HOLBROOK · Holbrook Unified School District educates approximately 2,000 students each year. The...

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HOLBROOK

UNIFIED SCHOOL DISTRICT #3

Helping Unique Students Develop

2019

ACHIEVEMENT AND PARTICIPATION STUDY

HUSD #3 Governing Board Report

by

Dr. Koerperich

October 2019

http://www.holbrook.k12.az.us/Default.aspx

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Our motto: “Helping Unique Students Develop” exemplifies the diversity that our district builds upon. Diversity is our strength through our demographics, district

boundaries, financial resources, and socioeconomic makeup.

The following items outline the diversity of our school district: Student body: 1,997 students Preschool through 12th Grade (October 1, 2019)

Geographic boundaries: 1,500 square miles Socioeconomic makeup: 70% socioeconomic factor (free and reduced eligible)

Ethnicity: 63% Native American

17% Hispanic 15% White 4% Multiple (two races)

>1% Black >1% Asian

Gender: 53% Male 47% Female

Teaching staff: 117 certified teachers

Certified Support staff: 5.25 counselors 7.5 Reading Specialist

1 College and Career Readiness Coordinator 1 AVID Coordinator

Classified Support staff: 134 full time support staff personnel 23 part time support staff personnel

Administration: 5 principals w/ 2 assistant principals

Special Education: .3 director

Indian Education: 1 director

Technology personnel: 1 director w/ 3 technicians District Office personnel: 1 superintendent

1 business manager

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Holbrook Unified School District educates approximately 2,000 students each year. The Holbrook Unified is characterized by its’ diversity in race, gender,

socioeconomics, and geographic makeup. HUSD #3 views diversity as a strength in helping each student become who he/she is capable of becoming.

This report provides evidence of our success in meeting our overall mission which

is to: Help Unique Students Develop in the Holbrook School District.

Holbrook Unified School District Enrollment Data

SY 2019

The Holbrook Unified School District has five schools within our district. There are three elementary schools, one junior high school and one high school. The

following data includes Kindergarten through twelfth grade information.

The Holbrook Unified School District boundaries span 1,500 square miles encompassing and serving nine separate communities including thirty-four (34) Chapters on the Navajo Nation. In addition, HUSD #3 serves up to 125 students

that reside in the Tiisyaakin Bureau of Indian Affairs dormitory.

Trends at IWES seem to be on a slow decline. Park has been on a 5 year decline

but increased by 12 student during the 2019-2020 school year. Hulet is experiencing an 4 year decline. HJHS has increased enrollment 27 students this

school year. HHS has increased enrollment 26 students this school year.

Overall, HUSD #3 has experienced a declining enrollment trend over the past 5 years. A decline in enrollment is always a focal area and a continuous analysis is

placed upon enrollment each year which includes staffing levels, programs, school design, salary and benefits, and many other areas in remaining financially stable as

a school district.

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Indian Wells Elementary School is a public school located on the Navajo

Reservation. Indian Wells Elementary serves students in grades preschool through 6th grade.

The enrollment trends at IWES fluctuate from year to year. The addition of a full

service preschool students each year has enhanced the overall enrollment at IWES over the past four years. IWES is in the 18th year of existence and was built by the

School Facility Board as a “geographic exception” school to reduce travel for K-6 students.

There have been no solid patterns of enrollment growth or enrollment decline to

build upon.

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Park Elementary School is a public school located in Holbrook, Arizona. Park Elementary serves students in grades Kindergarten through 2nd grade. Park

Elementary School was recognized as an A+ School of Excellence in 2016 by the Arizona Education Foundation.

Park Elementary School has experienced a five year decline in enrollment with a

slight increase in enrollment during the 2019-2020 school year.

Services and class sizes have been impacted by the declining enrollment. Class sizes range from 20 to 25 students.

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Hulet Elementary School is a public school located in Holbrook, Arizona. Hulet Elementary serves students in 3rd through 5th grades. Hulet was recognized as an

A+ School of Excellence by the Arizona Education Foundation in 2014.

Hulet Elementary School has experienced a decrease in enrollment after a steady

three year increase. Generally grade level enrollment is between 90 to 100 students. The current 3rd grade class and the current 4th grade class fall below the

normal grade level counts; therefore, staffing has been impacted.

Hulet may experience a declining enrollment in the coming years with smaller classes at Park Elementary feeding into Hulet Elementary.

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Holbrook Junior High School is a public school located in Holbrook, Arizona. Holbrook Junior High serves students in 6th through 8th grades.

