sat/act results for graduating class of 2007

SAT/ACT Results for Graduating SAT/ACT Results for Graduating Class of 2007Class of 2007

A Presentation to the A Presentation to the

KSD Board of DirectorsKSD Board of Directors

September 12, 2007September 12, 2007

Key Points - SATKey Points - SAT KSD’s SAT Reading scores were up 4 points in contrast to the one-point KSD’s SAT Reading scores were up 4 points in contrast to the one-point

declines in WA and nationally.declines in WA and nationally. KSD’s SAT Reading scores are the highest they have been since the 1999 KSD’s SAT Reading scores are the highest they have been since the 1999

graduating class.graduating class. KSD’s SAT Math scores continue to be at an all-time high in contrast to WA KSD’s SAT Math scores continue to be at an all-time high in contrast to WA

and national declines. and national declines. KSD’s Black/African American and Hispanic/Latino students outperform their KSD’s Black/African American and Hispanic/Latino students outperform their

WA and national peers in both SAT Reading and Math. The number of test-WA and national peers in both SAT Reading and Math. The number of test-takers for these groups remains small.takers for these groups remains small.

KSD’s White students continue to outperform their WA and national peers in KSD’s White students continue to outperform their WA and national peers in Math; in Reading they outperform their national but not their WA peers.Math; in Reading they outperform their national but not their WA peers.

KSD’s English language-only students outperform their national and WA peers KSD’s English language-only students outperform their national and WA peers in Math; in Reading they scored higher than their national but not their WA in Math; in Reading they scored higher than their national but not their WA peers.peers.

KSD participation rates are identical to WA’s of 53% and slightly higher than KSD participation rates are identical to WA’s of 53% and slightly higher than the national rate of 48%.the national rate of 48%.

SAT Math PerformanceSAT Math Performance

500

510

520

530

540

550

US Math WA Math KSD Math

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

SAT Reading PerformanceSAT Reading Performance

500

510

520

530

540

550

US Reading WA Reading KSD Reading

1998-19991999-20002000-20012001-20022002-20032003-20042004-20052005-20062006-2007

Issues of Equity - SATIssues of Equity - SAT

With the exception of Asian/Asian-American students, each of With the exception of Asian/Asian-American students, each of the major ethnic groups outperforms their national peers in the major ethnic groups outperforms their national peers in Reading and in Math. The small number of American Indian Reading and in Math. The small number of American Indian participants (8) precludes generalizations.participants (8) precludes generalizations.

Disparities exist in levels of group achievement with African Disparities exist in levels of group achievement with African American/Black students scoring lower than other ethnic groups.American/Black students scoring lower than other ethnic groups.

Participation rates by African American/Black and Participation rates by African American/Black and Hispanic/Latino students remain low but have increased.Hispanic/Latino students remain low but have increased.

In Math, KSD males outperform their WA and national peers. In Math, KSD males outperform their WA and national peers. They also outperform KSD females. They also outperform KSD females.

In Reading, KSD male and female scores are identical. Both In Reading, KSD male and female scores are identical. Both outscore their national but not state peers. outscore their national but not state peers.

Females represent a greater share of test-takers locally and Females represent a greater share of test-takers locally and nationally.nationally.

SAT Math Performance by EthnicitySAT Math Performance by Ethnicity2006 and 2007 Graduates2006 and 2007 Graduates

0

100

200

300

400

500

600

700

KSD Math 06 KSD Math 07 National 07

0

100

200

300

400

500

600

700

KSD Math 06 KSD Math 07 National 07

SAT Reading Performance by EthnicitySAT Reading Performance by Ethnicity2006 and 2007 Graduates2006 and 2007 Graduates

