110912 midpoint board

8/4/2019 110912 Midpoint Board

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2009-2014 STRATEGIC PLAN

MID-POINT REVIEW

EDUCATION BOARD

MEETING

SEPTEMBER 12, 2011

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Strategic Plan Mid-Point Review

From the time a child enters the district he/she is observed and

assessed to identify his/her academic and developmental levels.

At each grade level, on a regular basis, measurements are

taken formally and informally to identify areas of strength andareas of need as well as note progress in the curriculum. These

measurements include, but are not limited to, math, reading, and

writing benchmarks. Teachers collaboratively review the

assessment data and monitor student progress to informinstruction and to strengthen the student, class, and grade. All

students benefit from a continuum of services, either short term

or long term, from the interventions of literacy and math

specialists and the building-wide achievement teams to supports

for students with disabilities. Each building team considers theholistic needs of the child no matter where he/she is

academically or developmentally.2


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Strategic Plan Mid-Point Review

The Lower Merion School District (LMSD) strategic planning

committee was formed in 2009 and included over 60 parents,

community members, teachers, students, school

administrators and board members. The committee beganthe strategic planning process by affirming the districts

Mission, Vision and Values and identified strengths and

needs that would be key in the development of the plan.

From these strengths and needs emerged goals that would

provide the district with direction for the next 5 years. The

district has reached the mid-point of the 5 year strategic plan.The following presentation includes an overview of the 6

LMSD goals, preliminary indicators of progress, and

identification of areas of need. Once approved by the Board

of School Directors, the plan will move from mid-point review

and modifications to the second phase of implementation. 3


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LMSD Strategic Plan Timeline

2008-2009 Plan Development Plan Adoption

2009-2010 Implementation I Implementation II

2010-2011 Implementation III Implementation IV

2011-2012Mid-Point Review & Plan

ModificationsImplementation I

2012-2013 Implementation II Implementation III

2013-2014 Plan EvaluationNew Plan Development/

Adoption

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Strategic Plan Process

Mission, Vision, Values

Strengths & Needs

Goals

Strategies

Activities

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2009-14 Strategic Goal Areas

P

Curriculum

PStudentAchievement

PAchievementGapsPHolis7cNeedsofStudentsP Communica7onsP Facili7es

Mathema'cs

Reading Par'cipa'oninState

Assessments

StudentA7endance

Gradua'on

Educa'onalTechnology

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Advisory Committee Members

Parents / Community Members Teachers Students School Administrators School Board Members

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Sub-Committees

Providing Recommendations

Academic CouncilCommittee to Address Race in Education (CARE)CommunicationsCurriculum, Instruction & Professional

Development Council (CIPD)

Safety and Health/Green CouncilTechnology OfficeHolistic Needs/ GraduationOthers

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GOAL: FACILITIES

PrepareandImplementaStrategic

EnergyPlan

PEnvironmentalImpactReduc7onPolicyApproved

RecyclingAuditPennValleySolarPanelsInstalled

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10

Solar Panels at Penn Valley


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Facilities

PrepareandImplementaStrategic

EnergyPlan(Cont.)

EnergySavingProjectsP Ini7alEnergyStarBenchmarkingComplete

PDemandResponsePar7cipa7on11


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Facilities

UseofAlterna7veFuelVehicles

PCNGBusReplacementPAwardedGrant-$315,000PBeganUseofBio-DieselinallDistrictVehicles

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GOAL: COMMUNICATIONS

To create open communication

channels for all district

stakeholders including parents,

students, community members,

staff, and board members.

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Communications

Access to Communication Technology Fall 2011 survey Comcast Essentials TV studios at new high schools 1 to 1 computing

Engaging with stakeholders Community Conversations Community programs and events (parenting series, faculty

forums, alumni events)

Communications Committee meetings/revised schedule Community Comments (@lmsd.org)

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Communications

Sharing information across DistrictExpanded content on district website (school

board meetings, community events, letter days,

registration information, district policies, parent/

staff sections)

Implementation of voice messaging system tocommunicate important announcements

Use of social media/TwitterNTAP tutorial

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Communications

In Progress/Pending Website redevelopment/re-launch

School-based content management Customized user experience New, integrated calendar system (events, sports

schedules, etc.)

