1. Louisiana High School Initiative Strategic Planning Livonia High School April 3, 2008

2. 1 Agenda  International Center’s Whole School Reform Process Why What Where How  Needs Assessment Findings and Data Analysis  Develop Understanding of Findings  Culture and Practice  Judgment of facts and beliefs  Identify priority goals Communication Plan

3. Louisiana High School Initiative Needs Analysis Conducted February 18-20, 2008 Tom Welch

4. Overall Summary of Findings Livonia High is a school that has lulled itself into complacency over the years. Its rural setting has masked important trends that are occurring locally and around the world. Low expectations have reinforced a cycle of “brain drain” within the community and the parish. Students and faculty have entered into an unspoken agreement to coexist and meet expectations for each other without pushing each other too hard.

5. Countering that is a very dedicated staff and administrative team that understand the need, and seem to be ready to make the adjustments and decisions necessary for actions that will lead to increased student achievement and school success.

6. Reflections, Comments and Analysis Agreement of complacency and also the recognition of the commitment of staff and administration Some burnout contributes to complacency. They’ve tried and results don’t seem to match their efforts District support for implementation (e.g. cell phone) is not unified. Also example of honors courses and staffing needs. Need to explore new scheduling configs as a way to reach student goals and ignite faculty commitment

7. Louisiana High School Initiative Analysis of High School Data for Livonia High School Pointe Coupee Parish

8. 7 School Performance Goals for the State of Louisiana Focus:Preparing Louisiana’s children to succeed and compete on a national as well as international level during the 21st century Since 2000, the state as a whole reached desired goal for academic progress. 2006-07 fell short of goal. State Department is leading effort to immediately bring state to next level of education excellence. Vision is to create a world-class education system for the children of Louisiana.

9. 8 School Performance Goals for the State of Louisiana Initiatives Pertinent to Our Work Consulting with national and international education reform experts. Analyzing data to reveal successes and clarify lessons learned. Examining and revising Louisiana’s Comprehensive Curriculum. Building capacity of all educators, including teachers and administrators. Implementing best practices and scientifically research- based programs in many schools across the state.

10. 9 School Performance Goals for the State of Louisiana School Report Card The state’s goal for 2014 is for all schools to have a School Performance Score (SPS) of 120. Each school receives an annual SPS. Performance Label describes a school’s level of performance based on its new Baseline SPS.

11. Livonia High School Overview of Performance Growth Label= No Growth Performance Label= Two Stars AYP Status: Made AYP for SPS Component= Yes Made AYP for Subgroup Component (2006-07)= No Failed AYP for Subgroup Component for multiple years = No New Growth SPS 2006-07= 76.6 Actual SPS Growth 2006-07= -1.2

12. 11 Areas the school is doing well in: State Assessments The student proficiency rate on the 2007 science GEE was up 9.4% from 2006 (up 16.3% from 2005) and was four percent higher than the state’s proficiency rate. The student proficiency rate on the 2007 mathematics GEE was 14% higher than the state, but 6.0% fewer Livonia High School students made proficiency in 2007 than in 2006. Subgroup Non-dropout Rates – Students with Disabilities The non-dropout rate of students with disabilities improved from 81.5% in 2003-04 to 100% in 2004-05. College Preparedness Twenty-one percent fewer Livonia High School graduates were enrolled in college developmental courses in 2006 than in 2004.

13. 12 Areas the school needs improvement in: State Assessments The student proficiency rate on the 8 th grade mathematics LEAP decreased 11.3% from 2006 to 2007. Subgroup Proficiency – Students with Disabilities All subgroups were within six percent of the 2007 aggregate proficiency rate on English language arts tests for all students (54.1%) except Students with Disabilities whose 2007 proficiency rate was 17.0% (37.1% lower than the aggregate). All subgroups were within eight percent of the 2007 aggregate proficiency rate on mathematics tests for all students (62.4%) except Students with Disabilities whose 2007 proficiency rate was 21.9% (40.5% lower than the aggregate). Retention The ninth grade retention rate at Livonia High School was 11.3% higher than the state in 2005-06 and 13.2% higher in 2006-07.