0

100

200

300

400

500

600

American Indian Asian Black/AfricanAmerican

Mexican/MexicanAmerican

OtherHispanic/Latino

White

KSD Reading 06 KSD Reading 07 National 07

SAT SAT Students in Top 10Students in Top 10thth Class Rank Class Rank

578591

578590 594

585575

585 580

602620 614

623633

624610

599 602

400

450

500

550

600

650

700

2001 2002 2003 2004 2005 2006 2007 WA 2007 US 2007

ReadingMath

USWAKSD

Key Points - ACTKey Points - ACT Far fewer 2007 KSD grads took the ACT (171) than the SAT Far fewer 2007 KSD grads took the ACT (171) than the SAT

(819). (819). Results should be viewed with the caveat of the low Results should be viewed with the caveat of the low

participation rates.participation rates. KSD students’ Math scores were equal to those of WA and KSD students’ Math scores were equal to those of WA and

higher than those of their US peers.higher than those of their US peers. KSD’s English and Reading scores lower than those of WA but KSD’s English and Reading scores lower than those of WA but

higher than those of the US.higher than those of the US. KSD’s Science results were slightly lower than WA but higher KSD’s Science results were slightly lower than WA but higher

than the US.than the US. Disaggregation of scores by ethnicity would not be appropriate Disaggregation of scores by ethnicity would not be appropriate

for this number of test takers though even with the few test-for this number of test takers though even with the few test-takers of color, achievement gaps similar to the SAT exist.takers of color, achievement gaps similar to the SAT exist.

ACT Performance ACT Performance 2007 Grads2007 Grads

15

16

17

18

19

20

21

22

23

24

25

English Math Reading Science Composite

AC

T S

core KSD

WAUS

Questions?Questions?

KSD Student Learning as KSD Student Learning as Measured by the Measured by the Spring 2007 WASLSpring 2007 WASL

A Presentation to the A Presentation to the

KSD Board of DirectorsKSD Board of Directors


Key PointsKey Points In Math, KSD students in Grades 6, 7, 8, and 10 continue to In Math, KSD students in Grades 6, 7, 8, and 10 continue to

outperform their state peers. In Grades 3, 4, and 5, KSD students outperform their state peers. In Grades 3, 4, and 5, KSD students scored lower than their state peers.scored lower than their state peers.

In Reading, KSD students in Grades 3-8 scored lower than their state In Reading, KSD students in Grades 3-8 scored lower than their state peers. Only 10peers. Only 10thth graders had higher scores than their state peers. graders had higher scores than their state peers.

KSD sophomores outperformed their state peers in Math, Reading, KSD sophomores outperformed their state peers in Math, Reading, and Science. In Writing, 10and Science. In Writing, 10 thth graders had slightly lower scores than graders had slightly lower scores than WA 10WA 10thth graders. graders.

At Grades 7 and 10, all ethnic groups show a trend of improvement in At Grades 7 and 10, all ethnic groups show a trend of improvement in both Reading and Math. In Grade 4, there has been a recent lowering both Reading and Math. In Grade 4, there has been a recent lowering of performance among groups.of performance among groups.

When considering economic status, or ethnicity, or the percentage of When considering economic status, or ethnicity, or the percentage of English Language Learners, the pattern continues of :English Language Learners, the pattern continues of : relatively strong math performance at the secondary levelrelatively strong math performance at the secondary level average math performance at the elementary level average math performance at the elementary level somewhat weak performance in Reading at all but 10somewhat weak performance in Reading at all but 10 thth grade. grade.

WASL Reading Grade 4WASL Reading Grade 4

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

KSD Grade 4

WA Grade 4


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

KSD Grade 7

WA Grade 7


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

KSD Grade 10

WA Grade 10

WASL Math Grade 4WASL Math Grade 4

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

KSD Grade 4

WA Grade 4


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

KSD Grade 7

WA Grade 7


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

KSD Grade 10

WA Grade 10

WASL Reading WASL Reading All Tested Grades KSD and WAAll Tested Grades KSD and WA