Integration with Sharepoint Integration of video production curriculum and

LMSDtv

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GOAL: ADDRESS HOLISTIC

NEEDS OF STUDENTSTo further the goal of creatively

developing a school and

community environment that

recognizes and addresses the

holistic needs of our students, i.e.,

mental health, character,

citizenship, self worth, etc.

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Holistic Needs of Students

Classroom Lessons

StudentStress andMentalHealth

Self Worthand

Belonging

No Place for Hate

Thats a FamilySecond StepSafe Kids

OLWEUS Bullying Prevention ProgramK-5 School Counseling Curriculum, as defined

by ASCA

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Self Worthand

Belonging

Homework PolicyStudent Mentor Program

Community Series Discussion ForumInternet Safety Task ForceMental Health Counseling

F.A.C.T.S. WorkshopsWelcoming Schools

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Addressing Students

Health Needs


Self Worthand

Belonging

SHAC Increased parent, student & community

involvement

Fit Fest; Turn off the TV Week; Gardens

Consultation with Athletic DepartmentCollaboration with CDC

Collaboration with Wills Eye HospitalCollaboration with PA Department of Health

Guidelines for life threatening allergies Prevention & management of communicable

disease20


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Community Series


Self Worthand

Belonging

Race to Nowhere Resiliencyfrom Dr. Ken Ginsburg Social Media and Teens Use of

Technology

Community series discussion forum21


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GOAL: CURRICULUM

Develop and implement an integrated,

coherent, culturally proficient and rigorous

curriculum with relevant instruction andassessment framework.

Communicate & Monitor Curriculum Curriculum Alignment Collaboration

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Curriculum, Instruction & Assessment

The Elementary and Secondary Support Teams

have the primary charge to enhance, enrich, and

support Curriculum, Instruction, & Assessment K-12.

We work with each elementary and secondary

schools administrative leadership team and staff

members to design, implement, revise, and assessall content areas while providing classroom support,materials, resources, and professional development.

ConsensusMap Alignment

to CommonCore

Standards &

Assessment

Anchors

IncreaseCollaboration

Assessment Benchmarks &

Common

Finals

ElementaryRevised

Writing, Math,

Reading &

Science

SecondaryNew Courses

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Curriculum Goal

Professional Development: K-12 Curriculum, Instruction, & Assessment Instructional Technology Data Analysis To Inform Instruction Curriculum Mapping and Alignment Assessments FOR Learning (Formative) Assessments OF Learning (Summative) Asante African American Infusion Model (AAAIM)

24

Communicate& Monitor

Curriculum

CurriculumAlignment

Collaboration


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Curriculum

Communicate& Monitor

Curriculum

CurriculumAlignment

Collaboration

Elementary: Writing Program

Being a Writer Math Program

Investigations Reading Program

HMH- Journeys Curriculum Alignment

& Consensus Maps

Secondary: 6-12 Writing Sequence

Guide

Revised Math Sequenceand courseware

New Anthologies withscope and sequence forgrades 6, 7, & 8

Curriculum Alignment &Consensus Maps 25


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Secondary

Courses Added 2009-2011

MS ThematicCourses Points of

View (POV)

ARTiFACTS

HS Courses New English

Electives

AP Psychology AP Studio Art

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STUDENT ACHIEVEMENT

To sustain and increase the number of

students achieving at the proficient and

advanced levels in the PSSA across allgrade levels and content areas.

