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Strategic Plan Update
Lisa StengleConnie Skelton
December 17, 2015
Presentation Overview
Schedule of updates
What is working
Areas of focus
Next steps
2
Schedule of Updates
Proposed Dates Strategic Plan Goals
December 17Goals 1 & 2
Challenge & engage all students and eliminate gaps
January 21Goals 3 & 4
Recruit, retain and develop high quality staff and Provide optimal learning environments
February 4 Superintendent’s Budget Bridge
TBD Goal 5Meeting the needs of the whole child
3
Looking at Strategic Plan data
Performance Area Key Performance IndicatorBaseline Annual Target
20172009 2010 2011 2012 2013 2014 2015 2016 2017Goal 1: Challenge and Engage All Students Elementary School SOLs ‐ Grades 3, 4 & 5English/Reading 1.1.a. Percentage of students grades 3‐5 scoring proficient or above 89.8 90.5 89.7 89.6 79.0 80.9 86.9 90‐95
Mathematics 1.1.b. Percentage of students grades 3‐5 scoring proficient or above 88.7 91.7 93.1 81.0 81.5 83.3 87.2 90‐95
Science 1.1.c. Percentage of students grades 3 and 5 scoring proficient or above 90.1 91.1 91.3 91.6 83.9 82.6 81.1 90‐95
History/Social Science 1.1.d. Percentage of students grades 3 and 4 scoring proficient or above 86.7 89.4 89.5 90.1 90.0 90.3 90.0 90‐95
Middle School SOLs ‐ Grades 6, 7 & 8English/Reading 1.2.a. Percentage of students grades 6‐8 scoring proficient or above 88.5 88.7 89.3 88.1 78.1 80.7 84.6 90‐95
Mathematics 1.2.b. Percentage of students grades 6‐8 scoring proficient or above 80.4 80.2 80.7 75.9 80.4 83.8 88.4 90‐95
Science 1.2.c. Percentage of students grades 6‐8 scoring proficient or above 89.0 90.9 92.1 93.7 79.5 78.8 83.0 90‐95
History/Social Science 1.2.d. Percentage of students grades 6‐8 scoring proficient or above 81.4 85.0 86.4 85.1 85.8 85.6 90.1 90‐95
High School SOLs ‐ End of Course High School SOL – English/Reading 1.3.a. Percentage of students grades 9‐12 scoring proficient or above on EOC English test 95.4 93.5 96.0 94.9 89.3 89.1 91.5 90‐95
High School SOL – Mathematics 1.3.b. Percentage of students grades 9‐12 scoring proficient or above on EOC mathematics tests 89.7 90.0 90.5 82.5 80.8 82.4 86.6 90‐95
High School SOL – Science 1.3.c. Percentage of students grades 9‐12 scoring proficient or above on EOC science tests 88.8 88.9 89.7 92.5 84.9 87.2 87.6 90‐95
High School SOL – History/Social Science 1.3.d. Percentage of students grades 9‐12 scoring proficient or above on EOC history tests 93.4 93.6 83.0 84.8 85.9 87.4 86.9 90‐95
Writing SOLs ‐ Grades 5, 8 & 11
SOL – Writing (Grades 5,8,11) 1.4. Percentage of students grades 5, 8 and 11 scoring proficient or above on writing SOL 93.1 95.0 93.5 93.9 85.5 84.4 85.1 90‐95
On‐time graduates (1334)AP/IB Enrollment 1.5. Percentage of graduating seniors completing at least one AP/IB course during high school career 61.6 66.8 68.3 71.1 73.6 76.0 78.8 66*
AP/IB Exam Performance 1.6. Percentage of graduating seniors earning at least one AP/IB qualifying score during high school career 47.4 51.9 50.6 51.4 54.2 53.9 58.3 50*
Ontime Graduation 1.7. Percentage of students graduating on‐time with any diploma (as defined by state) 84.5 85.2 87.6 89.2 91.4 92.0 92.8 95*
