Report Card to the Public School Year

Transcription

1 North Slope Borough School District PO Box 169, Barrow, AK Report Card to the School Year Report Cards for individual NSBSD schools and additional district-wide data can be found at District Statistics Student Enrollment October 1 Student Count Enrollment Change from Prior Year Enrollment at October 1, 2013 Total K Alak School, Wainwright Barrow High School, Barrow Eben Hopson Middle School, Barrow Fred Ipalook Elementary School, Barrow Harold Kaveolook School, Kaktovik Kali School, Point Lay Kiita Learning Community, Barrow Meade River School, Atqasuk Nuiqsut Trapper School, Nuiqsut Nunamiut School, Anaktuvuk Pass Tikigaq School, Point Hope NSBSD Total Attendance Rate K-8 Retention Rate Graduation Rate Four Year Cohort Five Year Cohort High School Graduates Dropout Rate - Grades 7-12 Dropouts - Grades Persistently Dangerous Schools: None

2 10.8 Percent Percent Percent Percent North Slope Borough School District Report Card statutes require all students to take the Standards Based (SBA) in grades 3-10 in reading, writing, and math, unless exempted due to being a newly arrived immigrant. A science component of the SBAs was added in 2008 for grades 4, 8, & 10. The SBAs measure what students know and are able to do at their grade level in reading, writing, math, and science as compared to the Performance Standards/Grade Level Expectations. All high school students are required to take and pass the High School Graduation Qualifying Exam (HSGQE) to be eligible for a diploma. The first administration of this exam occurs in the spring of a student's 10th grade year when students take an integrated HSGQE and SBA test that results in both an SBA score and an HSGQE score for reading, writing, and math. Students must retake any portion of the HSGQE that is not passed until all three subjects are passed. The HSGQE requirement was repealed July 1, SBA Exams Spring 2013 & 2014 Grades 3-10 READING 100 SBA Exams Spring 2013 & 2014 Grades 3-10 WRITING rd 4th 5th 6th 7th 8th 9th 10th 0 3rd 4th 5th 6th 7th 8th 9th 10th Spring 2013 Spring 2014 Spring 2013 Spring SBA Exams Spring 2013 & 2014 Grades 3-10 MATH 100 SBA Exams Spring 2013 & 2014 Grades 4, 8, and 10 SCIENCE rd 4th 5th 6th 7th 8th 9th 10th Spring 2013 Spring th 8th 10th Spring 2013 Spring 2014

3 Percent Percent Percent North Slope Borough School District Report Card Spring 2014 SBA Exams - NSBSD & State Percent by Grade READING NSBSD State rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 9th Grade 10th Grade Grades WRITING NSBSD State rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 9th Grade 10th Grade Grades MATH NSBSD State rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 9th Grade 10th Grade Grades 3-10 Results do not inlcude students on the Alternate Assessment.

4 NSBSD Spring 2014 SBA Exams - NSBSD & State - Grades 3-10 Percent by Subgroup State READING NSBSD State WRITING NSBSD State MATH All Students Male Female AK Native/Amer Ind Asian/Pacific Isl African American Hispanic Caucasian Multi-Ethnic LEP Not LEP Econ Disadvan Not Econ Disadvan Stu w/ Disabilities Stu w/o Disabilities Migrant Not Migrant Percent Percent Results for some subgroups cannot be published without releasing personally identifiable information. State results do not include students on the Alternate Assessment Percent

5 Percent North Slope Borough School District Report Card Spring 2013 & Spring 2014 High School Graduation Qualifying Exam (Grades 10, 11 & 12) High School Graduation Qualifying Exams Spring 2013 & th Grade Reading Writing Math 61.3 Note: The Grade 11 and 12 proficiency levels shown do not represent the overall proficiency levels for all 11th and 12th grade students. These tables include only students who are being retested in grades 11 and 12 because they had not passed one or more subjects of the HSGQE in 10th grade or subsequent attempts. Spring 2013 & 2014 HSGQE Not Not Reading - 11th & 12th Grade Retests 11th Grade Spr th Grade Spr th Grade Spr th Grade Spr Writing - 11th & 12th Grade Retests 11th Grade Spr th Grade Spr th Grade Spr th Grade Spr Math - 11th & 12th Grade Retests 11th Grade Spr th Grade Spr th Grade Spr th Grade Spr S13 -- S14 S13-- S14 S13 -- S14 Effective July 1, 2014 implemented the new high school graduation requirement as defined by HB 278 and the Governor s Education Opportunity Act. It requires all grade 11 students take a College- or Career-Readiness Assessment (CCRA) to earn a high school diploma in. The state Department of Education & Early Development (EED) will pay for one administration of one assessment for each student. This requirement replaces the High School Graduation Qualifying Examination. A passing score is not a requirement for a diploma.

