Success for All Students

Connie Skelton, Assistant SuperintendentAugust 13, 2015

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Performance and Progress in APS

2Performance and Progress: a combined effort

Instruction

CommunitySchool Climate

Success requires:•Planning•Options•Choice•Skills•Knowledge

…to allow every student to select the path that is best for them.

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MissionArlington Public Schools instills a love of learning in its students and prepares them to be responsible 

and productive global citizens.

Performance and Progress:APS Ensures Success for All Students

• Welcomes all students

• Meets the needs of the whole child

• Exhibits and monitors progressand performance

• Employs highly‐qualified teachers

• Allocates additional resources where needed

• Empowers student success

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APS Welcomes All Students

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APS Welcomes All StudentsPreK‐12 enrollment has grown over the last decade

Sources: APS Facilities & Operations, March 2015 7

18,744 18,684

21,841

24,529

0

5,000

10,000

15,000

20,000

25,000

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015School Year Ending

APS Welcomes All Students24,529 students from PreK thru Grade 12 in September 2014

Sources: Membership Summary, September 30, 2014 http://www.apsva.us/site/Default.aspx?PageID=1110Civil Rights Report, October 2014 http://www.apsva.us/Page/1116 8

Asian9%

Hispanic28%

Black10%

White47%

Other6%

Race/Ethnicity

Economically Disadvantaged

Econ. Dis.8,27834%

Non‐Econ. Dis.16,28166%

LEP6,69327%

Non‐LEP17,86673%

Limited English Proficient

SWD3,39414%

Non‐SWD21,16586%

Students with Disabilities

APS Addresses Student Needs

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APS Addresses Student Needs8,278 Econ. Dis. (34%);  16,251 not Econ. Dis. 

10Sources: Total Population as of September 30, 2014, APS Facilities & Operations

Economic Status from VDOE Fall Student Record Collection, August 2014,http://www.doe.virginia.gov/statistics_reports/enrollment/fall_membership/index.shtml

School Year Ending

34% 33% 29% 23%33% 30% 31% 31% 30% 34% 34%

66% 67% 71% 77%67% 70% 69% 69% 70%

66% 66%

0

5,000

10,000

15,000

20,000

25,000

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Econ.Dis. Non‐Econ.Dis.

APS Addresses Student Needs8,728 Econ. Dis. Students, Sept. 2014

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Econ. Dis.36%

Econ. Dis. & LEP46%

Econ. Dis. & SWD7%

Econ. Dis., LEP & SWD11%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Source: Economic Status from VDOE Fall Student Record Collection, August 2014,http://www.doe.virginia.gov/statistics_reports/enrollment/fall_membership/index.shtml, Other variables from Preliminary APS EOY SRC, reported by Planning & Evaluation, August 2014

APS Addresses Student Needs6,693 LEP (27%); 17,836 non‐LEP

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Sources: Total Population as of September 30, 2014, APS Facilities & Operations.LEP from VDOE Fall Student Record Collection, August 2014,http://www.doe.virginia.gov/statistics_reports/enrollment/fall_membership/index.shtml

School Year Ending

34% 33% 31% 31% 30% 30% 31% 31% 28% 28% 27%

66% 67% 69% 69% 70% 70% 69% 69% 72% 72% 73%

0

5,000

10,000

15,000

20,000

25,000

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

LEP Non‐LEP

APS Addresses Student Needs6,693 LEP Students, Sept. 2014

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LEP17%

LEP & Econ. Dis.65%

LEP & SWD3%

LEP, Econ. Dis. & SWD15%

0% 20% 40% 60% 80% 100%

Source: LEP from VDOE Fall Student Record Collection, August 2014,http://www.doe.virginia.gov/statistics_reports/enrollment/fall_membership/index.shtml, Other variables from Preliminary APS EOY SRC, reported by Planning & Evaluation, August 2014

APS Addresses Student Needs2,294 SWD (14%); 21,123 not SWD

14Sources: Total Population as of September 30, 2014, APS Facilities & Operations.