Diploma Types 1.8. Percentage of students graduating on‐time who earn an advanced studies diploma (includes IB) 61.2 60.4 63.7 63.9 65.4 64.3 68.5 65‐70
SAT/ACT Participation 1.9. Percentage of graduating seniors taking SAT or ACT during high school career 66.9 69.4 71.6 73.2 74.0 75.8 72.60 70‐75
SAT Performance 1.10. Mean total score (critical reading + mathematics + writing) 1623 1660 1627 1641 1631 1649 1636 1615*
ACT Performance 1.11. Mean composite score 23.2 24.7 23.0 24.7 25.5 25.2 25.8 23*
Dual Enrollment 1.12 Percentage of grade 9‐12 students completing at least one dual enrollment course 2.1 4.1 4.9 5.8 5.0 4.8 5.0 6‐8
Goal 2: Eliminate the Gaps
Pre‐K Enrollment 2.0.a. Percentage of kindergarten students previously enrolled in pre‐K program by identified subgroups
Asian 85.1 81.1 78.7 78.6 83.4 76.8 88.1 85‐90Black 82.4 77.6 86.2 86.3 85.6 76.1 85.9 85‐90Hispanic 83.5 79.1 86.3 83.9 84.9 82.0 81.3 85‐90White 89.1 88.2 90.1 89.1 92.5 84.5 93.0 85‐90EconDis 85.5 78.3 84.8 82.6 83.5 81.4 82.6 85‐90LEP 83.6 78.7 85.1 81.3 83.0 80.1 81.5 85‐90SWD 88.8 90.4 91.0 93.4 93.1 90.0 95.1 85‐90
All APS Students ‐ Kindergarten through grade 12
Gifted Services2.0.b. Percentage of students identified for gifted services by identified subgroups (Target is to eliminate gaps between White students and their Asian, Black and Hispanic peers and between students who do and do not receive special services (Economically Disadvantaged, LEP, SWD).
Asian 20.5 20.0 18.6 19.1 21.2 22.1 23.9 0‐5 (31.0)Black 12.4 12.1 11.4 11.9 12.9 13.4 14.3 0‐5 (31.0)Hispanic 10.5 10.7 11.9 11.9 12.0 12.1 12.8 0‐5 (31.0)White 27.2 27.4 27.7 28.1 28.6 29.2 31.0 0‐5 (31.0)EconDis 9.7 9.2 9.5 9.5 10.1 10.1 10.7 0‐5 (29.9)LEP 7.2 6.9 7.2 8.4 7.0 5.4 6.5 0‐5 (29.4)SWD 6.6 7.5 7.7 8.4 8.0 8.7 10.0 0‐5 (25.9)
Key Performance Indicators Baseline Results by Year 2017 Target
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Student Progress and Success
Instruction
CommunitySchool Climate
A Combined Effort5
What is Working ‐ Overview
Increases (many significant) in:
Reading and Math SOL pass rates for every group
Middle school SOL pass rates for all groups across all subjects
Students graduating Graduates earning Advanced Diplomas
6
7
Reading SOLs
Sources: VDOE Customized student achievement reports, http://bi.virginia.gov/BuildATab/rdPage.aspx
80
86
7579
2013 2014 2015
APS
VA
63
74
62
71
9396
81
90
2013 2014 2015
White
Hispanic
Black
Asian
58
69
53
64
52
59
2013 2014 2015
Econ.Dis.
SWD
LEP
Rising achievement while narrowing gaps
8
Middle School SOLs ‐ Reading
Sources: VDOE Customized student achievement reports, http://bi.virginia.gov/BuildATab/rdPage.aspx
Rising achievement while narrowing gaps
78
85
78
88
61
69
57
68
9495
2013 2014 2015
53
63
4451
43
54
2013 2014 2015
White
Asian
Hispanic
BlackEcon.Dis.
LEP
SWD
APS
9
Middle School SOLs ‐Mathematics
Sources: VDOE Customized student achievement reports, http://bi.virginia.gov/BuildATab/rdPage.aspx
Rising achievement while narrowing gaps
83
94
52
77
57
77
91
96
76
88
2012 2013 2014 2015
58
69
43
6054
75
2012 2013 2014 2015
White
Asian
Hispanic
Black
Econ.Dis.