HJHS transitions students from IWES and surrounding schools into 7th grade

which increase enrollment in 7th and 8th grades.

Holbrook Junior High School annually serves approximately 376-380 students each year. Enrollment trends are stable over the past five years. The current,

2019-2020 school year demonstrates a significant increase in enrollment in 6th grade and 8th grade. Enrollment is at HJHS is over 400 students which has not

been the pattern over past years.

Holbrook Junior High School has the largest student population over the past 6 years. A large 6th grade class coupled with increased enrollment in 7th and 8th has

elevated the enrollment to over 400 students this school year.

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Holbrook High School is a public school located in Holbrook, Arizona. Holbrook

High School serves students in 9th through 12th grades. Holbrook High School has been recognized as a 2014 & 2015 US News Best High School bronze award

winner.

Holbrook High School serves as a feeder high school for area K-8 school systems. Enrollment trends show a decrease in enrollment last year; however, HHS has a

slight increase this school year and has the largest Freshman class over the past six years.

197

152

191 186193 190

151

183168

189 187166

183166 170

201

162 172159 167

203

163 163 157

0

50

100

150

200

250

9 10 11 12

HHS ENROLLMENT TRENDS

2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

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HUSD #3 Enrollment Trend Data (K-12)

The Holbrook School District trend data demonstrates a declining enrollment over

the past 5 years with a slight increase as of October 1, 2019. This is significant data as the State of Arizona has implemented “current year funding” which

allocates funding based on current year Average Daily Membership (ADM); whereas, in the past funding was based on the prior year’s 100 day count. This is a

trend that will need to be closely monitored each year for decision making purposes.

HUSD #3 district-wide enrollment trends demonstrate a declining enrollment from 2094 in 2013 to 1898 in 2018. That demonstrates a 196 student decline.

On October 1, 2019 the current ADM was 1915 which is an increase of 17 students over the 2018-2019 school year.

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District-wide enrollment is analyzed for various impacts including financial impact, staffing, programs and facilities.

DEMOGRAPHIC DATA

** Due to the size of the districts Black and Asian populations, comparative data will be limited in these two categorizes for anonymity purposes.

Demographic enrollment trends are similar in comparison for most years.

The data displays there is an increase in male enrollment over female enrollment. This will be an area to address for services, programs, instructional strategies, etc.

For SY 19-20 HUSD #3 is serving 1,190 Native students, 290 White students, 328

Hispanic students, 8 Black students, 3 Asian students and 95 Multi-Racial students.

DIVERSITY IS OUR STRENGTH

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AZMERIT LONGITUDINAL DATA The AzMERIT Assessment (Arizona’s Measurement of Educational Readiness) AzMERIT is Arizona’s statewide achievement test. Arizona is in its second year of AzMERIT

testing.

In 2010, the Arizona State Board of Education adopted new standards in English language arts and mathematics for all students in Arizona. These academic standards outline what students should know and be able to do at each grade level. With the adoption and implementation of new

standards, a new test was necessary. The Arizona Science Standards did not change, so students in Grades 4, 8, and high school will still take the AIMS Science test.

AzMERIT, based on the new standards, will tell teachers, students, and parents if students are on track to be college and career ready upon graduating from high school. High school students

graduating after December 31, 2016 will no longer be required to pass the AIMS test to graduate high school.

The AzMERIT assessment is divided into three content areas:

Writing- The writing portion requires students to read passages and then write/respond to the information presented. This type of task requires students to think deeper about topics and use

evidence to support their thinking. Reading- The reading portion is administered in two parts on different days. The AzMERIT assessment is not a timed test, ensuring students have ample time to read and answer questions.

The test will also contain editing tasks to measure student awareness of fundamental skills like spelling and grammar. Math- The math portion is also administered in two parts. The test will ask questions that check

a student’s conceptual understanding of math as well as their procedural skills. Arizona public school students in grades 3 through high school take AzMERIT. Students in

Grades 3 through 8 take an assessment in English language arts and mathematics at their grade level. Students taking high school level English and mathematics take End-of-Course assessments that will test their proficiency in the math and English content areas for which they

are enrolled in. ● Only eligible students with significant cognitive disabilities will participate in other alternate

achievement tests.

AzMERIT goes beyond multiple choice questions. This means that the test results provide a better indicator of the depth of what students have learned during the school year. AzMERIT

also allows for faster score reporting. Students will take AzMERIT in the spring. The testing window for schools administering the

computer-based test is generally between March 30-May 15th. AzMERIT will be computer-based. For schools that are not yet ready to administer a computer-based assessment, a paper-

based version will be available. Schools will have the ability to opt-in to the computer-based test if they feel they have the resources to successfully administer the test in this manner.