Identify measures of success Increase standardized assessment

scores for students in identified

groups

Identifymeasures of

success

Increasestandardized

scores

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Student Achievement Goal

Achievement TeamsMath & Reading LabsNew Math SequenceWriting Resources

28

Identifymeasures of

success


scores


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Student Achievement

Elementary And Secondary BenchmarkAssessments & Common Finals

Collaborations Focusing on StudentAchievement

Data Analysis TrainingAcademic Recovery / RAM

29

Identifymeasures of

success


scores


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CURRICULUM &

STUDENT ACHIEVEMENT GOAL

PSSA Reading, Math & Writing

Grade 5 2008 & 2011 Grade 8 2008 & 2011 Grade 11 2008 & 2011

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CURRICULUM &


Data connected to the curriculum, student achievement,

and achievement gaps goals are contained in the following

sections of the mid-point review presentation. Data from

standardized assessments is presented to underscoreprogress and identify areas of need. Student achievement

data such as standardized test score reports can be used to

inform instructional decisions. The district also collects and

analyzes information from observations, surveys, and

conversations to ensure students are growing socially and

emotionally as well as academically. The achievement datapresented in the mid-point review is but one of the many

components of a comprehensive educational program

focused on the success of every child.

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CURRICULUM &


The preliminary indicators of progress for student achievement

in reading, math, & writing at the benchmark grades of 5, 8,and 11 are presented in this section. Pennsylvania System of

School Assessment (PSSA) data from 2008 was used by the

strategic planning committee to inform the development of thestrategic plan goals, strategies, and activities. PSSA data from

2011 is the most recent achievement data available andcoincides with the strategic plan mid-point review. The 2011

reading and math results indicate an increase in the numberand percentage of students achieving at the advanced level in

grades 5, 8, and 11. The writing results are mixed at the

benchmark grades and indicate the overall percentage ofstudents performing at the proficient and above level has

remained over 84% from 2008 to 2011 in grades 5, 8, and 11while the number and percentage of students performing at the

advanced level decreased in grade 5 by 10% and in grade 11

by 5% in the same timespan. 32


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Grade5PSSAReading-2008&2011StudentAchievementGoal

%

%

%

%

%

Proficiency

Percent

LevelofProficiency

35 24 53 43 181 214 223 261Number

ofStudents

Percentage

ofStudents


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Grade8PSSAReading-2008&2011

StudentAchievementGoal

15 11 22 19 3 59 38 436

Proficiency

Percent


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Grade11PSSAReading-2008&2011


30 25 42 41 154 119 33 353

Proficiency

Percent


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Grade5PSSAMath-2008&2011


29 10 44 39 113 108 308 38

Proficiency

Percent


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32 14 32 42 126 8 305 383

Proficiency

Percent


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46 38 51 56 132 120 334 326

Proficiency

Percent


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Grade5PSSAWri'ng-2008&2011StudentAchievementGoal

0 0 9 0 330 431 82 34

Proficiency

Percent


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Grade8PSSAWri'ng-2008&2011


0 0 0 65 401 345 21 110

Proficiency

Percent


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Grade11PSSAWri'ng-2008&2011


0 0 11 2 308 301 235 195

Proficiency

Percent


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CURRICULUM &

STUDENT

ACHIEVEMENT

GOAL

PSSA Cohort Data

Grade 5 (2008) and Grade 8 (2011)Cohort

Grade 8 (2008) and Grade 11 (2011)Cohort

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CURRICULUM &


The preliminary indicators of progress for 2008 and 2011

benchmark year cohorts in PSSA Reading, Math, & Writing

are presented in this section. Data from 2008 was used bythe strategic planning committee to inform the development

of strategic plan goals, strategies, and activities. The 2008data is included for each cohort group in grades 5 and 8

and is put side by side with the 2011 data in grades 8 and

11. The reading and math results indicate an increase inthe number and percentage of students achieving at the

proficient and advanced levels for the grade 5-8 cohort.

The writing results indicate an increase in the number andpercentage of students performing at the proficient and

above levels. The largest number and percentage ofstudents performed at the proficient level for both cohorts.

