ortheast iowa charter school

West Central Community School DistrictWest Central Community School District

Performance Document: Performance Document:

Formative Evaluation ToolFormative Evaluation Tool

By John JohnsonBy John Johnson

ortheast Iowa Charter School

Northeast Charter SchoolEvaluation Report

Year One - 2005-2006 Year Two – 2006-2007

Year Three – 2007-2008Year Four – 2008-2009

Report ConclusionsProgram Evaluation – 2008-09

Based on quantitative and qualitative data

Trend line data from the 2005-06 through 2008-09 school years indicate the Northeast Charter School has continued to achieve 100% of the goals set in 2005. Quantitative and qualitative evidence supporting these accomplishments has been reported to the Iowa Department of Education. A summary of the data is included in this slide show. Minor adjustments are being made to assure sustainability. The NEICHS successfully went though the renewal process with the Iowa Department of Education and has renewed for an additional four years. New 28E agreements have been developed and approved between West Central and Northeast Iowa Community College to continue services and post-secondary offerings for the Northeast Iowa Charter High School. Strong community and school support for the charter continues.

Parents, students, and teachers believe that college courses provide academic motivation for high school

students.

•The academic performance of juniors and seniors has

increased during the past four years according to scores on the ITED and ACT.

•The attendance rate has increased

•Discipline referrals have decreased

•Renewal process completed!!!!

Provide special needs and low SES students with the opportunity to develop individualized courses of study working toward a high school diploma and developing employability skills.

In 2008-09, 100% of low SES students participated in college level course work; total of 46 college credits earned. Participation is up 25% from 2008.

Also, 100% of IEP students participated in college level course work; total of 37 college credits. Participation is up 40% from 2008.

Goal #1Goal #1: Number College Credits Earned Upon Graduation

0

5

10

15

20

25

30

2003-04 2004-05 2005-06 2006-07 2007-08 2008-09

All

IEP

Low SES

Goal #1 (Con’t): Increase Student Completion of Postsecondary

Training Program

(DATA CURRENTLY BEING COLLECTED)

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

2003-04 2004-05 2005-06

4 year2 yearTechnical

Goal #3Low SES Students Graduating with College Credits

Percent of

students earning credits

020406080

100120

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

Percent of students earning credits


0 10 20 30 40 50

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

total # Credits earned


0 10 20 30

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

Average # Credits per student

Goal #3IEP Students Graduating

with College Credits

0 25 50 75 100

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

Percent of students earning credits



0 5 10 15 20 25 30 35 40

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

total # Credits earned



0 5 10 15

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

Average # Credits earned

Improving Attendance Employability Measure

8587899193959799

Percent

2004-05

2005-06

2006-07

2007-08

2008-09

Attendance Juniors Male FemaleAttendance Seniors Males Female

Reducing Office Referrals Employability Measure

010203040506070

Total & Percent

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Referrals Juniors MaleFemale Average per student

Raise academic proficiencies 11th grade students in reading,

mathematics, and science

Goal #22006-07 & 2007-08 11th Grade

Charter Students Comparison (ITED % Proficient)

767880828486889092949698

All Students2006-07

All Students2007-08

Charter 06-07 Charter 07-08

ReadingMathScience

ITED 2006-07 & 07-0811th Grade Students - % Proficient

Charter/Non-Charter comparison

0

20

40

60

80

100

All Student CharterStudents

Non-Charter

Students

ReadingMathScience

0

20

40

60

80

100

All Student CharterStudents

Non-Charter

Students

ReadingMathScience

2006-07

2007-08

Goal #2 Increase 11th Grade ITED

ScoresPercent Proficient – All 11th grade

0102030405060708090

100

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

ReadingMathScience

Goal #2: ITED by Subgroup- 2005-0611th Grade Students - % Proficient

0102030405060708090

100

AllStudent

CharterStudents

Low SES IEP

ReadingMathScience

ITED by Subgroup- 2006-07

11th Grade Students - % Proficient

0102030405060708090

100

AllStudent

CharterStudents

Low SES IEP

ReadingMathScience



0102030405060708090

All Student Low SES IEP

ReadingMathScience



0

20

40

60

80

100

All Student Low SES IEP

ReadingMathScience

ACT DATA: A total of twelve seniors, or 54.5% of the class of 2009, have taken the ACT with 28 being the high and 15 the lowest score, for a class total average of 21.92. 9 of 12 2009 seniors, or 75%, scored at or above the cut-score of 20, which is the cut-score used to indicate

probable success in college.

2005 2006 2007 2008 2009

ACTParticipation Rate

6 of 1833.3%

10 of 2343.47%

16 of 3944.44%

19 of 3161.29%

12 of 2254.54%

Average ACT Score

22.83

22.20 24.18 23.32 21.92

Increase the percentage of students that graduate with a dual concentration of vocational and academic credits (baseline year ’03-04)

