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.
  • 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.

 

2016-2017 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

Goal*

Results

Met

Goal*

Results

Met

English Learners

35.9%

26.9%

No

26.0%

20.0%

No

Special Education

50.4%

47.6%

No

47.3%

45.9%

No

Free/Reduced

56.5%

48.3%

No

51.1%

48.6%

No 

American Indian

54.2%

53.3%

No

56.9%

60.0%

Yes 

Asian

78.9%

69.4%

No

63.7%

69.4%

Yes 

Black

58.8%

62.6%

Yes

56.8%

53.6%

No 

Hispanic

53.1%

48.4%

No

51.0%

49.4%

No 

White

78.2%

76.5%

No

71.7%

71.7%

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


Performance Summary
GoalResultGoal Status
Student performance on 2017 state accountability tests in math and reading will increase at least 2% over previous 3-year trend averages for each student subgroup.

Math - Only the Black student subgroup saw a 2-point or greater increase over the 3-year trend averages.

Reading - Only the American Indian, Asian, and White student subgroups saw 2-point or greater increases over the 3-year trend averages.

Goal Not Met


 

Goals for 2017-2018

SMART GOAL: Student performance on 2018 state accountability tests in math and reading will increase at least 2% over previous 3-year trend averages for each subgroup.

Subgroup

Math

Reading

3-Year Average

2018 Target

3-Year Average

2018 Target

English Learners

31.6%

33.6%

23.9%

25.9%

Special Education

49.9%

51.9%

45.3%

47.3%

Free/Reduced

53.2%

55.2%

49.9%

51.9%

American Indian

54.1%

56.2%

61.0%

63.0%

Asian

77.2%

79.2%

64.8%

66.8%

Black

64.0%

66.0%

54.2%

56.2%

Hispanic

48.8%

50.8%

50.5%

52.5%

White

77.0%

79.0%

71.0%

73.0%

Multiple

64.2%

66.2%

63.5%

65.5%

All

75.0%

77.0%

68.9%

70.9% 


Systems, Strategies, and Supports for Improvement