2016-2017 RESULTS

READ Act, CMAS, PSAT/SAT, AP & Concurrent Enrollment

BOE Focus on Achievement Session

9/7/20171

EVERY

CHILD

SUCCEEDS

OUR VISION

2

AGENDA

Share, Celebrate and Reflect on 2016-17 results for grades K-8

- Review overall district results

- Discuss District supports and foci

- Learn from school leaders on what was implemented in their buildings

Share, Celebrate and Reflect on 2016-17 results for High Schools

- Review district results

- Discuss District supports and foci

- Learn from school leaders on what was implemented in their buildings

Note: Future FOA sessions will dive deep on Early Literacy, Whole Child, Culturally Responsive Education (CRE) & redefining the High School experience

3

KEY TAKEAWAYS

The vision and clarity of the Board’s Denver Plan 2020 gave DPS clear goals and the direction we needed to create strategies that allowed us to focus on critical work.

Specifically, some of the strategies that led to successes we will highlight today, include our focus on:

- Early Literacy

- Teacher Leadership and Teacher Leader Pipeline

- Progress Monitoring

- Flexibility

- Tiered Support

- Whole Child

- Building Capacity for our School Leaders

The tight and clear expectations and loose execution requirements within schools and networks helped with our gains.

4

WELCOME SCHOOL LEADERS

Lisa Simms, DSISD Matt Dodge , DSISD Jason Van Tiem, DSST Green Valley Ranch High School Christian Delaoliva, John F. Kennedy High School Anne Sterrett, Polaris Ian Hodges, Polaris Kimberly Grayson, Martin Luther King High School Jessica Valsechi, University Prep- Steele Street Heather Haines, MS Network 2 Scott Mendelsberg, HS Network 3

5

A FOUNDATION FOR SUCCESS IN SCHOOL: 2016-2017 PROGRESS

Denver Plan Goal: 80% of DPS third graders will be at or above grade level in

reading and writing, lectura and escritura.

6

77Caution: Do not compare proficiency rates across assessments.

Note: Grade level cuts are based on the vendor-provided cut points, not the DPS-adjusted grade level cuts or aim lines.

• Over 67% of students who took Istation scored at grade level in Spring 2017, up from 50% in the fall. The percentage of students designated as SBGL decreased from 23% in Fall 2016 to 15% in Spring 2017.

• In contrast, last year (15-16) there was a decrease from Fall to Spring in the percentage of students at grade level (52% to 50%), and an increase in the percentage of students who scored SBGL (22% to 25%).

• Approximately 63-69% of students across all assessments scored at or above grade level in Spring 2017, and 11-25% scored SBGL.

23.2% 20.5% 14.7% 15.3% 10.7% 11.4% 26.9% 21.0% 19.5% 28.4% 22.0% 24.9%

26.3%26.1%

18.2%20.5%

22.9%25.2%

14.9%

16.1%11.6%

13.4%

10.8%10.8%

50.5% 53.4% 67.1% 64.2% 66.4% 63.3% 58.2% 62.9% 68.9% 58.3% 67.2% 64.3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall 2016(N=22,887)

Midyear(N=23,210)

Spring 2017(N=22,997)

Fall 2016(N=3,081)

Midyear(N=2,743)

Spring 2017(N=3,047)

Fall 2016(N=1,059)

Midyear(N=1,031)

Spring 2017(N=1,026)

Fall 2016(N=1,534)

Midyear(N=1,521)

Spring 2017(N=1,528)

iStation iReady DIBELS/IDEL STAR

GL & Above

BG

SBGL

K-3 students experienced substantial grade level growth (+17 % pts) from fall to spring based on the Istation vendor-provided cut points.

88

Denver Plan 2020 Goal: 3rd Grade Literacy Trajectory

46%50% 50% 52%

31% 30%

38%

51%

66%

80%

37%41% 41% 43%

18% 19%24%

43%

61%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

3rd Grade Literacy

All Students

African American and Latino Students

Transitionto CMAS

Denver Plan 2020 Goal: By 2020, 80% of DPS third-graders will be at or above grade 80% level in reading and writing.

