1 STUDENT PROGRESS AND ACCOUNTABILITY REPORT 2013 September 10, 2013 HUNTINGTON BEACH CITY SCHOOL DISTRICT

Components of the 2013 Standardized Testing and Reporting Program (STAR) California Standards Test (CST) –English/Language Arts, Grades –Writing, Grades 4 and 7 –Mathematics, Grades –General Mathematics, Grade 8 –Algebra, Grades 7 and 8 –Geometry, Grade 8 –Science, Grades 5 and 8 –History/Social Science, Grade 8 California Alternate Performance Assessment (CAPA) California Modified Assessment (CMA) Standards-based Tests in Spanish (STS) 2

3 CALIFORNIA STANDARDS TEST (CST) ENGLISH-LANGUAGE ARTS 2013 Percentages of Students Meeting Proficiency 81% Average for HBCSD

4 CALIFORNIA STANDARDS TEST (CST) MATHEMATICS 2013 Percentages of Students Meeting Proficiency 80% Average for HBCSD Grades 2 - 8

5 CALIFORNIA STANDARDS TEST (CST) ENGLISH-LANGUAGE ARTS Subgroup Results State Results: 33% Students with Disability 45% Economically Disadvantaged 22% English Learners

6 CALIFORNIA STANDARDS TEST (CST) MATHEMATICS Subgroup Results State Results: 48% Students with Disabilities 53% Economically Disadvantaged 40% English Learners

7 CALIFORNIA STANDARDS TEST (CST) 8th GRADE HISTORY-SOCIAL SCIENCE AND 5th and 8th GRADE SCIENCE RESULTS

8 STAR WRITING ASSESSMENT 4th and 7 th Graders Meeting Proficiency * The State suspended the writing assessment for 4 th Grade in 2010

Additional State and Federal Accountability Components Physical Fitness Test (PFT) 9

10 Physical Fitness Testing (PFT) Percentages of Students Meeting Standards /07: 6 out of 6 = Meets Fitness Standards 2008/09 – 2012/13: 5 out of 6 AND 6 out of 6 = Meets Fitness Standards. = 40% were at 6 out of 6 in 5 th grade and 53% were 6 out of 6 in 7 th grade

Additional State and Federal Accountability Components California English Language Development (CELDT) Title III Accountability for English Learners(EL) Data is not available from the California Department of Education at this time and will be presented at a future meeting. 11

Adequate Yearly Progress (AYP)  Federal accountability reporting system  Looks at the percentage of students meeting proficiency  STAR CST, CMA, and CAPA tests used to determine whether a district/school has met their AYP  Criteria for meeting AYP Participation rate of 95% Percent proficient Additional API Indicator (800 or more) Criteria must be met for students districtwide/schoolwide as well as significant subgroups

13 ADEQUATE YEARLY PROGRESS (AYP) ENGLISH-LANGUAGE ARTS Proficient and Advanced 59% 60% 54% HB Districtwide HB Districtwide 65% 69% 71% 70% 75% 77% 79% 81% 80% n

/02–2003/04 AMO = 13.6% 2008/09 AMO = 46.0% ADEQUATE YEARLY PROGRESS (AYP) ENGLISH-LANGUAGE ARTS Subgroup Results 2010/11 AMO = 67.6% 2011/12 AMO = 78.4% 2009/10 AMO = 56.8% 2012/13 AMO = 89.2%

15 ADEQUATE YEARLY PROGRESS (AYP) ELA Achievement Gap – Subgroups Compared to AYP Targets and All Students

16 53% 53% HB Districtwide HB Districtwide 59% 64% 65% 69% 70% 70% 75% 75% 75% 76% 79%

17 ADEQUATE YEARLY PROGRESS (AYP) MATH Subgroup Results 2001/ /04 AMO = 16.0% 2008/09 AMO = 47.5% 2009/10 AMO = 58.0% 2010/11 AMO = 68.5% 2011/12 /AMO = 79.0% 2012/13 /AMO = 89.5%

18 ADEQUATE YEARLY PROGRESS (AYP) Math Achievement Gap – Subgroups Compared to AYP Targets and All Students

Huntington Beach City School District 2013 Adequate Yearly Progress (AYP) Summary 19 SiteNumber of Criteria AYP Outcomes Subgroups Not Meeting ELA Subgroups Not Meeting Math PI Status District33Met 26 of 33 LEAWide, Hispanic, White, Two/More Races, SED, EL, SWD Year 2 Dwyer29Met 19 of 29 Schoolwide, Asian, Hispanic, SED, EL, SWD White, SED, EL, SWD Year 2 Sowers25Met 18 of 25 Schoolwide, Hispanic, White, SED, SWD Hispanic, SWD Eader13Met 11 of 13 Schoolwide, White Hawes13Met 12 of 13 Schoolwide H. Seacliff13Met 13 of 13 Moffett15Met 8 of 15 Schoolwide, White, SED, SWD Schoolwide, SED, SWD Perry25Met 18 of 25 Schoolwide, Hispanic, White, SED, EL, SWD SWD Year 2 Peterson17Met 16 of 17 Schoolwide Year 1 Smith17Met 14 of 17 Schoolwide, White SED

 State accountability reporting system  Looks at growth in district/school’s performance  Star CST, CMA, and CAPA tests used in API calculation Academic Performance Index (API)

Huntington Beach City School District Growth Academic Performance Index Results

Eader Elementary School Growth Academic Performance Index Results

Hawes Elementary School Growth Academic Performance Index Results

Huntington Seacliff Elementary School Growth Academic Performance Index Results

Moffett Elementary School Growth Academic Performance Index Results

Perry Elementary School Growth Academic Performance Index Results

Peterson Elementary School Growth Academic Performance Index Results

Smith Elementary School Growth Academic Performance Index Results

Dwyer Middle School Growth Academic Performance Index Results

Sowers Middle School Growth Academic Performance Index Results

31 ACADEMIC PERFORMANCE INDEX (API) Multi-Year Growth Trend 1999/ /13Overall School SiteBaselineResults Growth Dwyer Eader Hawes Huntington Seacliff 844* Moffett Perry Peterson Smith Sowers *2000 Baseline

32 HBCSD POINTS OF PRIDE Adequate Yearly Progress (AYP) One (1) school met all AYP criteria One (1) Title I school met goals through Safe Harbor Twenty-Seven (27) groups made Safe Harbor goals HBCSD students continue to outperform when compared to county and state data Academic Performance Index (API) All schools at or above the State Target of 800 Seven (7) schools made growth Six (6) schools over 900 Positive multi-year growth trend for schools ranging from points

33 Program Improvement (PI) HBCSD Responsibilities Program Improvement (PI) Year 1 designation for Peterson Year 2 designation for District, Dwyer, and Perry Continued data analysis and implementation of addendum to Local Education Agency (LEA) Plan Set aside Title I funding for professional development, choice transfers, and supplemental educational services (Year 2 sites only)

Huntington Beach City School District Next Steps for Success: Continue to conduct data analysis on 2012/13 STAR and Multiple Measures assessment data Identify and support student achievement needs based on data analysis Develop and implement targeted academic interventions for students at each school site Continue to align Single Plans for Student Achievement to reflect identified needs and goals in English-language arts and Mathematics 34

Huntington Beach City School District Next Steps for Success (continued): Support the continuation of the Benchmark Assessment System to inform instruction and monitor student achievement in English-language arts and Mathematics Provide Common Core professional development for staff to support instructional goals for student achievement Take steps to prepare for rigorous assessments in Spring of 2014 Emphasis during instruction on 21 st Century skills 35