D Addendum 11 12 · 50 100 150 200 250 300 350 400 Enrollment by Grade School City of Hobart, 4730...

School City of Hobart

Students 2011-2012

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400 Enrollment by Grade

School City of Hobart, 4730

k 1 2 3 4 5 6 7 8 9 10 11 12 Total2007-08 241 311 297 293 322 282 285 313 297 306 310 334 265 38562008-09 267 310 294 288 291 327 295 290 303 326 313 306 329 39392009-10 241 305 305 287 286 308 345 301 303 309 313 301 289 38932010-11 266 295 298 306 287 284 308 362 303 311 326 323 308 39772011-12 250 286 278 303 297 285 316 318 363 299 281 284 316 3876

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TRUE TRUE FALSE FALSE

1 1999

1000

1500

2000

2500

3000

3500


American Indian/Alaskan Black Asian/Pacific Hispanic Multi-Racial White

2007-08 77 169 34 547 185 28622008-09 45 193 36 591 210 28642009-10 45 202 37 586 221 27972010-11 36 230 37 599 272 28032011-12 28 241 28 725 184 2760

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500


2007-08 2.0% 4.4% 0.9% 14.1% 4.8% 73.9%2008-09 1.1% 4.9% 0.9% 15.0% 5.3% 72.7%2009-10 1.2% 5.2% 1.0% 15.1% 5.7% 71.9%2010-11 0.9% 5.8% 0.9% 15.1% 6.8% 70.5%


2yr avg growth -16.0 16.5 1.5 19.5 18.0 -32.53yr avg growth -13.7 20.3 1.0 17.3 29.0 -19.74yr avg growth -12.3 18.0 -1.5 44.5 -.3 -25.5

2011-12 0.7% 6.1% 0.7% 18.3% 4.6% 69.6%


1 1999

400

600

800

1000

1200

1400

District Elementary Schools


2007-08 28 81 6 231 115 12762008-09 16 88 12 239 128 12942009-10 16 87 10 233 123 12582010-11 12 97 9 240 150 12282011-12 10 97 4 350 81 1196

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200


2007-08 1.6% 4.7% 0.3% 13.3% 6.6% 73.5%2008-09 0.9% 5.0% 0.7% 13.4% 7.2% 72.8%2009-10 0.9% 5.0% 0.6% 13.5% 7.1% 72.8%2010-11 0.7% 5.6% 0.5% 13.8% 8.6% 70.7%


2yr avg growth -6.0 3.0 2.0 1.0 4.0 -9.03yr avg growth -5.3 5.3 1.0 3.0 11.7 -16.04yr avg growth -4.5 4.0 -.5 29.8 -8.5 -20.0

2011-12 0.6% 5.6% 0.2% 20.1% 4.7% 68.8%


1 1999

400600800

10001200140016001800

District Secondary Schools


2007-08 49 88 28 316 70 15862008-09 29 105 24 352 82 15702009-10 29 115 27 353 98 15392010-11 24 133 28 359 122 15752011-12 18 144 24 375 103 1564

--200400


2007-08 2.3% 4.1% 1.3% 14.8% 3.3% 74.2%2008-09 1.3% 4.9% 1.1% 16.3% 3.8% 72.6%2009-10 1.3% 5.3% 1.2% 16.3% 4.5% 71.2%2010-11 1.1% 5.9% 1.2% 16.0% 5.4% 70.3%


2yr avg growth -10.0 13.5 -.5 18.5 14.0 -23.53yr avg growth -8.3 15.0 -- 14.3 17.3 -3.74yr avg growth -7.8 14.0 -1.0 14.8 8.3 -5.5

2011-12 0.8% 6.5% 1.1% 16.8% 4.6% 70.2%

500

1,000

1,500

2,000

2,500

3,000

Cou

nt

Free and Reduced LunchSchool City of Hobart, 4730

School Year 2007-08 2008-09 2009-10 2010-11 2011-12% Free 26.6% 26.9% 32.8% 36.0% 34.0%

% Reduced 7.6% 8.9% 9.5% 8.0% 9.8%% Paid 65.7% 64.2% 57.7% 56.0% 56.2%

Free Count 1027 1060 1276 1431 1319Reduced Count 294 349 369 320 379Paid Count 2535 2530 2248 2226 2178

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District Special Ed and ELL Student Count

Sch Year 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

SpEd% of Enroll 9.4% 8.6% 8.7% 9.3% 8.8%

ELL% of Enroll 2.0% 2.4% 2.0% 2.7% 3.1%

Total Enrollment 3818 3856 3939 3888 3977

Spec Ed Count 359 333 342 360 350

ELL Count 78 92 80 105 124

0

STUDENTS

Trends

1. Although some grade levels and school years have shown spikes in population , the overall student population for the district has increased only .006% since ’07-’08.

2. Minority population is increasing with both Black and Hispanic showing growth at both the elementary and secondary levels.

3. The White population is decreasing at both the elementary and secondary levels. 4. Free and Reduced lunch participants have increased until the last year cited, showing only a

slight decrease in the final year.

5. Paid lunch participants have decreased showing only a slight increase in the final year. 6. The percentage of Special Education students hovers around 9% with increases/decreases of

less than 1% from year to year.

7. ELL is increasing with only one drop mid-interval, then continued increasing.


Student Performance

2011-2012

Student Performance:

English/Language Arts

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Mean Fall 144.3 145.4 na na na

Mean Norm Fall 147.6 142.5 na na na

Mean Spring 161.2 162.9 na na na

Mean Norm Spring 156.3 157.7 na na na

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Early Learning Center kgn Reading Mean ScoresNWEA-

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015





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Joan Martin 1st grd Reading Mean ScoresNWEA-

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015





0

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Liberty 1st grd Reading Mean ScoresNWEA-

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015





0

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Ridge View 1st grd Reading Mean ScoresNWEA-

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015





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Joan Martin 2nd grd Reading Mean ScoresNWEA-

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015





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Liberty 2nd grd Reading Mean ScoresNWEA-

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015





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Ridge View 2nd grd Reading Mean ScoresNWEA-

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015





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Joan Martin 2nd grd Language Arts Mean ScoresNWEA-

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015





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Liberty 2nd grd Language Arts Mean ScoresNWEA-

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015





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Ridge View 2nd grd Language Arts Mean ScoresNWEA-

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Stud

ent C

ount

Kindergarten ‐ Record of Oral Language

0 to 5 6 to 10 11 to 15 16 to 20 21 to 25 26 to 30 31 to 35 36 to 40 41 to 45Fall 2011 5 20 39 43 33 52 32 12 2Spring 2012 1 7 14 31 38 45 55 36 11

0

Fall 2011 Student Count: 238 Spring 2012 Student Count 238

25%

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75%

100%

Perc

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assi

ng

ISTEP Language Arts Comparison School City of Hobart, 4730

3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 9th Grade 10th Grade2008-09 77.0% 73.0% 79.0% 69.0% 71.0% 63.0% 71.0%08-2009sp 75.0% 77.0% 73.0% 68.0% 71.0% 65.0%09-2010sp 80.0% 79.0% 77.0% 79.0% 67.0% 76.0%10-2011sp 90.6% 87.8% 83.7% 83.9% 79.5% 69.6%11-2012sp 90.2% 89.7% 87.5% 83.4% 76.8% 79.5%

0%

P

90.0%

100.0%


Comparison Between District and State

Language Arts3rd Grade

5.0%

6.0%

7.0%

8.0%

Location to State Difference Language Arts3rd Grade

60.0%

70.0%

80.0%

90.0%

nt Passing

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp0.0%

1.0%

2.0%

3.0%

4.0%

20.0%

30.0%

40.0%

50.0%

Peren

District 3.0% 1.0% 1.0% 7.1% 4.7%

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp

10.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Location to District Difference Language Arts3rd Grade

District 77.0% 75.0% 80.0% 90.6% 90.2%State 74.0% 74.0% 79.0% 83.5% 85.5% 2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp

0.0%

10.0%

20.0%

30.0%

40.0%

School City of Hobart District, 4730ISTEP Subgroup Cohort Performance

Grade 3 Language Arts Cohort 11-2012sp to 10-2011sp

* Language ArtsSchool Year 11-2012sp 12-2013sp 13-2014sp 14-2015sp 15-2016sp 16-2017sp 17-2018sp 18-2019spGrade 3 4 5 6 7 8 9 10

Female nt/na nt/na nt/na nt/na nt/na nt/na nt/na nt/naMale nt/na nt/na nt/na nt/na nt/na nt/na nt/na nt/na

Native Amer -- -- -- -- -- -- -- --Black 94% -- -- -- -- -- -- --AsianAsian -- -- -- -- -- -- -- --Hispanic 89% -- -- -- -- -- -- --White 91% -- -- -- -- -- -- --Multiracial 75% -- -- -- -- -- -- --

Free/R 87% -- -- -- -- -- -- --Paid 93% -- -- -- -- -- -- --Free/Reduced Lunch Data were not available until 2001-02.