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3rd GRADE

**NOTE: If less than 2% passed it is recorded at 0% **NOTE: IWES 0% for Hispanic, White, Multi are indications of limited enrollment in these areas.

(+)- Areas of strength (*)- Areas for growth

Hulet Elementary had significant growth in

Native American ELA scores

Indian Wells male scores decreased 8%

Hulet grew 6% in White ELA scores

Hulet’s multi-racial scores grew

considerably.

Indian Wells female scores increased 8%

Hulet’s female scores grew 35%

Hulet male scores grew 19%

Strategies to sustain growth and continuous improvement:

IWES will increase male ELA scores by continuing to implement and enforce the use of BT

reading standards correlating BT reading standards to the NWEA learning continuum, for

strategic classroom interventions. In addition individualized instruction will occur during lunchtime

and after school tutorial.

Hulet will provide Tier I instruction on or above grade-level while also providing students an

opportunity to read on their instructional level in flexible ability reading groups. Tier II and III

students will receive specialized instruction from certified reading specialist.

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Hulet Native American scores increased 16% Hulet’s Hispanic scores decreased 21%

Hulet white student scores increased 9% Indian Wells male scores decreased 4%

Hulet multi-racial scores increased 47% Hulet male scores decreased 5%

Indian Wells female scores increased 4%

Hulet female scores increased 17%


IWES will continue to implement and enforce the use of BT math standards correlating BT math

standards to Envision Math utilizing small group instruction for targeted interventions. In addition,

IWES boys will be able to receive individualized instruction through lunchtime and after school

tutorial.

Hulet will continue to implement Beyond Textbooks scope and sequence, along with the

Unwrapped Documents to provide Tier I instruction. All students will be ability grouped for math

reteach/enrich for 30 minutes daily using district formative assessment data and the NWEA

Learning Continuum.

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4TH GRADE


IWES’s Native Americans 4th graders increased

scores 9% IWES males decreased 1%

Hulet’s Native Americans increased scores 2% Hulet Hispanic increased scores 22%

Indian Wells female scores increased 23% Hulet female scores increased 10%

Hulet male scores increased 9%


IWES will continue to implement and enforce the use of BT reading standards correlating BT

reading standards to the NWEA learning continuum, for strategic classroom interventions. In

addition, IWES boys will be able to receive individualized instruction through lunchtime and after

school tutorial, and Power of 5.


opportunity to read on their instructional level in flexible ability reading groups.

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Hulet Native American scores increased 14% Indian Wells Native American scores decreased 4%

Hulet white scores increased 11% Hulet Hispanic scores decreased 4%

Indian Wells female scores increased 3% Hulet and IWES males both saw decreases in math

scores.

Hulet female scores increased 15%


IWES will continue to implement and enforce the use of BT math standards correlating BT math

standards to Envision Math utilizing small group instruction for targeted interventions. In addition,

IWES boys will be able to receive individualized instruction through lunchtime and after school

tutorial, and Power of 5.




Learning Continuum.

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5TH GRADE

(+)- Areas of strength (*)- Areas for growth Indian Wells Native American scores grew 9% Hulet Native scores decreased 15%

Hulet White scores grew 27% Hulet Hispanic scores decreased 21%

Indian Wells female scores grew 14% Hulet female scores decreased 11%

Indian Wells male scores grew 6% Hulet male scores decreased 6%


IWES will work on building positive growth-mindset relationships and organizational techniques

with the 5th grade students, through the use of AVID.


opportunity to read on their instructional level in flexible ability reading groups while maintaining

high expectations for all students.

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(+)- Areas of strength (*)- Areas for growth Indian Wells Native American scores increased 7% Hulet Native American scores decreased 24%

Hulet White scores increased 16% Hulet Hispanic scores decreased 2%

Indian Wells females increased 5% Hulet female scores decreased 19%

Indian Wells males increased 9% Hulet male scores decreased 5%



with the 5th grade students, through the use of AVID strategies.




Learning Continuum.

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6TH GRADE


HJHS Native American student increased scores 21% Indian Wells Native American scores decreased 2%

HJHS Hispanic students increased scores 5% HJHS White scores decreased 7%

HJHS female scores grew 17% Indian Wells female scores decreased 9%

HJHS male scores grew12%

Indian Wells male scores increased 8%



with 6th grade students, through the use of AVID strategies. In addition, both male and female

students will be targeted through small group after school tutoring, Power of 5, and lunchtime

tutoring.