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Grade 5 (2008) and Grade 8 (2011) Cohort

PSSA Math


29 10 44 39 113 108 308 387

Proficiency

Percent

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Grade 8 (2008) and Grade 11 (2011) Cohort

PSSA Math


32 38 32 56 126 120 305 326

Proficiency

Percent

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Grade5(2008)andGrade8(2011)Cohort

PSSAReading


35 11 53 19 181 59 223 436

Proficiency

Percent


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PSSAReading


15 25 22 41 3 119 38 353

Proficiency

Percent


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PSSAWri'ng


0 0 9 65 330 345 82 110

Proficiency

Percent


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PSSAWri'ng


0 0 0 2 401 301 21 195

Proficiency

Percent


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SAT, Advanced

Placement (AP), and

International

Baccalaureate (IB)

2008 & 2011

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CURRICULUM &


This section of the presentation includes data for the SAT and

Advanced Placement (AP) exams and average grades earnedby candidates in the International Baccalaureate (IB) program.

The SAT data indicates LMSD students are exceeding the

state and national averages in the 2008 planning year and atthe 2011 mid-point. AP results indicate the percentage of

students earning a 3 or higher has risen from 87% in 2008 to89% in 2011. The percentage of LMSD students scoring 3+ on

the AP exams exceeds state and national averages in both2008 and 2011 by greater than 20 percentage points. The IB

average grades for courses with 10 or more candidates in2011 indicate LMSD students are near or above globalaverages in each of the 5 courses. An IB grade is the official

score earned through IB assessments and includes the end ofyear IB exam as well as other assessments completed

throughout the school.51


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462 1.5 million

MeanScore

#of

students

475LMSD Nation State

SATCri'calReadingMean2008&2011

105,000



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462 1.5 million

MeanScore

#of

students

475LMSD Nation State

105,000

SATMathMean2008&2011



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462 1.5 million

MeanScore

#of

students

475LMSD State

105,000

SATWri'ngMean2008&2011


Nation


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District-wideAPExamScores2010&2011


254Exams

Score=5

232Exams

Score=4

18Exams

Score=3

65Exams

Score=2

36Exams

Score=1

243Exams

Score=5

184Exams

Score=4

113Exams

Score=3

49Exams

Score=2

13Exams

Score=1

APExamScoreDistribu'on2010

TotalExams:4

TotalStudents:405

APExamScoreDistribu'on2011

TotalExams:602

TotalStudents:341


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APExamMeanScoreTrend2008-2011StudentAchievementGoal

PercentofTotalAPStudentswithScores3+

Percent


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International Baccalaureate Mean GradesStudentAchievementGoal

Mathema'cal

Studies

Historyof

theAmericasEconomics English Psychology

Subjects with 10 or More Candidates 2011


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District-Wide

Post Graduation Plans

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This section of the presentation includes 3 charts containing

information about post-secondary commitments for studentsgraduating in 2010 and 2011. The percentage of students

choosing to enroll in either a 4 year or 2 year college increased

from 89% in 2010 to 91% in 2011.

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District-widePostGradua'onPlans

Classof2010&2011


Classof2010 Classof2011


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PostGradua'onPlansClassof2011



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StudentAchievementGoalPostGradua'onPlans

4Yror2YrCollege

Percentageof

Students

294 277 236 214 25 30 20 17


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GOAL: ACHIEVEMENT GAPS

To significantly decrease and/or eliminate theachievement gap for all African American students,and for other groups of students where data show the

gaps exist.