Non-Limit 91% -- -- -- -- -- -- --Limited 81% -- -- -- -- -- -- --Limited English Data were not available until 2000-01.

Special Ed 72% -- -- -- -- -- -- --General Ed 92% -- -- -- -- -- -- --

* Results of groups with fewer than 10 students are suppressed.nt /na = not tested or not applicablent /na = not tested or not applicable

90.0%

100.0%



Language Arts4th Grade

5 0%

6.0%

7.0%

8.0%

9.0%

Location to State Difference Language Arts4th Grade

60.0%

70.0%

80.0%

90.0%

nt Passing

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp0.0%

1.0%

2.0%

3.0%

4.0%

5.0%

20.0%

30.0%

40.0%

50.0%

Peren

District 0.0% 4.0% 2.0% 5.8% 8.1%

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp

10.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Location to District Difference Language Arts4th Grade


0.0%

10.0%

20.0%

30.0%

40.0%




Female 92% nt/na nt/na nt/na nt/na nt/na nt/na nt/naMale 89% nt/na nt/na nt/na nt/na nt/na nt/na nt/na

Native Amer -- -- -- -- -- -- -- --Black 82% 85% -- -- -- -- -- --AsianAsian -- -- -- -- -- -- -- --Hispanic 88% 93% -- -- -- -- -- --White 91% 90% -- -- -- -- -- --Multiracial 90% 82% -- -- -- -- -- --

Free/R 85% 85% -- -- -- -- -- --Paid 96% 94% -- -- -- -- -- --Free/Reduced Lunch Data were not available until 2001-02.

Non-Limit 91% 89% -- -- -- -- -- --Limited 87% 100% -- -- -- -- -- --Limited English Data were not available until 2000-01.

Special Ed 33% 44% -- -- -- -- -- --General Ed 95% 93% -- -- -- -- -- --


90.0%

100.0%




8.0%

10.0%

12.0%


60.0%

70.0%

80.0%

90.0%

nt Passing

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp0.0%

2.0%

4.0%

6.0%

20.0%

30.0%

40.0%

50.0%

Peren

District 5.0% 3.0% 6.0% 8.4% 9.9%

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp

10.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



0.0%

10.0%

20.0%

30.0%

40.0%




Female 85% 88% nt/na nt/na nt/na nt/na nt/na nt/naMale 75% 87% nt/na nt/na nt/na nt/na nt/na nt/na

Native Amer -- -- -- -- -- -- -- --Black 67% 86% 94% -- -- -- -- --AsianAsian -- -- -- -- -- -- -- --Hispanic 76% 92% 92% -- -- -- -- --White 82% 88% 88% -- -- -- -- --Multiracial 80% 75% 100% -- -- -- -- --

Free/R 74% 84% 84% -- -- -- -- --Paid 87% 91% 91% -- -- -- -- --Free/Reduced Lunch Data were not available until 2001-02.

Non-Limit 81% 83% 88% -- -- -- -- --Limited 58% 70% 67% -- -- -- -- --Limited English Data were not available until 2000-01.

Special Ed 61% 55% 56% -- -- -- -- --General Ed 82% 92% 91% -- -- -- -- --


90.0%

100.0%




4.0%

6.0%

8.0%

10.0%


60.0%

70.0%

80.0%

90.0%

nt Passing

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp‐4.0%

‐2.0%

0.0%

2.0%

4.0%

20.0%

30.0%

40.0%

50.0%

Peren

District ‐2.0% ‐1.0% 7.0% 8.1% 5.6%

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp

10.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



0.0%

10.0%

20.0%

30.0%

40.0%




Female 79% 80% 86% nt/na nt/na nt/na nt/na nt/naMale 72% 78% 81% nt/na nt/na nt/na nt/na nt/na

Native Amer -- -- -- -- -- -- -- --Black 77% 71% 77% 67% -- -- -- --AsianAsian -- -- -- -- -- -- -- --Hispanic 73% 81% 94% 85% -- -- -- --White 77% 80% 84% 86% -- -- -- --Multiracial 67% 79% 76% 71% -- -- -- --

Free/R 66% 71% 77% 80% -- -- -- --Paid 82% 86% 90% 87% -- -- -- --Free/Reduced Lunch Data were not available until 2001-02.

Non-Limit 76% 80% 85% 84% -- -- -- --Limited -- 71% -- -- -- -- -- --Limited English Data were not available until 2000-01.

Special Ed 45% 56% 49% 44% -- -- -- --General Ed 80% 83% 89% 90% -- -- -- --


90.0%

100.0%




0 0%

1.0%

2.0%

3.0%

4.0%

5.0%


60.0%

70.0%

80.0%

90.0%

nt Passing

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp‐6.0%

‐5.0%

‐4.0%

‐3.0%

‐2.0%

‐1.0%

0.0%

20.0%

30.0%

40.0%

50.0%

Peren

District 2.0% 4.0% ‐5.0% 2.3% 1.4%

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp

10.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



0.0%

10.0%

20.0%

30.0%

40.0%


Grade 3 Language Arts Cohort 2008-09 to 10-2011sp

* Language ArtsSchool Year 2008-09 08-2009sp 09-2010sp 10-2011sp 11-2012sp 12-2013sp 13-2014sp 14-2015spGrade 3 4 5 6 7 8 9 10

Female 82% 81% 84% 91% nt/na nt/na nt/na nt/naMale 72% 72% 72% 75% nt/na nt/na nt/na nt/na

Native Amer -- -- -- -- -- -- -- --Black 100% 79% 76% 83% 70% -- -- --AsianAsian -- -- -- -- -- -- -- --Hispanic 75% 68% 71% 77% 64% -- -- --White 76% 79% 80% 86% 80% -- -- --Multiracial 67% 68% 79% 75% 79% -- -- --

Free/R 73% 65% 72% 78% 68% -- -- --Paid 79% 85% 84% 89% 84% -- -- --Free/Reduced Lunch Data were not available until 2001-02.

Non-Limit 77% 77% 77% 85% 78% -- -- --Limited -- -- 80% -- -- -- -- --Limited English Data were not available until 2000-01.

Special Ed 43% 47% 44% 37% 50% -- -- --General Ed 81% 81% 82% 87% 79% -- -- --


90.0%

100.0%




2.0%

4.0%

6.0%

8.0%


60.0%

70.0%

80.0%

90.0%

nt Passing

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp‐6.0%

‐4.0%

‐2.0%

0.0%

2.0%

20.0%

30.0%

40.0%

50.0%

Peren

District ‐5.0% 0.0% 7.0% ‐2.8% 6.2%

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp

10.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



0.0%

10.0%

20.0%

30.0%

40.0%


Grade 3 Language Arts Cohort 2007-08 to 10-2011sp

* Language ArtsSchool Year 2007-08 2008-09 08-2009sp 09-2010sp 10-2011sp 11-2012sp 12-2013sp 13-2014spGrade 3 4 5 6 7 8 9 10

Female 78% 80% 75% 88% 87% nt/na nt/na nt/naMale 66% 64% 71% 72% 73% nt/na nt/na nt/na

Native Amer -- -- -- -- -- -- -- --Black 69% 82% 46% 62% 57% 70% -- --AsianAsian -- -- -- -- -- -- -- --Hispanic 66% 66% 71% 83% 75% 80% -- --White 73% 72% 76% 79% 83% 79% -- --Multiracial 75% 78% 77% 78% 85% 89% -- --

Free/R 68% 61% 65% 74% 71% 77% -- --Paid 76% 81% 78% 83% 85% 82% -- --Free/Reduced Lunch Data were not available until 2001-02.

Non-Limit 73% 73% 74% 80% 80% 80% -- --Limited 64% -- -- -- 50% -- -- --Limited English Data were not available until 2000-01.

Special Ed 34% 32% 44% 37% 33% 35% -- --General Ed 78% 77% 76% 84% 83% 83% -- --


20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

Pe

rce

nt

Pa

sse

d

Hobart High School ECA English 10 - Total

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

District 63.1% 78.4% n/a n/a n/a

State 63.5% 70.7% n/a n/a n/a

0.0%

10.0%

20.0%

Pe

rce

nt

Pa

sse

d

lwaldrop

ENGLISH/LANGUAGE ARTS

TRENDS AND PATTERNS

1. NWEA scores increase fall to spring District wide. 2. District wide scores are trending up on ISTEP with 2011-12 scores higher than 2008-09 at every

grade level. 3. Females outperform males on ISTEP scores 4. EDA English 10 scores are trending up and exceeded the state average in the last year. 5. Whites are not always the highest performing cohort group in Language Arts ISTEP scores.