Literacy includes ELA and CSLA.

99

3rd Grade ELA and CSLA proficiency rates have been increasing since the transition to PARCC.

31%32%

38%

22%

31%

20%

25%

30%

35%

40%

45%

50%

2015 2016 2017

PARCC ELA PARCC CSLA2015 N=5,979 2016 N=6,099 2017 N=5,909 2016 N=1,121 2017 N=1,290

CMAS OVERALL RESULTS

10

1111

For CMAS 2017 Status, the largest gains in proficiency occurred in ELA.

Compared to 2014-2015 and 2015-2016, higher ELA growth rates contributed to larger gains in literacy proficiency in 2016-2017.

33.5%

24.9%

36.2%

28.6%

39.4%

29.8%

ELA

Math

0.0% 45.0%Increasing Proficiency

3.2% increase

1.2% increase

1212

DPS students continue to grow at above-average rates in both ELA and Math.Growth rates are higher in ELA, but gains were larger in Math in 2017.

Note: Years 2005-2014 include grades 3-10; 2016 and 2017 includes grades 3-9. State average is 50 MGP.Growth not calculated for 2015 due to transition to CMAS assessment (TCAP to CMAS).

50

44

53

46

55

5657

35

65

TCAP WritingTCAP Reading CMAS ELA

43

55

51

53

TCAP Math

2005 2014 2016 2017

CMAS Math

2005 2014 2016 2017

ELA Math

1313

In ELA, all grades continue to make above average growth.

2016 The biggest gains were seen in 6th grade. 8th grade saw a decrease in MGP from to 2017.

54 55 5456 57

59

5557

60

56

53

61

4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 9th Grade0

50

Elementary Middle High

1414

In Math, all grades, except 6th and 8th grade, made above-average growth.

0

5051 52

46

5254 55

53

56

49

56

49

56

4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 9th Grade

Elementary Middle High

8th grade saw a decrease in growth rate between 2016 to 2017.

1515

Most Elementary Networks have increasing growth rates in ELA and Math.Networks 2, 4, and 6 grew in both ELA and Math. Other networks increased in one area, with the exception of one.

Note: Charter Network had 0 MGP change from 2016 (53 and 57) to 2017 (53 and 57) for Math and ELA.LLN = Luminary Learning Network

MGP increase/decrease

between 2016 and 2017

Network 1ELA: 50

Math: 53

Network 2ELA: 56

Math: 54

Network 3ELA: 61

Math: 54

Network 4ELA: 57

Math: 55

Network 5ELA: 60

Math: 57

Network 6ELA: 55

Math: 58

LLNELA: 63

Math: 48

ElementaryDistrictELA: 56

Math: 55

-3

6

4 4

6

0

2 2

1

-2

1

5

-1

-2.5

2

4

2017 MGPs

Networks 1-6 saw above average

MGPs in ELA and Math

1616

MGPs for all Secondary Networks range from 37 to 69 in ELA and 33.5 to 63 in Math.

MGP increase/decrease

between 2016 and 2017

MS 1ELA: 48

Math: 43

MS 2ELA: 69

Math: 63

HS 1ELA: 59

Math: 51

HS 2ELA: 37

Math: 33.5

HS 3ELA: 60

Math: 62

HS 4ELA: 55

Math: 46.5

IP 1ELA: 48

Math: 46

High SchoolDistrictELA: 61

Math: 56

-1

-3

2

4

1 1 1 1

-12

-14.5

6

8

34.5

10

-2

-7

-1.5

21

Middle SchoolDistrictELA: 57

Math: 51

IP 2ELA: 45

Math: 42.52017 MGPs

Note: Charter Network had 0 MGP change from 2016 (53 and 57) to 2017 (53 and 57) for Math and ELA.LLN = Luminary Learning Network

1717

Students in the lowest proficiency bands in 2016 had the lowest growth in 2017. Students in the highest bands had the highest growth. Similar trends are seen for most focus groups, as well.

