2016 READY ACCOUNTABILITY DISTRICT RESULTS September 13, 2016

READY ACCOUNTABILITY Is North Carolina’s school accountability model Replaced the previous “ABCs of Public Education” in 2013 Focuses on both career and college readiness measures and grade-level proficiency School Performance Grades included

MEASURES in READY ACCOUNTABILITY GRADE ENGLISH LANGUAGE ARTS (ELA) MATHEMATICS SCIENCE OTHER 3 End-of-Grade 4 5 6 7 8 End-of-Grade/ Math I 9 Math I 10 English II Biology 11 The ACT 12 ACT WorkKeys/ Graduation Rate/ Math Course Rigor

3 COMPONENTS OF READY ACCOUNTABILITY Performance Indicators Percentage of scores that either meet: College and Career-Readiness (CCR) – Achievement Levels 4 and 5 Grade Level Proficiency (GLP) – Achievement Levels 3, 4 and 5 AMO Targets AMO targets in the 2015-2016 school year required 95% participation of every subgroup on every test Growth Indicators An indication of the rate at which students in the school learned over the past year. The standard is roughly equivalent to a year’s worth of growth for a year of instruction. Defined as: Exceeded Expected Growth Met Expected Growth Did not Meet Expected Growth

Three-Year Comparison   2013-14 2014-15 2015-2016 College & Career Ready Grade-Level Proficiency Math EOG Grades 3-8 41 48.7 41.7 49.2 42.3 49.1 Reading EOG Grades 3-8 42.4 52.8 41.8 52 50.8 Science EOG Grades 5 & 8 55.9 65.2 54.6 63.8 59.7 68.8 Math I EOC 45.5 58.6 48.1 60.6 44.9 55.5 Biology EOC 41.5 41.4 48.5 46 53.6 English II EOC 49.6 57.7 47.5 56.3 48.3 56.8 OVERALL 44.1 53.4 44 53.1 44.6 53.2

2016 State and Large District Comparison - OVERALL State/LEA College and Career-Ready (CCR) Grade Level Proficiency (GLP) % State of North Carolina 48.8 58.3 Cumberland County Schools 46.2 56.8 Durham Public Schools 36.3 44.9 Winston-Salem/Forsyth County Schools 44.6 53.2 Guilford County Schools 46.0 54.7 Charlotte-Mecklenburg Schools 52.8 61.2 Wake County Schools 59.6 67.9

2016 High School Indicators State/LEA The ACT ACT WorkKeys % 4-Year Cohort Graduation Rate % 5-Year Cohort Graduation Rate % Passing Math III State of North Carolina 60 73.5 >95 85.8 87.5 Cumberland County Schools 55 77 81.9 85.5 Durham Public Schools 52 66 93.1 82.1 85.1 Winston-Salem/Forsyth County Schools 57 82.3 85.7 86.3 Guilford County Schools 61 68.8 89.4 91 Charlotte-Mecklenburg Schools 76.1 89.6 89.5 Wake County Schools 69 83.7 92 87.1 88.4

School-wide EVAAS Growth GROWTH ACROSS NC   2013-14 2014-15 2015-16 EXCEEDED 32% 28% 27% MET 43% 45% 46% NOT MET 25% 26%

School Performance Grades (SPGs) STATE Method: 15-pt. grading scale Achievement – 80%; EVAAS school-wide growth – 20% NEW in 2015: adds a ‘+’ to A schools who have achievement gaps smaller than the state average WS/FCS Method: Adds a ‘+’ to schools with 85% EDS or higher Increases by one letter grade if the school met or exceeded EVAAS school-wide growth 2015 2016 STATE METHOD WS/FCS A or A+ 9 20 7 19 B or B+ 11 13 16 C or C+ 21 18 D or D+ 23 F or F+ 10 8

OUR GOALS By 2020, 90 percent of 3rd-grade students will read on or above grade level. By 2018, our graduation rate will be 90 percent. By 2018, we will close the achievement gap between subgroups by 10 percentage points while increasing the performance of all subgroups.