STRENGTHS

1. In all but two instances Spring NWEA scores are above the mean norm K-2 District wide in Reading and Language Arts.

2. ISTEP cohort scores 3-6, 3-7, 4-8, 4-7, are increasing in all but two instances. 3. ISTEP scores in Language Arts are at or above the state average for all five years studied in 3rd,

4th, 5th grades, for the past three years in 6th grade, and four years in seventh grade. 4. The most recent ECA English 10 average score exceeds the state average by 7.7% 5. Cohort scores beginning with grade 4 in ’08-’09 and finishing with 8th grade in ’11-’12 are all

increasing over the interval.

CHALLENGES

1. The ISTEP average score for grades 6-8 is lower than the average scores for grades 3-5 over the interval.

2. ISTEP 8th grade scores have been both above and below the state average over the interval. 3. Females score higher than males in grade 3 cohort performance. 4. Comparing ISTEP Language Arts scores for grades 3-8 shows passing rates lower at the 8th grade

level.


Mathematics

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015





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Early Learning Center kgn Mathematics Mean ScoresNWEA-

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015





0

50

100

150

200

Joan Martin 1st grd Mathematics Mean ScoresNWEA-

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015





0

50

100

150

200

Liberty 1st grd Mathematics Mean ScoresNWEA-

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015





0

50

100

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Ridge View 1st grd Mathematics Mean ScoresNWEA-

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015





0

50

100

150

200

250

Joan Martin 2nd grd Mathematics Mean ScoresNWEA-

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015





0

50

100

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200

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Liberty 2nd grd Mathematics Mean ScoresNWEA-

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015





0

50

100

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Ridge View 2nd grd Mathematics Mean ScoresNWEA-

ISTEP Mathematics Comparison School City of Hobart, 4730

100%

50%

75%

Pass

ing

25%

50%

Perc

ent P

3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 9th Grade 10th Grade0%

P

2008-09 63.0% 77.0% 85.0% 80.0% 81.0% 71.0% 70.0%08-2009sp 78.0% 74.0% 84.0% 67.0% 75.0% 60.0%09-2010sp 78.0% 76.0% 82.0% 82.0% 66.0% 70.0%10 2011 78 8% 77 6% 89 5% 84 6% 74 8% 65 7%10-2011sp 78.8% 77.6% 89.5% 84.6% 74.8% 65.7%11-2012sp 80.5% 76.3% 85.7% 84.1% 80.6% 75.3%

90.0%

100.0%



Mathematics3rd Grade

2.0%

4.0%

6.0%

8.0%

Location to State Difference Mathematics3rd Grade

60.0%

70.0%

80.0%

90.0%

nt Passing

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp‐8.0%

‐6.0%

‐4.0%

‐2.0%

0.0%

20.0%

30.0%

40.0%

50.0%

Peren

District ‐7.0% 6.0% 3.0% 0.3% 1.6%

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp

10.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Location to District Difference Mathematics3rd Grade


0.0%

10.0%

20.0%

30.0%

40.0%


Grade 3 Mathematics Cohort 11-2012sp to 10-2011sp

* MathematicsSchool Year 11-2012sp 12-2013sp 13-2014sp 14-2015sp 15-2016sp 16-2017sp 17-2018sp 18-2019spGrade 3 4 5 6 7 8 9 10

Female nt/na nt/na nt/na nt/na nt/na nt/na nt/na nt/naMale nt/na nt/na nt/na nt/na nt/na nt/na nt/na nt/na

Native Amer -- -- -- -- -- -- -- --Black 67% -- -- -- -- -- -- --AsianAsian -- -- -- -- -- -- -- --Hispanic 76% -- -- -- -- -- -- --White 85% -- -- -- -- -- -- --Multiracial 63% -- -- -- -- -- -- --

Free/R 73% -- -- -- -- -- -- --Paid 86% -- -- -- -- -- -- --Free/Reduced Lunch Data were not available until 2001-02.

Non-Limit 82% -- -- -- -- -- -- --Limited 63% -- -- -- -- -- -- --Limited English Data were not available until 2000-01.

Special Ed 56% -- -- -- -- -- -- --General Ed 83% -- -- -- -- -- -- --


90.0%

100.0%



Mathematics4th Grade

2.0%

3.0%

4.0%

5.0%

Location to State Difference Mathematics4th Grade

60.0%

70.0%

80.0%

90.0%

nt Passing

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp‐3.0%

‐2.0%

‐1.0%

0.0%

1.0%

20.0%

30.0%

40.0%

50.0%

Peren

District 4.0% 4.0% 1.0% ‐1.0% ‐2.2%

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp

10.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Location to District Difference Mathematics4th Grade


0.0%

10.0%

20.0%

30.0%

40.0%




Female 74% nt/na nt/na nt/na nt/na nt/na nt/na nt/naMale 83% nt/na nt/na nt/na nt/na nt/na nt/na nt/na

Native Amer -- -- -- -- -- -- -- --Black 46% 62% -- -- -- -- -- --AsianAsian -- -- -- -- -- -- -- --Hispanic 77% 76% -- -- -- -- -- --White 82% 80% -- -- -- -- -- --Multiracial 71% 41% -- -- -- -- -- --

Free/R 70% 67% -- -- -- -- -- --Paid 87% 85% -- -- -- -- -- --Free/Reduced Lunch Data were not available until 2001-02.

Non-Limit 79% 77% -- -- -- -- -- --Limited 74% 70% -- -- -- -- -- --Limited English Data were not available until 2000-01.

Special Ed 48% 53% -- -- -- -- -- --General Ed 81% 78% -- -- -- -- -- --


90.0%

100.0%




5.0%

6.0%

7.0%

8.0%

9.0%


60.0%

70.0%

80.0%

90.0%

nt Passing

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp‐1.0%

0.0%

1.0%

2.0%

3.0%

4.0%

20.0%

30.0%

40.0%

50.0%

Peren

District 8.0% 8.0% 2.0% 3.4% ‐0.1%

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp

10.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



0.0%

10.0%

20.0%

30.0%

40.0%




Female 79% 81% nt/na nt/na nt/na nt/na nt/na nt/naMale 76% 74% nt/na nt/na nt/na nt/na nt/na nt/na

Native Amer -- -- -- -- -- -- -- --Black 47% 55% 94% -- -- -- -- --AsianAsian -- -- -- -- -- -- -- --Hispanic 78% 81% 85% -- -- -- -- --White 80% 80% 86% -- -- -- -- --Multiracial 80% 75% 75% -- -- -- -- --

Free/R 72% 74% 77% -- -- -- -- --Paid 85% 81% 94% -- -- -- -- --Free/Reduced Lunch Data were not available until 2001-02.

Non-Limit 78% 79% 87% -- -- -- -- --Limited 67% 40% 67% -- -- -- -- --Limited English Data were not available until 2000-01.

Special Ed 79% 53% 65% -- -- -- -- --General Ed 77% 81% 88% -- -- -- -- --


90.0%

100.0%




0.0%

2.0%

4.0%

6.0%


60.0%

70.0%

80.0%

90.0%

nt Passing

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp‐8.0%

‐6.0%

‐4.0%

‐2.0%

0.0%

20.0%

30.0%

40.0%

50.0%

Peren

District 1.0% ‐6.0% 5.0% 4.3% 1.6%

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp

10.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



0.0%

10.0%

20.0%

30.0%

40.0%




Female 78% 76% 88% nt/na nt/na nt/na nt/na nt/naMale 78% 77% 91% nt/na nt/na nt/na nt/na nt/na

Native Amer -- -- -- -- -- -- -- --Black 100% 64% 77% 61% -- -- -- --AsianAsian -- -- -- -- -- -- -- --Hispanic 68% 70% 89% 90% -- -- -- --White 80% 70% 93% 86% -- -- -- --Multiracial 67% 74% 81% 71% -- -- -- --

Free/R 68% 66% 86% 78% -- -- -- --Paid 85% 86% 93% 90% -- -- -- --Free/Reduced Lunch Data were not available until 2001-02.

Non-Limit 78% 77% 91% 85% -- -- -- --Limited -- 57% -- -- -- -- -- --Limited English Data were not available until 2000-01.

