Academic Improvement Plan (AIP) Performance Targets/Metrics

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1 (AIP) Performance s/metrics Richmond Public Schools (RPS) (AIP) 2015 encapsulates our aspirations to improve teaching and learning for all students and educators in our school system. The AIP represents the work of a diverse group of educators and community partners committed to ensuring a high quality education for all students. The plan very specifically outlines the work of our organization over the next three years and provides direction to establish structures, protocols, and guidance for increasing systemic capacity centered on academics. The AIP is intended to be the driving force for improvement, while not limiting, future opportunities to enhance the educational experiences of students. Grounded in the research-based practices of ACT s National Center for Educational Achievement (NCEA), the Core Practice Framework provides a structure for the RPS Academic Improvement Plan. The Framework provides structure, a way of categorizing those educational practices that distinguish higher performing schools from others, and content; information on the practices themselves. The structure of the Framework is built around five primary themes that must be addressed in order to improve teaching and learning in a school system. The 5 Core Practices focus on Theme/Core Practice I: Student Learning: Expectations & Goals; Theme/Core Practice II: Staff Selection: Leadership & Capacity Building; Theme/Core Practice III: Instructional Tools: Programs & Strategies; Theme/Core Practice IV: Monitoring: Compilation, Analysis & Use of ; and Theme/Core Practice V: Intervention & Adjustment The AIP codifies our systemic approach to ensuring that all RPS students graduate prepared for success in college, careers, and service to the community. Our plan serves to align strategies with financial and human resources and provide a mechanism to continually review and assure excellence in our work. Academic Achievement Aligned to National, State, and Local Initiatives RPS is committed to improving student achievement and recognizes growth over time or continuous improvement as a critical factor in determining the effectiveness of our division in preparing all students for success in college, careers, and service to the community after high school graduation. Continuous improvement is highlighted as an essential component in turning around low performing schools and is an effective method to engage all stakeholders in a cycle that incorporates the use of multiple measures of student performance data to inform instructional practices. For this reason, performance targets have been established for the next three years, which reflect continuous growth toward the attainment of State benchmarks for English and math for all students who participate in SOL testing. 1

2 This document provides an overview of the eight (8) performance targets/metrics to be monitored throughout the implementation of the AIP. Performance s/metrics: 1) Accreditation, 2) Annual Measurable Objectives, 3) Early Childhood Literacy, 4) Advanced Program Participation, 5) Matriculation Into 2-year/4-year Colleges and Military, 6) Virginia Four-Year On-Time Graduation Rate, 7) Attendance, 8) Career and Technical Education (CTE) These indicators of success will be used to measure continuous progress toward our goal. For the purpose of this document, all indicators of student success will be monitored and reported for all students, rather than disaggregated student groups. Our rationale for this decision stems from the expectation that we must improve the overall quality of teaching and learning in RPS, regardless of the zip code for any particular school. Disaggregated data by school and student group will continue to be analyzed at the classroom, school, and district level; but for the purpose of this report an overall review of division wide data will serve to illustrate the performance of all students in RPS. I. Accreditation The AIP performance targets are aligned with important federal and state legislation and with national initiatives in education. School accreditation ratings reflect student achievement on Standards of Learning Assessments and other tests in English, history/social science, mathematics and science. Ratings are based on the achievement of students on tests taken during the previous academic year and may also reflect a three-year average of achievement. Accreditation ratings also reflect adjustments made for schools that successfully remediate students who initially fail reading or mathematics tests. Adjustments are also allowable for students with limited English proficiency and for students who have recently transferred into a Virginia public school. All of these factors are taken into account in calculating pass rates in each subject area. 1 Accreditation ratings for high schools include a Graduation and Completion Index (GCI). The GCI calculation awards full credit for students who earn a Board of Education-approved diploma and partial credit for other outcomes. The GCI calculation comprises students in the cohort of expected on-time graduates (students who were first-time ninth graders four years earlier, plus transfers in and minus transfers out) and students carried over from previous cohorts. A student earning a diploma who entered ninth grade for the first time five years ago is an example of a carryover student. Carryover students are included in annual GCI calculations until they graduate or otherwise leave school 1a. Table I shows Virginia accreditation benchmarks by content area and school level. 2

3 Table 1: Virginia Accreditation Benchmarks Accreditation Benchmarks (Adjusted Pass Rates) School Type or Grade Level English Math Science History Graduation & Completion Index Elementary 75% 70% 70% 70% Not applicable Middle 75% 70% 70% 70% Not applicable High (includes schools with a graduation class) 75% 70% 70% 70% 85 points Currently, Virginia determines accreditation based on whether schools and school districts meet the benchmark targets for pass rates as illustrated in Table 1 shown above. However, this method (sometimes referred to as an all or none model) does not recognize growth toward the targeted pass rate regardless of how significant. Example: In RPS, English scores at Jones Elementary School increased from 39% to 63% from 2013 to, documenting 24 points gained. Twenty-four points gained in one year is substantial, but not recognized using the current system of accountability. Ginter Park Elementary School increased English scores from 37% to 58% from 2013 to, documenting 21 points gained, but not recognized for noteworthy growth within Virginia s current system of accountability. There are currently discussions being held at the State level in favor of recognizing growth toward set targets. However, at the time of this report no changes to Virginia s system of accountability have been made. As of, RPS data reflected 11 of 45 schools met requirements for accreditation. Thirtythree schools are I various stages of the school improvement process under Virginia Department of Education (VDOE), and one school did not meet accreditation requirements. Table 2 shows the projected baseline for the number of schools accredited for based district level data aligned to SOLs. Reliable accreditation projects for school years,, and are dependent actual data from the preceding school year. data is expected from VDOE by October