Math

60 MGP

57 MGP

53 MGP

51 MGP

50 MGP

20

16

Pro

ficie

ncy

2017 MGP

ELA

62 MGP

59 MGP

58 MGP

54 MGP

52 MGP

20

16

Pro

ficie

ncy

The higher ELA growth of students in the “Approached Expectations” band

for 2016 contributed to

increases in district literacy proficiency.

2017 MGP

Exceeded Expectations, Met Expectations, Approached Expectations, Partially Met Expectations, Did Not Yet Meet Expectations.

The higher ELA growth of students in the “Approached Expectations” band

for 2016 contributed to

increases in district literacy proficiency.

1818

While some students are improving in ELA and Math, over half of our students are not meeting expectations.

Includes all grades 3-9. Includes ELA only. Only students who took CMAS in 2016 and 2017 in DPS are included. “Met expectations” includes met and exceeded expectations. “Did not meet expectations” includes did not meet, partially met, approached expectations.

Did not meet expectations in 2016 or 2017

Met expectations in 2016, but did not meet expectations in 2017

Did not meet expectations in 2016, but met expectations in 2017

Met expectations in 2016 and 2017

N=3,154

N=10,317

N=1,749

N=17,345

ELA

N=21,997

N=8,164

Math

N=1,947

N=1,914

1919

All focus groups made gains in ELA MGPs.However, all reference groups have higher growth rates. Students in focus groups will need to outperform the reference groups for gaps to close.

6564

5757

6463

5859

53

55

49

54

52

54

38

42

FRL

State MGP: 50

White

SOC

Non-ELL

ELL

Non-FRL

2016 2017 2016 2017 2016 2017

LanguageRace/Ethnicity Income Students with Disabilities

2016 2017

Non-SWD

SWD

Focus groups include: Students of Color (SOC), In-Service ELLs, FRL, and Students with DisabilitiesReference groups include: White Students, Non-ELLs (excluding Exited ELLs), Non-FRL, and Students without Disabilities. MGPs= Median Growth Percentile

2020

All focus groups made gains in Math MGPs.However, all reference groups have higher growth rates. Students in focus groups will need to outperform the reference groups for gaps to close.

63 63

54

56

6162

5354

48

51

46

4847

49

38

44

FRL

StateMGP: 50

White

SOC

Non-ELL

ELL

Non-FRL

2016 2017 2016 2017 2016 2017

LanguageRace/Ethnicity Income Students with Disabilities

2016 2017

Non-SWD

SWD

Focus groups include: Students of Color (SOC), In-Service ELLs, FRL, and Students with DisabilitiesReference groups include: White Students, Non-ELLs (excluding Exited ELLs), Non-FRL, and Students without Disabilities. MGPs= Median Growth Percentile

2121

The gaps in growth between student groups are decreasing.

ELA Math

Students of Color (SOC) -3 -3

English Language Learners (ELLs) -5 0

Low Income (FRL) -3 -1

Students w/ Disabilities -3 -5

MGP differences in gaps between 2016 and 2017.ELL gap calculated based on a comparison to Non-ELLs, excluding Exited ELLs.

= Decreasing gap = No change

ELLs saw the greatest decrease in gaps for ELA, while Students with Disabilities saw the greatest decrease for Math.

2222

Large gains in ELA for ELLs are a result of higher growth for students in the lowest proficiency bands in 2016.

Non-ELL

20

16

Pro

ficie

ncy

63 MGP

61 MGP

57 MGP

52 MGP

49 MGP

ELL

20

16

Pro

ficie

ncy

47 MGP

48 MGP

54 MGP

54 MGP

54 MGP

ELL students had the

highest MGPs in the 2016 lower two proficiency

bands compared to Non-ELLs.

Exceeded Expectations, Met Expectations, Approached Expectations, Partially Met Expectations, Did Not Yet Meet Expectations.

2323

Math growth for Students with Disabilities was driven by high growth of students in the lowest proficiency band in 2016.