Special Ed 61% 58% 69% 61% -- -- -- --General Ed 80% 80% 93% 88% -- -- -- --


90.0%

100.0%




2.0%

4.0%

6.0%

8.0%


60.0%

70.0%

80.0%

90.0%

nt Passing

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp‐8.0%

‐6.0%

‐4.0%

‐2.0%

0.0%

20.0%

30.0%

40.0%

50.0%

Peren

District 0.0% 7.0% ‐7.0% ‐0.4% 2.2%

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp

10.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



0.0%

10.0%

20.0%

30.0%

40.0%


Grade 3 Mathematics Cohort 2008-09 to 10-2011sp

* MathematicsSchool Year 2008-09 08-2009sp 09-2010sp 10-2011sp 11-2012sp 12-2013sp 13-2014sp 14-2015spGrade 3 4 5 6 7 8 9 10

Female 69% 75% 83% 88% nt/na nt/na nt/na nt/naMale 57% 72% 84% 80% nt/na nt/na nt/na nt/na

Native Amer -- -- -- -- -- -- -- --Black 50% 58% 65% 77% 75% -- -- --AsianAsian -- -- -- -- -- -- -- --Hispanic 53% 76% 80% 84% 71% -- -- --White 68% 75% 85% 86% 84% -- -- --Multiracial 28% 68% 89% 75% 75% -- -- --

Free/R 53% 61% 76% 78% 76% -- -- --Paid 70% 82% 90% 90% 85% -- -- --Free/Reduced Lunch Data were not available until 2001-02.

Non-Limit 64% 73% 82% 84% 81% -- -- --Limited -- -- 100% -- -- -- -- --Limited English Data were not available until 2000-01.

Special Ed 40% 55% 56% 33% 47% -- -- --General Ed 66% 76% 86% 88% 83% -- -- --


90.0%

100.0%




‐4.0%

‐2.0%

0.0%


60.0%

70.0%

80.0%

90.0%

nt Passing

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp‐12.0%

‐10.0%

‐8.0%

‐6.0%

20.0%

30.0%

40.0%

50.0%

Peren

District ‐3.0% ‐7.0% ‐2.0% ‐11.3% ‐4.3%

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp

10.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



0.0%

10.0%

20.0%

30.0%

40.0%


Grade 3 Mathematics Cohort 2007-08 to 10-2011sp

* MathematicsSchool Year 2007-08 2008-09 08-2009sp 09-2010sp 10-2011sp 11-2012sp 12-2013sp 13-2014spGrade 3 4 5 6 7 8 9 10

Female 68% 77% 83% 81% 76% nt/na nt/na nt/naMale 66% 77% 85% 82% 74% nt/na nt/na nt/na

Native Amer -- -- -- -- -- -- -- --Black 46% 65% 54% 48% 37% 43% -- --AsianAsian -- -- -- -- -- -- -- --Hispanic 51% 79% 86% 85% 71% 75% -- --White 73% 79% 87% 84% 80% 80% -- --Multiracial 56% 56% 81% 85% 73% 69% -- --

Free/R 57% 65% 79% 82% 69% 69% -- --Paid 73% 85% 88% 82% 79% 80% -- --Free/Reduced Lunch Data were not available until 2001-02.

Non-Limit 68% 77% 84% 82% 76% 76% -- --Limited 55% -- -- -- 40% -- -- --Limited English Data were not available until 2000-01.

Special Ed 29% 48% 44% 46% 22% 29% -- --General Ed 72% 81% 89% 86% 79% 79% -- --


20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Pe

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nt

Pa

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Hobart High School ECA Algebra 1 - Total

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014


State 62.0% 71.6% n/a n/a n/a

0.0%

10.0%

20.0%Pe

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Pa

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lwaldrop

MATHEMATICS

TRENDS AND PATTERNS

1. The high school pass rates on ECA Algebra 1 are trending up and exceeded the state average in the last year.

2. Males have gained ground on ISTEP pass rates and have outperformed females in some cohort groups.

3. The District ISTEP pass rates at grades 3-8 have increased over the interval with only two exceptions.

4. General Ed student outscore Special Ed students on ISTEP. 5. Paid lunch students outscore Free and Reduced lunch students on ISTEP. 6. White students outscore other cohort groups in all but two instances over the past 5 years.

Multiracial students have scored slightly higher in those exceptions. 7. Pass rates on ISTEP have trended down in almost all cohort groups since ’08-’09. 8. Subgroup performance across the interval studied is mixed almost evenly with both increases

and decreases in pass rates.

STRENGTHS

1. The 5th grade pass rate for ISTEP has been above the state average for the past five years, the 3rd grade rate above the state for the past four years, the 6th grade rate above the state for the past three years, and the seventh grade rate above the state for the past year.

2. Growth is shown from fall to spring in NWEA scores at all levels at all schools. 3. Elementary cohort pass rates for ISTEP where 3rd to 4th to 5th grade can be observed are

increasing. 4. The ECA pass rate for Algebra 1 exceeded the state average rate for the past year.

CHALLENGES

1. The 8th grade pass rate for ISTEP has been below the state average for the past five years. The 4th grade pass rate has been below the state average the past two years.

2. The middle school cohort ISTEP pass rates that can be observed from 6th to 7th to 8th are decreasing.

3. Both male and female ISTEP cohort scores decreased as 6th graders became 7th graders where those scores could be observed.

4. The highest ISTEP scores are achieved by whites and the lowest by blacks during each year recorded for grades 5-6-7-8.

5. All cohort groups of 5th graders in ’08-’09 ISTEP scores decreased by ’11-’12 with some highs and lows in between.


Passing Both

English/Language Arts and Mathematics

State Tests (ISTEP/ECA)

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

ISTEP Joan Martin Elementary School, 4327 - Pass Both

2008-09 08-2009sp 09-2010sp 10-2011sp 11-2012sp

3rd Grade 65.2% 72.9% 73.9% 79.1% 77.4%

4th Grade 62.1% 65.0% 74.6% 69.8% 77.2%

5th Grade 75.7% 92.8% 70.8% 76.1% 75.7%

0.0%

10.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

ISTEP Liberty Elementary School, 4317 - Pass Both

2008-09 08-2009sp 09-2010sp 10-2011sp 11-2012sp

3rd Grade 56.3% 71.6% 77.6% 75.9% 83.1%

4th Grade 72.2% 71.8% 69.2% 80.4% 79.5%

5th Grade 83.3% 87.8% 82.7% 85.5% 92.0%

0.0%

10.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

ISTEP Ridge View Elementary School, 4325 - Pass Both

2008-09 08-2009sp 09-2010sp 10-2011sp 11-2012sp

3rd Grade 51.1% 71.1% 67.5% 70.4% 76.8%

4th Grade 62.2% 60.0% 69.8% 75.5% 56.2%

5th Grade 66.7% 69.2% 63.8% 77.4% 72.9%

0.0%

10.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

ISTEP Hobart Middle School, 4309 - Pass Both

2008-09 08-2009sp 09-2010sp 10-2011sp 11-2012sp

6th Grade 64.8% 59.3% 71.9% 75.4% 77.9%

7th Grade 67.7% 64.1% 58.3% 67.5% 68.1%

8th Grade 56.1% 52.4% 66.8% 57.2% 69.6%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Pe

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Pa

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Hobart High School ECA English 10 AND Algebra 1 -

Total

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014


State 55.3% 66.7% n/a n/a n/a

0.0%

10.0%

20.0%Pe

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Pa

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PASSING BOTH

Trends

1. At the high school level the percentage passing both Algebra 1 and English 10 ECA is trending up.

2. At the Elementary and middle school levels from the beginning to the end of the interval the pass rate for passing both is trending up in all but two instances.

STRENGTHS

1. At all grade levels at each year studied over the interval of time the pass rates for passing both have increased except for two instances.

2. The most recent pass rate for passing both Algebra One and English 10 at the High School is above the state average.

3. At the high school, the pass rate for passing both increased by more than 25% in the last year.

CHALLENGES

1. The pass rate for passing both at the elementary and middle school levels is less than 80% with the exception of Liberty 5

th each year and Joan Martin 5

th during ’08-’09.