LEP
SWD
APS
10
Advanced Diplomas
Total Graduates
1,115
1,155
1,269 1,273
1,256
1,334 1,336
Advanced Diplomas
68261.2%
69860.4%
80863.7%
81463.9%
82365.6%
85864.3%
91568.5%
2009 2010 2011 2012 2013 2014 2015
Class of (graduation cohort year)
Proportion of graduates earning Advanced Diplomas continues to rise
The data behind the data: % of English Language Learners (ELLs) enrolled in advanced courses shows that language acquisition paves the way
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51%54%
Non‐ELL
43%
52%
Exited, English Language Proficient
23%28%
ELP Level 5 & 6
Sources: ESOL/HILT Monitoring Report, June 2015
ELLs and Advanced Classes
What is Working
Focus on Success for all Students:• Early childhood programs and early literacy interventions
• Support for schools – the ELC process• Quality of instruction
o student learning – early literacy initiativeso student options – access to advanced classeso student planning – Aspire2Excellenceo student support – ATSS
• Family and Community Engagement (FACE)
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Areas of Focus
Ensuring that Economically Disadvantaged and LEP students have access to APS PreK programs
Expanding early literacy and literacy initiatives to all schools and grade levels
13
Strategic Plan Target (2017)
Kindergarten students previously enrolled in pre‐K
program
86 838482
89
95SWD
Econ.Dis.
LEP
Areas of Focus
Increasing enrollment, support, and access of Black, Hispanic, and LEP students to advanced classes
Increasing family engagement with schools and staff and knowledge of APS procedures, supports, and options
14
Graduates enrolled in at least one AP/IB course during high school
Strategic Plan Target (2017)
6279
62
81
38
56
46
67
79
91
APS
47
68
47 46
13
42
White
Asian
Hispanic
Black
Econ.Dis.
LEP
SWD
15
Progress on Reading SOLs but Gaps Remain
Sources: VDOE Customized student achievement reports, http://bi.virginia.gov/BuildATab/rdPage.aspx
80
86
7579
2013 2014 2015
APS
VA
63
74
62
71
9396
81
90
2013 2014 2015
White
Hispanic
Black
Asian
58
69
53
64
52
59
2013 2014 2015
Econ.Dis.
SWD
LEP
Strategic Plan Target (2017)
Next Steps:Continue to narrow achievement gaps
Implement Action Plan for Program Evaluation Recommendations for ESOL/HILT, Special Education and English Language Arts culturally responsive curriculum and practices professional development progress monitoring for offices and school sites
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Responds to School Board Priority 1b:“Support strategies to improve student outcomes, with particular attention to racially and ethnically diverse groups, English Language Learners, Students with Disabilities, and Economically Disadvantaged Students”
Coordinate implementation of personalized learning in all classrooms personalized learning professional development and
Digital Citizenship curriculum differentiation increased options for credit, lesser‐enrolled
languages, and integration of FLES/FLS (World Languages progressive planning model)
17
Responds to School Board Priority 1e:“Strengthen differentiated instruction and begin review of APS Policy 20‐3 “Program Differentiation” as part of the work to ensure that all students are challenged and engaged to meet their academic goals”
Next Steps:Focus on Personalized Learning
Engage students, families, and communities in an integrated approach to each student’s learning and success programs to meet the needs of special populations
(early literacy, gifted services, dual enrollment, and minority achievement)
family and community engagement (system‐wide and at the school level)
18
Responds to School Board Priority 2b:
“Continue the implementation of the Family and Community Engagement (FACE) Policy to strengthen and expand FACE programs. Review strategies to strengthen family and community engagement throughout APS and develop indicators to measure progress.
Next Steps:Engage students, families, & Communities
Reminder
SOL Tests:• Useful to compare:
– School to school– District to district– One group of children to another group of children
• Do not measure, assess, or evaluate – A child's engagement– A child’s willingness to work– A child’s ability to achieve
• Do not reflect:– Abilities of LEP students while still learning English
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Next Updates
Thursday, January 21, 2016
Goals 3 & 4High quality staff and optimal learning environments
Thursday, February 4, 2016
Superintendent’s Budget Bridge
Thank you
20
Strategic Plan Update
Lisa StengleConnie Skelton
December 17, 2015