HJHS will implement WICOR strategies (writing, inquiry, collaboration, organization and reading) in every

classroom. A focus will be on Focused Notes with collaborative study groups. Students will utilize AVID

organizational structures; such as, binders and student planners. After-school tutorial will operate using the

AVID tutorology system. The academic coach will work closely with teachers to ensure AVID stra tegies are

in place in every classroom. Formative data will be used regularly to inform instruction and provide

intervention and enrichment activities. Students will participate in the 100 Book Club Challenge through high

interest level books that will target the student population. Students will read for 60 minutes daily in an effort

to increase their fluency, vocabulary, and reading stamina. Homeroom teachers will serve as academic

mentors for all students. HJHS will being implementing AVID’s Culturally Relevant Teaching practices to

meet the needs of our diverse ethnicities.

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** Note: if there were less than 2% passing it is recorded at 0%

(+)- Areas of strength (*)- Areas for growth HJHS Native scores increased 1% Indian Wells Native American scores decreased 9%

HJHS Hispanic scores decreased 9%

HJHS white scores decreased 11%

Indian Wells female scores decreased 14%

HJHS female scores decreased 8%

Indian Wells male scores decreased 1%

HJHS male scores decreased 8%



with 6th grade students, through the use of AVID. While both male and female students will be

targeted through small group after school tutoring, Power of 5, and lunchtime tutoring.

HJHS will implement WICOR strategies (writing, inquiry, collaboration, organization and reading)

in every classroom. A focus will be on Focused Notes with collaborative study groups. Students

will utilize AVID organizational structures; such as, binders and student planners. After-school

tutorial will operate using the AVID tutorology system. The academic coach will work closely with

teachers to ensure AVID strategies are in place in every classroom. Formative data will be used

regularly to inform instruction and provide intervention and enrichment activities. Homeroom

teachers will serve as academic mentors for all students. Teachers will be utilizing EnVision 2.0

which has a robust rigorous approach to math concepts. HJHS will being implementing AVID’s

Culturally Relevant Teaching practices to meet the needs of our diverse ethnicities.

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7TH GRADE

(+)- Areas of strength (*)- Areas for growth HJHS Native American scores increased 1% HJHS male scores decreased 1%

HJHS Hispanic scores increased 8%

HJHS White scores increased 14%

HJHS female scores increased 12%


● HJHS will implement WICOR strategies (writing, inquiry, collaboration, organization and reading)


will utilize AVID organizational structures; such as, binders and s tudent planners. After-school



regularly to inform instruction and provide intervention and enrichment activities. Students will

participate in the 100 Book Club Challenge through high interest level books that will target the

male population (sports, automotives, construction, sciences, etc.) Students will read for 60

minutes daily in an effort to increase their fluency, vocabulary, and reading stamina. HJHS will

being implementing AVID’s Culturally Relevant Teaching practices to meet the needs of our

diverse ethnicities.

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HJHS Native scores decreased 11%


HJHS White scores decreased 14%


HJHS male scores decreased 12%





tutorials will operate using the AVID tutorology system. The academic coach will work closely

with teachers to ensure AVID strategies are in place in every classroom. Formative data will be

used regularly to inform instruction and provide intervention and enrichment activities.

Homeroom teachers will serve as academic mentors for all students. Teachers will be utilizing

EnVision 2.0 which has a robust rigorous approach to math concepts. HJHS will being

implementing AVID’s Culturally Relevant Teaching practices to meet the needs of our diverse

ethnicities.

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8TH GRADE


HJHS male scores grew 1% HJHS Native scores decreased 3%


HJHS White scores decreased 6%


Strategies to sustain growth and continuous improvement: ● HJHS will implement WICOR strategies (writing, inquiry, collaboration, organization and reading)





regularly to inform instruction and provide intervention and enrichment activities. Students will

participate in the 100 Book Club Challenge through high interest level books that will target the

male population (sports, automotives, construction, sciences, etc.) Students will read for 60

minutes daily in an effort to increase their fluency, vocabulary, and reading stamina. HJHS will

being implementing AVID’s Culturally Relevant Teaching practices to meet the needs of our

diverse ethnicities.

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HJHS White students increased 2% HJHS Hispanic students decreased 21%

HJHS males increased 3% HJHS female students decreased 12%





tutorials will operate using the AVID tutorology system. The academic coach will work closely

with teachers to ensure AVID strategies are in place in every classroom. Formative data will be

used regularly to inform instruction and provide intervention and enrichment activities.