ELA

20

16

Pro

ficie

ncy

65.5 MGP53.5 MGP

50 MGP

43 MGP

41 MGP

Math

20

16

Pro

ficie

ncy

64 MGP53 MGP50 MGP

41 MGP

44 MGP

Students with Disabilities had greater MGP for Math compared to ELA in the lowest 2016

proficiency band.

Exceeded Expectations, Met Expectations, Approached Expectations, Partially Met Expectations, Did Not Yet Meet Expectations.

2424

The gaps between student groups are increasing on CMAS Status.

While gaps have narrowed slightly in literacy, the gaps have grown for other content areas.

Literacy Math Science Social Studies

Students of Color (SOC)

-0.4% 0.6% 2.5% 6.2%

English Language Learners (ELLs)

-0.5% 0.3% 2.5% 5.5%

Low Income (FRL) -1.9% 0.4% 1.2% 5.3%

Students w/ Disabilities

3.0% 0.7% 2.7% -1.2%

Literacy includes ELA and CSLA. All grades 3-9. Percentage point differences in gaps between 2016 and 2017. ELL gap calculated based on a comparison to Non-ELLs, excluding Exited ELLs.

= Decreasing gap = Increasing gap

DISTRICT SUPPORTS & FOCI

GRADES K-8

25

2626

By providing schools with clear and common expectations, professional development and supports with local differentiation, and tools to progress monitor performance in multiple languages…

…DPS students demonstrated:

• A 6% increase on the 3rd Grade CMAS ELA test and a 9% increase on the 3rd Grade CMAS CSLA (Spanish) test

• A 17% increase from fall to spring in the number of students reading at grade level as measured by Istation

• The highest year-to-year growth DPS has ever demonstrated on the ELA state test (MGP = 57)

• Median growth percentiles of 50 or higher in every elementary school network

A deliberate, coordinated plan to support schools with early literacy led to tremendous gains in a number of different areas.

SCHOOL LEADER PANEL—GRADES K-8

27

Anne Sterrett, Polaris Ian Hodges, Polaris Jessica Valsechi, University Prep- Steele Street Heather Haines, MS Network 2

READY FOR COLLEGE & CAREER

By 2020, the four-year graduation rate for students who start with DPS in ninth grade will

increase to 90%

By 2020, we will double the number of students who graduate college and career-

ready, as measured by the increasing rigor of the state standard. 28

POST-SECONDARY COURSE ENROLLMENTCombining Advanced Placement and Concurrent Enrollment

DPS increased the number of post-secondary readiness courses taken (Concurrent Enrollment and Advanced Placement) by 14% in 2016-17.

Pass rates increased in all subject areas (Math, English, and Other).

The increase in post-secondary readiness courses was largely due to students taking more English and Math courses.

Several schools increased both enrollment numbers and pass rates for PSR courses.

30

DPS students took over 1,200 more AP exams in 2016-2017 and pass rates continue to increase

853 936 1035 1042 11421427 1540

18042150

26873026

3219

40422284 2246

2750 2736

3367

40324501

4865

5509

66837060 7233

8467

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Count of AP Tests Taken and Passed since 2005

N Qualified Total Tests Taken

The number of tests taken is outpacing the number of tests earning

qualifying scores.

A score of 3 or higher indicates a qualifying score.

37.3%

47.7%

2016 National AP Pass Rate

= 57%

2016 Colorado AP Pas Rate

=60%

31

White (N=3145)

Native Hawaiian (N=10)

Asian (N=356)

Black (N=646)

Gaps in AP qualifying rates persist across race and ethnicity.

Hispanic (N=3877)

Two or More Races (N=380)

American Indian (N=22)

There is a 45.5%

gap for Black

students and a

31.3%

for Hispanic

students

compared to

their White

peers.

A score of 3 or higher indicates a qualifying score.

13.6%

27.3%

32.2%

44.4%

15.7%

21.8%

26.6%

36.0%33.3%

60.0%

39.5%

55.0%

58.8%

67.3%

2013 2017

AP Pass Rate Gap by Race and Ethnicity

The largest achievement gap is seen between Black and White

students.

32

While ELL and FRL students have seen gains in AP exam pass rates, gaps still remain

ELL students had the lowest increase in exam pass rates compared to Non-ELLs or

Exited ELLs.

