TASB’S SUPERINTENDENT EVALUATION INSTRUMENT
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Northwest Independent School DistrictMid-Year ConferenceSuperintendent Evaluation InstrumentJanuary, 2016
General Information
The Evaluation Instrument consists of two parts: Priority Performance Goals for the superintendent and items that assess performance on Ongoing Management Responsibilities of the superintendent. In assessing performance on both the goals and the ongoing responsibilities, the board will consult data provided by the superintendent on the Commissioner’s Recommended Student Performance Domain Worksheet, data referred to in the specific items, and other data the board as a whole deems relevant to the assessment.
●Priority Performance Goals for the superintendent form the primary focus of the evaluation. They should be developed in relation to established district goals or other priorities established by the board for the superintendent. For assistance in setting Priority Performance Goals, the board may wish to consult the TASB publication, Developing Superintendent Performance Goals.
●The function of the assessment of Ongoing Management Responsibilities is both to assess general management performance and to assist the board and superintendent in identifying issues and areas they may wish to address with a Priority Performance Goal during the following evaluation year. This is a secondary aspect of the evaluation and should be used primarily to assess ongoing improvements in the district and plan for superintendent priorities in coming years.
Most items in the ongoing responsibility section include:
●A measure of effectiveness that the administration uses to drive decision-making in the particular function addressed by the item.
●Indicators that the measure is being monitored.
●Indicators that the district is continually improving.
●Provision of data the board can review to feel comfortable that the above is happening. The board should use this data assessing superintendent performance.
Rating Scale:
E / Exceptional / Progress exceeds expectations and criteria noted in the instrumentP / Proficient / Progress meets the expectations and criteria noted in the instrument
N / Needs Improvement / Progress does not meet the expectations and criteria noted in the instrument
Comments may be made on any item. Any rating of “Needs Improvement” must be accompanied by a comment indicating the nature of the deficiency or a statement of what the board expected to see in performance that was not evident
Mid-Year Formative Conference
Priority Performance Goals
Operational Goal I: Northwest ISD will design dynamic learning experiences to ensure that all students are future-ready learners.
Targeted Objective A: Design and implement curriculum that incorporates the learning requirements of future-ready students as identified by the NISD Profile of a Graduate.
Superintendent Priority Performance Goal 1:
To continue to align with the Profile of a Graduate by increasing opportunities, participation, and performance in the area of Advanced Academics and enhance the curriculum and resources in order to improve the overall learning experience for students.
Strategies will be implemented to engage students in advanced level courses and align programs and course offering to best meet the needs of all students. Awareness and explanation of current assessments and opportunities will enhance partnerships between home and school.
Actions will be implemented and monitored in the 2015 – 2016 school year.
Actions: 1. Priority actions identified, implemented
2. Reports to Board
3. PreAP, AP, and Dual Credit data collected
Targets:
●Participation:
oGrades 6-8 will have 80% of all students enrolled in a minimum of one advanced academic class (Pre-AP)
oGrades 9-12 will have at 75% of all students enrolled in a minimum of one advanced academic class (Pre-AP, AP, or Dual Credit)
●Performance:
o60% of students taking an Advanced Placement test will receive a score of 3 or higher in order to receive a recommendation of college/university credit
oStudents will maintain a 95% completion rate in Dual Credit courses
Needs Improvement / Previous Year / Proficent / Exceeds ExpectationsParticipation / 77% -Middle School
67%- High School / 80% Middle School
75% High School
Performance / 55%- AP
95%- Dual Credit / 60% receiving 3 or Higher on AP exam
95% receiving credit for course completion in Dual Credit
Strategies:
●We will conduct a High School Course Guide Audit to ensure alignment of course offerings with the Profile of a Graduate philosophy, HB5 Endorsements, and provides the most effective pathways for NISD students. Recommendations for course additions, enhancements, or deletions.
●Campus administrators and Curriculum and Instruction staff will be trained on the Rigor and Relevance framework that includes campus visits, analysis of student work, and a calibration of District wide expectations.
●We will conduct a program review of the current GATES Program K-12, to include a NISD Board Report with findings and recommendations on services to G/T students through the efforts of the CTE, Guidance, and College and Career Readiness departments, a communication and recruitment plan will be revised and enhanced in order to engage home and school as partners with the Profile of a Graduate
●Curriculum coordinators, curriculum writers, and all teachers will review SE analysis to ensure student opportunities to learn are included and appropriately delineated in curriculum. Use the data from local CBAs and other resources (including AP, ACT, SAT, PSAT assessments) to revise and align the curriculum. Continue to refine the curriculum to ensure support for teachers and students by meeting with curriculum writers each six weeks as a formative update to monitor progress.
●Analyze current CBA results to align local assessments to cognitive difficulty, content, and context of the TEKS in the units of study and the assessment questions according to the Depth of Knowledge.
●We will increase the number of teachers certified as AP readers by the College Board, the number of teachers eligible to facilitate Dual Credit instruction, and the number of teachers eligible to facilitate industry certifications.
Measurements will Include:
●Increase the participation in Advanced Academic courses for students grades 6-12 as measured by:
oAdvanced Academics enrollment- Currently 77% for middle school; 67% for high school; see chart below
oAdvanced Placement enrollment- Increase from 3,615 to 4,480 total courses; see chart below
oDual-Credit Enrollment- Fall 2015- 198 Fall 2016- 188; see chart below
●Increase the number of Advanced Academic opportunities in the following areas:
oEnrollment in targeted SAT prep courses- 548 students; see chart below
oParticipation in College Entrance exams including TSI, ACT, PSAT, and SAT; see chart below
●Increase participation and performance on AP exams- June reporting
●Increase the number of students receiving industry certification – June reporting
2013-2014 / 2014-2015 / 2015-2016College/Post-secondary Entry and Success / College acceptance and attendance data as collected by the National Clearinghouse; Reporting categories include: College enrollment, persistence, and degree attainment (2 year, 4 year, trade school or additional certification)
2015 data based on Naviance and student acceptance at a 4 year Univ.