Homeroom teachers will serve as academic mentors for all students. Teachers will be utilizing

EnVision 2.0 which has a robust rigorous approach to math concepts. HJHS will being

implementing AVID’s Culturally Relevant Teaching practices to meet the needs of our diverse

ethnicities.

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9TH GRADE ELA


HHS Hispanic scores increased 27% HHS Native American students decreased 11%

HHS White students increased 10% HHS Native students decreased 11%

HHS female scores decreased 3%

HHS male scores decreased 7%


HHS will …

Utilize three days per week (Monday, Wednesday, and Friday) of the 4th period PASS class to

facilitate English classroom reading and reading comprehension written activities. Ready students for the 10th grade ELA AzMERIT2 assessment by issuing three NWEA MAP

reading and language assessments, which parallel the slow, deep thinking reading skills associated with the ELA AzMERIT2 format.

Continue to provide English language arts support to ELL and low-functioning students via the

English Language Arts Support class and ILLP system. Continue to facilitate school-wide communicative/literacy skills teaching and learning in all HHS

classroom.

5 4

61

18

11

18

27

44

33

1411

16

44

23

12

26

20

45

36

23

15

47

55

33

16

0

10

20

30

40

50

60

70

HHS HHS HHS HHS HHS

NATIVE HISPANIC WHITE FEMALE MALE

9TH ELA LONGITUDINAL COMPARISON

2015 2016 2017 2018 2019

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10TH GRADE ELA

(+)- Areas of strength (*)- Areas for growth HHS Native American scores increased 7% HHS Hispanic decreased 4%

HHS White scores increased 3%

HHS female scores increased 4%

HHS male scores increased 5%

Strategies to sustain growth and continuous improvement: HHS will …


facilitate English classroom reading and reading comprehension written activities.

Ready students for the 10th grade ELA AzMERIT2 assessment by issuing two NWEA MAP

reading and language assessments, which parallel the slow, deep thinking reading skills

associated with the ELA AzMERIT2 format.

Utilize Mrs. Faith Caffey to facilitate small group ELA AzMERIT2 pull-out tutorials with at-risk

students and coordinate 9th and 10th grade English teachers AzMERIT 2 teaching-learning

endeavors.


English Language Arts Support class and ILLP system.

Continue to facilitate school-wide communicative/literacy skills teaching and learning in all HHS

classroom.

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11TH GRADE ELA


HHS Hispanic scores increased 20% HHS Native scores decreased 6%

HHS male scores increased 3% HHS White scores decreased 3%

HHS female scores decreased 8%

Strategies to sustain growth and continuous improvement: HHS will…


facilitate English classroom reading and reading comprehension written activities.

Ready students for the 11th grade ACT assessment by having teachers of juniors (e.g., English

11 and American history) facilitate ACT-related timed assessments and ACT practice tests.

Utilize Mrs. Faith Caffey to facilitate ACT tutorials.


English Language Arts Support class and ILLP system.

Continue to facilitate school-wide communicative/literacy skills teaching and learning in all HHS

classroom.

10

18

50

27

1410

13

33

17

974

54

1612

15

28

43

29

139

48

40

2116

0

10

20

30

40

50

60

HHS HHS HHS HHS HHS

NATIVE HISPANIC WHITE FEMALE MALE

11TH ELA LONGITUDINAL COMPARISON

2015 2016 2017 2018 2019

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ALGEBRA


HJHS Native American scores increased 1% HHS Native American scores decreased 2%

HJHS Hispanics passed at a 100% rate HHS White scores decreased 25%

HJHS White students passed at a 100% rate HHS female scores decreased 9%

HHS Hispanic scores increased 10%

HJHS male scores increased 11%

HJHS male students passed at 100% rate


HHS will …. Utilize the 4th period PASS class on Tuesdays and Thursdays to allow students to seek math

assistance from math lab teacher Mrs. Shirley Yazzie or prep period algebra teachers Mrs. Callie Jensen and Mr. Tim Yazzie.

Provide Title I funded after school math tutorial.

Conduct geometry AzMERIT2 readiness with sophomore students .

Facilitate AzMERIT2 algebra and geometry related assessments and practice tests. Assess and place as many capable freshmen into algebra rather than pre-algebra.

Utilize math specialist Mr. Rick Hurst to provide one-on-one assistance with students and whole group modeling for students and teachers and mentor and coordinate AzMERIT readiness with

the HHS math department.