Students with Disabilities  from VDOE Fall Student Record Collection, August 2014,http://www.doe.virginia.gov/statistics_reports/enrollment/fall_membership/index.shtml

School Year Ending

17% 17% 16% 15% 15% 15% 14% 14% 14% 15% 14%

83% 83% 84% 85% 85% 85% 86% 86% 86% 85% 86%

0

5,000

10,000

15,000

20,000

25,000

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

SWD Non‐SWD

APS Addresses Student Needs2,294 SWD Students, Sept. 2014

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SWD51%

SWD & Econ. Dis.18%

SWD & LEP5%

SWD, Econ.Dis. & LEP26%

0% 20% 40% 60% 80% 100%

Source: Students with Disabilities from VDOE Fall Student Record Collection, August 2014,http://www.doe.virginia.gov/statistics_reports/enrollment/fall_membership/index.shtml, Other variables from Preliminary APS EOY SRC, reported by Planning & Evaluation, August 2014

APS Addresses Student NeedsLEP students come from 114 countries

16Source: Survey of Limited English Proficient Students, APS, School Year 2013‐2014, Fall 2015 http://www.apsva.us/Page/1761

APS Addresses Student NeedsLEP students by English Language Proficiency Level, 2014‐15

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Entering ELP 119%

BeginningELP 218%

Developing ELP321%

Expanding ELP 415%

Bridging ELP 58%

Reaching ELP 619%

monitoredSupported by ESOL/HILT teachers

Sources: ESOL/HILT Monitoring Report, June 2015

APS Exhibits and Monitors Progress and Performance

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APS Exhibits and Monitors Progress and Performance: SOL Results

SOL Tests:• Useful to compare:

School to school District to district One group of children to another group of children

• Do not measure, assess, or evaluate  A child's engagement A child’s willingness to work A child’s ability to achieve

• Do not reflect: Abilities of LEP students while still learning English

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APS Exhibits and Monitors Progress and Performance:  Reading SOL Pass Rates

20Sources: VDOE Customized student achievement reports, http://bi.virginia.gov/BuildATab/rdPage.aspx

80

86

7579

2013 2014 2015

Reading

APS

VA

63

74

62

71

9396

81

90

2013 2014 2015

ReadingWhite

Hispanic

Black

Asian

58

69

53

64

52

59

2013 2014 2015

Reading

Econ.Dis.

SWD

LEP

21

79

87

68

79

2012 2013 2014 2015

Math

APS

VA

60

7665

77

9195

84

93

2012 2013 2014 2015

MathWhite

Hispanic

Black

Asian

62

76

66

74

50 4953

60

2012 2013 2014 2015

Math

Econ.Dis.

SWD

LEP

Sources: VDOE Customized student achievement reports, http://bi.virginia.gov/BuildATab/rdPage.aspx

APS Exhibits and Monitors Progress and Performance:  Math SOL Pass Rates

% of English Language Learners (ELLs) enrolled in     Advanced Courses – language acquisition paves the way

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51.4%54.1%

2011 2012 2013 2014

Non‐ELL

43.5%

51.9%

2011 2012 2013 2014

Exited, English Language Proficient

23.4%28.0%

2011 2012 2013 2014

ELP Level 5 & 6

Sources: ESOL/HILT Monitoring Report, June 2015

APS Exhibits and Monitors Progress and Performance:  Advanced Courses

• Federal Accountability• State Accreditation

All schools are fully accredited based on preliminary information, 8/13/15

• APS Support – Executive Leadership Cohort (ELC)• Schools that are identified through federal  accountability or state accreditation processes

• Schools that are identified through internal APS processes

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APS Exhibits and Monitors Progress and Performance:  Accountability

www.apsva.us/statistics

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Link to  ‐ Virginia School, School Division, and State Report Cards

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APS Employs Highly‐Qualified Teachers

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APS Employs Highly‐Qualified Teachers2,205 Teachers, June 2015

0‐5 years28%

6‐10 years17%

11‐15 years17%

15‐20 years16%

21+ years21%

Bachelors8%

Bachelors + 15credits10%

Masters53%

Masters + 30 credits26%

Doctorate3%

One endorsement53%

Two or more endorsements…

Sources: APS Human Resources Employee Database, June 2015.

