Annual Report on Student Achievement - Roseville Area Schools

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Moving Forward Brimhall Academic Goal: Our 2012-2013 Achievement Goal indicated that we would work to increase our MCA proficiency rating in math from 68% to 72.8%. Results indicated that we met and exceeded this target goal by obtaining a proficiency rating of 76.1%. Going into the 2012-2013 school year, our MCA math disparity for Hispanic students was 24%. Our 2012-2013 goal was to increase their proficiency by 3.6% or more. As a result, the achievement gap in math would shrink to 20.4%. The goal of our achievement gap should be a decrease of 3.6% or more. Results indicate that we increased proficiency by 6.4%. Thus, we exceeded our projected proficiency goal. Going into the 2012-2013 school year, our MCA math disparity for Black students was 34%. Our 2012-2013 goal was to increase their proficiency by 5.1% or more. As a result, the achievement gap in math would shrink to 28.9%. The goal of our achievement gap should be a decrease of 5.1% or more. Results indicate that our Black students increased proficiency by 14.2%. Thus, we exceeded our projected proficiency goal. Equity Goal: Our current non-duplicated referrals for Black students is 69%. In the 2012-2013 school year, non-duplicated referrals for Black students will be reduced by 44%. The goal of non-duplicated referrals for Black students will be 25% or less. Results: At the end of 2012-2013, the results indicated that we reduced nonduplicated referrals for Black students to 39%. SWIS data indicated that 36.46% our African American students have been referred to the office one or more times in 2011-2012, as compared to 25.23% of our White students. Our goal is to reduce our African American referrals to less than 25% in 2012-2013. Results: In 2012-2013, 28% of students who were sent to the office were African American. Central Park Achievement Goal: The percentage of all students enrolled October 1st in grades 3-6 at Central Park Elementary who earn achievement levels of Meets the Standards or Exceeds the Standards on the Math MCA III will increase from 34.8% in 2012 to 37.8% in 2013. Results: 33.8% of Central Park students earned achievement levels of Meets the Standards or Exceeds the Standards on the Math MCA III; the goal was not met. Equity Goal: As of June 2013, Central Park will reduce by 30% the overrepresentation of Black/African American students in regards to office referrals relative to discipline (from 91% overrepresentation in 2011-2012 to 61% in 2012-2013 and will reduce overrepresentation of Hispanic/Latino students by 30% from 41.1% to 11.1%). This will place Central Park at Baseline and progressing, respectively, on the Vision Card. SWIS student information system will be used to collect data. Results: In June 2013, the goal of reducing overrepresentation of Black/African American students in regards to office referrals relative to discipline was not met; the overrepresentation increased from 91% to 131%. However, the goal of reducing overrepresentation of Hispanic/Latino students in regards to office referrals relative to discipline was met; the overrepresentation decreased from 41.1% overrepresentation to -8.0 underrepresentation placing CP at vision for Hispanic/Latino students in this area. Edgerton Achievement Goal: Edgerton Elementary will improve proficiency in Math for all students grades 3-6 as measured by the MCA III from 48% to 55% proficiency. (This is a 7% increase and will bring Edgerton from Level 1 to Level II on the RAS Vision Card (A5). Results: Forty-seven percent of our students were proficient in Math as measured by the MCA III. Edgerton did not reach their goal target yet remain encouraged by the continued progress students are showing in growth related to math. This is demonstrated by the number of students who grew from does not meet to partial proficiency. Recognizing the need to get students to proficiency on state standards will be the focus of the work at Edgerton in the coming year. Teachers are aligning their instruction and assessment based on the state math standards. Our goals for 2013- 2014 focus on student proficiency. Equity Goal: Currently Edgerton is a level 1(intervene) with a 39.7% disparity in reading. In 2012-2013 Edgerton will increase the achievement of all students and reduce the racial disparity to less than 14-19% difference (Baseline) as measured by the MCA in reading. Results: With the introduction of new state reading standards and a subsequent new assessment, MCA III, Edgerton saw a drop in reading proficiency. This was common throughout the district and state. The racial disparity in reading did not change as we had expected. The difference between our students of color and our white students was 39.7%. Edgerton did show strong progress in the math achievement gap however. We will continue to focus on meeting the individual learnin g needs of our students and we will reduce racial disparity it from 24.7 to 21%. For some student groups and will remain very focused on supporting the unique needs of EL students. <strong>Annual</strong> <strong>Report</strong> on Curriculum, Instruction, and Student Achievement 8 Roseville Area Schools • 2013
