1. District 11 CSAP Results School Year 2005-2005 D11 Board Presentation August 9,2006

2. Includes: Content Scores –By District, by Level Composite Scores Disaggregate Trends –By District, by Level, Instructional Trends –By District, by Level Longitudinal Trends –By District, by Level, No AYP Results at this Time

3. Overall Content Scores by Level Overall performance indicates – higher elementary performance in math than middle and high school; –High school and elementary are approximately the same in reading; –Writing performance in all levels is approximately the same 2006 CSAP %PA by Level MathReadingWriting Elementary70.1269.6355.01 Middle50.3567.4555.71 High35.8569.3853.94 *Calculations from data found on Alpine's One Liners

4. Content Scores District 11 students exceeds the Colorado State Average in : –4 of 8 grades in reading; –4 of 8 grades in writing –5 of 8 grades tested in Math –1 of 3 grades tested in Science

5. Content Score Changes Greatest Gain in Secondary Levels

6. Up & Down Up & Down

7. Composite Scores by District Elementary school increased 1.63 percentage points when science is excluded; High school increased 5.5 percentage points when science is excluded; Middle school increased 2.94 percentage points with science included. With science included elementary lost 1.38 percentage points and high school gained 4.37. 2006 CSAP %PA Composite by Level 200520062006 (no Sci) Elementary 63.361.9264.93 Middle 54.3557.29 High 47.5551.9253.06 2006 was the 1 st year for science CSAP in elementary and high school

8. Elementary Composite Scores 2005 & 2006 Sorted High to Low

9. Middle School Composite Score Two Year Comparison

10. High School Composite Score Two Year Comparison

11. 2006 Reading P & A Ethnic Performance

12. 2006 P & A Reading Special Population Performance

13. Disaggregation Results-Reading Ethnic Performance African American and Hispanic students continue to score 25 to 30 percentage points below Whites and Asians White students continue to score above the total district score and less than Asians Asian students continue to demonstrate the highest scores Special Populations ESL/LEP, Special Education and Migrant students score 40 or more percentage points from the total score, with greatest gap at middle level; Free and Reduced Lunch students score at a level similar to Hispanic and African American students, about 12 to 15 percentage points lower than the total score; Gifted students score at top of the scoring range.

14. 2006 CSAP P & A Math Ethnic Performance

15. 2006 P & A Math Special Population Performance

16. Disaggregation Results Math Ethnic Performance White and Asian students score within the same range until 7 th grade; Hispanic student out score African American students about 10 percentage points, but are 20 to 30 percentage points below Whites and Asians All students decline by 10 th grade Special Populations Free and Reduced Lunch students score similarly to Hispanic & African American students, and 20 percentage points lower than the total; Gifted and Talented students score 100% in 3 rd grade and decline to 80% P & A by 10 th grade; Special Ed students exceed ESL students through 6 th grade, with scores being equal 7 th to 10 th ; Migrant students tend to score similarly to ESL and Special Ed students All students decline in 10 th grades students

17. Instructional Trends Reading –Performance remains stable over grade levels-about the 70% P&A over 10 years –Above state average in 4 grade levels –Areas noted as weaknesses are vocabulary, poetry

18. Instructional Trends Math Gains are noted in each grade level, with 9 th grade having the greatest gain; D11 exceeded the state average in 5 of 8 grades tested in math; Areas noted as weakness are Number sense; Using Geometry and Measurement to solve problems Measured math competence declines over years in school

19. Longitudinal Performance Longitudinal results indicate that from 2005 to 2006 –More students moved up a level in reading than down –More students moved down a level ( P to PP, etc.) than up in math –the majority of students stay at the same level rather than move up or down