ACT Fall 2014 - Spring 2015 Growth
0.7
0.4
1.6
20
18.9
18.2
18.2
19.1
18.6
18
0.9
17.5
1.5
19.4
18.6
17.7
17.9
16
14
12
10
8
6
4
2
0
English
Math
Reading
Fall Spring
Science
Composite
25
11th Grade ACT - 5 Year Historical Data
All Students
18.5
17.8
17.7
18.3
18.1
18.0
18.9
19.1
18.7
18.1
17.4
18.6
18.7
18.5
18.2
19.0
19.2
18.7
17.9
18.9
18.5
17.3
16.7
15
19.0
17.5
20
10
5
0
ENGLISH
MATH
2010-2011
2011-2012
READING
2012-2013
SCIENCE
2013-2014
COMPOSITE
2014-2015
2014 College & Career Readiness - Area Schools
50%
47%
Students Scoring 21 or Higher on the ACT
45%
2015
Projection
+3%
Source: illinoisreportcard.com
40%
35%
30%
25%
20%
15%
32%
29%
25%
22%
19%
19%
18%
14%
14%
13%
11%
10%
5%
0%
11%
9%
25
Graduating Class ACT - 5 Year Historical Data
All Students
18.0
18.2
18.5
18.3
18.0
18.6
18.7
19.0
18.5
18.4
17.8
18.0
18.4
18.3
19.0
19.2
18.6
18.1
18.3
18.8
17.4
17.4
18.4
19.0
18.5
20
15
10
5
0
English
Math
2011
Reading
2012
2013
Science
2014
2015
Composite
5 Year
AP Participation
School Year
2011
2012
2013
2014
2015
Change
Total AP
Students
34
58
64
95
118
+84
Students
Total AP Exams 68
95
99
129
169
+101
Exams
71% Increase in Participation
15%
4%
6%
+ 25%
District and School
K-5 Local
Reading
Assessment
Data
EXPLANATION
1:1 reading assessments are administered one teacher to one student. Teachers value the information
they receive when they are able to sit with each student and assess reading fluency and comprehension
skills.
The District uses two different assessments of this type. At K-2 we use the STEP assessment. STEP
was developed by the University of Chicago. For grades 3-5, we use the Fountas and Pinnell
Benchmark Assessment. Developed by two highly regarded literacy experts, this assessment is widely
used by schools across the country.
These assessments are considered both district and school assessments. They are district assessments
because we administer the assessments at key times during the school year. (Fall-Winter-Spring).
Student growth is examined using these results.
Schools also use these assessment to plan classroom instruction. After each assessment
administration, teachers meet with literacy coaches to analyze results and to plan reading instruction.
Schools also have the capability to administer these assessments at any time between benchmarking
periods to gauge student progress. Each school maintains a data wall that shows each student current
level and how each student performs after each assessment. The data wall is used to monitor student
reading progress over time.
Included in this section is a slide that shows the connection between the two assessments and the
corresponding grade level for each level of the assessments.
The grade level slides show the number of levels of growth students attained last school year. The
growth information is not connected to grade level proficiency.
STEP
Strategic Teaching and Evaluation of Progress
•
•
Grades K-2
Administered
Fall – KDG and New Students
Winter and Spring – All K-2 Students
Fountas and Pinnell Benchmark Assessment
• Grades 3-5
• Administered
Fall – 3rd Grade and New Students
Winter and Spring – ALL Grade 3-5 Students
2014-2015 STEP - Kindergarten Growth
45%
40.4%
40%
35%
30%
25.6%
25%
18.9%
20%
15%
9.6%
10%
5%
3.0%
1.5%
1.1%
0%
0 Levels
1 Level
2 Levels
3 Levels
4 Levels
5 Levels
6 Levels
2014-2015 STEP - 1st Grade Growth
40%
33.9%
35%
29.0%
30%
25%
19.4%
20%
15%
10.0%
10%
5.5%
5%
1.6%
0.6%
0%
0 Levels
1 Level
2 Levels
3 Levels
4 Levels
5 Levels
6 Levels
2014-2015 STEP - 2nd Grade Growth
50%
43.1%
45%
40%
35%
30%
25%
21.7%
20%
17.3%
15%
8.8%
10%
6.4%
5%
2.4%
0.3%
0%
0 Levels
1 Level
2 Levels
3 Levels
4 Levels
5 Levels
6 Levels
2014-2015 Fountas & Pinnell - 3rd Grade Growth
35%
28.9%
30%
25%
22.0%
20%
14.8%
15%
10%
14.8%
9.0%
5.8%
5%
2.9%
1.8%
0%
0 Levels
1 Level
2 Levels
3 Levels
4 Levels
5 Levels
6 Levels
7 Levels
2014-2015 Fountas & Pinnell - 4th Grade Growth
35%
31.3%
30%
25%
23.1%
19.0%
20%
15%
10%
7.6%
6.0%
5.4%
5.7%
5%
1.3%
0.6%
0%
0 Levels
1 Level
2 Levels
3 Levels
4 Levels
5 Levels
6 Levels
7 Levels
8 Levels
2014-2015 Fountas & Pinnell - 5th Grade Growth
30%
24.1%
25%
20.7%
20%
16.7%
15.0%
15%
9.3%
10%
7.9%
5%
4.2%
1.1%
0.3%
0.6%
0%
0 Levels 1 Level 2 Levels 3 Levels 4 Levels 5 Levels 6 Levels 7 Levels 8 Levels 9 Levels
State