APS Allocates Additional Resources Where Needed

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APS Allocates Additional ResourcesElementary School Staffing

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By Students Identified as Funding Source Staffing

Economically DisadvantagedAPS Reading teachersVDOE K‐3 Classroom InitiativeUSDOE Title I teachers

Limited English Proficient

APS ESOL/HILT/HILTEX teachersAPS HILT AidesAPS Bilingual resource assistantsAPS ESOL/HILT data coordination assessment staffAPS First Language Support teacher

USDOE Title III assistants

Special Educaiton

APS Special Ed resource teachersAPS Special Ed self‐contained teachersAPS Special Ed self‐contained assistants

USDOE IDEA teachersUSDOE IDEA assistants

APS Allocates Additional ResourcesMiddle School Staffing

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By Students Identified as Funding Source Staffing

Limited English Proficient

APS ESOL/HILT/HILTEX teachersAPS Bilingual resource assistantsAPS Resource teachers for dually‐identified studentsAPS Basic Skills Improvement Program teachers

USDOE Title III assistants

Special Education

APS Special Ed resource teachersAPS Special Ed self‐contained teachersAPS Special Ed self‐contained assistants

USDOE IDEA teachersUSDOE IDEA assistants

APS Allocates Additional ResourcesHigh School Staffing

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By Students Identified as Funding Source Staffing

Economically Disadvantaged APS SOL Core Supplement teachers

Limited English Proficient

APS ESOL/HILT/HILTEX teachersAPS Bilingual resource assistantsAPS Resource teachers for dually‐identified studentsAPS HILT Transition teachers

USDOE Title III assistants

Special Education

APS Special Ed resource teachersAPS Special Ed self‐contained teachersAPS Special Ed self‐contained assistants

USDOE IDEA teachersUSDOE IDEA assistants

APS Empowers Students to Succeed

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Promoting achievement in school and beyond:

• Early childhood education• Quality of instruction

Personalized learningSupport for student needs (LEP, SWD, Econ. Dis.)Aspire2ExcellenceGraduation, drop‐out prevention

• Student engagement • Family and Community Engagement (FACE)• Wrap‐around services (community partnerships)

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APS Empowers Students to Succeed

APS Empowers Students to Succeed:PreK Programs and Student Progress

APS early childhood programs provide a foundation for learning and academic success:• Annually, almost 1,200 children enroll in APS PreK: Virginia Preschool InitiativeMontessori Special Education

• Two longitudinal studies of APS PreK–Grade 8 students show: APS PreK participants scored higher on a variety of assessments than students who did not

LEP and Econ. Dis. students benefitted from the APS PreK

34Source:  Pre‐Kindergarten Program Evaluation Report, May 2010; English Language Arts, June 2013.

APS Empowers Students to Succeed:Planning, Options, and Choices

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APS Empowers Students to Succeed:Instructional Options

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American Sign Language (ASL) – a visual, gestural language with unique grammar and syntax, making it more accessible to students with special needs.

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APS Monitors Student Performance2014 Graduation Cohort

Conclusions:Performance and Progress in APS

• APS continuously monitors student progress and performance

• Resources are targeted to meet students needs

• We identify needs and address them with care and efficacy

• We continue our focus on early literacy and meeting the needs of the whole child

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Data Sources:

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• Customized student achievement reports on VDOE’s website: http://bi.virginia.gov/BuildATab/rdPage.aspx

• School, division and state online report cards on VDOE’s website: https://p1pe.doe.virginia.gov/reportcard/

• The FY 2015 Adopted Budget Planning Factors which lay out how resources are allocated: http://www.apsva.us/Page/2276

• The Washington Area Boards of Education (WABE) guide, a statistical report prepared annually which compares area school districts' salaries, budget, cost per pupil, and class sizes: http://www.apsva.us/Page/2295

• Enrollment & Demographics Fall Membership reports on VDOE’s website: http://www.doe.virginia.gov/statistics_reports/research_data/index.shtml

Success for All Students

Connie Skelton, Assistant SuperintendentAugust 13, 2015

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Performance and Progress in APS

Federal DefinitionsLimited‐English Proficient (LEP):• English is the second language AND• Not reading or writing English at grade level

Economically Disadvantaged (Econ.Dis):• Students eligible to receive free and reduced‐price meals 

Students with Disabilities (SWD)  • Students needing special education/related services due to:

Intellectual disability; Hearing, speech, vision, orthopedic impairment; Emotional disability; Autism; Brain injury; Other health impairment; Specific learning disability, or  Multiple disabilities 41