Identify/address the academic achievement needsof African-American and other students inidentified groups

Identify ways to measure improvement Improve grades for African-American and other

students in identified groups

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Achievement Gaps

4 Years of Cultural Proficiency Cadres District Wide Training (Cultural Proficiency 101

& 102)

Building Level Cultural Proficiency Cadres Cultural Proficiency 101, 102, and 103 PRPs AAAIM Elementary & Secondary Cultural Proficiency Leadership Action Plans Increase in college visits Summer Programs

Identify /address theacademicachievementneeds ofAfrican-Americanand otherstudents inidentifiedgroups

Identify waysto measureimprovement

Improvegrades forAfrican-Americanand otherstudents inidentifiedgroups

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ACHIEVEMENT GAP GOALS

African American Students

PSSA Reading, Math & Writing Grade 5 2008 & 2011 Grade 8 2008 & 2011 Grade 11 2008 & 2011

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ACHIEVEMENT GAPS GOAL

This section of the presentation is similar to the first section

and contains PSSA results for grades 5, 8, and 11 in 2008 and2011 and cohort data for grades 5 and 8 in 2008 and grades 8

and 11 in 2011. The data is presented in sections of

disaggregated subgroups identified in the strategic planningprocess. The African American student population data

indicates a decrease in the number and percentage ofstudents performing at the below basic level in reading, math,

and writing. PSSA writing cohort data for the African Americanstudents indicates an increase in the number and percentage

of students performing at the advanced level from 67% in

grade 8 in 2008 to 84% in grade 11 in 2011. Math and readingcohort data for African American students indicates a

proficiency increase from grades 5 to 8 and a proficiencydecrease from grades 8 to 11.

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AchievementGapsGoalAfricanAmericanStudents

Grade5PSSAReading2008&2011

14 4 13 9 12 15 10 4

Proficiency

Percent

LevelofProficiency

Number

ofStudents

Percentage

ofStudents

%

%

%

%

%


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Achievement Gaps GoalAfrican American Students

Grade 8 PSSA Reading 2008 & 2011

5 3 4 7 17 20 22 26

Proficiency

Percent

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Grade 11 PSSA Reading 2008 & 2011

7 9 11 11 12 27 7 17

Proficiency

Percent

69


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Grade5PSSAMath2008&2011

14 1 12 9 12 13 11 9

Proficiency

Percent


71/129


Grade 8 PSSA Math 2008 & 2011

12 8 4 15 19 17 13 16

Proficiency

Percent

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Grade 11 PSSA Math 2008 & 2011

10 12 14 17 9 25 4 10

Proficiency

Percent

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Grade 5 PSSA Writing 2008 & 2011

0 0 19 12 29 19 1 0

Proficiency

Percent

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Grade 8 PSSA Writing 2008 & 2011

0 0 15 19 31 29 0 6

Proficiency

Percent

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Grade11PSSAWri'ng2008&2011

0 0 2 10 22 46 8 5

Proficiency

Percent


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Grade5(2008)&Grade8(2011)Cohort

PSSAReading

14 3 13 12 20 10 26

Proficiency

Percent


77/129



PSSAReading

5 9 4 11 1 2 22 1

Proficiency

Percent


78/129



PSSAMath

14 8 12 15 12 1 11 16

Proficiency

Percent


79/129



PSSAMath

12 12 4 1 19 25 13 10

Proficiency

Percent


80/129

8

0



PSSAWri'ng

0 0 19 19 29 29 1 6

Proficiency

Percent


81/129



PSSAWri'ng

0 0 15 10 31 46 0 5

Proficiency

Percent


82/129


Students With IEPs

PSSA Data

Grades 5, 8, and 11 Grade 5 (2008) & Grade 8 (2011) Cohort Grade 8 (2008) & Grade 11 (2011) Cohort

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This section of the presentation is similar to the first section and

contains PSSA results for grades 5, 8, and 11 in 2008 and 2011and cohort data for grades 5 and 8 in 2008 and grades 8 and

11 in 2011. The data is presented in sections of disaggregated

subgroups identified in the strategic planning process. The datafor students with Individualized Education Plans (IEP) indicates

a decrease in the number and percentage of studentsperforming at the below basic level in reading, math, and

writing with the exception of grade 11 reading and writing. Thenumber and percentage of proficient and advanced students

fluctuated in grades 5, 8, and 11. Cohort data for students with

IEPs indicates an increase in the number and percentage ofstudents performing at the proficient and advanced levels in

each cohort except grade 8 to 11 reading. The percentage ofproficient and above students in grade 8 was 74% in 2008 and

decreased to 60% in grade 11 in 2011.83


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AchievementGapsGoalStudentswithIEPs