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10

KSD

WA

WASL Math WASL Math All Tested Grades KSD and WAAll Tested Grades KSD and WA

0%

10%

20%

30%

40%

50%

60%

70%

80%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10

KSD

WA

WASL Writing Grade 4WASL Writing Grade 4

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

KSD Grade 4

WA Grade 4


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

KSD Grade 7

WA Grade 7


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

KSD Grade 10

WA Grade 10

Grade 10 WASL Performance by Grade 10 WASL Performance by EthnicityEthnicity

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Reading Math Writing

AmericanIndian/Alaskan NativeAsian

Black/African American

Hispanic/Latino

White

WASL Grade 10 Math and Non-Asian Minorities

Districts of Enrollment > 10,000

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

0 10 20 30 40 50 60 70 80

% Students of Non-Asian Minorities

%M

et S

td

WASL Grade 4 Reading and Free-Reduced LunchDistricts of Enrollment > 10,000

0%10%20%30%40%50%

60%70%80%90%

100%

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0

% F/R

%M

et S

td

WASL Grade 10 Reading and Non-Asian Minorities Districts of Enrollment > 10,000

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

0 10 20 30 40 50 60 70 80

% Students of Non-Asian Minorities

%M

et S

td

Students Enrolled in KSD for Grade 4 and again Students Enrolled in KSD for Grade 4 and again for Grade 10 WASL Performancefor Grade 10 WASL Performance

76%

56%

91%

69%

54%

31%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Reading Math

% M

et S

tan

dar

d

Met Std Grade 4 (2000-01) Met Std Grade 10 (2006-07)

Met Std Grade 10 Enrolled after Grade 4

Represents about 52% of Grade 10 students

WASLWASL Science Grade 5Science Grade 5

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2003-04 2004-05 2005-06 2006-07

KSD Grade 5WA Grade 5

WASL Science Grade 8WASL Science Grade 8

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002-03 2003-04 2004-05 2005-06 2006-07


WASL Science Grade 10WASL Science Grade 10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002-03 2003-04 2004-05 2005-06 2006-07


KSDKSDAdequate Yearly ProgressAdequate Yearly Progress

A Presentation to the Board of A Presentation to the Board of DirectorsDirectors


• ALL students “proficient” by 2014

• Separate, measurable goals in reading, in mathematics, in attendance rates (elementary and middle), and in graduation rates (high schools) -- State Uniform Bars

• Separate, measurable objectives/disaggregated data and goals for: • All Children

• Racial/Ethnic Groups

• Students with Disabilities (Special Education)

• Students with Limited English Proficiency (ELL)

• Students from Low-Income Families

NCLB Adequate Yearly Progress Elements

Changes to AYP and their ImpactChanges to AYP and their Impact Grades 3, 5, 6, and 8 are now included in AYP.Grades 3, 5, 6, and 8 are now included in AYP. Inclusion of additional grade levels means more cells Inclusion of additional grade levels means more cells

will count toward meeting AYP. will count toward meeting AYP. The inclusion of more cells means many more schools The inclusion of more cells means many more schools

and districts will not meet AYP.and districts will not meet AYP. The ELL and SPED cells are inherently difficult cells in The ELL and SPED cells are inherently difficult cells in

which to meet AYP.which to meet AYP. How many districts in WA of over 5,000 students How many districts in WA of over 5,000 students

met AYP? None.met AYP? None.

Large Districts:Large Districts:

1% of District Enrollment for 1% of District Enrollment for Cell to CountCell to Count

Schools:Schools: at least 30-40 Students at least 30-40 Students in Cell to Countin Cell to Count

Percent ProficientPercent Proficient

Reading Reading MathMath

Percent Percent ParticipationParticipation

Reading MathReading Math

Unexcused Unexcused Absence/ Absence/

Graduation Graduation RateRate

All StudentsAll Students

American IndianAmerican Indian

Asian/Pac. Is.Asian/Pac. Is.