2. The high school rate for passing both ECA tests was less than 75% during the past year.


Science

25%

50%

75%

100%

Perc

ent P

assi

ng

ISTEP Science Comparison School City of Hobart, 4730

3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade2008-09 69.0%08-2009sp 74.0% 51.0%09-2010sp 78.0% 63.0%10-2011sp 61.0%11-2012sp 81.3% 59.4%

0%

P

90.0%

100.0%



Science4th Grade

5 0%

6.0%

7.0%

8.0%

9.0%

Location to State Difference Science4th Grade

60.0%

70.0%

80.0%

90.0%

nt Passing

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp0.0%

1.0%

2.0%

3.0%

4.0%

5.0%

20.0%

30.0%

40.0%

50.0%

Peren

District 3.0% 3.0% 7.9% 3.1%

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp

10.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Location to District Difference Science4th Grade

District 74.0% 78.0% 84.3% 81.3%State 71.0% 75.0% 76.4% 78.2% 2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp

0.0%

10.0%

20.0%

30.0%

40.0%

90.0%

100.0%



Science6th Grade

2.0%

4.0%

6.0%

Location to State Difference Science6th Grade

60.0%

70.0%

80.0%

90.0%

nt Passing

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp‐6.0%

‐4.0%

‐2.0%

0.0%

20.0%

30.0%

40.0%

50.0%

Peren

District ‐3.0% 5.0% ‐0.7% ‐4.9%

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp

10.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Location to District Difference Science6th Grade


0.0%

10.0%

20.0%

30.0%

40.0%

20.0%

30.0%

40.0%

50.0%

60.0%

Pe

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Pa

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Hobart High School ECA Biology 1 - Total

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014


State 36.9% 46.0% n/a n/a n/a

0.0%

10.0%

Pe

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nt

Pa

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lwaldrop

SCIENCE

Trends

1. 4th/5th grade science is trending up. 2. After a large increase, 6th grade scores have begun to trend down. 3. District scores exceed state scores each year at the 4th grade level. 4. Sixth grade district scores have been below the state average 3 out of four times, with the last

two years below. 5. High school ECA Biology scores have been above the state average.

Strengths

1. At both the 4th grade and high school levels scores have been above the atate average each year.

2. From ’08-’09 to ’09-’10 there was a huge leap in the pass rate at the 6th grade level.

Challenges

1. The % above the state average on the ECA decreased from 5.9% to 2.8% 2. Science scores at the 6th grade level have decreased each year. 3. Science scores at the 4th grade level, although above the state average each year, have

decreased by more than 50%.


Social Studies

ISTEP Social Studies Comparison School City of Hobart, 4730

100%

75%

Pass

ing

25%

50%

Perc

ent

3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 9th Grade 10th Grade0%

P

2008-0908-2009sp 67.0% 66.0%09-2010sp 59.0% 63.0%10 2011 76 0%10-2011sp 76.0%11-2012sp 65.5%

90.0%

100.0%



Social Studies5th Grade

2.0%

4.0%

6.0%

8.0%

Location to State Difference Social Studies5th Grade

60.0%

70.0%

80.0%

90.0%

nt Passing

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp‐6.0%

‐4.0%

‐2.0%

0.0%

2.0%

20.0%

30.0%

40.0%

50.0%

Peren

District 7.0% ‐5.0% 2.7% 5.5%

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp

10.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Location to District Difference Social Studies5th Grade


0.0%

10.0%

20.0%

30.0%

40.0%

90.0%

100.0%



Social Studies7th Grade

2 0%

4.0%

6.0%

8.0%

10.0%

Location to State Difference Social Studies7th Grade

60.0%

70.0%

80.0%

90.0%

nt Passing

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp‐8.0%

‐6.0%

‐4.0%

‐2.0%

0.0%

2.0%

20.0%

30.0%

40.0%

50.0%

Peren

District 8.0% ‐1.0% 8.2% ‐5.9%

2008‐09 08‐2009sp 09‐2010sp 10‐2011sp 11‐2012sp

10.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Location to District Difference Social Studies7th Grade


0.0%

10.0%

20.0%

30.0%

40.0%

SOCIAL STUDIES

Trends

1. Scores at the 5th grade level were trending up until ’09-’10 but then rebounded from there. 2. Scores at the 7th grade level have risen and fallen with two years above and two years below the

state average.

Strengths

1. 5th grade scores are trending up over the last two years, and have been above the state average over the past two years.

2. 7th grade scores took a leap of 13% in ’10-’11 and were 8.2% above the state average.

Challenges

1. The most recent 7th grade scores were 5.9% below the state average 2. The rising and falling of 7th grade scores above and below the state average was most recently

below.


Academic Interventions

2011-2012

Fast ForWord is being implemented at 6 schools, with 2724 total participants.

Early Learning Center at George Earle Elementary School

Hobart High School

Hobart Middle School Joan Martin Elementary School Liberty Elementary School Ridge View Elementary School

District plan and goals:

• Each school implementing Fast ForWord products will strive to attain recommended implementation fidelity; participants will complete a minimum of 2 products per year, maintain 80% or higher attendance rate and 95% or higher participation rate.

• Students, as a group, will increase reading skills by one or more levels as measured by Reading Progress Indicator

Measures of success and results:

• Reading Progress Indicator is an assessment administered before and after Fast ForWord participation to help measure the impact of Fast ForWord intervention. RPI evaluates Phonological Awareness, Decoding, Vocabulary and Reading and Listening Comprehension and is correlated with Woodcock Johnson III, Gates MacGinitie Reading Test, ITBS, FCAT, SRI, NWEA, MAP

• It is expected that 66% or greater of the students will make gains on the RPI. • Implementation Fidelity goals as defined by an Implementation Fidelity Report

School City Of Hobart Implementation and Data Review

Review Period: August 2011 - June 2012 Presented on: 06/07/2012

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Reading Level Gain

49 days Days

Participated

1 year - 7 months

Advancement in Reading Level

n=1020

Fast ForWord participants who showed gains improved their reading level by an average of 1 year - 7 months.

Reading Level Gain Distribution

Number of Participants Making:

Up to 0.5 Year Gain 0.6 to 1 Year Gain 1.1 to 1.5 Years Gain Greater than 1.5 Years Gain Total Number of Participants

446 217 183 409 1255

Reading Level Percentile Scores

After (67th) ▼ ▲ Before (43rd)

0 50th 100th n=658

Includes FastForWord participants whose skills showed improvement

On average, the group’s initial skills correspond to the 43rd percentile. The group’s follow-up skills correspond to the 67th percentile.

Reading Proficiency Levels

Number of Participants: Struggling: 1st to 29th percentile Emerging:

30th to 54th percentile Established:

55th to 79th percentile Advanced:

80th to 99th percentile Total Number of Participants

Before Fast ForWord 445 328 266 216 1255

After Fast ForWord 181 270 340 464 1255

Following Fast ForWord participation, 658 students improved by one or more proficiency levels. Significance of movement between Reading Proficiency Levels

of 9

Proficiency levels are those quartiles defined by National Percentile rankings. While students do make gains from year to year, it is unlikely that they will move between proficiency levels. For example, a student who scores in the 55th percentile in third grade will typically score about the 55th percentile in the fourth grade. He has made expected gains in his instructional growth, but it is unlikely that he will move in his national percentile ranking. What is exceptional in this report is the movement between quartile rankings as defined by Reading Proficiency Levels measured on the RPI. School City of Hobart began with 445 students in the struggling category. After Fast ForWord, that number was lowered to 181. Likewise, students in the Advanced category moved up from 216 before Fast ForWord and 464 after. Quite remarkable!

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Striving for Implementation Fidelity

Implementation Fidelity Score

Rating of overall implementation strength based on Completion, Attendance and Participation rates. Implementation score of 70 or greater and students that reach switch or complete in two or more products in a school year will have the

highest likelihood for greater learner outcomes.

Poor Acceptable Good

Below 50% 50% to 69.99% 70% or Greater

Completion Rate Attendance Rate Participation Rate

Average product completion compared to average projected completion for the given time period. Projected completion

varies by product, protocol length and position in the product. Strive for 65 % or higher.

Measure of how often a student logs in and maintains at least the minimum time requirement for protocol. Schedule

is based on a 5-day week. Strive for 80% or higher.

Measures the on-task behavior of a student as they work on exercises. Once exercises are started, students are expected to interact with the program for the full time

assigned. Strive for 95% or higher.

Poor Acceptable Good Poor Fair Good Poor Fair Good

Below 20% 20% to 64% 65 % or Greater Below 60% 60% to 79% 80% or Greater Below 80% 80% to 94% 95% or Greater

SEQUENCE of Products Assigned

Follow the recommended sequence of products defined by the District/Campus Best Practices Implementation Checklist or Product Placement Charts. Ensure students are enrolled in one product at a time. In general, do not move students to the next product until a SWITCH or COMPLETE indicator is provided by Progress Tracker. Additional student intervention is needed when an ADJUST or REDIRECT (for Reading products only) indicator is provided. A minimum of two products per school year is recommended to achieve greatest gains.

