Strategic Plan Addendum

105 Pages·2017·4.32 MB·English

P ER FO R MA NC E f a ct, INC .
Developing leaders. Transforming Practices. Inspiring Results.
Kansas City Public Schools
ADDENDUM to the Strategic Plan
A. Student Achievement Areas of Strength & Areas of Concern Root-
cause Analysis of the Current State of Student Achievement
(as defined by the Core Planning Team; January 19-20, 2017)
B. Root-cause Analysis of the Current State of Student Achievement
(as defined by the Core Planning Team; January 19-20, 2017)
C. Student Data Booklet
D. 16 Pillars Root Cause Rubric
E. Assessment of Standards-aligned Instructional System compiled by
Dr. Trinity Davis’s Team, for:
v Elementary English Language Arts & Social Studies
v Elementary Math
v Elementary Science
v Math – Grades 7-12
v Middle School Science
v Secondary Social Studies
F. A Community Approach to Challenges
G. Master Plan Components re: Transportation and Facilities
H. Major Implementation Milestones
Exhibit A
KCPS Core Planning Team (raw, unedited notes)
Student Achievement Areas of Strengths and Areas of Concern
January 19, 2017
Team Label Supporting Evidence Strength Concern
Name
NWEA Reading KCPS scores for Kindergarten beat national X
NWEA Math average in Fall 2014
LCP IB #of students participating and completers X
have increased over time
LCP IB Failure rate has increased and participation X
Team appears to be very low
Awesome Attendance Increased overall and for every subgroup X
Discipline Appears to be trending down X
Attendance Not at goal of 95% X
Discipline Black students have increased and IEP X
students have stayed the same
Increase Social Increase in EOC scores every year since 2014 X
Studies
Increase in 5th ELL 8/20 5th grade ELL students scored proficient X
Reading or advanced up from 4/20 and 5/20
Team Diversity Question in Attendance looks pretty good. That doesn't X
attendance match what we see in classes.
Disproportional Discipline data does not mirror demographic X
discipline data. Disproportionate #s of African
American students suspended
Increasing gap by In Math, from 6th to 8th grade there is a gap X
age that grows over time.
Celia, Increased student Each year from 2012 – 2016 there has been X
Janiece, attendance overall sustained increased in student attendance
Lynnette, across the board
Sharon Increased Each year from 2011-2016 there has been an X
proficiency in ELA by increase in Reading performance by ELL
ELL students in the students in grades 3-6
elementary grades
Decreased Each year from 2011-2016, 8th grade Math X
proficiency in math scores decrease
by 8th Grade
students
White students doing 17 out of 20 students in 2015-16 met standards X
well in English on State tests. Between 2011-2016, 12 out of
20 passed/and met their standards.
Less IB diplomas In the year 2016, only 12 was awarded an IB X
awarded rather than diploma and 47 never earned one. In
Team Eagles earned between 2010 and 2016, 11 or more students
did not get an awarded IB diploma.
Low graduation rate Only 68% of students graduating X
White and black low Between 2011- 2016 there were more than X
rate of high school 200 students that dropped out
drop outs
Hispanic students 13 out of 20 Hispanic students scored well on X
scored well on the the ELA test in 2015-16
ELA test
K-3 cohort Math and As compared to other cohorts, K-3 X
Reading RIT Growth maintained closest growth to Gap Math, the
status norm, etc.
Increased Overall attendance increased from 89.89% to X
attendance ALL 93.41% (2016-17)
Read MAP trend Overall percentage of students cohort X
Builders increases grades 3-7, average between a 10-20%
increase in number of students meeting
standards.
Math – MAP trend Overall percentage of students at grade 3-8 X
decreases average between a 10-40% decrease in
number of students meeting standards.
Discipline Disproportionate percentage of repeated X
disproportionate discipline incidents of African American
students as compared to all subgroups > 80%
annually.
(Team did not Kindergarten cohort Narrowing gap trend for these scores X
indicate Fall 2014-Fall 2017
name on Biology and English II Some level of stability and growth X
chart paper) scores for Ethnic
groups
Graduation rate Significant percentage of students not X
graduating
Safety concerns not 94% very important yet score C- on safety X
meeting demand
Asian, Hispanic and MAP scores over time X
White student MAP
(Team did not scores are increasing
indicate African American MAP scores over time X
name on students MAP scores
chart paper) not increasing
Attendance rates 90/90 data X
are trending up in all
subgroups
African American African American students make up 56% of X
students discipline enrollment yet 81% of discipline
African American African American students make up 56% of X
students dropout enrollment yet 68% of discipline
Discipline and Discipline and dropout rates for Black/African X
Dropout rates American Students are greater than 60%
(68.3% dropout, 81.45% discipline)
Increasing number The opportunities for AP course offering has X
Fab 5 of students in increased from 5 to 7. Number of students
Overachievers Advanced taking courses has increased.