44.7%

56.3%

26.3%

35.7%

24.7%

32.5%

2013 2017

Non-ELL

Exited

ELL

ELL Status

52.4%

61.7%

22.3%

32.0%

2013 2017

Paid

FRL

FRL Status

FRL students’ exam pass rate increased more than their peers

who are not eligible for FRL.

APexam

33

• 559 more CE courses were taken this year.

• The pass rate increased to 86% this year from 85% overall and for 100 level courses, CU Succeed courses, and developmental ed courses.

• 262 fewer unique students took a CE course, indicating that the average number of courses/student increased but the number of students accessing courses decreased.

In 2017, DPS

increased BOTH

the number of CE courses

taken and the pass rate

district wide.

CONCURRENT ENROLLMENT

34

19%

15%

58%

26%

11%

53%

0%

10%

20%

30%

40%

50%

60%

70%

19%

17%

57%

26%

12%

52%

Black students and Hispanic students are slightly under-represented in rigorous course taking

N=2

17

4Black students make up 15% of the total high school student population at DPS, however, they only accounted for 11% of enrollment in rigorous courses.

Hispanic students make up 58%of the total high school student population at DPS, however, they only accounted for 53% of enrollment in rigorous courses.

White Students

Black Students

Hispanic Students

2014 % of HS population 2014 % with At Least One Rigorous Course2017 % with At Least One Rigorous Course2017 % of HS population

35

PSAT and SAT Performance Summary

PSAT

• PSAT average Total Score increased from 902.9 to 903.1 in 2017. The State Total average score increased 3 points to 947.

• Evidence-based Reading and Writing (EBRW) average score increased from 450.5 to 453.0

• Math average score decreased from 452.5 to 450.1

• PSAT College Ready Benchmarks indicate that more students are college ready in English, however fewer students are college ready in Math.

• EBRW, the percent of students meeting the benchmark increased from 52.5% to 55.4% in 2017.

• In Math, the percent of students meeting the benchmark decreased from 34.8% to 34.4% in 2017.

SAT

• SAT Total average score in 2017 was 976.5. The State Total average score was 1014.3 in 2017.

• EBRW was 492.2, and 50.0% met the college ready benchmark.

• Math was 484.3, and 33.9% met the college ready benchmark.

36

PSAT Total average scores increased slightly, but achievement gaps persist.

.Section scores for EBRW increased 3 points and Math decreased 2 points.

160

360

560

760

960

1160

1360

2016 Total Score 2017 Total Score

PSAT Total Score

All Tested Black or African American Hispanic White

400

420

440

460

480

500

520

540

560

580

600

2016 EBRW Avg Score 2017 EBRW Avg Score

PSAT EBRW Score

2016 Math Avg Score 2017 Math Avg Score

PSAT Math Score

PSAT 10 Score RangesEBRW

Section Score

Math Section Score

Need to Strengthen Skill 160-400 160-440

Approaching Benchmark 410-420 450-470

Meet or Exceed Benchmark 430-760 480-760

1520

DISTRICT SUPPORT AND FOCI

GRADES 9-12

37

3838

By focusing on increasing access for students who have historically not participated, staffing, master schedule development, placing students into the appropriate Math and English courses to ensure their college readiness, and progress monitoring to ensure schools are maximizing students’ opportunities to earn college credits and demonstrate college readiness…

…DPS students demonstrated:

• An increase in the both the number of concurrent enrollment courses taken (558 more) and the pass rate (now 86%)

• An increase in the number of DPS students taking (1235 more) and passing (823 more) AP exams for the 10th year in a row

DPS has significantly increased both access and outcomes associated with college level courses in high school.

SCHOOL LEADER PANEL—GRADES 9-12

39

Lisa Simms, DSISD Matt Dodge , DSISD Jason Van Tiem, DSST Green Valley Ranch High School Christian Delaoliva, John F. Kennedy High School Kimberly Grayson, Martin Luther King High School Scott Mendelsberg, HS Network 3

CLOSING

40