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ALGEBRA II


HHS Native American scores increased

20%

HHS Hispanic scores increased 3%

HHS White scores increased 9%

HHS female scores increased 10%


Strategies to sustain growth and continuous improvement: HHS will …

Utilize the 4th period PASS class on Tuesdays and Thursdays to allow students to seek math

assistance from math lab teacher Mrs. Shirley Yazzie or prep period Algebra II teacher Mrs.

Callie Jensen.


Need to conduct geometry AzMERIT2 readiness with sophomore students.

Facilitate AzMERIT2 algebra and geometry related assessments and practice tests with

sophomore students.

Facilitate ACT-related timed assessments and practice tests with juniors.

Utilize math specialist Mr. Rick Hurst to provide one-on-one assistance with students and whole

group modeling for students and teachers and mentor and coordinate AzMERIT readiness with


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GEOMETRY


HHS Native American scores increased 1% HHS White scores decreased 8%

HHS Hispanic scores increased 4% HHS female scores decreased 4%



HHS will …

Utilize the 4th period PASS class on Tuesdays and Thursdays to allow students to seek math

assistance from math lab teacher Mrs. Shirley Yazzie.


Need to conduct algebra AzMERIT2 readiness with sophomore students.

Facilitate AzMERIT2 algebra and geometry related assessments and practice tests with

sophomore students.

Facilitate ACT-related timed assessments and practice tests with juniors.

Utilize math specialist Mr. Rick Hurst to provide one-on-one assistance with students and whole

group modeling for students and teachers and mentor and coordinate AzMERIT readiness with


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COHORT DATA

Another perspective to analyze data is to look at cohort data from one grade level to the

next. The following data chart analyzes cohort data in math and ELA to analyze growth

from one grade level to the next:

MATH

2015 2016 2017 2018 2019 2020 2021 2022 2023

3RD 35% 27% 28% 33% 36%

4TH 34% 38% 43% 37% 42%

5TH 32% 33% 31% 26% 23%

6TH 27% 29% 21% 28% 24%

7TH 15% 25% 17% 29% 19%

8TH 23% 14% 26% 29% 19%

ALGEBRA 22% 18% 30% 33% 32%

GEOMETRY 25% 32% 20% 40% 39%

ALGEBRA II 13% 12% 30% 19% 35%

The cohort data allows us to look at similar groups of students over time. For

example, the 2018 3rd grade students increased their math proficiency by 9% from

2018 to their 4th grade year in 2019.

In addition there are trends such as the 2015 3rd grade cohort that has fluctuated in math proficiency from 35% when in 3rd grade to 19% as 7th graders.

** Note:

Student composition for each grade level from one to the next may include

new students, transfers, etc. The cohorts are not exact and student

transiency may impact year to year outcomes.

Grade level standards change each year; as well as, the assessment that is

given. These variables may impact student scores at particular grade

levels due to rigor and content being taught and assessed.

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ELA

2015 2016 2017 2018 2019 2020 2021 2022 2024

3RD 27% 25% 33% 36% 47%

4TH 27% 32% 35% 35% 45%

5TH 16% 28% 31% 36% 36%

6TH 17% 21% 31% 29% 35%

7TH 16% 26% 31% 29% 35%

8TH 25% 18% 21% 28% 22%

9TH 15% 24% 18% 29% 23%

10TH 18% 18% 23% 22% 26%

11TH 20% 13% 14% 22% 20% The cohort data allows us to look at similar groups of students over time. For

example, the 2017 3rd grade students increased their ELA proficiency from 33% in

2017 to 36% in 2019.

In addition there are trends such as the 2015 5th grade cohort that has fluctuated from 27% proficiency to 28% proficiency to 31% proficiency to 29% to 22%

proficiency. This helps us analyze cohort group needs.

** Note: Student composition for each grade level from one to the next may include new

students, transfers, etc. The cohorts are not exact and student transiency may impact

year to year outcomes.

Grade level standards change each year; as well as, the assessment that is given.

These variables may impact student scores at particular grade levels due to rigor and

content being taught and assessed.

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DISTRICT VS STATE AVERAGES

District vs State Averages are another point of analysis. The data below outlines the HUSD #3 grade level average comparative to State of Arizona

averages in proficiency.