Language Series – Elementary Language Basics – Language (v2) – Language to Reading (v2) Language Series – Adolescent Literacy (Middle & High) – Literacy Advanced (Language to Reading)

Reading Series Reading Prep – Reading 1 – Reading 2 – Reading 3 – Reading 4 – Reading 5

Review the Fast ForWord Product Placement Charts for additional information on product assignment and a suggested sequence of product use.

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District Overview

CAPS By School

School Total Non-Duplicative Participants

Last Participation

Date

Average # Days

Participated

# Students w/ Switch or

Complete Flag

Average % Complete

Completion Rate

Average Attendance

Average Participation


Early Learning Ctr at George Earle Elementary School 261 05/04/2012 30 347 85 97 78 98 83

Hobart High School 83 05/31/2012 37 20 50 39 40 86 26

Hobart Middle School 1015 06/05/2012 36 1334 75 174 78 96 110

Joan Martin Elementary School 698 06/05/2012 66 632 88 117 76 95 86

Liberty Elementary School 367 06/05/2012 62 447 90 134 83 98 100

Ridge View Elementary School 300 06/05/2012 63 278 86 111 80 95 87

District Totals 2724 06/05/2012 47 3058 81 142 78 96 98

* Hobart High School: Program fidelity is dependent on notation of attendance and participation, scores are not reflective of actual gains due to Block 8 schedule.

CAPS By Product

Product Total Participants Average # Days

Participated # Students w/ Switch

or Complete Flag Average % Complete

Completion Rate

Average Attendance



Language Basics 133 15 120 98 108 74 98 85

Language to Reading V2 465 76 335 87 75 80 97 76

Language V2 959 71 570 82 87 77 94 74

Literacy 505 37 338 86 125 81 95 93

Literacy Advanced 809 46 517 69 84 75 95 73

Reading Level 1 137 28 134 96 200 84 99 126

Reading Level 2 200 32 165 95 193 80 98 120

Reading Level 3 723 32 500 81 200 77 97 120

Reading Level 4 270 23 140 73 200 75 96 118

Reading Level 5 92 26 1 33 114 74 97 85

Reading Readiness 276 40 238 90 101 81 97 86

* Hobart High School: Program fidelity is dependent on notation of attendance and participation, scores are not reflective of actual gains due to Block 8 Schedule.

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Implementation Strengths

There is good news all around. The short, concise look is “green is good”. This report is remarkable in that nearly every area is green. Nearly every school and each product show implementation fidelity which is a factor in the good results shown in the RPI report. Strong leadership from the district and from the schools contributes to success. Good coaching from teachers is a definite factor as well. High praise definitely goes to the IT department for their work in making sure the products and computers work as needed.

Areas to Monitor

There is little to mention in the way of areas to monitor. One area to look at is at the High School. I believe these students have a schedule such that working on Fast ForWord every day is not possible…thus the red cells for Attendance. However, as a suggestion, even with this schedule difficulty, students should strive to have higher Participation. Participation measures whether students are completing their protocol (number of minutes assigned each day). Even with low attendance measures, participation should be higher than 95%. If the class period for Fast ForWord is not long enough to complete the protocol each day, then consider shortening the protocol to 30 minutes, which is the shortest protocol. Another goad for the High School is to have students finish products. By finishing a product, a follow up RPI is given. There were only 15 follow up RPI assessments, when 84 students participated.

Implementation Notes

Your district has done an outstanding job overall in the implementation of Fast ForWord. Many people contributed to this success from the district administrators all the way to the students. Congratulations!

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School Data Overviews

Early Learning Center at George Earle Elementary School

Product Total Participants Last Participation

Date Average # Days

Participated Average % Complete

Completion Rate

Average Attendance



Language Basics 133 05/04/2012 15 98 108 74 98 85

Language V2 56 05/03/2012 17 29 49 73 97 60

Reading Readiness 259 05/04/2012 40 90 102 81 98 86

Non-Duplicative 261 Last Participation Date Average # Days


Completion Rate

Average Attendance



School-Wide Averages 05/04/2012 30 85 97 78 98 83

Hobart High School


Date Average # Days


Completion Rate

Average Attendance



Literacy 26 05/31/2012 38 48 33 41 84 22

Literacy Advanced 58 05/29/2012 39 51 31 39 87 24

Reading Level 3 2 02/16/2012 19 62 200 40 88 88

Reading Level 4 1 01/23/2012 8 71 200 62 100 114

Reading Level 5 1 04/12/2012 8 23 50 33 100 44



Completion Rate

Average Attendance




Hobart Middle School


Date Average # Days


Completion Rate

Average Attendance



Literacy 479 06/04/2012 37 88 130 83 96 97

Literacy Advanced 751 06/05/2012 47 71 88 78 96 77

Reading Level 3 561 06/05/2012 27 77 200 77 96 119

Reading Level 4 269 06/05/2012 23 73 200 75 96 118

Reading Level 5 91 06/04/2012 26 33 115 74 96 86



Completion Rate

Average Attendance



* Hobart High School: Program fidelity is dependent on notation of attendance and participation, scores are not reflective of actual gains due to Block 8 Schedule.

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Joan Martin Elementary School


Date Average # Days


Completion Rate

Average Attendance



Language to Reading V2 239 06/05/2012 77 87 75 77 97 73

Language V2 469 06/05/2012 74 86 90 75 92 73

Reading Level 1 23 06/04/2012 30 91 199 79 98 122

Reading Level 2 101 06/04/2012 30 93 192 77 98 118

Reading Level 3 99 06/04/2012 51 94 200 74 98 119



Completion Rate

Average Attendance




Liberty Elementary School


Date Average # Days


Completion Rate

Average Attendance




Language V2 226 06/05/2012 76 85 94 81 97 82

Reading Level 1 77 04/24/2012 27 97 200 84 99 126

Reading Level 2 61 03/08/2012 33 98 198 84 99 126

Reading Level 3 49 06/05/2012 47 94 200 84 98 126

Reading Readiness 17 04/16/2012 42 84 95 85 95 84



Completion Rate

Average Attendance




Ridge View Elementary School


Date Average # Days


Completion Rate

Average Attendance




Language V2 208 06/05/2012 73 83 82 77 94 73

Reading Level 1 37 03/05/2012 27 95 200 86 98 127

Reading Level 2 38 05/10/2012 34 95 191 81 97 119

Reading Level 3 12 04/27/2012 33 91 200 79 97 121



Completion Rate

Average Attendance




40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Alternative School - Middle School Academy -2011-2012

graduate obtained goals made 1/2 goalsdid not make

goals

transferred/

returned to

other school

setting

534 credits no. 7th gr 0 20 2 2 4

682 credits no. 8th gr 0 30 1 1 1

% 7th 0.0% 71.4% 7.1% 7.1% 14.3%

% 8th 0.0% 90.9% 3.0% 3.0% 3.0%

0.0%

10.0%

20.0%

30.0%

40.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Alternative School - High School Challenge -2011-2012

graduate obtained goalsmade 1/2

goals

did not make

goalsearned GED

transferred/

returned to

other school

setting

3 credits no. 9th gr 0 0 1 0 0 0

3 credits no. 10th gr 0 0 0 1 0 0

265 credits no. 11th gr 0 14 1 1 0 3

473 credits no. 12th gr 40 0 1 3 0 1

% 9th 0.0% 0.0% 100.0% 0.0% 0.0% 0.0%

% 10th 0.0% 0.0% 0.0% 100.0% 0.0% 0.0%

% 11th 0.0% 73.7% 5.3% 5.3% 0.0% 15.8%

% 12th 88.9% 0.0% 2.2% 6.7% 0.0% 2.2%

0.0%

20.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Alternative School - High School Challenge Eligibility - 2011-2012

intend to

withdraw/ has

withdrawn

failed academically/

benefit from other

than traditional

pregnant/ parentemployment for

familydisruptive student

3 credits 0 0 0 0 1

3 credits 0 0 0 0 1

265 credits 1 18 0 0 0

473 credits 2 35 5 1 2

% 9th 0.0% 0.0% 0.0% 0.0% 100.0%

% 10th 0.0% 0.0% 0.0% 0.0% 100.0%

% 11th 5.3% 94.7% 0.0% 0.0% 0.0%

% 12th 4.4% 77.8% 11.1% 2.2% 4.4%

0.0%

20.0%

ACADEMIC INTERVENTIONS

TRENDS AND PATTERNS

1. Read 180 is achieving gains at all levels but 11th and 12th grade where the participation is minimal.

2. The alternative schools are achieving gains at both the middle school and high school by providing opportunities for students to achieve goals in an alternative setting.

3. Fidelity on Fast Forward scores is affected by the Eight Block schedule at the high school.

STRENGTHS

1. 68% OF Read 180 participants have shown a 1 year or more gain in reading level while 46% have shown a 2 year or more gain.