6 North Slope Borough School District Performance on Students are assessed on the Standards Based (SBAs) in reading, writing, and math (grades 3-10), and in science (grades 4, 8, & 10). Student performance is reported at four different levels:,,, and Far. In the pages that follow, SBA results are reported first by grade level and then by subgroups for the district as a whole. Results do not include students on the Alternate Assessment. Number and Percent of Students at Proficiency Level Adv. Adv. Spring 2014 SBA Exams Reading Writing Math Far Far Adv. Adv. Far Far Adv. Adv. Far Far Grade Grade Grade Grade Grade Grade Grade Grade Number and Percent of Students at Proficiency Level Spring 2014 SBA Exams Science Far Profidient Far Profidient Grade Grade Grade

7 . Spring 2014 SBA Grades 3-10 READING Far Total Tested Percent Tested Student Subgroup District State District State District State District State District District State All Students Male Female Native/American Indian Caucasian Asian/Pacific Islander African American or more 48.8 Hispanic or fewer Multi-Ethnic LEP Students Not LEP Students Econ. Disadvantaged Not Econ. Disadvantaged Students w/ Disabilities Students w/o Disabilities Migrant Students NA 22.9 NA 46.0 NA 21.1 NA NA 98.5 Not Migrant Students Spring 2014 SBA Grades 3-10 WRITING Far Total Tested Percent Tested Student Subgroup District State District State District State District State District District State All Students Male Female Native/American Indian Caucasian Asian/Pacific Islander African American or fewer or more Hispanic Multi-Ethnic LEP Students Not LEP Students Econ. Disadvantaged Not Econ. Disadvantaged Students w/ Disabilities Students w/o Disabilities Migrant Students NA 12.5 NA 50.1 NA 28.9 NA NA 98.4 Not Migrant Students

8 MATH Spring 2014 SBA Grades 3-10 Far Total Tested Percent Tested Student Subgroup District State District State District State District State District District State All Students Male Female Native/American Indian Caucasian Asian/Pacific Islander African American or fewer or more Hispanic Multi-Ethnic LEP Students Not LEP Students Econ. Disadvantaged Not Econ. Disadvantaged Students w/ Disabilities Students w/o Disabilities Migrant Students NA 23.0 NA 36.9 NA 18.7 NA NA 98.3 Not Migrant Students SCIENCE Spring 2014 SBA Grades 4, 8, and 10 Far Total Tested Percent Tested Student Subgroup District State District State District State District State District District State All Students Male Female Native/American Indian Caucasian Asian/Pacific Islander African American Hispanic Multi-Ethnic LEP Students Not LEP Students Econ. Disadvantaged Not Econ. Disadvantaged Students w/ Disabilities Students w/o Disabilities Migrant Students NA 12.5 NA 29.9 NA 30.2 NA NA 96.3 Not Migrant Students Results are not published when fewer than five students are tested or two or fewer students are reported in an individual cell. Note: NA indicates there were no students participating during this test administration.

9 Assessment of Educational Progress (NAEP) The Assessment of Educational Progress (NAEP) is the only national test of what students know and can do. The No Child Left Behind Act of 2001 mandated state participation in NAEP reading and mathematics assessments in grades 4 and 8 every other year so that NAEP could serve as the common measure of student achievement. NAEP does not test each fourth or eighth grader in the state. A representative sample of schools is chosen to participate in the NAEP. No NAEP individual results are given for students or schools; only statewide results are reported. NAEP scores can be used to compare to the nation and to other states. NAEP assessments are designed to assess NAEP standards, also known as NAEP frameworks. NAEP does not assess students on the standards (grade level expectations). Standards Based (SBAs) are designed to assess Grade Level Expectations, and SBAs are administered to all students in grades More information about the NAEP in can be found at There are three achievement levels for each grade assessed by NAEP: Basic,, and. on the NAEP indicates students "have demonstrated competency over challenging subject matter." The following definitions apply to all subjects and all grades assessed by NAEP: Achievement-Level Policy Definitions Basic Partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade Solid academic performance for each grade assessed. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter. Superior performance. The charts on the following pages show how students' scores on the 2013 NAEP assessments compared to the public students' scores nationally.

