20062007 RUSD

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One communitydiverse, challenged, prepared
2006-2007 RUSD STUDENT ACHIEVEMENT REPORT
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OVERVIEW OF PRESENTATION

• State and Federal Accountability
• District Program Improvement Status
• Instructional Services Strategic Actions

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State Federal Accountability

• Academic Performance Index (API)
• Adequate Yearly Progress (AYP)

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What is the difference between AYP and API?

A 1000
AYP The top two rungs of the ladder only.
API Points for traveling up the ladder All
rungs of the ladder.
P 875
B 700
BB 500
FBB 200
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API is a growth model
A 1000
1.25 API points
P 875
1.75 API points
B 700
Every one percent of students moving from BB to B
contributes 2 API points
BB 500
Every one percent of students moving from FBB to
BB contributes 3 API points
FBB 200
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Met API Targets

• 14 Elementary Schools
• - Bryant - Jefferson
• - Franklin - Lake Mathews
• - Hawthorne - Longfellow
• - Highgrove - Magnolia
• - Highland - Pachappa
• - Hyatt - Taft
• - Kennedy - Victoria

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Met API Targets

• 2 Middle Schools
• Central
• Earhart
• 1 Alternative School
• Raincross

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API Components-Elementary
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API Components-Middle School
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API Components-High School
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API Points Per 1 Moved Up

• API
• Weights Pts
• Advanced 1000 1.25
• Proficient 875 1.75
• Basic 700 2.00
• Below Basic 500 3.00
• Far Below Basic 200

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RUSD Average API
767
(State769)
728
707
(State729)
(State643)

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Met All AYP Criteria-Elementary (Total of 21)
- Adams - Lake Mathews - Alcott - Liberty -
Bryant - Madison - Emerson - Magnolia -
Franklin - Monroe - Grant - Pachappa -
Harrison - Rivera - Highgrove - Twain -
Hyatt - Washington - Jackson - Woodcrest -
Kennedy
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Met All AYP Criteria-Secondary (Total of 7)
- Earhart - Arlington - King -
North - Poly - Lincoln - Raincross
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Adequate Yearly Progress (AYP)

• Criteria That Must be Met for LA Math
• Participation Rate (overall and for each
  numerically significant subgroup for ELA Math)
• Achievement Targets (overall and for each
  numerically significant subgroup for ELA Math)

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Adequate Yearly Progress (AYP)

• Additional Criteria That Must be Met
• API (over 590 or 1 point growth)
• Graduation Rate (high schools only)

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(No Transcript)
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Adequate Yearly ProgressTargets for Grades 2-8
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Adequate Yearly ProgressTargets for High Schools
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Adequate Yearly ProgressTargets for Grades 2-8
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Adequate Yearly ProgressTargets for High Schools
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Adequate Yearly Progress (AYP)

• Average Schoolwide Percent Proficient
• LA Math
• Elementary Schools 44 54
• Target (24.4) (26.5)
• Middle Schools 42 37
• Target (24.4) (26.5)
• High Schools 52 49
• Target (22.3) (20.9)

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Adequate Yearly Progress (AYP)

• Percent of Criteria Met
• Elementary Schools 98 (571/580)
• Middle Schools 90 (129/144)
• High Schools 99 (99/100)

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What are the RUSD AYP targets for No Child Left
Behind?

• RUSD has 46 targets including
• participation rates, district Academic
  Performance Index (API), graduation rate,
  proficient in ELA and math.

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What are the RUSD goals for No Child Left Behind?

• 2007 District Goals
• Participation 95
• District API 590
• Graduation 82.9
• Reading 23.0
• Mathematics 23.7

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Did we meet our No Child Left Behind Goals?

• We met 44 of the 46 goals,
• exceeding some by as much
• as 100.
• We missed one goal by 8 percentage points and one
  by 0.6 percentage points.

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What goals did we miss?
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What goals did we miss?
In math, if SWD is only missed target, 20 points
are added
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What is the impact of missing two goals?

