Goal Area 3: Close the Achievement Gaps Among Groups

Background Information

A first critical step in closing the achievement the gap for any subgroup(s) is acknowledging that such a gap exists. The Centennial School District has been and continues to be intentional about analyzing proficiency and growth data for each subgroup, and for individual students. The district acknowledges our achievement gaps and annually identifies specific strategies to address student needs in those targeted subgroups. In particular, based on that needs assessment, we are focusing on the special education (reading and math), Hispanic (math) and Black/Not Hispanic (reading) subgroups. We are providing additional support to our American Indian/Alaskan Native subgroup through specialized programming and parent involvement. Personalized instruction and support is provided to identified students regardless of their subgroup designation(s).

  • English Learners (EL) Program: The English Language Program (EL) in Centennial School District provides opportunities for students who speak languages, other than English, to become fluent in English. The academic growth of this subgroup is measured annually through ACCESS testing. A complete audit of this program was completed in 2012-13.
  • Special Education: The Centennial School District services the needs of over 1,000 students qualifying for special education programming. Centennial’s students are routinely among the highest performing Special Education subgroup on State Accountability Tests. Students needing sustained support over the summer months are enrolled in the district’s Extended School Year (ESY) program.
  • Community Education: The Centennial Community Education strives to serve residents of all ages with a variety of learning opportunities that are accessible and affordable. This program works to foster relationships within the community to involve and engage our residents, schools, agencies and institutions to identify and address local needs and interests.

 

2015-2016 Performance Indicators

Proficiency targets are established for the student sub-groups listed above. These targets are the focus of professional learning community and professional development activities at the district and school level. For the past three years, the district leadership has become much more focused on individual student growth data. The Department of Teaching and Learning works with building leaders to analyze these data and develop annual improvement goals.

Subgroup

Math

Reading

2016 Results

2015 Results

2016 Target*

2015 Results

2016 Target*

Math

Reading

English Learners

45.0%

46.8%

26.8%

30.5%

27.1%

26.4%

Special Education

51.4%

56.3%

45.9%

51.9%

50.7%

44.1%

Free/Reduced Priced Meals

57.4%

59.9%

50.0%

52.4%

54.0%

50.9%

American Indian

55.3%

59.8%

64.7%

58.7%

58.3%

55.3%

Asian

82.0%

73.7%

62.4%

61.8%

80.3%

66.0%

Black

60.4%

59.9%

51.2%

55.3%

59.1%

59.5%

Hispanic

51.1%

60.1%

51.0%

53.9%

44.4%

47.4%

White

77.2%

78.0%

70.7%

70.6%

77.2%

70.4%

  • targets are based on 3-year trend data to account for small group sizes and variability year to year
  • color-coding for results are as follows: blue—met target; yellow—scores maintained or improved, but target not met; white—less than a 2% decline; red—greater than 2% decline

 

Goals for 2016-2017

Student performance on state accountability tests will increase at least 2% over 3-year trend averages for each subgroup.

Subgroup

Math

Reading

2016 Results

2017 Target*

2016 Results

2017 Target*

English Learners

27.1%

35.9%

26.4%

26.0%

Special Education

50.7%

50.4%

44.1%

47.3%

Free/Reduced Priced Meals

54.0%

56.5%

50.9%

51.1%

American Indian

58.3%

54.2%

55.3%

56.9%

Asian

80.3%

78.9%

66.0%

63.7%

Black

59.1%

58.8%

59.5%

56.8%

Hispanic

44.4%

53.1%

47.4%

51.0%

White

77.2%

78.2%

70.4%

71.7%

All

75.0%

76.2%

68.5%

69.6%

  • targets are based on 3-year trend data to account for small group sizes and variability year to year

 

Systems, Strategies, and Supports for Improvement