3RD GRADE READING EOG 90.0

OUR GOALS By 2020, 90 percent of 3rd-grade students will read on or above grade level. By 2018, our graduation rate will be 90 percent. By 2018, we will close the achievement gap between subgroups by 10 percentage points while increasing the performance of all subgroups.

4 – YEAR COHORT GRADUATION RATE

4YR COHORT GRADUATION RATE: SUBGROUP TRENDS

OUR GOALS By 2020, 90 percent of 3rd-grade students will read on or above grade level. By 2018, our graduation rate will be 90 percent. By 2018, we will close the achievement gap between subgroups by 10 percentage points while increasing the performance of all subgroups.

GAPS OVER TIME SUBGROUP 2013 2014 2015 2016 Female 54.1 55.5 55.2 Male 51.3 51.5 50.8 51.2  African American 33.6 34.7 34.4 35.3  American Indian 59.5 54 56.6 60.7  Asian / Pacific Islander 74.6 78.6 77.2 77.9  Hispanic 36.4 36.7 36.6 37.0  White 71.6 73.2 73.7 74.0  Two or More Races 55.4 56.4  Students with Disabilities (SWD) 20.1 20.5 21.3 20.6  Economically Disadvantaged (EDS) 35.4 36.1 36.1  Limited English Proficient (LEP) 17.9 18.6 17.0 17.5  Academically / Intellectually Gifted (AIG) 97.1 97.5 97.7 97.2  Total 52.7 53.4 53.1 53.2 

2016 Proficiency by Gender and Ethnicity Race/Ethnicity # of Scores Proficiency Male African-American 10384 32.2% American Indian 68 64.7% Asian/Pacific Islander 879 73.0% Hispanic 8900 36.2% Two or More Races 1468 53.0% White 14175 71.5% Female 9544 38.0% 69 55.1% 959 78.9% 8667 37.0% 1372 59.3% 13417 75.5%

Achievement Gaps Over Time - ELA 2012-13 2013-14 2014-15 2015-16 W/AA 33.5 39.6 37.9 34.5 W/H 31.0 39.7 34.4 38.8 GAPS 2012-13 2013-14 2014-15 2015-16 W/AA 37.5 37.9 38.2 W/H 40.8 41.6 40.9 40.2

Achievement Gaps Over Time - Math 2012-13 2013-14 2014-15 2015-16 W/AA 39.2 40 41.1 W/H 31.8 32.2 33.2 34.9 GAPS 2012-13 2013-14 2014-15 2015-16 W/AA 39.2 37.2 36.3 41.1 W/H 32.8 31.6 32 34.3

Achievement Gaps Over Time – Science 2012-13 2013-14 2014-15 2015-16 W/AA 36.1 35.9 37.7 31.1 W/H 32.3 35.5 37.2 31.3 GAPS 2012-13 2013-14 2014-15 2015-16 W/AA 38.2 40.6 42.3 40.2 W/H 28.5 33.9 39.3 37.4

GAPS – Percentages by Schools QUESTION #1: To what extent do you think individual schools have gaps, even when considering economics? QUESTION #2: Even when considering economics, what percentage of our schools still have 1 or more large race- ethnicity/gender gaps?

Summer School Results 774 3rd grade students attended summer school 157 3rd grade students met the Read to Achieve requirements - 98 students scored a 3 or higher on the Read to Achieve test - 59 students scored a level 725 on the I-Ready assessment Using i-Ready pre and post diagnostic for 3rd grade - Average literacy growth was 43% of a school year.   - 3rd graders grew nearly half a year in literacy in only 16 days (14 if you take out the testing days).  

How do we respond to this data? We have communicated to schools that it is imperative to: 1.) Have a Balanced Literacy approach to reading instruction 2.) Utilize Professional Learning Teams 3.) Create quality School Improvement Plans 4.) Create Discipline Goals 5.) Create Gap Goals 6.) Implement MTSS

QUESTIONS?