10 NAEP Grade 4 READING Basic Basic Student Subgroup All Students White Black Hispanic Asian American/Pacific Islander American Indian/ Native Eligible for Nat'l School Lunch Program Students with Disabilities English Language Learners Rounds to zero READING Participation Rate Percentages Students with Disabilities English Language Learners NAEP Grade 8 READING Basic Basic Student Subgroup All Students White Black Hispanic Asian American/Pacific Islander American Indian/ Native Eligible for Nat'l School Lunch Program Students with Disabilities English Language Learners Rounds to zero READING Participation Rate Percentages Students with Disabilities English Language Learners 90 96

11 2013 NAEP Grade 4 MATH Basic Basic Student Subgroup All Students White Black Hispanic Asian American/Pacific Islander American Indian/ Native Eligible for Nat'l School Lunch Program Students with Disabilities English Language Learners Rounds to zero MATH Participation Rate Percentages Students with Disabilities English Language Learners NAEP Grade 8 MATH Basic Basic Student Subgroup All Students White Black Hispanic Asian American/Pacific Islander American Indian/ Native Eligible for Nat'l School Lunch Program Students with Disabilities English Language Learners Rounds to zero MATH Participation Rate Percentages Students with Disabilities English Language Learners 93 98

12 Accountability Accountability Teacher Qualifications NCLB requires that all teachers who teach core subject area classes be highly qualified. Under rules approved by the Department of Education & Early Development, to be highly qualified a teacher must (1) have a posted major, the equivalent to a major (30 semester hours), advanced degree or advanced certification in the content area; (2) have passed a subject knowledge test(s) approved by the state (PRAXIS II); or (3) fulfill other requirements established by the state (HOUSSE). The District s Highly Qualified Teacher Plan was approved by the Department of Education and Early Development. The Plan outlines steps the District will take to assist teachers in their efforts to become Highly Qualified. Number of Teachers with Highest Degree Bachelors Masters Education Specialist Doctorate School Core Classes Core Classes with Teachers with Teachers Schools are listed in order of highest Not Highly Highly poverty level (top) to lowest (bottom). Qualified Qualified Alak School, Wainwright Meade River School, Atqasuk Tikigaq School, Point Hope Kali School, Point Lay Nunamiut School, Anaktuvuk Pass Kiita Learning Community, Barrow Ipalook Elementary School, Barrow Hopson Middle School, Barrow Trapper School, Nuiqsut Harold Kaveolook School, Kaktovik Barrow High School, Barrow All NSBSD Title 1 School during school year Percentage of teachers in the district teaching with an Emergency Teacher Certificate is 0 because does not issue emergency certificates. The District had 0 Provisional Certficates. Additional information on teacher qualifications, including type of certification and college degree(s) is available from your school or district upon request. You may also request informaton on whether your child is provided service by paraprofessionals, and, if so, their qualifications.

13 Accountability School Performance Index Based on the School Performance Index (ASPI), gives each school a rating from one star to five stars. The ASPI index includes college and career ready indicators for schools with students in elementary and middle grade levels (K-8) and for schools with students in high school grade levels (9-12). The indicators receive different weights in the overall ASPI score as applicable to the different grade spans and most recently the alternative high schools. The academic achievement, school progress, and attendance rate indicators apply to all schools. At least 5 of the lowest performing Title I schools will be designated Priority Schools. At least 10 of the lowest performing Title I schools will be desginated Focus Schools; NSBSD does not have any Priority or School Performance Index Ratings Alak School, Wainwright Meade River School, Atqasuk Tikigaq School, Point Hope Kali School, Point Lay Nunamiut School, Anaktuvuk Pass Kiita Learning Community, Barrow Ipalook Elementary School, Barrow Hopson Middle School, Barrow Trapper School, Nuiqsut Harold Kaveolook School, Kaktovik Barrow High School, Barrow North Slope Borough School District Title I School: Two-Star Rating Title I School: One-Star Rating Two- Star Rating Title I School: Two-Star Rating Two-Star Rating Two-Star Rating Three-Star Rating Three-Star Rating One-Star Rating Three-Star Rating Three-Star Rating Teir III District - having 50 or more one- or two-star schools Schools Identified for Improvement for Percent of District Schools Identified for Improvement: 100 CONSEQUENCES FOR ASPI STAR RATING All 1- and 2-star schools: District shall develop and implement school improvement plan to be submitted to EED, and notify parents. All 3-star schools: School shall prepare and implement a school plan, and notify parents. All 4- and 5-star schools: Schools must prepare a plan if: fail to meet AMO (2 years in a row); graduation rate declines; or participation rate falls less than 95 Tier I district: District having less than 25 one- or two-star schools. Receive universal level of support available to all schools and district. Tier II district: District having one- or two-star schools. Receive state support, ovewrsight and technical assistance tailored to the needs of the district/schools. Tier III district: District having 50 or more one- or two-star schools. Receive the most state support based on student acheivement data. Receive a timetable to work on deficienies within district. Receive technical assistance tailored to the needs of the district and schools. Intervention by EED is possible if schools are not making progress and/or plans are not implemented as approved. The District is taking appropriate actions to improve curriculum and instruction, as well as providing the professional development activities necessary to support our efforts to improve student achievement. The District Improvement Plan was approved by the Department of Education and Early Development.