Placement
Increased proficient More than ½ of economically disadvantaged X
and advanced students tested in English 10 scored Proficient
levels in English 10 or Advanced.
Low Science Scores In the All students category, fewer than 10 X
students scored Proficient/Advanced.
(Team did not Summer 1st Grade KCPS RIT scores for rising 2nd grade increase X
indicate over summer, whereas nationally they
name on decrease
chart paper) Summer 2nd Grade KCPS RIT scores for rising 3rd grade decreased X
over summer and gap increased in
comparison to national.
Increase # of IB Between SY 2013- 2016, we went from 28 and X
candidates and 18 awarded to 59 and 12 awarded.
diplomas awarded
Increase in Attendance increased from 89.9% to 93.4% X
attendance over last 4 years.
Increase IB # of candidates enrolled in IB increased from X X
participation, 16 (SY 10) to 59 (SY 16). 31% of students
decrease in % of awarded diploma vs 20% students.
diplomas awarded
Low % of AP students High % of students not scoring “3” X
earning college
credit
Decline in # of 28% of decline over 4 years in # of students X
diplomas dropping out 319 (SY 13) to 230 (SY 16)
Decline in total 66% decline in total # of discipline incidents in X
discipline incidents 4 years 10,298 (SY 13) à 3,478 (SY 16)
Discipline students Decrease from 2012 to 2016 X
decrease
Graduation rate Over last 6 years, 50.71% in 2010/11 to 68.68% X
increase in 2015/16
Team Decrease in MS 5/6 out of 20 advanced/proficient to 1/2 out X
AwesomeR!!! math of 20 advanced/proficient in almost all
subgroups
Consistent gap in From Fall 2014-15, 4th and 6th grade cohorts X
NWEA RIT sources there is a consistent 15-20 point RIT score gap
(Reading) between in Reading between KCPS and national norm.
district vs national
norm
Increase in dropout 4.7% increase in dropout rate of black X
rate for black students from 2011/2012 to 2015/2016.
students
Achievement gaps • Students are performing closer to X
expected in reading from 3rd grade to
X
5th grade.
• Gap widens as students go through
Team the grades.
Awesome
Proficient and Based on the data provided the number of X
Advanced scores students who score Proficient or Advanced
have decreased in certain subgroups and
content areas
Attendance Percentage increase X
Discipline incidents Percentage decrease X
Dropout Rate Percentage decrease X
Graduation Rate After 2013, we have stayed above 65% X
overall
4th to 6th 2014-2017 Started as a 13 point deficit, and ended as X
gap remained an 11 point deficit
consistent
6th and 8th KCPS RIT points to begin w/14 but ended w/10. It X
Team Trust NWEA Mean RIT decreased significantly over time.
score (Reading)
K-3rd grade cohort It started even but increased gap of 10 points X
created a gap in RIT after 3 years.
(Reading)
Gap between IB From 2011-2014 we started closing gap but X
(KCPS) and National drastically dropped.
(Math)
Exhibit B
Root Cause Analysis of the Current State of Student Achievement
Ratings of Effectiveness of Implementation of 16 High-leverage Practices
KCPS Core Planning Team (January 19-20, 2017)
Reflection on Professional Practices & Programs
All students will learn at high levels when instruction meets their needs.
What a student has not learned well yet, is something that she/he has not
been taught well yet.
Following the analysis of the current state of student achievement, the
Planning Teams used Performance Fact’s “root cause” protocol and
rubric to assess the underlying causes of the current state of student
learning and achievement.
The participants rated the effectiveness of implementation of teaching
practices, leadership practices and organizational practices, using a set
of 16 research-based, high-leverage practices, along with a 4-point rating
rubric that offered a consistent definition of each high-leverage practice.
The root-cause process also guided the identification of the “Four Pillars”
of the district’s Instructional Focus and the other recommendations in the
strategic plan. The Planning Team participants applied the rubric ratings
to the student achievement Areas of Strength (S1-11) and Areas of
Concern (C1-C11). The relative ratings provided a “map” of the
effectiveness of implementation of professional practices across the
district. The preponderance of “2” ratings on the map was highly
correlated to the current state of student achievement in the district, with
fewer than half of all students “meeting standards” by most measures.
