Tennyson High School SAIT Report

1
Tennyson High SchoolSAIT Report

• Progress on Essential Components
• Action Plan
• Accomplishments
• Student Performance Data

2
Essential components

• Instructional Component
• Student Access
• Principal Training
• Teacher professional Development
• Student Monitoring
• Support
• Interventions
• Teacher collaboration
• Fiscal Support

3
School Assistance and Intervention Team Findings

• 17 out of 19 areas were fully or substantially
  implemented
• 2 were partially implemented

4
Action Plan

• External and internal coaches
• Professional development that is philosophical,
  pedagogical sound
• Practice is implemented and Monitored

5
Accomplishments

• Equity and Access
• Results API increase of 104 points in two years
• CAHSEE 74 in ELA67 in Math.
• Reform Small learning Environments aligned to
  A-G requirements. Pacing guides in ELA and Math

6
Tennyson High School

• Student Performance Information
• 2002-2005

7
California Standards Tests

• English Language Arts

8
California Standards Test English Language Arts
School-wide All Students, 9th 11th Grades
By Performance Band2001-02 through 2004-05

• The data demonstrate a pattern of improved
  results
• One-year (2004-05 over 2003-04)
• Four-year (2000-01 through 2004-05)
• The percent of students scoring in the Advanced
  /Proficient has increased
• The percent of students scoring Far Below Basic
  and Below Basic has decreased
• One-year gains in school-wide performance
• An increase of 4.5 percentage points in
  Proficient/Advanced combined
• 43 more students scored Proficient/ Advanced in
  2005 than in 2004
• There was a decrease of 41 fewer students in Far
  Below Basic/Below Basic combined
• Four-year gains in school-wide performance
• Increase of 7.9 percentage points in
  Proficient/Advanced
• Decrease of 5.3 percentage points in Far Below
  Basic/Below Basic combined
• This means that in 2005, there are 115 fewer
  students scoring Far Below Basic/Below Basic than
  in 2002.
• In 2005, there were 162 more students scoring
  Proficient/Advanced than in 2001.

Includes all students tested
9
California Standards Test English Language
Arts All Students, 9th 11th Grades By Grade
Level Percent Proficient and Advanced2001-02
Through 2004-05

• One-year gains Growth from 2004 to 2005
• All grade levels posted gains
• The largest increase (7.2 percentage points) was
  at the 10th grade level
• 4-year gains in school-wide performance
• The data indicate a pattern of consistent, annual
  improved results at all grade levels since 2003
• 9th grade shows consistent gains since 2002
• All grades show four-year gains in the percent
  Proficient/Advanced
• 9th grade more than doubled the number increasing
  from 59 students in 2002 to 129 in 2005
• 10th grade increased from 50 in 2002 to 109 in
  2005
• 11th grade increased from 46 in 2002 to 79 in
  2005
• The percent Far Below Basic/Below Basic was
  reduced at 9th and 10th grades, but increased at
  11th grade

Percent Proficient/Advanced 9th 11th Grades
10
California Standards Test English Language
Arts By EthnicityPercent Proficient and
Advanced2001-02 Through 2004-05

• Data disaggregated by ethnic subgroups show a
  four-year improvement trend in the percent of
  Hispanic students scoring Proficient/Advanced.
• This percent more than doubled increasing from
  7.3 percentage points (52 students) in 2002 to
  16.2 percentage points (136 students) in 2005.
• The percent of Hispanic students scoring Far
  Below Basic/Below Basic has decreased by 15.2
  percentage points (from 60 percent in 2002 to
  44.8 in 2005)
• This means that 53 fewer Hispanic students scored
  Far Below Basic/Below Basic in 2005 than in 2002
• White, Non-Hispanic students, as a group, posted
  performance that is higher than in 2002. The
  percent scoring Proficient/Advanced increased by
  11.9 percentage points.
• Other students showed a slight decrease in
  one-year and four-year results. The trend
  indicates a decline in percent of students
  scoring Proficient/Advanced.

11
California Standards Test English Language Arts
By Language ProficiencyPercent Proficient and
Advanced2001-02 Through 2004-05

• The English Learner Subgroup includes all former
  English Learners who have been redesignated to
  Fluent English Proficient (RFEP), and current
  English Learners (EL).
• All language groups demonstrate four-year gains
  in Proficient/ Advanced
• EL/RFEP students have shown consistent annual
  gains since 2002.