14 Accountability Attendance & Graduation Rates Student Subgroups Attendance Rate State 95 Graduation Rate State 90 All Students Male Female Native/American Indian Caucasian Asian/Pacific Islander African American Hispanic NA Multi-Ethnic LEP Students Not LEP Students Econ. Disadvantaged Not Econ. Disadvantaged Students with Disabilities Students without Disabilities Migrant Students Not Migrant Students NA NA Attendance percentages are based on students enrolled in grades K-12. Results are not published when there are fewer than five students in a subgroup. N/A indicates there are no students in this subgroup. Detailed assessment and ASPI results for school districts is available on the Department of Education & Early Development website. For assessment results at the state, district, or school level, go to: For ASPI information for districts and schools, go to: Individual school report cards are available from the school, district office, or on the NSBSD website at:

15 Annual Measurable Objectives Accountability The new accountability system features two components: The School Performance Index (ASPI) and Annual Measureable Objective (AMO) targets. It effectively replaced the former Adequate Yearly Progress (AYP) system that had been in place since The previous AYP system included goals set by the state and referred to a targeted percentage of students in grades 3 through 10 who performed at the proficient level or better on last year s state tests of language arts and mathematics. The new AMO targets are unique to each school, district, and subgroup based on their baseline year performance.

16 Annual Measurable Objectives (AMO) Progress Report Department of Education & Early Development Prepared on August 28, 2014 District: North Slope Borough School District Reading Writing Math Subgroup 1 State District Percent of FAY Students or Above 3 Reading Met? 4 State District Percent of FAY Students or Above 3 Writing Met? 4 State District Percent of FAY Students or Above 3 All Students No No No African American N/A Yes N/A N/A N/A N/A Native & American Indian No No No Asian & Pacific Islander No Yes Yes Caucasian Yes Yes Yes Hispanic Yes Yes Yes Two or more races Yes Yes No Economically Disadvantaged No No No Students w/disabilities (SWD) No No No Limited English (LEP) No No No Math Met? 4 Subgroup Participation Rate Attendance Rate Graduation Rate Enrolled Rate () Met? 6 Rate Met? 6 4 Year Rate 5 Year Rate All Students 1, Yes No No African American Yes Yes N/A Yes Native & American Indian Met? Yes No No Asian & Pacific Islander Yes No Yes Caucasian Yes No Yes Hispanic Yes No Yes Two or more races Yes No Yes Economically Disadvantaged Yes No No Students w/disabilities (SWD) Yes No No Limited English (LEP) Yes No No NOTES: 1. If a subgroup has fewer than five students enrolled in tested grades, "N/A" has been entered for the proficiency percentage and Met? fields. 2. Students with Disabilities (SWD) and Limited English (LEP) subgroups include assessment scores of former SWD and former LEP students that are being monitored for two years. 3. Proficiency percentage is based on "Full Academic Year" (FAY) students enrolled from October 1 through the first day of testing in spring The AMO target is met if either the state or the district target has been met. 5. The participation rate target is 95 percent if the number of enrolled students is greater than 40. If the number of enrolled students is 40 or less, all but two students must test. Subgroups with fewer than five students will reflect "N/A in the Met? field. 6. The attendance rate target is 95 percent for the district as a whole and for each subgroup with at least five students enrolled. 7. The graduation rate target is 90 percent for the district as a whole and for each subgroup with at least five members if the district enrolls students in grade 12. A district or subgroup with 10 or fewer students in the graduation cohort satisfies the graduation rate requirement if all but one of those students graduates.