Goal #4: Total Charter CreditsPre/Post Charter

2003-04Cr./StudentsAver. # Cr




All Seniors

164/276.1%

97/175.4%

465/2320.2%

666/3320.2

Low SES

2 of 825%

1 of 425%

1 of 1100%

2 of 2100%

IEP 2 of 633.3%

0 of 50%

1 of 250%

3 of 560%

Goal #4: Total Charter Credits





All Seniors

465/2320.2%

666/3320.2

861/3127.8%

488/22 22.2%

Low SES

1 of 1100%

2 of 2100%

3 of 475%

3 of 3100%

IEP 1 of 250%

3 of 560%

3 of 560%

4 of 4100%

Goal #4Dual Concentration

2 years pre / 4 years post charter

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

All Seniors

16 of 2759.3%

8 of 1747%

22 of 2396%

30 of 3391%

29 of 3196%

22 of 22100%

Low SES

2 of 825%

1 of 425%

1 of 1100%

3 of 3100%

3 of 475%

3 of 3100%

IEP 2 of 633.3%

0 of 50%

1 of 250%

3 of 560%

3 of 560%

4 of 4100%

Number College Credits Earned Upon Graduation

0

5

10

15

20

25

30

2003-04 2004-05 2005-06 2006-07 2007-08 2008-09

All

IEP

Low SES

Qualitative Data

Data Collection: 2005/06, 2006/07, 2007/08, and 2008/09

•Students: Interviews•Teachers: Interviews•Board Members: Interviews

QualitativePercent of staff and students indicating

students are prepared for participation in college credit courses

0

20

40

60

80

100

Percent

05/ 06 StudentPreparation




College Staff Charter AdvisoryCharter Students NonCharter Students

Learners EngagedPercent of staff and students college credit courses

are engaging to students

8486889092949698

100

Percent

05/ 06 StudentEnagaement

06/ 07 StudentEngagement




Perception Data:2005-06Students reasons for participation in the charter verses Staff perception of why students are in the charter.

0

25

50

75

100

Engagin

g &

Challen

gin

g

Colleg

eCre

dit

s

Cost

Savi

ngs

Care

erG

uid

ance

College Staff HS StaffCharter Students NonCharter Students


0

25

50

75

100

Engagin

g &

Challen

gin

g

Colleg

eCre

dit

s

Cost

Savi

ngs

Care

erG

uid

ance



0

25

50

75

100Engagin

g &

Challen

gin

g

Colleg

eCre

dit

s

Cost

Savi

ngs

Care

erG

uid

ance


2008/09 Benefits of the Charter schoolHigh School StaffCollege Faculty,

Students (charter and non-charter) Charter Advisory Committee

Flexibility Student ResponsibilitySecurity/ Supports Basics Completed

2008/09Charter School Safety

0

20

40

60

80

100

Percent

Safety on Bus Safety at NICC OverallFeeling of

Safety


Qualitative Data – 2008/09

• As a result of the Charter school, more students are transferring to higher education with more college credits than ever before.

• Students are taking a more rigorous course load earlier in their high school career than prior to the Charter.

• Students with IEPs and who are Low SES have had an increased opportunity for participation in college. Both are finding success at the college level as a result of charter participation.

• All interviewees, including Charter and Non-Charter students, high school and college faculty, and advisory members feel the Charter is good for students, families, and the West Central School District. Numerous individuals referenced the support of the school board/administration and their commitment to maintaining the charter.

• The Charter Advisory Committee have a good understanding of the requirements of the Charter, the responsibilities of the Advisory Committee to the Charter, and a high degree of confidence in the leadership and administration at both NICC and West Central. The group operates independently from the school BOD; the Superintendent is responsible for communicating between the advisory committee and BOD.

• Charter students and college faculty indicated that courses offered on the NICC campus were taken more seriously by students. Courses offered over the ICN were more challenging for faculty. ICN classrooms did not have monitors on site and in some cases this was a problem

• College and high school faculty felt they would like to have more communication and coordination – specifically related to student success or supports needed.

Report Conclusions: Program Evaluation – 2008-09

Considerations for SustainabilityBased on quantitative and qualitative data

Goal #1 • Data indicates that the charter school is providing increased opportunities for students who are low income and who have IEPs, as well as students in the general population. The total numbers of IEP and Low SES students in the general population as well as those participating in the charter are small, however the percent of participation of both subgroups in the charter continues to be high from year to year. This goal is one that makes the Northeast Iowa Northeast Iowa Charter School Charter School unique. 2008-09 is the first year that a graduating class in the NEICHS had 100% participation in from both the Low SES and IEP subgroups!

Goal #2• Continued evaluation of student performance in the charter, specifically in relationship to ITED, will be a good indicator of “value added” to a students secondary education. If students in the charter continue to have a high percentage of low SES and IEP students, and the academic performance of all charter students continues to rise, there is a clear indication that, #1) when students are challenged to higher levels of rigor and, #2) when the instruction has meaning (relevance) for them, academic performance increases. This data continue to be provided to the appropriate administrator at the Department of Education as support for a rigor, relevance, and relationship model for high school reform.

Report Conclusions: Program Evaluation – 2008-09

Considerations for Sustainability, Con’tBased on quantitative and qualitative data Goal #3

• The number of college level credits for students participating in the charter continues to increase annually. The class of 2008 graduate with an average of 27.7 credits per student and the class of 2009 graduated with an average of 22.2 credits per graduate. Students interviewed indicated that the charter is challenging but better prepares the for their life after high school. The guidance counselor does an excellent job of discussing all possible options with students, including the charter school. Students that would have not considered post-secondary education, specifically low SES and IEP students, now are taking college level courses, graduating with college credits and continuing their education beyond high school. The guidance, referral and support provided by the high school and through the charter is well established and achieving the goal.

Goal #4• Tracking charter students through college completion of a post-secondary degree would provide quality data that will could be used for participation in Governor Culver’s newly proposed Senior Plus Program. This data is currently being collected.Additionally, the data could be used by the school board to garner continued support and resources for the charter continuation, specifically if the data supported a reduction of time in college and cost of education due to student engagement in the charter. All of the data collected was key in the charter renewal process in 2008/09.

Contact John Johnson, Charter Manager, if you have any questions regarding the Northeast Iowa Charter High School report for 2008-2009.

Contact information:West Central Community School District305 Pember Street Maynard, Iowa 50655School: 563-637-2283Fax: 563-637-2294E-mail: [email protected]

ortheast iowa charter school

Documents

grade students

iep students

high school students

low ses students

college creditsgoal

college courses

number college credits

school years