12
California Standards Test English Language Arts
Former English Learners - Redesignated English
Learners (RFEP)Percent Proficient and
Advanced2001-02 Through 2004-05

• There was a one-year increase of 4.5 percentage
  points in the percent of RFEP students scoring in
  the Proficient/ Advanced levels.
• Over four years, the percent scoring
  Proficient/Advanced has increased by 15.6
  percentage points.
• This means that the number of RFEP students
  scoring Proficient/Advanced has more than tripled
  by over 200 from 30 in 2001 to 93 in 2005.
• Over four years, the percent Far Below
  Basic/Below Basic decreased by 2.2 percentage
  points

13
California Standards Test English Language Arts
Socioeconomically Disadvantaged
StudentsPercent Proficient and Advanced2001-02
Through 2004-05

• Socioeconomically Disadvantaged subgroup results
  demonstrate one-year and five-year gains in the
  percent Proficient/Advanced.
• This percent increased 6.1 percentage points from
  Spring 2004 to 2005.
• The four-year increase totaled 9.7 percentage
  points (from 10 percent in 2002 to 19.7 percent
  in 2005).
• The number of socio-economically disadvantaged
  students scoring Proficient/Advanced more than
  doubled from 48 in 2002 to 152 in 2005
• The percent Far Below Basic/Below Basic decreased
  10.6 percentage points over four years.

14
California Standards Test English Language Arts
Students with Disabilities Percent Proficient
and Advanced2001-02 Through 2004-05

• Students with disabilities showed one-year (6.3
  percentage points) and four-year (8.1 percentage
  points) gains.
• Most of this growth occurred during 2004-05 after
  three years of little or no growth in the percent
  of students scoring Proficient or Advanced from
  2002 though 2004.

15
California Standards Tests

• Mathematics

16
California Standards Test Mathematics All
Students, 9th 11th Grades By Performance
Band2001-02 Through 2004-05

• The data demonstrate no improvement when
  comparing 2002 to 2005
• One-year gains
• An increase of 4.3 percentage points in the
  percent of students scoring Proficient/ Advanced
• An increase of 1.9 percentage points in Far Below
  Basic/Below Basic combined
• Four-year gains
• Increase of 2.1 percentage points in
  Proficient/Advanced
• Decrease of 1.9 percentage points in Far Below
  Basic/Below Basic combined

17
California Standards Test Mathematics All
Students, 9th 11th Grades By Grade Level
Percent Proficient and Advanced2001-02 Through
2004-05

• Four-Year Gains
• 9th grade shows moderate increase (5.6 percentage
  points) in percent Proficient/Advanced
• 10th and 11th grades show slight declines
• The percent Far Below Basic and Below Basic rose
  from 60.8 in 2002 to 68.1 percent in 2005, while
  9th and 10th grades showed no change in these
  levels
• One-year gains
• All three groups showed improvements in 2005 over
  2004 performance
• For 10th and 11th graders, these improvements
  simply offset the declines experienced in the
  prior two years.

Percent Proficient/Advanced 9th 11th Grades
18
California Standards Test Mathematics By
EthnicityPercent Proficient and Advanced2001-02
Through 2004-05

• 4-year Gains
• Hispanic and White Non-Hispanic groups show
  minimal one-year and four-year gains in the
  percent of students scoring Proficient or
  Advanced.
• The percent of Hispanic students scoring Far
  Below Basic/Below Basic has decreased slight

19
California Standards Test Mathematics By
Language ProficiencyPercent Proficient and
Advanced2001-02 Through 2004-05

• The EL/RFEP language group shows slight increases
  in the percent Proficient/ Advanced
• The four year increases are
• EL/RFEP - 1.3 percentage points
• IFEP 6.1 points
• EO 1.2 percentage points

20
California Standards Test Mathematics
Reclassified English Learners (Former English
Language Learners)Percent Proficient and
Advanced2001-02 Through 2004-05

• The percent of RFEP students scoring
  Proficient/Advanced has increased 8.5 percentage
  points over the past four years, from 11.1
  percent in 2002 to 19.6 percent in 2005.
• In 2005, 88 RFEP students scored Far Below Basic/
  Below Basic. This is a increase from the number
  (51) that scored in these ranges in 2002
• It should be noted that a student must score mid
  Basic (325) and meet additional district criteria
  to be redesignated from EL to RFEP, however, over
  40 of RFEPs score Far Below Basic/Below Basic
  after redesigation, indicating a need for
  additional support.

21
California Standards Test Mathematics
Socioeconomically Disadvantaged StudentsPercent
Proficient and Advanced2001-02 Through 2004-05

• The increases in the percent of Socioeconomically
  Disadvantaged students scoring in the Proficient/
  Advanced levels have been minimal.
• There has been little change in the percent
  scoring Far Below Basic/Below Basic

22
California Standards Test Mathematics
Students with DisabilitiesPercent Proficient and
Advanced2001-02 Through 2004-05

• The percent of Students with Disabilities that
  score Proficient/Advanced has increased since
  2002 from 1.4 (1 student) to 6.6 (7 students)
  in 2005
• The greatest annual gains during this period were
  made in 2004-05 (5.7 percentage points).