State Assessment for English Language Learners (ELL)

Determines English Language Proficiency and ESL
Program Placement

Languages
20142015
5.0 Composite Score
Spanish
50
Igbo
3
4.2 in both Reading and Writing
Urdu
1
Ewe
1
Croatian
1
Yoruba
1
To be consider English proficient



58 Students Served District-wide
13 Achieved English Language Proficiency and Exited Program
22% Exited
School
Students
Exited Program
Balmoral
22
2
Crete
8
4
Monee
9
4
Talala
3
1
CSK
1
1
SGC
4
0
CMMS
6
1
CMHS
5
0
School Improvement Plans
Contain Student Growth Goals – NWEA, EPAS
 Aligned with Principal Evaluation Goals
 Aligned to Student Growth Component for Teacher Evaluation
Aligned with District Vision for Curriculum & Instruction
Activities Aligned to Rising Star Indicators
Annual School Improvement Reports in June 2016
Crete-Monee School District 201U
Vision for Student Learning
2015-2018
Strategic Priority 1: Provide an effective instructional program to ensure growth for every
student.
Vision: Student Engagement in a High Quality Academic Program
Year
2015-2016
Key Actions
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Instructional Practices Inventory (IPI) – Student Engagement Data Collection Protocol
3-Minute Walkthroughs – Classroom Observation Tool for K-5 Administrators
Teacher Evaluation Incorporating Student Growth Begins
K-5 Chrome books Implementation
Google Technology Integrators Trained
2016-2019 Technology Plan Developed
ECRA – Data Analysis Software for Student Growth Calculations
Construction on CMMS/International Baccalaureate Middle Years Programme (IB MYP) Planning
Head of School Training
Application for Candidacy - April
Professional Learning Communities – “Early Out” Time for CMHS
K-12 Integrated Unit Work Continues – Meets CCSS and PARCC Requirements for Literacy
Foreign Language Curriculum Revision – Performance-Based Curriculum
PE Curriculum Revision Aligned to Illinois Enhanced PE Standards
Transitional High School(THS)Program Moved to CMHS – Provides Intervention for CMHS Students
Negotiate 4 Year Professional Development Requirements for New Teachers
Negotiate Response to Intervention Model for CMMS and CMHS
Rising Star Framework – State of Illinois
District Assigned Indicators
ID10 The School Leadership Team regularly looks at
school performance data and aggregated classroom
observation data and uses that data to make
decisions
about
school
improvement
and
professional development needs.
IID08
Instructional Teams review student learning data
(academic, physical, social, emotional, behavioral)
to assess and make decisions about curriculum and
instructional strategies.
PLUS 2 Indicators of the School’s Choice
Reading
Achieve 3000
Reading Volume, Text Complexity, Close Reading, Text-based Questions
Text-Based Evidence in Writing
Integrated Units of Instruction
Math
K-5 Math Fact Plan
6+1 Strategies for Student Success in Math – SGC, CMMS, CMHS, MEC
Instruction
Instructional Practices Inventory (IPI)
Response to Intervention (RtI)
School Leadership Team Book Study
Assessment
Collaborative Teams that Analyze Student Data, Make Instructional Decisions, Set Goals, and
Monitor Student Growth
Climate
Positive Behavior Interventions and Supports (PBIS)
Section 5
Informational
Resources
Crete-Monee School District 201U Assessment Schedule
http://www.cm201u.org/index.aspx?nid=901
Illinois State Board of Education – Hot Topics for 2015-2016
http://isbe.net/hot-topics.htm
Partnership for the Assessment of Readiness for College and Careers
(PARCC)
www.parcconline.org
Illinois School Report Card
www.illinoisreportcard.org
http://iirc.niu.edu/Classic/Default.aspx
Next Generation Science Standards
www.nextgenscience.org