School board looks at student achievement - #lakewoodnews

College readiness scores and Colorado Measures of Academic Success scores in English language arts and math were the main focus of a district performance review presented to the Jefferson County Board of Education during a study session on Oct. 20.

Some strengths pointed out in the presentation were the progress of early literacy in kindergarten through third grade and the success of accelerated math students. Some challenges addressed were gender, ethnic and poverty gaps in early literacy; the gap between accelerated and grade-level math students; and the number of students who are not on track for college and career readiness.

English language arts

As a district, Jeffco students performed slightly better than the state average on third- through ninth-grade 2015-16 assessments; however, no growth was made from the previous year. With the 50th percentile representing typical growth at the state level, sixth-grade and fourth-grade students in Jeffco fell in that category. Fifth-, seventh-, eighth- and ninth-grade students logged in at the 40th percentile. This put the district as a whole just shy of the 50th percentile with a score of 49.

Mountain Phoenix Community School in Wheat Ridge logged both the biggest growth and also the largest decline in ELA scores. Their eighth-grade ELA scored dropped 36.6 percent from the previous year, while heir third-grade reading score improved by 36.2 percent. Other notable declines were fourth-grade ELA scores at Glennon Heights Elementary in Lakewood, which dropped 25 percent; sixth-grade ELA scores at Slater Elementary in Lakewood, which dropped 34.4 percent; third-grade ELA scores at Kyffin Elementary in Golden, which dropped 30.2 percent; and sixth-grade ELA scores at Pleasant View Elementary in Golden, which dropped 25.8 percent.

Notable growth was seen at Allendale Elementary in Arvada, whose third-grade ELA scores went up by 28 percent the previous year; and Green Mountain Elementary in Lakewood, whose fourth-grade ELA scores went up by 34.7 percent. In measuring early literacy (pre-k to third grade), 311 fewer students were reported to be reading significantly below grade level in 2015-16 compared to 2014-15.The next steps presented by Kim Ballantyne, READ Act coordinator, are to provide professional development for teachers in the pre-k to third grade for early literacy intervention supports and to provide increased access to and use of non-fiction texts across the instructional day.

Math

With the new math assessment, it is possible to track accelerated math learners for the first time. Data showed that students in the accelerated math classes are performing at high levels, with students meeting or exceeding expectations at 91, 77, 71 and 83 percents across the seventh-ninth grade range. However, students taking grade-level math are not performing well. Students taking general seventh-grade math, which accounts for the majority of the seventh-grade population, logged 35 percent met or exceeded expectations. Expectations were met by 19 percent of eighth-graders and 22 percent of ninth-graders.

"We're seeing higher performance for accelerated students, but low for general," said Dr. Carol Eaton, executive director of Instructional Data Services, while presenting to the board. "That's our challenge."

The district's next step is to focus on intervention for algebraic thinking. The plan, Eaton said, is to examine curriculum in elementary and middle levels; support teachers in understanding mathematical content; and increase knowledge around algebraic reasoning.

College readiness

Small improvements have been made over the past year in terms of college readiness, measured by the ACT. Over the past year, the percentage of students who met college readiness benchmarks in all four subjects --; English, math, reading and science --; increased from 28 percent to 32 percent. The most growth was seen in reading, which increased from 44 to 51 percent. Science increased by 4 percent and English by 3. No growth was seen in math, which holds at 44 percent.

If students meet Colorado ACT's college readiness benchmarks, they have a 50 percent chance of obtaining a "B" or higher or about 75 percent chance of obtaining a "C" or higher in corresponding credit-bearing first-year college courses, Eaton pointed out.

With the upcoming implementation of the SAT, the way college readiness is measured will change slightly, but the skills needed to be successful in college will stay the same. To increase college and career readiness, Matt Flores, chief academic officer, said the district plans to deepen its understanding through the data of students who have been deemed not ready, as well as look at Individual Career and Academic Plans and graduation guidelines.

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