2. 4 Read 180 schools are averaging at least a one year gain in reading level. 3. The mean lexile for cohort groups is averaging 143 for Read 180. 4. Male and female lexile scores are almost even for Read 180. 5. The annual lexile expectations by grade level for Read 180are being met and exceeded. 6. 65% of the District participants in Fast ForWord are showing greater than a .5 gain in their

reading level. 7. The Fast Forward Advantage category increased by 115% while the struggling category

decreased by 60%. The Fast Forward analysis labels this as “remarkable.” 8. 51 of 61 middle school alternative school students achieved their goals. (84%) 9. 54 of 66 high school alternative school students graduated or achieved their goals. (82%)

CHALLENGES

1. 36% of FastForWord participants showed less than a .5 gain in reading level. 2. Problems exist with fidelity with the Fast Forward program due to the Eight Block schedule at

the high school. 3. 10 of 61 middle school alternative school students achieved less than their goals, by earning ½

their goal, none of their goal, or transferring or participating in another school setting. (16%) 4. 12 of 66 high school alternative school students earned less than their goal by not graduating,

earning ½ their goal, none of their goals, or transferring or participating in another school setting. (18%)


College and Career

Readiness

0.0%

25.0%

50.0%

75.0%

100.0%

2006-07 2007-08 2008-09 2009-10 2010-11Hobart High, 4305 Core 40 64.0% 70.0% 79.0% 48.0% 52.8%State Average Core 40 71.0% 73.0% 75.0% 48.1% 48.1%Hobart High, 4305 Honors 29.0% 30.0% 32.0% 32.8% 17.7%State Average Honors 32.0% 32.0% 32.0% 30.5% 30.5%

School City of Hobart Core 40and Honors Diplomas

20.0%

30.0%

40.0%

50.0%

60.0%

School City of Hobart and State Advance Placement (AP) Juniors and Seniors and Percent Scoring 3,4 or 5

0.0%

10.0%

2006-07

2007-08

2008-09

2009-10

2010-11

2006-07

2007-08

2008-09

2009-10

2010-11

% Scoring 3, 4, or 5 % ParticipationHobart High, 4305 51.0% 52.0% 29.0% 14.9% 9.7% 12.0% 11.0% 16.0% 24.6% 29.6%State Average 51.0% 50.0% 46.0% 12.2% 13.4% 13.0% 12.0% 17.0% 28.9% 30.6%

0

300

600

900

1200

2006-07 2007-08 2008-09 2009-10 2010-11% Participation 54.0% - State 51.0% - State 49.0% - State 56.0% - State 61.3% - State

59.0% - SCOH 54.0% - SCOH 61.0% - SCOH 56.1% - SCOH 62.8% - SCOHHobart High, 4305 Aveage Score 945 941 939 951.1 945State Aveage Score 1004 1004 1003 1003 990

Aver

age

Scor

e

School City of Hobart (SCOH) and State Seniors Taking SAT and Average Scores

30%

40%

50%

60%

70%

80%

2011‐2012 ACT Explore 8th Grade ‐ % At or Above Benchmark

English Mathematics Reading ScienceDistrict 66% 29% 55% 11%National 68% 36% 46% 16%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2011‐2012 ACT Plan 9th Grade ‐ % At or Above Benchmark


0%

10%

20%

30%

40%

50%

60%

70%

80%

2011‐2012 ACT Plan 10th Grade ‐ % At or Above Benchmark


0%

10%

20%

ACT PROFILE REPORT - High School: SECTION I, EXECUTIVE SUMMARY PAGE 6District Choice State Testing 2012 Code 151545Grade 11 Tested Students HOBART HIGH SCHOOLTotal Students in Report: 276 HOBART, IN

Figure 1.1. Percent of Your Students Ready for College-Level Coursework

49

12

34

9 40

10

20

30

40

50

60

70

80

90

100

College English Composition College Algebra College Social Science College Biology Students Meeting All 4 ACTBenchmark Scores

A benchmark score is the minimum score needed on an ACT subject-area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing college course.

School

ACT EnglishBenchmark Score=18

ACT MathBenchmark Score=22

ACT ReadingBenchmark Score=21

ACT ScienceBenchmark Score=24

ACT PROFILE REPORT - High School: SECTION I, EXECUTIVE SUMMARY PAGE 9District Choice State Testing 2012 Code 151545Grade 11 Tested Students HOBART HIGH SCHOOLTotal Students in Report: 276 HOBART, IN

Table 1.6. Percent of Students in College Readiness Standards Score RangesCRS English Mathematics Reading Science

Range (Benchmark = 18) (Benchmark = 22) (Benchmark = 21) (Benchmark = 24)

1-12

13-15

16-19

20-23

24-27

28-32

33-36

% At or Above

Benchmark

= School

21%

0%

50%

100%

1%0%

50%

100%

14%

0%

50%

100%

14%

0%

50%

100%

49%

0%

50%

100%

17%

0%

50%

100%

31%

0%

50%

100%

22%

0%

50%

100%

18%

0%

50%

100%

25%

0%

50%

100%

42%

0%

50%

100%

20%

0%

50%

100%

35%

0%

50%

100%

21%

0%

50%

100%

19%

0%

50%

100%

24%

0%

50%

100%

24%

0%

50%

100%

12%

0%

50%

100%

6%0%

50%

100%

16%

0%

50%

100%

8%

0%

50%

100%

4%0%

50%

100%

0%0%

50%

100%

3%0%

50%

100%

1%0%

50%

100%

12%

0%

50%

100%

34%

0%

50%

100%

9%

0%

50%

100%

0%0%

50%

100%

0%0%

50%

100%

0%0%

50%

100%

0%0%

50%

100%

ACT PROFILE REPORT - High School: SECTION III, COLLEGE READINESS & THE IMPACT OF COURSE RIGOR PAGE 18District Choice State Testing 2012 Code 151545Grade 11 Tested Students HOBART HIGH SCHOOLTotal Students in Report: 276 HOBART, IN

Figure 3.1. Percent of Students Meeting ACT College Readiness Benchmark Scores by Race/Ethnicity1: ENGLISH

1Refer to the section header on page 17 for a description of race/ethnicity changes.

17

50

57

47

67

73

51

83

50

43

53

33

27

49

100 80 60 40 20 0 20 40 60 80 100

Percent Not Ready Percent Ready

AsianN = 2% Ready = 50

Two or More RacesN = 6% Ready = 83

Hispanic/LatinoN = 65% Ready = 43

WhiteN = 176% Ready = 53

American Indian/Alaska NativeN = 3% Ready = 33

Black/African AmericanN = 11% Ready = 27

All StudentsN = 276% Ready = 49

Native Hawaiian/Other Pac. Isl.N = 0% Ready = .

ACT English Benchmark Score = 18


Figure 3.2. Percent of Students Meeting ACT College Readiness Benchmark Scores by Race/Ethnicity1: MATHEMATICS


100

100

92

84

100

100

88

8

16

12

100 80 60 40 20 0 20 40 60 80 100










ACT Mathematics Benchmark Score = 22


Figure 3.3. Percent of Students Meeting ACT College Readiness Benchmark Scores by Race/Ethnicity1: READING


17

50

68

64

100

91

66

83

50

32

36

9

34

100 80 60 40 20 0 20 40 60 80 100










ACT Reading Benchmark Score = 21


Figure 3.4. Percent of Students Meeting ACT College Readiness Benchmark Scores by Race/Ethnicity1: SCIENCE


83

100

94

89

100

91

91

17

6

11

9

9

100 80 60 40 20 0 20 40 60 80 100










ACT Science Benchmark Score = 24


Figure 3.5. Percent of Students Meeting ACT College Readiness Benchmark Scores by Race/Ethnicity1: ALL FOUR


100

100

97

94

100

100

96

3

6

4

100 80 60 40 20 0 20 40 60 80 100










ACT PROFILE REPORT- High School: SECTION II, ACADEMIC ACHIEVEMENT PAGE 14District Choice State Testing 2012 Code 151545Grade 11 Tested Students HOBART HIGH SCHOOLTotal Students in Report: 276 HOBART, IN

Table 2.4. Average ACT Composite Scores for Race/Ethnicity1 by Level of PreparationStudentGroup Race/Ethnicity Core or More Less Than Core

All Students 276 48 19.0 16.8Black/African American 11 36 18.3 14.7American Indian/Alaska Native 3 67 14.5 19.0White 176 52 19.6 17.1Hispanic/Latino 65 45 18.0 16.4Asian 2 100 19.0 .Native Hawaiian/Other Pac. Isl. 0 . . .Two or more races 6 50 18.7 22.3Prefer not/No Response 13 15 14.5 14.9

1Refer to the section header on page 11 for a description of race/ethnicity changes.2"Core or More" results correspond to students taking four or more years of English AND three or more years each of math, social studies, and natural science.