31 17 26 20 39 41 27 14

ProficiencyPercent


85/129



10 9 8 13 22 25 29 44

Proficiency

Percent


86/129



14 1

6

12 14 28 29 15 16

Proficiency

Percent


87/129



25 9 23 21 33 26 42 36

Proficiency

Percent


88/129



21 1

0

15 24 20 2 13 30

Proficiency

Percent


89/129



25 2

5

11 12 22 24 12 14

Proficiency

Percent


90/129



1 1 44 29 2 55 5 1

Proficiency

Percent

h l


91/129



0 1 2 30 42 49 1

Proficiency

Percent

hi l


92/129



1 3 5 15 45 43 14 4

Proficiency

Percent

A hi t G G l


93/129



PSSAReading

31 9 26 13 39 25 2 44

Proficiency

Percent

A hi t G G l


94/129



PSSAReading

10 1

6

8 14 22 29 29 16

Proficiency

Percent

A hi t G G l


95/129



PSSAMath

25 10 23 24 33 2 42 30

Proficiency

Percent

Achie ement Gaps Goal


96/129



PSSAMath

21 25 15 12 20 24 13 14

Proficiency

Percent

Achievement Gaps Goal


97/129



PSSAWri'ng

1 1 44 30 2 49 5

Proficiency

Percent



98/129



PSSAWri'ng

0 3 2 15 42 43 1 4

Proficiency

Percent


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Economically Disadvantaged Students

PSSA Data

Grades 5, 8, and 11 Grade 5 (2008) & Grade 8 (2011) Cohort Grade 8 (2008) & Grade 11 (2011) Cohort

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This section of the presentation contains PSSA results for

grades 5, 8, and 11 in 2008 and 2011 and cohort data forgrades 5 and 8 in 2008 and grades 8 and 11 in 2011. The data

for economically disadvantaged students indicates an increase

in overall proficiency in 2011 at the middle level in grade 8 anda decrease at the high school level in reading, math, and

writing with the exception of grade 11 reading and writing.Cohort data for economically disadvantaged students indicates

an increase in the number and percentage of studentsperforming at the proficient and advanced levels in the grade

5-8 cohort and a decrease in the grade 8-11 cohort. One

exception is grade 11 writing with a 6% increase in thepercentage of students at the proficient and above level.

100



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AchievementGapsGoalEconomicallyDisadvantagedStudents


11 8 9 8 15 3 9

Proficiency

Percent



102/129



4 4 2 6 12 12 10 18

Proficiency

Percent



103/129



3 10 5 10 9 19 6 9

Proficiency

Percent



104/129



11 4 8 8 5 15 12

Proficiency

Percent



105/129



8 6 4 10 11 9 5 15

Proficiency

Percent



106/129



6 14 6 14 5 12 6 8

Proficiency

Percent



107/129



0 0 16 14 13 25 2 0

Proficiency

Percent



108/129



0 0 16 16 22 0 1

Proficiency

Percent



109/129



1 0 2 11 1 30 4 5

Proficiency

Percent



110/129



PSSAReading

11 4 9 6 8 12 3 18

Proficiency

Percent



111/129



PSSAReading

4 1

0

2 10 12 19 10 9

Proficiency

Percent



112/129



PSSAMath

11 6 8 10 5 9 15

Proficiency

Percent



113/129



PSSAMath

8 1

4

4 14 11 12 5 8

Proficiency

Percent



114/129



PSSAWri'ng

0 0 16 16 13 22 2 1

Proficiency

Percent



115/129



PSSAWri'ng

0 0 11 16 30 0 5

Proficiency

Percent


116/129


SAT Data2008 & 2011

116


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This section of the presentation contains SAT mean scores

disaggregated by ethnicity. The African American student dataindicates lower mean scores on all three sections of the SAT

compared to Caucasian and Asian/Pacific Islander students.