14. 13 Areas the school needs improvement in (continued): Teacher Quality 63% of core classes were taught by Highly Qualified Teachers in 2006-07, which is down 16% from 2005-06 and 21% from 2002-03

16. Grade (Test) English L.A.MathematicsScienceSocial Studies 7 th (i LEAP) Down 5.8% to 54.3% (2007) Up 0.1% to 56.3% (2007) Up 7.6% to 53.4% (2007) Up 2.8% to 55.2% (2007) 8 th (LEAP) Up 1.9% to 60.0% (2007) Down 11.3% to 63.1% (2007) Down 2.0% to 52.6% (2007) Down 5.6% to 53.7% (2007) 9 th (i LEAP) Up 5.7% to 55.7% (2007) Down 9.7% to 51.6% (2007) 10 th (GEE) Down 0.6% to 55.2% (2007) Down 6.0% to 77.6% (2007) 11 th (GEE) Up 9.4% to 63.6% (2007) Up 0.3% to 54.5% (2007) The following table shows the percent change from Spring 2006 to Spring 2007 and the Spring 2007 proficiency percentages. Livonia High School Increase/decrease in Percent Proficient from Spring 2006 to Spring 2007

17. Core Learning Results Analysis of Actual Assessment Index Variables

18. Grade 7 i LEAP Trend Analysis

19. Grade 7 i LEAP Data Observations There was a 1.2% increase from 2006 to 2007 in the average proficiency rate of all grade 7 assessments. Student proficiency rates increased from 2006 to 2007 in all subject areas except English language arts.

20. Grade 7 English Language Arts i LEAP

21. Grade 7 Mathematics i LEAP

22. Grade 7 Science i LEAP

23. Grade 7 Social Studies i LEAP

24. Grade 8 LEAP Trend Analysis

25. Grade 8 English Language Arts LEAP

26. Grade 8 Mathematics LEAP

27. Grade 8 Science LEAP

28. Grade 8 Social Studies LEAP

29. 9 th Grade i LEAP Trend Analysis

30. Grade 9 i LEAP Data Observations English Language Arts The high school had a 5.7% increase in the proficiency rate from 2006 to 2007 and was 2 percent lower than the state proficiency rate in 2007. Mathematics The high school had a 9.7% decrease in the proficiency rate from 2006 to 2007 and was five percent lower than the state proficiency rate in 2007.

31. Grade 9 English Language Arts i LEAP

32. Grade 9 Mathematics i LEAP

33. GEE Trend Analysis

34. GEE Data Observations English Language Arts The high school had a 0.6% decrease in the proficiency rate from 2006 to 2007 and was one percent lower than the state proficiency rate in 2007. Mathematics The high school had a 6.0% decrease in the proficiency rate from 2006 to 2007 but was 14% higher than the state proficiency rate in 2007. Science The high school had a 9.4% increase in the proficiency rate from 2006 to 2007 and was four percent higher than the state proficiency rate in 2007. Social Studies The high school had a 0.3% increase in the proficiency rate from 2006 to 2007 but was nine percent lower than the state proficiency rate in 2007.

35. English Language Arts GEE

36. Mathematics GEE

37. Science GEE

38. Social Studies GEE

39. Subgroup Trend Analysis Livonia High School

40. Subgroup Data Observations English Language Arts All subgroups were within six percent of the 2007 aggregate proficiency rate on English language arts tests for all students (54.1%) except Students with Disabilities whose 2007 proficiency rate was 17.0% (37.1% lower than the aggregate). The percentage of students with disabilities that scored Unsatisfactory on the 2007 English language arts tests was 25% higher than the percentage of students without disabilities.

42. English Language Arts Ethnic Subgroup Trends

43. Subgroup Data Observations Mathematics All subgroups were within eight percent of the 2007 aggregate proficiency rate on mathematics tests for all students (62.4%) except Students with Disabilities whose 2007 proficiency rate was 21.9% (40.5% lower than the aggregate). The number and percentage of both African American and White students scoring Unsatisfactory on 2007 mathematics tests was at a four-year high. The percentage of students with disabilities that scored Unsatisfactory on 2007 mathematics tests was 40% higher than the percentage of students without disabilities. The percentage of students with disabilities scoring Unsatisfactory on mathematics tests has increased by an average of 9.2% annually from 2004 to 2007. The number and percentage of both male and female students scoring Unsatisfactory on 2007 mathematics tests was at a four-year high.

