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Regarding College & Career Readiness, our results are heavily influenced by how our students identify themselves- 2 year, 4 year, career bound, etc.

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Seems to be data missing - not sure where they are pulling the data from?

Career Readiness numbers seem to be primarily from attendance data and being involved in 2 or more activities.

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What obstacles stand in the way of students coming to school?  How do we eliminate those obstacles?

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How do we address achievement gaps within our subgroups?

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Has adding more options for students in math decreased the number of students that successfully complete Adv Algebra? Do students who identify themselves as college bound know the importance of taking Adv Algebra?

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Are some of the indicators self-reported? Might not be accurate.

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We need to look at obstacles that stand in the way of students taking AP, CAPP, and Dual Credit Courses.

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Non-white students continue to have lower scores than White (obviously not just SASD or North)
District still needs to figure out how to more accurately gather the career readiness information:
The only measure that might be accurate is co-curricular activities and maybe the attendance

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How do we continue to personalize learning in order to help with overall attendance, academic achievement, and social/emotional intelligence?

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Career Readiness Indicators - Attendance is down but the rest that are reporting are up.
College level courses - down. Is enrollment down?
TC classes - up
ACT drop in all categories

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How do we increase student participation in college level courses? Not all students will be going to college, but it would be a positive experience to participate  in a higher level course.
Is dual credit something that we should be looking at for a larger population?
How do we increase community involvement?
Is it important to have students taking more classes or becoming proficient in the ones that they are interested/capable?
Grade 10 (2018-19 Juniors)
Only ready in English
Close in Reading, Science, Math
Grade 9 (2018-19 sophomores)
Only ready in English
Close in Reading, Science, Math

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ACT composite down for North AND the State. Largest minority groups- Hispanic & Asian performing well below peers.

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SASD - 39% of students are college- career ready and 46% career-military ready

ACT - 45% of our students are college ready (p. 18-19)

What accounts for the 6% discrepancy for college readiness?

What would happen if we started each upper-level course with an accounting of their readiness? Would that create a more focused mindset?

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Making community service a part of our curriculum, so that all students have the opportunity to participate is intriguing.

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Career & College Readiness: Workplace experience has increased.
Distressing that there is not more community service. Is this a reporting error?
Are students choosing less AP classes? This is what the Career & College Readiness report would seem to indicate. Maybe the Star 360 & Aspire are causing them to self identify where they should be?

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We are looking at service projects for co-curricular activities by team, or perhaps as a whole. Would have to tie that together with community service so we don't overload students even more.
Ties to PLC work?
Do scheduling conflicts or other obstacles affect the students ability to take college level or career readiness courses?
Seems the "best" teachers teach the toughest classes with the lowest percentage of students.  Is this best for our students?
Lot's of supports for high and low functioning. Not so much for the middle.

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What happened with the "Career & College Ready" for 18/19?
Seems like we are making progress in Career ready from our two data years.
On the other hand our composite ACT score dropped to its lowest level in five year.

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Missing several categories of data in '17/'18 (GPA especially). How do we encourage more community service/involvement? Nice to see that more students are participating in workplace experiences and dual credit opportunities.

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Results are disappointing; we can do better. Acknowledging the importance of family in children's development and the fact of our exponentially changing society, we need to prioritize communicating our goals and the rationales behind these goals to all families--before students enter our doors. What role can every staff member play in communicating with families? What do staff members still need to know about these goals and rationales

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Why the big ACT drop this last year across all categories?

Only about 50% of students are part of 2 or more CoCurricular activities.  With so many options how can we increase this number?

How can PLC's use some of this data to help improve?

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When it comes to the North College and Career Readiness Report Cards, I first noticed the decrease in attendance from '17/'18 to this past school year.  This means that we have much more work to do on helping students improve attendance.  I am happy to see that more of our students are career ready.  The improvement in that area is promising.  One area where I'd definitely like to see growth is with the number of kids showing readiness for 2 and 4 year colleges.  The percentages for that from 2017-2018 concern me.  When it comes to ACT, that is always tough.  We know it's important, and we need to improve, but we also know there are so many other ways that we can measure our students' success.  Still an area for growth.

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- There has to be a way to streamline career readiness points (or to promote documentation) and to check for accuracy (but do schools check for accuracy?)

- Random fun fact: less than 40% are finishing school that we do identify as "college ready" so how do we change our curriculum to better meet the educational needs?

- How do we target for improvement in the student population? Among staff/core?

- How do we get kids here, to stay here, and be productive while here?

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Regarding the district career readiness report cards: Too much missing data to draw real conclusions.

The number of "college ready" students seems low. Do we meet the educational needs of those kids who won't be moving onto a four year, or more to the point, graduating from a four year?