ELA DISTRICT VS STATE AVERAGES

2019

DISTRICT STATE

3RD 47% 46%

4TH 45% 51%

5TH 36% 52%

6TH 35% 42%

7TH 28% 41%

8TH 22% 38%

9TH 23% 37%

10TH 26% 34%

11TH 20% 34%

MATH DISTRICT VS STATE AVERAGES

2019

DISTRICT STATE

3RD 36% 51%

4TH 42% 48%

5TH 23% 46%

6TH 24% 41%

7TH 19% 38%

8TH 19% 32%

ALGBRA 32% 44%

GEOMETRY 39% 37%

ALGEBRA II 35% 40%

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GRADUATION RATE DATA

Holbrook High School has traditionally exceeded the state 4 year graduation

rate average in all subgroups. The 2019 graduation rates exceeded in all categories besides the HHS white cohort.

Holbrook High School had a 91% graduation rate for the 2018 cohort. This is 10% above

the state average.

5th year seniors have the opportunity to finish coursework at HHS or in the HHS Phenix

Alternative School. HHS 5 year graduation rates exceed the state average in all categories.

84 8678 80

9485

77

67

8274

6270

0

20

40

60

80

100

All Native American White Hispanic SPED Bottom 25%

2019 FOUR YEAR GRADUATION RATES

HHS Graduation Rate % State Graduation Rate %

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PEER GROUP FOCUS STUDY

Holbrook USD #3 is located in Northern Arizona with similar demographic, socioeconomic and geographic makeup as peer groups in Navajo and Apache

Counties. The data below outlined how HUSD #3 students achieve in comparison to similar demographic groups.

FEMALES ELA

MALES ELA

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HISPANIC ELA

NATIVE AMERICAN ELA

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WHITE ELA

FEMALE MATH

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MALES MATH

HISPANIC MATH

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NATIVE MATH

WHITE MATH

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NATIVE AMERICAN FOCUS GROUP

HUSD #3’s school population is comprised of approximately 65% Native American in K-12 grade levels. As a result, a special focus group is studied to

compare Native American educational outcomes in comparison to HUSD #3.

NAVAJO NATION/BORDER TOWN COMPARISON GROUP ELA

NAVAJO NATION/BORDER TOWN COMPARISON GROUP

MATH

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TOP 2 POPULATED SCHOOL DISTRICTS SERVING NATIVE STUDENTS

Arizona serves numerous Native American tribes throughout the State of Arizona. HUSD #3 is in the Top 20 schools of the most populated Native

American serving schools. The data below focuses on the educational outcomes of the Top 20 most populated schools serving Native Americans.

ELA

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MATH

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HUSD #3 PARTICIPATION DATA

The Holbrook Unified School District provides extra-curricular activities; as well as, supplemental support programs to Help our Unique Students

Develop. HSUD #3 promotes equal participation in all programs. The following program participation report is generated from schools that offer

programs in the targeted areas. Participation means that student s are actively engaged in the club, sport, intervention program, activity, or program

throughout the school year.

HUSD #3 PROGRAMS & SERVICE TO SUPPORT DIVERSITY

PROGRAMS SERVICES

Native Language Classes

Small Class Sizes

Spanish Classes Activity bus

Navajo Government Meal money for trips

Career and Techncal Education (CTE) Technology for instruction

Alternative School Multiple bus routes

Tutoring Services K-6 School on the reservation

ASK Classes at HHS School Reach

AP Courses School Messenger Parental Contact System

College Readiness Courses PASS System

JOM/Title VII Programs Parent Liaisons

Clubs- AISES, AP Clubs, Key Club, Running

Club, Drama Club, Fusion, Sports Clubs Homeless Liaisons

ELL tutoring

Laptop/i-Pad programs at IWES Summer School

Self-Directed Study Labs Summer Enrichment Activities

Math Labs Preschool Services 3 yr & 4 yr old

Full Day Kindergarten

Power of All/5 Programs

GEAR UP

Special education services

Credit Recovery

After school tutorial

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** Numbers in the chart indicate the total number of participants in each groups.

** IWES serves preschool through 6 th grade students

** IWES population includes K-3 students that do not qualify for sports.

TOPIC MALE FEMALE WHITE BLACK NATIVE ASIAN HISPANIC Multi-Racial

Total

Enrollment:

196 157 1 0 340 0 13 0

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TOPIC MALE FEMALE WHITE BLACK NATIVE ASIAN HISPANIC 2 or

more

races

Total

Enrollment

167 143 72 7 148 3 62 18

** Numbers in the chart indicate the total number of participants in the groups.

** Some categories are not included due to sample size.

** Hulet serves 3rd through 5th grade students.

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TOPIC MALE FEMALE WHITE NATIVE BLACK HISPANIC Multi-Racial

Total Enrollment 140 111 60 108 5 67 11



** Park Elementary serves Kindergarten through 2nd grade students.

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TOPIC MALE FEMALE WHITE BLACK NATIVE ASIAN HISPANIC MIXED

Total Enrollment

177 180 82 1 184 1 71 18



** Holbrook Junior High School serves 6th, 7th and 8th grade students.

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TOPIC MALE FEMALE WHITE BLACK NATIVE Asian HISPANIC Multi-

Racial

Total

Enrollment 300 324 109 4 429 2 59 21



** Holbrook High School serves 9 th, 10th, 11th and 12th grade students.

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AZ LEARNS A-F SCHOOL LABELS

The Arizona State Board of Education is currently studying a new system for grading schools and districts.