Rubric Rating Scale
1 = Beginning Implementation 2 = Partial Implementation
3 = Full Implementation 4 = Exemplary Implementation

Performance Fact, Inc.
S S S S S S S S S S S C C C C C C C C C C C
1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11
High Leverage Practices Ratings
1 Standards-aligned consistent instruction 3 2 3 2 2 2 3 2 2 2 2 2 3 1 2 2 2 3 1 2 3 2
2 Equitable access to rigorous, high-level program 2 2 1 2 2 1 2 3 1 2 2 2 2 1 2 2 1 2 1 1 2 1
3 Differentiation 3 3 2 1 3 3 2 2 2 3 1 2 3 1 1 2 2 2 1 2 2 1
4 Culturally responsive teaching and learning 3 2 2 1 2 2 2 2 2 2 1 2 2 2 1 2 2 2 2 2 2 1
5 Data-driven continuous improvement 3 3 3 3 4 3 2 2 3 2 2 2 3 1 3 4 3 2 2 3 3 1
6 Accelerated intervention 3 3 3 2 3 2 1 2 2 2 1 1 3 2 2 3 2 1 2 2 2 1
7 Collegial collaboration and accountability 2 3 3 2 3 2 2 2 1 3 1 1 3 1 2 3 2 2 2 1 3 1
8 Results-focused professional learning 2 2 4 2 2 1 2 1 2 2 2 1 2 2 2 2 1 2 2 2 2 2
9 High expectations for all 2 2 3 2 3 1 1 1 2 2 2 2 2 2 2 3 1 1 2 2 2 2
# Effective teacher for every student, effective leader for every school 2 2 1 2 3 1 2 1 1 3 2 1 2 1 2 3 1 2 2 1 2 2
# Needs-based resource allocation 2 2 3 2 3 2 2 1 1 2 2 2 2 2 2 3 2 2 1 1 3 2
# Supports for staff 2 3 4 2 3 3 2 1 2 2 2 1 3 2 2 3 2 2 1 2 2 2
# Instructional leadership 1 3 3 3 3 2 2 2 2 2 2 1 3 2 3 3 2 2 2 2 2 2
# Safe climate for learning and work 3 3 3 2 3 3 2 2 2 3 2 2 3 2 2 3 3 2 1 2 2 2
# Effective and efficient operations 2 3 3 3 3 2 2 1 1 2 2 2 3 2 3 3 2 2 1 1 3 2
# Strong relationships with families and community 2 2 1 2 2 1 2 2 1 2 2 2 2 2 2 2 1 2 2 1 2 2
“S” = Areas of Strength, based on student data
“C” = Areas of Concern, based on student data
Performance Fact, Inc.
Exhibit C
333 Hegenberger Road, Suite 204
Oakland, CA 94621
phone. [phone]
fax. [phone]
www.performancefact.com
[email protected]
fact, Inc.
performance
™
4-Lens Data Analysis Protocol
Highlights of Student Achievement
Kansas City Public Schools
Kansas City, MO
January 2017
A. Student Demographics
B. Mathematics
C. English Language Arts
D. Science
E. Social Studies
F. Advanced Placement
G. Graduation Rate
H. Attendance/Discipline/Dropout
I. Community Survey
J. Glossary
Section A
Kansas City Public Schools
2016-2017
Total Student Population = 16,274
Kansas City Public Schools Demographic Percentages for 2016-2017
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Asian
Black/African American
Hispanic
Multi-Racial
Pacific Islander
White
English Learners
Special Education
Number of Students Out of Every 20
Ethnic or Other Subgroup Out of Every 20
Asian 1
Black/African American 11
Hispanic 5
Multi-Racial < 1
Pacific Islander <1
White 2
English Learners 5
Special Education 3
*
Ecomomically Disadvantaged *
* - Indicates the percent has been suppressed due to a potential small sample size
Data Source: Missouri Department of Elementary and Secondary Education
Data Organized by Dr. Bill Conrad - Performance Fact, Inc. ([email protected])
Performance Fact, Inc. (2017) 2
Mathematics Growth
Section B
Northwest Evaluation Association (NWEA)
Mathematics Mean RIT Scale Scores
Kindergarten Cohort to 3rd Grade
Fall- 2014 to Fall – 2017
Mathematics Growth
Mean RIT Scale Scores
2nd Grade Cohort to 5th Grade
Fall- 2014 to Fall – 2017
Data Source: Assessment Department - Kansas City Public Schools
Data Organized by Dr. Bill Conrad - Performance Fact, Inc. ([email protected])
Performance Fact, Inc. (2017) 3