Table 2.5. Average ACT Scores by Race/Ethnicity1

StudentGroup Race/Ethnicity English Mathematics Reading Science Composite

All Students 17.5 17.5 18.2 17.6 17.8Black/African American 16.4 15.8 14.8 16.7 16.0American Indian/Alaska Native 16.7 15.7 14.3 17.0 16.0White 18.2 18.0 18.7 18.1 18.4Hispanic/Latino 16.5 16.9 17.5 16.8 17.1Asian 19.0 18.5 21.0 17.0 19.0Native Hawaiian/Other Pac. Isl. . . . . .Two or more races 21.8 17.0 24.5 18.2 20.5Prefer not/No Response 13.4 15.2 14.4 15.4 14.8


School

Average ACT Composite Score

School

Number of Students Tested

Percent Taking Core or More2

ACT PROFILE REPORT- High School: SECTION II, ACADEMIC ACHIEVEMENT PAGE 15District Choice State Testing 2012 Code 151545Grade 11 Tested Students HOBART HIGH SCHOOLTotal Students in Report: 276 HOBART, IN

Table 2.6. Percent of Students in College Readiness Standards (CRS) Score RangesStudent English Mathematics Reading ScienceGroup N % N % N % N %

33 to 36 0 0 0 0 1 0 0 028 to 32 10 4 0 0 7 3 3 124 to 27 33 12 17 6 45 16 23 820 to 23 59 21 53 19 67 24 66 2416 to 19 69 25 117 42 55 20 97 3513 to 15 48 17 85 31 61 22 49 1801 to 12 57 21 4 1 40 14 38 14

Table 2.7. Average ACT Scores by GenderAverage ACT Scores

N Percent English Mathematics Reading Science CompositeMales 130 47 16.8 17.5 17.1 17.2 17.2

Females 139 50 18.5 17.6 19.4 18.1 18.5Missing 7 3 13.0 15.3 13.6 14.7 14.4

Table 2.8. Percent of Students Meeting College Readiness Benchmark Scores by GenderPercent of Students Meet

English Mathematics Reading Science All FourMales 43 14 27 12 6

Females 55 12 41 6 3School

Student Group

Student Group

School

CRSRange

School

Gender

Gender

ACT PROFILE REPORT - High School: SECTION IV, CAREER AND EDUCATIONAL ASPIRATIONS PAGE 26District Choice State Testing 2012 Code 151545Grade 11 Tested Students HOBART HIGH SCHOOLTotal Students in Report: 276 HOBART, IN

Table 4.1. Distribution of Planned Educational Majors for All Students by College PlansAll Students Plan on 2 Years or Less of College Plan on 4 Years or More of College

Planned Educational Major1 N2 Percent3Avg ACT

Comp N Percent3Avg ACT

Comp N Percent3Avg ACT

Comp

Agriculture & Natural Resources Conservation 1 0 17.0 0 0 . 1 0 17.0

Architecture 1 0 16.0 0 0 . 1 0 16.0

Area, Ethnic, & Multidisciplinary Studies 0 0 . 0 0 . 0 0 .

Arts: Visual & Performing 28 10 18.4 3 13 18.7 23 11 18.5

Business 21 8 18.6 6 25 16.5 15 7 19.5

Communications 5 2 19.4 0 0 . 5 2 19.4

Community, Family, & Personal Services 19 7 17.3 1 4 17.0 17 8 17.5

Computer Science & Mathematics 12 4 20.0 1 4 19.0 10 5 20.0

Education 9 3 16.4 0 0 . 8 4 16.9

Engineering 22 8 19.1 2 8 13.5 19 9 20.1

Engineering Technology & Drafting 4 1 13.5 0 0 . 4 2 13.5

English & Foreign Languages 0 0 . 0 0 . 0 0 .

Health Administration & Assisting 6 2 17.2 0 0 . 5 2 17.2

Health Sciences & Technologies 63 23 19.0 3 13 14.7 58 27 19.3

Philosophy, Religion, & Theology 2 1 15.5 0 0 . 1 0 17.0

Repair, Production, & Construction 6 2 16.8 3 13 15.0 3 1 18.7

Sciences: Biological & Physical 3 1 19.3 0 0 . 2 1 18.0

Social Sciences & Law 21 8 18.1 1 4 21.0 19 9 18.1

Undecided 22 8 18.5 0 0 . 19 9 19.1

No Response 30 11 13.4 4 17 13.0 3 1 12.31Refer to the section header on page 25 for a description of educational major changes.22-Year and 4-Year "N" counts do not reflect "Missing" and "Other" college plans, therefore they may not add up to the N count for All Students. 3Percent of students tested within College Plan groups (All Students, 2-Year, 4-Year).

ACT PROFILE REPORT - High School: SECTION IV, CAREER AND EDUCATIONAL ASPIRATIONS PAGE 27District Choice State Testing 2012 Code 151545Grade 11 Tested Students HOBART HIGH SCHOOLTotal Students in Report: 276 HOBART, IN

Table 4.2. Average ACT Composite Scores for Racial/Ethnic1 Groups by Post-Secondary Educational Aspirations

All Racial/Ethnic Groups Combined Black/African American American Indian/ Alaska Native White Hispanic/Latino

N Average N Average N Average N Average N Average

Voc-Tech 10 14.8 0 . 0 . 4 16.3 3 13.3

2-yr College Degree 14 16.6 2 17.5 1 13.0 9 15.9 0 .

Bachelors Degree 137 18.1 5 15.6 2 17.5 86 18.8 35 16.8

Graduate Study 24 19.8 3 16.7 0 . 15 19.7 6 21.3

Prof. Level Degree 52 19.7 1 13.0 0 . 34 20.6 14 17.8

Other 13 15.5 0 . 0 . 10 15.3 2 19.0

No Response 26 14.0 0 . 0 . 18 14.2 5 13.4

All Racial/Ethnic Groups Combined Asian

Native Hawaiian/Other Pacific Islander Two or more races

Prefer not to respond/No Response

N Average N Average N Average N Average N Average

Voc-Tech 10 14.8 0 . 0 . 0 . 3 14.3

2-yr College Degree 14 16.6 0 . 0 . 1 20.0 1 21.0

Bachelors Degree 137 18.1 1 17.0 0 . 4 19.0 4 15.3

Graduate Study 24 19.8 0 . 0 . 0 . 0 .

Prof. Level Degree 52 19.7 1 21.0 0 . 1 27.0 1 15.0

Other 13 15.5 0 . 0 . 0 . 1 11.0

No Response 26 14.0 0 . 0 . 0 . 3 14.01Refer to the section header on page 25 for a description of race/ethnicity changes.

Educational Degree Aspirations

Educational Degree Aspirations

ACT PROFILE REPORT - High School: SECTION V, OPTIONAL WRITING TEST RESULTS PAGE 30District Choice State Testing 2012 Code 151545Grade 11 Tested Students HOBART HIGH SCHOOLTotal Students in Report: 276 HOBART, IN

Table 5.1. Average ACT English and Writing Scores by Race/Ethnicity1 and Gender for students who took ACT Writing

Average ACT Scores

N English WritingSchool School School School

All Students 276 17.5 6.4 17.2Black/African American 11 16.4 5.8 15.8American Indian/Alaska Native 3 16.7 7.0 17.3White 176 18.2 6.5 17.8Hispanic/Latino 65 16.5 6.5 16.6Asian 2 19.0 8.0 19.5Native Hawaiian/Other Pac. Isl. 0 . . .Two or more races 6 21.8 6.5 20.5Prefer not/No Response 13 13.4 4.8 12.7Males 130 16.8 5.9 16.2Females 139 18.5 7.0 18.5Missing 7 13.0 4.3 12.01Refer to the section header on page 29 for a description of race/ethnicity changes.

English/Writing Combined

COLLEGE AND CAREER READINESS

TRENDS AND PATTERNS

1. Core 40 participation has been at or above the state average the past 5 years with 1 exception. 2. AP participation is trending up. 3. Students are participating in ACT testing to help identify college and career readiness. 4. Percentages of students identified as college and career ready is low.

STRENGTHS

1. AP participation is within 1% of the state average in all but one year. 2. AP participation has more than doubled since the beginning of the studied interval. 3. AP scores have been at or above the state average for 3 out of 5 years. 4. SAT participation has been above the state average for all 5 years. 5. ACT Benchmark scores have been at or abov

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