The system quantitatively measures student proficiency and annual growth in key

areas, as well as student readiness. Specifically, schools earn letter grades based on a range of comprehensive measures including:

•Proficiency in English Language Arts, Math and Science

•Growth in English Language Arts and Math •Proficiency and Growth of English Language Learners

•Graduation Rate •Acceleration and Readiness Measures, which consists of several measures

including chronic absenteeism and the improved growth of subgroups •College and Career Readiness Indicators, which include several indicators of a school’s ability to prepare students for college and career including the number of

students passing the ACT or SAT or earning an industry credential, certificate or license.

In order to earn an A letter grade, schools must earn at least 86% of the total points

possible.

Specific details of the Arizona State A-F plan can be found at:

https://azsbe.az.gov/f-school-letter-grades

https://azsbe.az.gov/f-school-letter-grades

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Sch

oo

l Nam

e

Lett

er G

rad

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Mo

del

9-1

2 P

rofi

cien

cy P

oin

ts

9-1

2 S

ub

gro

up

Pro

fici

ency

Imp

rove

men

t Po

ints

9-1

2 S

ub

gro

up

Gra

du

atio

n

Imp

rove

men

t Po

ints

Sub

gro

up

Dro

po

ut I

mp

rove

men

t Po

ints

9-1

2 E

L P

oin

ts

9-1

2 G

rad

uat

ion

Rat

e P

oin

ts

9-1

2 C

olle

ge a

nd

Car

eer

Rea

dy

Po

ints

9-1

2 T

ota

l Bo

nu

s P

oin

ts

9-1

2 T

ota

l Po

ints

Ear

ned

9-1

2 T

ota

l Po

ints

Elig

ible

9-1

2 P

erce

nta

ge E

arn

ed

Holbrook High School

B 9-12 13.15 5.00 4.00 0.83 10.00 20.00 15.70 3.00 68.68 100.00 71.68

Sch

oo

l Nam

e

Lett

er G

rad

e

Mo

del

K-8

Pro

fici

ency

Po

ints

K-8

Gro

wth

Po

ints

K-8

EL

Pro

fici

ency

an

d G

row

th P

oin

ts

K-8

Acc

eler

atio

n/R

ead

ines

s P

oin

ts

K-8

To

tal B

on

us

Po

ints

K-8

To

tal P

oin

ts E

arn

ed

K-8

To

tal P

oin

ts E

ligib

le

K-8

To

tal P

erce

nta

ge E

arn

ed

Indian Wells Elementary B K-8 14.12 44.92 4 10 2 73.04 100 75.04

Hulet Elementary School C K-8 19.67 31.10 10 3.5 60.77 90 71.02

Holbrook Junior High School D K-8 12.74 29.66 10 0 52.40 90 58.22

Hulet Elementary received state recognition in SY 19-20 for

results based funding for achiev ing high levels of proficiency in

an economically disadvantaged school.

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SCHOOL SURVEYS Schools in the Holbrook School District conduct student and parental surveys

annually. The following surveys were administered during the Fall 2019 school year.

PARK ELEMENTARY SCHOOL

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HULET ELEMENTARY SCHOOL

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INDIAN WELLS ELEMENTARY SCHOOL

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HOLBROOK JUNIOR HIGH SCHOOL

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HOLBROOK HIGH SCHOOL

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2019 Achievement and Participation Report Summary:

As a result of this research, HUSD #3 will continue to recognize, monitor and celebrate the diversity of our school district’s student population. We

recognize that our district is comprised of a diverse and unique student population that require unique programs to provide a first-class education to

ALL students. Although there is much room to grow, we feel that our district is addressing the overall needs of our student population.

HUSD #3 will continue our efforts to fulfill our district mission which is to

Help our Unique Student Develop to their fullest potential.

HOLBROOK · Holbrook Unified School District educates approximately 2,000 students each year. The...

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