• In 2005-06, we missed 2 of the 46 goals.
• In 2006-07, we missed 2 goals
• Missing goals in language arts for two
  consecutive years has placed us in the category
  called Local Education Agency Program Improvement
  (LEA PI) Year 1

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Many districts in the county and state are
currently in LEA PI.

• 25 districts are listed in Riverside County
• 16 are currently in program improvement

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How does Riverside Unified compare to other
districts?

• 1 is at risk of program improvement
• 8 are neither program improvement nor at risk

PI Risk Beaumont Not PI or at risk Corona Desert
Center (1 school) Menifee (elementary
only) Murietta
Nuview Temecula RCOE (alternative programs and 1
charter) CSDR (not Title 1)
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What actions does LEA PI require?

• Notify all parents in the district of program
  improvement status by October 1, 2007
• Have outside experts assist us
• Complete state mandated Academic Program Survey
  (APS) at school sites

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What actions does LEA PI require?

• Convene District Teams including parents and
  community members to
• Analyze school surveys
• Complete state mandated District Assistance
  Survey (DAS)
• Complete English Learner Self Study Assessment
  (ELSSA)

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What actions does LEA PI require?

• Convene District Teams to
• Complete Least Restrictive Environment Assessment
  (LRE)
• Find district priorities
• Revise district plan to align with these
  priorities
• Secure board approval of the revised plan and
  submit to state department by January 1, 2008

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How do these results influence our work?

• Each and every child deserves a guaranteed and
  viable curriculum

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A guaranteed and viable curriculum

• a childs opportunity to learn cannot be
  determined by the philosophy of school they
  attend,
• the teacher they happen to have,
• the use of non-adopted materials,
• the neighborhood they live in,
• the language they speak,
• the color of their skin, or learning
  challenges they may have

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A guaranteed and viable curriculum includes

• standards-based materials, instruction, and
  assessments that are district approved and
  research-based
• common, high expectations
• adequate time to learn
• differentiated instruction
• a qualified teacher and administrator

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• Our strategic actions to guarantee a viable
  curriculum

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Strategic Actions

• Continued commitment to Professional Learning
  Communities
• Full implementation of Houghton Mifflin, Holt,
  and Language!
• Reconfigured non-severely handicapped Special Day
  Classes

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Strategic Actions

• Renewed focus on English Language Development
  (ELD) and Specially Designed Academic Instruction
  in English (SDAIE) strategies
• Content Area Coaching

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Strategic Actions

• Use of district provided pacing
• Instructional Monitoring
• Classroom Walk Throughs
• Focused, formative analyses of district benchmark
  assessments

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Why the assessments?

• Formative
• Identify students who have not yet mastered the
  taught curriculum
• Identify areas of strength and areas of
  improvement in the instructional program

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District Benchmark Assessments-Validity and
Reliability Coefficients

• High School Science
• Validity .67 - .79
• Reliability .89 - .93
• High School Language Arts
• Validity .73 - .77
• Reliability .85 - .93

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District Benchmark Assessments-Validity and
Reliability Coefficients

• Middle School Science
• Validity .67 - .79
• Reliability .88 - .89
• Middle School Language Arts
• Validity .74 - .78
• Reliability .82 - .85

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District Benchmark Assessments-Validity and
Reliability Coefficients

• Middle School Social Science
• Validity TBD
• Reliability .88-.89
• High School Social Science
• Validity TBD
• Reliability .89

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District Benchmark Assessments-Validity and
Reliability Coefficients

• Middle School Mathematics
• Validity TBD
• Reliability .72 - .83
• High School Mathematics
• Validity TBD
• Reliability .76 - .89

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District Benchmark Assessments-Validity and
Reliability Coefficients

• Elementary School Mathematics
• Validity .71 - .77
• Reliability .84 - .89

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Q A

• Will we close the knowing-doing gap by
  taking purposeful action because, at long last,
  we acknowledge that to know and not to do is
  really not to know?
• Covey