Burlington Public Schools
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Transcript of Burlington Public Schools
BurlingtonBurlington Public Schools Public Schools
Instruction ReportOctober 2009October 2009
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Education is not the filling of a pail, but the lighting of a
fire.--William Butler Yeats
“Education is the best investment .”
--Excerpt from Speech
by Federal Reserve Chairman Ben BernankeBefore the U.S. Chamber of Commerce
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Who We Are . . .Who We Are . . . Our Demographics Our Demographics
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A Local, Global A Local, Global CommunityCommunity
There are now 17 different languages used by students in the school system;
Gujarati and Portuguese with the greatest second language representation;
Of the 248 graduates of the Class of 2008, 193 attended BHS all four years.
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Burlington Public SchoolsNCLB Ethnicity Subgroup Information
October 20083,650
October 20093,712
Asian Pacific13.81%
White79.31%
American Indian0.99%
African American3.7%
Hispanic2.19%
Asian Pacific13.98%
White78.58%
American Indian0.51%
African American4.2%
Hispanic2.64%
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Burlington Public SchoolsSubgroup Information
Free and Reduced Lunch Count
October 2009
3,42092.13%
2927.87%
October 2008245
6.71%
3,40593.29%
Free and ReducedNon-Participants
2008/2009 Student Changes
• Need for more second language support
• Title I amounts decreasing while the population served is increasing.
• ELL is the primary focus of DESE Corrective Action Plan.
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(2008)/2009 Delta
Title I (142)/234 +92
LEP (43)/61 +18
FLNE (381)/404 +23
Take Home MessageTake Home MessageBurlington is becoming more diverse. We view diversity as an opportunity for students to experience locally the global community that they will be experiencing as adults.
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The When . . .The When . . .
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““When planning for a When planning for a year, plant corn. When year, plant corn. When planning for a decade, planning for a decade, plant trees. When plant trees. When planning for life, train and planning for life, train and educate people.”educate people.”
--Chinese --Chinese ProverbProverb
Take Home MessagesTake Home Messages
We need to stop planning for the 21st century as we are almost through its first decade.
THE WHEN IS NOW!
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The What . . .The What . . .
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Federal and State Federal and State Performance MeasuresPerformance Measures
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Adequate Yearly Adequate Yearly ProgressProgress(AYP)(AYP)
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To Make AYP in 2009To Make AYP in 2009
A student group must meet:
(A) a student participation requirement,either(B) the state’s 2009 performance target for that subjectOr(C) The group’s own 2009 improvement target,And(D) An additional attendance or graduation requirement
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Changes in AYP BenchmarksChanges in AYP Benchmarks((AAdequate dequate YYearly early PProgress)rogress)
AYP is part of NCLB and is based on MCAS Scores;
The baseline remains at 90.2% in English; and
84.3% in Math for 2009-10;
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ELA AYP State Performance Targets
Per
cent
School Years
70.7
75.6 75.680.5 80.5
85.4 85.4
90.2 90.295.1 95.1
100 100
0
10
20
30
40
50
60
70
80
90
100
2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-2011 2011-12 20012-13 2013-14
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Math AYP State Performance Targets
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60.8 60.8
68.7 68.7
76.5 76.5
84.3 84.3
92.2 92.2100 100
0
10
20
30
40
50
60
70
80
90
100
2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-2011 2011-12 20012-13 2013-14
Per
cent
School Years
The Nine AYP SubgroupsThe Nine AYP Subgroupsas Defined by the MA Regulations in as Defined by the MA Regulations in
response to the NCLB Actresponse to the NCLB Act
1. Aggregate (all students)2. African American/Black Students3. Hispanic Students4. White Students5. Limited English Proficient (LEP) Students6. Low Income7. Special Education8. Native American9. Asian or Pacific Islander
Note: The same student may fall within five of these subgroups
and be counted five times. If s/he does not pass an MCAS, it counts against the school and division all five times.
Subgroup populations over 40 contribute to AYP
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District English Language Arts (ELA) AYP 2008-09 (Based on 2008-09 MCAS Results)
Grade Spans
District and
School Levels
2008 2009
2009 Subgroups Not Making AYP
Grades 3-5 Aggregate No Yes Asian/Pac. Islander; Low Income
All Subgroups
No No
Grades 6-8 Aggregate Yes Yes Special Education; Low Income
All Subgroups
No No
Grades 9-12 Aggregate Yes Yes
All Subgroups
Yes Yes
A district is newly identified for improvement if it fails to make A district is newly identified for improvement if it fails to make AYP in the same subject area and all grade-spans, for students in AYP in the same subject area and all grade-spans, for students in the aggregate or any subgroup, for two consecutive years. A the aggregate or any subgroup, for two consecutive years. A district will have no accountability status if it makes AYP in the district will have no accountability status if it makes AYP in the same subject area for at least one grade-span for two same subject area for at least one grade-span for two consecutive years.consecutive years.