4 Table 2: Schools Accredited s/metrics 1.) Number of Schools Accredited * data pending changes to Accountability System Prior Yr. 11 of 45 (1 Denied) 11 of 45 *Based 2015 *Based 2016 *Based 2017 II. Annual Measurable Objectives Virginia s annual measurable objectives (AMOs) are benchmarks representative of student group performance on the Standards of Learning (SOL) tests. In , more rigorous SOL tests were introduced reflective of the national effort to better prepare students for success in college and careers after high school graduation. AMO targets increase annually over six years from to with the expectation that students will make continuous progress in the areas of reading and mathematics. Table 3 reflects the AMOs for reading and mathematics throughout the implementation of the AIP. The AMO is different from the benchmarks for accreditation. The AMOs are representative of the percentage of students within each subgroup that must pass SOL tests in reading and mathematics in order to substantially reduce the gap between students in high-performing and low-performing schools 2. Table 3: Annual Measurable Objectives Year Reading AMO Math AMO Information on AMOs is included in this report for the purpose of providing a comprehensive review of the Virginia accountability system. AMOs were considered when establishing performance targets for the AIP, but are not used as the final indicator for success. RPS identifies continuous growth as a more attainable indicator of progress toward academic goals. 4

5 Table 4 illustrates our goal for continuous improvement in English and math throughout implementation of the AIP. RPS considered a reduction of the fail rate when establishing projected targets. Projected targets are predicated on a 10% annual reduction of the failure rate. This method of calculation is currently in effect under No Child Left Behind s safe harbor provision and is recognized nationwide as acceptable progress. Table 4: Annual Measurable Objects (AMO) s/metrics ) All Students - Annual Measurable Objectives (AMO) Performance by Content Area Estimated target for September 2015 Estimated will be based Estimated will be based Estimated will be based English/Reading Mathematics Note: Projected target calculated by reducing fail rate by 10% (i.e. 14 actual pass rate 53%; fail rate 47 out of 100 or 47%; 10% of 47 = 4.7; = 57.7 pass rate ) III. Early Childhood Literacy The AIP has a strong focus on equipping teachers with the skills to teach reading and mathematical practices. Acknowledging that we must continue to find ways to support our youngest, most fragile learners is essential. A solid foundation at the beginning stages of formal learning is critical to ensuring that all students have the capacity to learn at high levels as they matriculate through our schools. The Phonological Awareness Literacy Screening (PALS) provides the best overall estimate of students early literacy skills and/or reading proficiency. Five years of data collection and research confirm that students performing at or above benchmark (80% - 90%) are less likely to need intensive reading support as they progress through school 3. Table 5 illustrates our projected target of 85% of students in grades kindergarten thru 3 rd grade scoring at benchmark or above by. Table 5: Spring PALS s/metrics 3.) Percent of students scoring at benchmark on Spring PALS (K-3) 81% 82% 83% 84% 85% Note: Projected target based on incremental growth to attain 85% of students scoring benchmark by 5

6 IV. Advanced Programs RPS subscribes to the philosophy that Advanced Placement (AP) courses are for any high school student who is ready to accept the challenge of a challenging and academically rigorous learning experience. The College Board and IB shares that students don t need to be top students in their class to be an AP student. Rather, the College Board suggests that students choose an AP course that interests them and that they come prepared to do their best work. An AP course on a students high school transcript sends a message to colleges and universities that the student is motivated and has an understanding of the rigor of college courses 4. Most recently, AP's rapid growth is extending to schools that serve some of the most disadvantaged students; schools similar to those in RPS. Senior Vice President for College Board, Trevor Packer, states that these schools are embracing AP as a comprehensive toolkit for toughening coursework, emphasizing college preparation and instilling a "culture of excellence." Expanding RPS students opportunities to engage in rigorous learning and to create a college focus where it did not exist before is well worth the challenge. To those who subscribe to the notion that a student from a single parent household, who receives free lunch, and lives in a community over-wrought with poverty and violence, RPS asks, why not? The honest answer is that he can. RPS considers it our job to organize supports and resources around every student to move them from where they are to realizing dreams. Table 6 shows projected targets for enrollment in Advanced Programs and assessments. All programs and assessments except SAT are projected to increase enrollment by 10% by. This school year was the first year to administer School Day SAT. The SAT was administered to eligible students during the school day at no charge to families. The inherent increase in the number of students taking SAT is cause to calculate our projected target at a much higher rate of increase than the other advanced programs. RPS estimates a 100% increase in the number of students taking SAT by. Table 6: Advanced Programs Enrollment s/metrics 4.) Enrollment in Advanced Programs a. Dual Enrollment b. PSAT c. SAT d. AP e. IB Note: Advanced Programs - Projected target is calculated by estimating a 10% increase in enrollment by and dividing that increase by SAT based on estimated school day participation for demonstrating 100% increase by 6