117



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AchievementGapsGoal

367 44 32

MeanScore

#of

students

396Caucasian Students African American

Students Asian/Pacific IslanderStudents36 33

SATCri'calReadingMean2008&2011



119/129

SATMathMean2008&2011AchievementGapsGoal

367 44 32

MeanScore

#of

students



A hi t G G l


120/129

SATWri'ngMean2008&2011

AchievementGapsGoal

367 44 32

MeanScore

#of

students



The Princeton Review Pilot Program


121/129

990

1140

850

1000

1430 1410

1210

960

1330

1200

1090 1080

100

1600

1290

1040

200

400

600

800

1000

1200

1400

1600

1800

2000

2200

2400

Student1

Student2

Student3

Student4

Student5

Student6

Student7

Student8

TotalSATS

core

Beginning Score Final Scor e % Increase

34%

28%

13%19%

34%

28%

13%19%

ThePrincetonReviewPilotProgram

Spring2011

2400

Th P i t R i


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1200

910

14001510

1030

1960

1420

950

1220

1250

930

140

1650

1220

2010

1520

930

110

200

400

600

800

1000

1200

1400

1600

1800

2000

2200

2400

Student9

Student10

Student11

Student12

Student13

Student14

Student15

Student16

Student17

SATScore

BeginningScore FinalScore %Increase

18%

9%

%

ThePrincetonReview

PilotProgram

Spring2011

2400

Revolu7on Pilot


123/129

90

1320

1930

1360

1310

1550

11601090

140

210

140

1490

1890

2160

200

400

600

800

1000

1200

1400

1600

1800

2000

2200

Student1 Student2 Student3 Student4 Student5 Student6 Student

Beg inning Scor e Final Scor e % Increase

38%

86%

28%

Revolu7onPilot

Program

Spring2011

TotalSATScore


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Enrollment in

Honors Advanced Placement IB

124

A G G


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This section of the presentation contains advanced course

enrollment disaggregated by ethnicity. The African Americanstudent data indicates an increase in the average number of

advanced courses taken per student, an increase in thepercentage of African American students taking at least 1

advanced course, and an increase in the percentage of African

American students enrolled in advanced courses in relation toCaucasian and Asian/Pacific Islander students.

125

AchievementGapsGoal


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EnrollmentinAdvancedcourses-Honors,AP,&IB

Classof2008,2011,and2012

p

524 53 38

Classof2008

SeniorYear

Classof2011

4YrsofClasses

Classof2012

4YrsofClasses

487 65 40 455 65 36

AverageNumberofAdvancedCoursesPerStudent

Courses

#ofstudentsingrade

Avg#ofadv

coursesper

student

AchievementGapsGoal


127/129



p

524 53 38

Classof2008

SeniorYear

Classof2011

4YrsofClasses

Classof2012

4YrsofClasses

487 65 40 455 65 36

Percent

#ofstudentsingrade

PercentofEthnicPopula'onTakingatleast1AdvancedCourse

AchievementGapsGoal


128/129



p

524 53 38

Classof2008

SeniorYear

Classof2011

4YrsofClasses

Classof2012

4YrsofClasses

487 65 40 455 65 36

Percent

#ofstudentsingrade

PercentofAdvancedCourseEnrollmentbyEthnicity

Moving Forward


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Moving Forward

Goals and Strategies continue as defined by theStrategic Planning Committee

Activities will continue to be reviewed and refinedbased on data and evidence

Understanding & Supporting Sociocultural Identities:The Intersection of Identities, Teaching, & Learning

Presentations and documents available on DistrictWebsite

Comments always welcome at [email protected] September 19, 2011 - Board approval of Mid-Point

Review

110912 midpoint board

Documents