45. Mathematics Students with/without Disabilities Trends

46. Student Engagement Graduation Index Factors

47. Graduation Index Factors Observations The school's attendance rate has dropped 1.6% from 2003-04 to 2006-07 and was 0.9% lower than the state's attendance rate in 2006-07. The number of students that received in-school suspensions at Livonia high schools was at a five-year low in 2006-07 with a suspension rate that was 3.3% lower than the state. The number of students that received out-of-school suspensions at Livonia high schools was at a five-year high in 2006-07 with a suspension rate that was 2.9% higher than the state. There were zero 8th grade students retained at Livonia High School in 2006-07. The ninth grade retention rate at Livonia High School was 11.3% higher than the state in 2005-06 and 13.2% higher in 2006-07. Livonia High School's 2005-06 dropout rates in grades 7, 11, and 12 were lower than the state's. Livonia High School's dropout rates in grades 8-10 were slightly higher than the state's (< 3 percent). Livonia High School's grade 9-12 combined dropout rate decreased 1.5% from 2004- 05 to 2005-06 and was just 1.0% higher than the state in 2005-06. The non-dropout rate of students with disabilities improved from 81.5% in 2003-04 to 100% in 2004-05. All other subgroups experienced a decreasing non-dropout rate from 2003-04 to 2004-05.

48. Attendance

49. Retention Livonia High School Percent and Number of Students Retained by Selected Grades (8 and 9) (Livonia High School vs. Louisiana Statewide) 0 9 6 3 2 (G8) 32 28 1 7 11 (G9) 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% School Year Retention Rate Grade 8 (Livonia HS) 2.2%3.2%5.9%9.6%0.0% Grade 8 (State) 17.1%17.9%13.9%13.8%8.8% Grade 9 (Livonia HS) 11.2%7.7%1.0%28.0%30.8% Grade 9 (State) 15.6%17.9%16.7% 17.6% 2002-032003-042004-052005-062006-07 There were zero 8th grade students retained at Livonia High School in 2006-07. The ninth grade retention rate at Livonia High School was 11.3% higher than the state in 2005-06 and 13.2% higher in 2006-07. 11.3% 13.2%

50. Dropout Rates

51. Stretch Learning College Preparedness Factors

52. Stretch Learning Observations From 2003 to 2007, Livonia High School students have scored 1.8 and 2.9 ACT composite score points lower than the state and nation, respectively. Twenty-one percent fewer Livonia High School graduates were enrolled in college developmental courses in 2006 than in 2004.

53. First Time Freshmen Trends

54. Teacher Quality

55. Comments and Reflections on the data sets Questions on data sources and validity Need for seeing the projected growth lines The power of seeing the data in a visual format

56. LHS identified additional data needs 1. 2. 3. 4. 5.

57. Additional Available Data Sets An additional, more expansive Livonia High School data set is being provided to Principal Gueho and is also available at any time from Tom Welch.

58. LHS identified priorities 1.Reading 2.Students with disabilities 3.Graduation endorsements 4. 5.

59. Priorities identified by Tom Welch Embrace a common vision of high achievement for every student. Implement steps to make sure that all subgroups make AYP goals. Increase the number of students performing at or above the Basic level in all academic areas. Improve instructional strategies that will engage all students in a more rigorous and relevant curriculum.

60. Additional LHS identified priorities Master Scheduling alternatives

61. LHS recommendation ideas 1. 2. 3. 4. 5.

62. Recommendations identified by Tom Welch Use the additional data sources to pinpoint areas of greatest need and match those with appropriate strategies for success. Provide professional development on the Rigor/Relevance Framework as a way to begin work on instructional strategies. Evaluate the present curriculum and use the International Center’s Curriculum Matrix to focus instruction on medium to high priority state standards. Use the Successful Practices Network to link with other schools across the US which have demonstrated success with students who share a similar demographic background Encourage more students to tackle on-line honors or AP courses during the 2008-2009 school year. Begin plans for introducing honors and AP courses starting in the 2009-2010 school year.

63. Prioritizing of LHS goals in alignment with SPS targets 1. 2. 3.

64. LHS individualized Action Plan