7 V. Matriculation to Two and Four-Year Colleges and the Military A core goal of the AIP is to prepare student for success in college, careers, and service to the community after high school graduation. We strive to instill in RPS students that learning is continuous and does not end when they finish high school. Every student will be supported in developing skills for effective academic and career planning 5. Table 7 shows that the number of students matriculating to two or four year colleges and the military is projected to increase by 10% by. Table 7: Students Matriculating to Two and Four Year Colleges or Military s/metrics 5.) Number of students 839 of matriculating into two and four 1215 year colleges or military Note: Increase by 10% by (839 x 10% = 84/4 years = 21 additional students annually) VI. Four-Year Virginia On-Time Graduation Rate The Virginia On-Time Graduation Rate expresses the percentage of students who earned a Board of Education-approved diploma within four years of entering high school for the first time. Percentages are based on longitudinal student-level data and account for student mobility and retention and promotion patterns 6. RPS has established a projected target for the four-year ontime graduation rate at 85% by. Table 8 illustrates incremental growth toward the target. Table 8: Four-Year Graduation Rate s/metrics Prior Yr. 6.) Graduation Rate (per State data) 80.5% 81.5% 82.5% 83.5% 85% Note: Projected target rate based on Accreditation Benchmark VII. Attendance Research documents a vital link between effective educational strategies and student attendance rates. The No Child Left Behind Act of 2001 requires the development and implementation of a Uniform Information and Reporting System in every state. For a school to make AYP under NCLB, all schools without a graduating class must meet the participation rate and the annual measurable objectives for reading and mathematics, plus either attendance or science. A school that chooses attendance must meet the 94 percent attendance rate or make progress from the 7

8 preceding year. The choice of using either attendance or performance on state science assessments as the other academic indicator also will apply to the safe harbor AYP calculation 7. Table 9 shows the target attendance through Table 9: Attendance Rate VIII. Career and Technical Education The Career and Technical Education (CTE) Office endeavors to ensure that all high school graduates are prepared for post-secondary education and the workforce. The Division of Career & Technology Education provides instructional and curriculum support and resources that are aligned with VDOE and RPS educational goals. The experiences, supports, and resources provided by CTE are focused on raising the achievement levels of all students for success in academic and career pursuits. CTE dual enrollment courses and courses offered at Richmond Technical Center (RTC) offer an extension to courses at the comprehensive high schools with an in-depth study of multiple technical areas. RTC provides an environment in which students apply theory and knowledge toward skills proficiency and practice safe work habits and professional ethics. Industry certifications and licensures can be earned by students who are completers of CTE programs. VDOE requires secondary schools to report the number of credentials earned by students for passing occupational competency assessments recognized by the National Occupational Competency Testing Institute (NOCTI), state licensure examinations, industry certification examinations, and workplace readiness skills assessments 8. Table 10 shows the RPS projected target for students receiving CTE completers. Table 10: Students Receiving CTE Completers 7.) Attendance Rate 94% 94% 94% 94% 94% 8.) Number of students receiving Career and Technical Education Completers Note: CTE Completers Projected : increase of 10% by 8

9 References 1. Schools Accredited and Graduation Completion Index Source of : Virginia Department of Education Web Site, Accreditation & Federal Reports Schools Accredited for 14 Based on 2013 Testing: Blackwell, Broad Rock, Carver, Cary, Fairfield, Fox, Greene, Holton, Munford, Southampton, Hill, Open, RCHS Schools Accredited for Based on Testing: Broad Rock, Carver, Fairfield, Fisher, Fox, Greene, Holton, Munford, Open, RCHS, Richmond Career Education & Employment Charter 2. Schools Showing Improvement in SOL Pass Rates Source of : Virginia Department of Education Web Site, Accreditation & Federal Reports, School Accreditation Rate 3. Students Meeting/Exceeding PALS Benchmark Source of : University of Virginia, PALS Web Site 4. Students Taking PSAT/SAT/AP/IB/Dual Enrollment Source of : College Board; Richmond Public Schools 5. Students Matriculating to Post-Secondary Institutions/Military Source of : Virginia Department of Education Web Site, Statistics & Reports, Superintendent s Annual Report, Diploma Graduates & Completers NOTE: lag one year due to state reporting time frames. 6. Four-Year Graduation Rate Source of : Virginia Department of Education Web Site, Graduation, Completion, Dropout & Postsecondary, Annual Dropout Statistics 7. Attendance Rate Source of : Virginia Department of Education Web Site, Statistics & Reports, Superintendent s Annual Report NOTE: lag one year due to state reporting time frames. 8. CTE Completers Source of : Richmond Public Schools 9

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