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District Mathematics AYP 2008-09 (Based on 2008-09 MCAS Results)
Grade Spans
District and
School Levels
2008 2009
2009 Subgroups Not Making AYP
Grades 3-5 Aggregate Yes Yes Special Education; Low Income
All Subgroups
No No
Grades 6-8 Aggregate Yes No White; Special Education; Low Income
All Subgroups
No No
Grades 9-12 Aggregate Yes Yes
All Subgroups
Yes Yes
A district is newly identified for improvement if it fails to make A district is newly identified for improvement if it fails to make AYP in the same subject area and all grade-spans, for students in AYP in the same subject area and all grade-spans, for students in the aggregate or any subgroup, for two consecutive years. A the aggregate or any subgroup, for two consecutive years. A district will have no accountability status if it makes AYP in the district will have no accountability status if it makes AYP in the same subject area for at least one grade-span for two same subject area for at least one grade-span for two consecutive years.consecutive years.
Pass Rates (Proficient and Pass Rates (Proficient and Advanced) and TrendsAdvanced) and Trendsin Percentagesin Percentagesby Grade Levelby Grade Leveland Subject Areaand Subject Area
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2009 MCAS DATA
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Yearly TrendsYearly Trends
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Third Grade MCAS Trends2003-2009
-20
0
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40
60
80
100
2003 2004 2005 2006 2007 2008 2009
EnglishMath
Per
cen
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asse
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Fourth Grade MCAS Trends2003-2009
0
10
20
30
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50
60
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80
90
100
2003 2004 2005 2006 2007 2008 2009
EnglishMath
Per
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tag
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Fifth Grade MCAS Trends2003-2009
0
10
20
30
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50
60
70
80
90
2003 2004 2005 2006 2007 2008 2009
English
Math
Science
Per
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tag
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Sixth Grade MCAS Trends2003-2009
0
10
20
30
40
50
60
70
80
90
2003 2004 2005 2006 2007 2008 2009
English
Math
Per
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Seventh Grade MCAS Trends2003-2009
01020304050
60708090
100
2003 2004 2005 2006 2007 2008 2009
English
Math
Per
cen
tag
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Eighth Grade MCAS Trends2003-2009
01020304050
60708090
100
2003 2004 2005 2006 2007 2008 2009
English
Math
Science
Per
cen
tag
e P
asse
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Grade 10English MCAS Trends 2003-2009
0102030405060708090
100
2003 2004 2005 2006 2007 2008 2009
ELA
Per
cen
tag
e P
asse
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Grade 10 Math MCAS Trends 1998-2009
01020304050
60708090
100
2003 2004 2005 2006 2007 2008 2009
Math
Per
cen
tag
e P
asse
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Grade 10 Science MCAS Trends 2003-2009
0
10
20
30
40
50
60
70
80
90
2003 2004 2005 2006 2007 2008 2009
Intro Physics
Biology*
Chemistry*
Sci Tech Engin
Other Academic BenchmarksOther Academic Benchmarks
Advanced Placement Tests Taken
Advance Placement Course Enrollment
College Courses Taken
PSAT/SAT Scores
Club Participation
Community Service
4040
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Advanced Program DataProgram Type 2006-07
Count
2007-08
Count
2008-09
Count
Advanced Placement Tests Taken
Total Tests:
176
Total Tests:
178
Total Tests:
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Advanced Placement Course Enrollment
Total Students: 117 Total Students: 116 Total Students: 130
Industry Certifications 0 0 0
College Courses Taken 0 16 BHS students
participated in a Bay Path College
course
11 BHS Students participated in a Bay Pay College
Course
69 Students Participated in a
Mass Bay Calculus Course
Virtual High School
(VHS) 0 5 28 ( still filling slots)
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SAT Results 2001-2009
YearNo.
Tested
Verbal/Critical Reading
Math Writing
2001 189 490 512
2002 214 497 527
2003 208 517 543
2004 199 504 532
2005 212 511 542
2006 225 516 551 520
2007 232 521 539 509
2008 241 526 545 527
2009 213 521 546 519
YearNo.
Tested
Verbal/Critical
ReadingMath Writing
2001 55
2002 66
2003 61
2004 58 588 619
2005 64 608 633
2006 69 606 634 617
2007 48 624 639 603
2008 56 589 640 609
2009 52 600 644 609
STUDENTS WITH SAT ISTUDENTS WITH SAT IMEAN SCORESMEAN SCORES
STUDENTS WITH BOTHSTUDENTS WITH BOTHSAT I AND II MEAN SCORESSAT I AND II MEAN SCORES
Take Home MessagesTake Home Messages
In regards to MCAS, BPS need to focus on expecting more students to score in the proficient and advanced categories;
In regards to AYP, BPS need to focus on students in the following groups identified by NCLB:– Students who are Economically-
Disadvantaged; and– Students with Disabilities.
The Division’s journey to excellence in student achievement is mapped using more than test scores – other measures need to be purposeful and public.
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The HowThe How
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““Organizations are well Organizations are well designed for the results that designed for the results that they achieve.” they achieve.”
-- Read this phrase many times but unsure who to credit-- Read this phrase many times but unsure who to credit
Expanding Opportunities NowExpanding Opportunities Now
Focus on Increasing Capacity – Knowledge and Skill, Student Outcomes, Empowering Conditions;
Common Standards/Expectations;– Are Core Programs reaching 80% of Students
– Increased Inclusion
– Focus on Growth
– PK-12 Student Expectations
Response to Intervention (RTI); andClassroom Learning Walks
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The Critical School Committee The Critical School Committee QuestionsQuestions
Are our core district reading and mathematic programs reaching 80% of our students?
If not, why not?
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Concluding Take Home MessageConcluding Take Home Message
Proficiency is NOT Excellence
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