Edgerton will continue to address teaching and learning style differences of teachers and students and will work to reduce this disparity. Using a more standardized progress monitor measure to predict proficiency will be an important tool for teachers as we work collaboratively to meet the needs of all students. Emmet D. Williams 1. During the 2012/2013 school year the proficiency rate of 3-6 grade students will increase from 59.4 to 70% as evidenced by MCA test scores. Not Achieved. The students experienced a growth of 3.1% in Math performance to a level of 62.5% 2. During the 2012/2013 school year the achievement gap between white and black students in the subject area of math will be reduced by 20% from 51% to 31% as evidenced by student performance on the MCA III Math assessment in the spring of 2013. Not Achieved. The achievement gap was decreased by 3.6% to a level of 47.4% 3. During the 2012/2013 school year the achievement gap between white and hispanic students in the subject area of math will be reduced by 10% from 29% to 19% as evidenced by student performance on the MCA III Math assessment in the spring of 2013. Not Achieved. The achievement gap actually increased to a level of 39.9% 4. During the 2012/2013 school year the over-representation of unduplicated Black student referrals will decrease by 68.8% from 138% to 69.2% as evidenced by referral reported in district Synerygy student management system. Not Achieved. The over-referral rate actually increased. 5. During the 2012/2013 school year the over-representation of unduplicated Hispanic student referrals will decrease by 34% from 67% to 33% as evidenced by referral reported in district Synerygy student management system. Achieved. Fairview Alternative Learning Center and High School Achievement Goal: The percentage of all students in grades 9-12 at the Fairview Alternative High School who take the NWEA MAP Reading test and score under 230 by October 17th and meet or exceed 150% of their fall to spring individual RIT growth projection will increase from 47.0% in spring 2012 to 60% in spring 2013. Results: 62% of FAHS students made 150% growth in Reading on the NWEA MAP Test. Achievement Gap Reduction Goal: By spring 2013, 30% of all students of color will be proficient on the MCA Reading test, which will be an increase of 10% from 2012 MCA results. Results: This goal was not achieved, partly due to a significant increase in the reading test’s rigor. We will carefully examine the new standards in order to improve performance in 2013- 14. Equity Goal: In the spring of 2013, our school will focus on reducing the number of referrals of our black students from Level 1 Intervene to Level II High Concern on the district’s E2: Vision Card. Results: There was a reduction of classroom referrals however, we are still at Level 1 Intervene. Falcon Heights Achievement Goal: Through the development and implementation of systemic strategies, the percent of students in grades 3-6 who meet or exceed proficiency on their 2013 MCA math test will be at least 72%. Results: FHES students in grades 3-6 2013 MCA math scores reflect proficiency of 78.9%. Reflecting 6.9% over the target goal. Equity Goal: The percentage of black and Hispanic students referred for discipline issues will decrease as compared to white students. The goal area will be measured by end of year discipline data. Results: We had been at Intervene and results show we continue to be in Intervene cell for Black students. However, for our Hispanic students we have moved from Intervene to Progressing cell. Little Canada 2012-2013 Site Overarching achievement goal-math: In the spring of 2013, the percentage of 3rd-6th grade students meeting or exceeding the state Mathematics performance standards will increase from 53% to 60 % as measured by the MCA III. Results: Little Canada met our achievement SMART goal in 2013 by achieving 60.2% proficiency on the 2013 MCA III math test. 2012-2013- Equity goal: By May 2013 Little Canada will reduce the number of behavioral referrals for black students from 58% to 40%. Results: Little Canada did not meet it’s equity goal in 2013. Our data shows that we had 42% over representation of unduplicated office referrals and 78% of duplicated office referrals for our black students. Both of these are at the vision card level of intervene. However Little Canada Elementary School was at Level 5-Vision for total proportionate distribution of both duplicated and unduplicated office referrals for All Students of Color, Hispanic students, and Asian Students. Parkview Center School Achievement Goal: Within three years (2012 – 2015), 82% of all students will meet or exceed proficiency in math as measured by MCA III mathematics test, moving Parkview Center Schools students from Level 03 Baseline to Level 04 Progressing on our district VisionCard metrics. In 2012 – 2013, Parkview Center School will maintain Level 03 Baseline and increase the percent of students proficient on the MCA III mathematics test from 71.9% to at least 75.7%. <strong>Annual</strong> <strong>Report</strong> on Curriculum, Instruction, and Student Achievement 9 Roseville Area Schools • 2013
Page 1 and 2: DISTRICT 623 • ANNUAL REPORT ON C
Page 3 and 4: Performance highlights Every year,
Page 5 and 6: taking the ACT remained high in 201
Page 7: • Focus Schools—The 10 Percent

Annual Report on Student Achievement - Roseville Area Schools

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