BlackBlack

HispanicHispanic

WhiteWhite

Special EducationSpecial Education

Limited English (ELL)Limited English (ELL)

Low IncomeLow Income

AYP MatrixAYP Matrix

GRADES 3 ,4, & 5 YEARLY TARGETSGRADES 3 ,4, & 5 YEARLY TARGETS

Reading Mathematics100.0

0

10

20

30

40

50

60

70

80

90

100

2005 2006 2008 2010 2011 2012 2013 2014

Per

cen

t M

eeti

ng

Sta

nd

ard

AYP can be made if the percent meeting standard is below the yearly target either via safe harbor or when the standard error is included in the total.

(Increments are rounded)

88.1

2009

76.1

2007

64.2

2004

52.2

29.7

2002 2003

47.3

64.9

82.4

100.0

Mathematics

Reading

GRADES 6, 7 & 8 YEARLY TARGETSGRADES 6, 7 & 8 YEARLY TARGETS

30.1

47.6

65.1

82.5

100.0

0

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Per

cen

t M

eeti

ng

Sta

nd

ard

Reading Mathematics



58.7

79.3

17.310

38.0

100.0

Mathematics

Reading

GRADE 10 YEARLY TARGETSGRADE 10 YEARLY TARGETS

61.5

74.3

87.2

100.0

48.6

0

10

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Per

cent

Mee

ting

Sta

ndar

d

Reading Mathematics



43.6

62.4

81.2

24.8

100.0

Mathematics

Reading

Key AYP PointsKey AYP Points KSD did not meet AYP.KSD did not meet AYP. Penalties exist only for Title I schools and districts “needing Penalties exist only for Title I schools and districts “needing

improvement.”improvement.” It takes two years of not meeting AYP for a school to be on the It takes two years of not meeting AYP for a school to be on the

improvement list and two years of meeting AYP to get off the list.improvement list and two years of meeting AYP to get off the list. KSD is KSD is notnot classified as “needing improvement.” classified as “needing improvement.” No KSD No KSD Title ITitle I schools are in “need of improvement.” schools are in “need of improvement.” Twelve (12) elementary schools did not make AYP for the first time Twelve (12) elementary schools did not make AYP for the first time

this past year – 9 of these are Title I.this past year – 9 of these are Title I. Seven (7) middle schools did not make AYP – five (5) for the first Seven (7) middle schools did not make AYP – five (5) for the first

time.time. Three (3) high schools did not make AYP – none for the first time.Three (3) high schools did not make AYP – none for the first time.

AYP Comparison AYP Comparison 2005-06 and 2006-072005-06 and 2006-07

2005-062005-06 2006-072006-07

KSD District Cells KSD District Cells not making AYPnot making AYP

1 1 (Grade 10 Math Low (Grade 10 Math Low

Income)Income)

14 14 (primarily SPED, ELL, (primarily SPED, ELL,

Low Income,Low Income,

African-AmericanAfrican-American))

KSD Cells making KSD Cells making AYP AYP

5050 6969

KSD Schools not KSD Schools not making AYPmaking AYP

66 2323



Percent ParticipationPercent Participation


Unexcused Unexcused AbsenceAbsence

All StudentsAll Students YY YY YY YY

YY

American IndianAmerican Indian YY YY

Asian/Pac. Is.Asian/Pac. Is. YY YY YY YY

BlackBlack NN NN YY YY

HispanicHispanic NN YY YY YY

WhiteWhite YY YY YY YY

Special EducationSpecial Education NN NN YY YY

Limited English Limited English (ELL)(ELL)

NN NN YY YY

Low IncomeLow Income NN YY YY YY

AYP KSD Grades 3-5AYP KSD Grades 3-5





Unexcused Unexcused AbsenceAbsence


YY



BlackBlack YY NN

HispanicHispanic YY YY


Special EducationSpecial Education NN NN


NN NN

Low IncomeLow Income YY YY YY YY

AYP KSD Grades 7-8AYP KSD Grades 7-8





Graduation Graduation RateRate


YY



BlackBlack

HispanicHispanic


Special EducationSpecial Education


NN NN

Low IncomeLow Income YY NN YY YY

AYP KSD Grade 10AYP KSD Grade 10

School Improvement

Plan

Continue:

Public School Choice

Continue: Public School

Choice Supplemental

Continue: Public School

ChoiceSupplemental

Services

Public School Choice

Supplemental

Services

Corrective

Action

Plan for AlternativeGovernance

AYP AYPAYPAYP AYP

Step 1 Step 2 Step 3 Step 4

Implement Plan For

Alternative Governance

Step 51 2

AYP AYP

AYP TIMELINE FOR SCHOOLS

Consequences apply only to schools receiving Title I

funds

Identified for School Improvement

2004-2005 School Year

WASL2003

WASL 2004

KSDKSDAction PlanAction Plan

A Presentation to the Board of A Presentation to the Board of DirectorsDirectors


Action PlanAction Plan

The next slides outline current The next slides outline current Instructional and Integrated Learning Instructional and Integrated Learning Services plans to increase student Services plans to increase student performanceperformance

The plans will be modified as further data The plans will be modified as further data analysis is completed.analysis is completed.

General Educational Services

•Curriculum & Instruction

•Assessment & Monitoring

•Intervention & Learning Opportunities

•Professional Development

Differentiated Educational Services

Focused Emphasis on Academic Achievement

.

•Communication•Coordination•Collaboration

•Literacy/Numeracy•Core Standards

•Systemic Data Profiles•Look Fors & Checkpoints

•Safeguards•Continuum of Services

•Instructional Staff•Leadership Capacity

Coherence

ReadingReading

Implementation of reading comprehension and Implementation of reading comprehension and spelling resources spelling resources (K-6)(K-6)

Implementation of reading resources Implementation of reading resources (7—8)(7—8)

Increase use of high interest, varied reading Increase use of high interest, varied reading level materials level materials (7-12)(7-12)

Continue field test of reading comprehension Continue field test of reading comprehension program program (9-12)(9-12)

WritingWriting

Implement writing resource (K-6)Implement writing resource (K-6) Select writing resource to support Select writing resource to support

expository and narrative writing (7-12)expository and narrative writing (7-12) Review data on Summer School Review data on Summer School

effectivenesseffectiveness Calibrate instructional expectations and Calibrate instructional expectations and

instructional practiceinstructional practice

MathematicsMathematics Implement new resources Implement new resources (7-8)(7-8)

Calibrate expectations & assessment Calibrate expectations & assessment (7-12)(7-12)

Monitor & adjust placement criteria Monitor & adjust placement criteria (6-12)(6-12)

Increase participation in Algebra at middle schoolIncrease participation in Algebra at middle school Capitalize on partnershipsCapitalize on partnerships

GRCC Project TimeGRCC Project Time Microsoft Math PartnershipMicrosoft Math Partnership

Expand professional development for principals and Expand professional development for principals and teachers teachers (K-12)(K-12)

ScienceScience

Expand science kit training Expand science kit training (K-6)(K-6)

Conduct curriculum audit Conduct curriculum audit (K-12)(K-12)

Develop strategic plan to meet 2013 goalDevelop strategic plan to meet 2013 goal Capitalize on partnershipsCapitalize on partnerships

LASERLASER BoeingBoeing WABSWABS

EquityEquityAccessAccessConsistencyConsistencyCalibrationCalibrationAVIDAVID InterventionsInterventions

Extended DayExtended Day Technology resourcesTechnology resources Double doseDouble dose

TrainingTraining

Core curriculum for all Core curriculum for all Resources after trainingResources after training Available resourcesAvailable resources MandatoryMandatory Cross-grade level discussionsCross-grade level discussions

ResourcesResources

Core resources for all: ELL, SP Ed, Gen EdCore resources for all: ELL, SP Ed, Gen Ed

Core supplemental resources for allCore supplemental resources for all

Controlled Field Testing Controlled Field Testing

sat/act results for graduating class of 2007

Documents

wa peers

national peers

ksd students

students math scores

reading scores lower

state peers

lower scores

higher scores