For Class of 2014, txhighereddata.org has NISD’s Texas IHE attendance as:
2 year Schools: 19.8%, 4 year IHE:31.9%, 48.3% of NISD graduates were not trackable or not found. (Meaning the students went to the military, out-of-state, or the works force.
Person(s) Responsible:
High School Counselors / SAHS –
●Community College - 37%
●4 Year College/University - 21%
●Trade School or Apprentice Program - 5%
●Military - 11%
●Workforce - 26%
NHS –
●Community College - 32%
●4 Year College/University - 44%
●Trade School or Apprentice Program - 5%
●Military - 8%
●Workforce - 4%
●Undecided - 7%
BNHS –
●Community College - 26%
●4 Year College/University - 59%
●Trade School or Apprentice Program - 1%
●Military - 2%
●Workforce - 12% / SAHS –
●Community College – 31.6%
●4 Year College/University – 26.3%
●Trade School or Apprentice Program - 0%
●Military - 0%
●Workforce – 42.1%
NHS –
●Community College – 22.8%
●4 Year College/University – 62.1%
●Trade School or Apprentice Program – 1.9%
●Military – 7.3%
●Workforce – 3.4%
●Undecided – 2.4%
BNHS –
●Community College – 17.4%
●4 Year College/University – 77.4%
●Trade School or Apprentice Program – 0.7%
●Military – 1.6%
●Workforce – 1.6%
●Undecided – 1.3%
Total in NISD –
●Community College – 20.2%
●4 Year College/University – 69.2%
●Trade School or Apprentice Program – 1.1%
●Military – 3.8%
●Workforce – 3.9%
●Undecided – 1.7% / SAHS –
●Community College -
●4 Year College/University -
●Trade School or Apprentice Program -
●Military -
●Workforce -
NHS –
Community College
●4 Year College/University
●Trade School or Apprentice Program
●Military -
●Workforce -
●Undecided -
BNHS –
●Community College -
●4 Year College/University -
●Trade School or Apprentice Program -
●Military -
●Workforce –
Eaton*
Will not have graduates in 2016
New Measurement:
As of January - 10,704 students have accesed Naviance 33,007 times, (3,1 access points per student @ all Secondary Campuses 3.8 per student @ HS and 2.1 per student @ MS))
According to Naviance the % of 2016 seniors that have applied to college as of Jan. 1:
NHS- 42%
BNHS- 57%
SAHS- 46%
EHS- N/A
Readiness Assessments Categories: Participation; % that score College Career Readiness / ReadiStep:
●All 8th grade students participated
●40.9% College Ready (2014)
PSAT:
●2351 students participated in PSAT;
906/2351 students were “College Ready” on the PSAT report. 38.5% / Readistep:
●All 8th grade students participated
●41.8% College Ready (2015)
PSAT
●4,037; including 9th-11th grade
College Readiness:
969/2514 students were “College-Ready” on the PSAT report 38.5% / PSAT 8/9:
3130 8th and 9th graders participated; 57% of participants were “College Ready” on the PSAT 8/9 in both Reading and Math
8th Graders Performance:
859 students met the CCR Benchmark
(1424 met CCR in RW and 874 met CCR in M)
9th Graders Performance:
824 students met the CCR Benchmark
(1513 met CCR in RW and 830 met CCR in M) *Not Prev Reported at 9th Grade (50% of participants were “College Ready” on the PSAT 8/9 in both Reading and Math
PSAT/NMSQT -
2779 students in 10th and 11th grade participated on the PSAT/NMSQT
1319/2779 of 10-11th grade students were “College-Ready” in both Reading and Math on the PSAT/NMSQT. (47%)
(4424 in Grades 9-11 participated on the PSAT)*
*Executive summary of PSAT scores will be completed by Feb 8.
Admission Assessments Categories: Participation;
% that score College Career Admission level / SAT
●644 graduating seniors participated in the SAT while in high school.(2014)
●39% college ready on SAT with a combined score of 1550. (2013)
●40% college ready in SAT with a combined score of 1550 or greater. (2014)
ACT
●350 graduating seniors participated in the ACT while in high school. (2013)
35% college ready on ACT by scoring college ready on all four sections (2013) / SAT
●Will be released in Sept. 2015
ACT-
●Over 2,200 students tested in NISD. This will include students who took it outside of our testing administration.
●Individual scores have been distributed; District % of college ready has not been published. / SAT – All juniors taking in March 2nd ; Exact numbers will not be known until Summer
ACT – Exact numbers will not be known until Summer
TSI*
TSI Fall Administrations-
12 students participated on the TSI Assessment with NISD ; many more anticipated in the Spring after registration
*Will include TSI data for the 2015-2016 school year
Participation Rates in Dual Credit Courses: Measured twice a year (October and April)
Performance Rates: Reported as End of Year (EOY) data and based upon a student receiving high school and college credit for the class / Participation
●Fall 2013: 102 students
●Spring 2014: 69
Performance
●Fall 13- 94% courses attempted resulted in credit
●Spring 14- 91% courses attempted resulted in credit / Participation:
Fall 2014
●Total: 198 courses
●Potential Credit Hours: 594;
Spring 2015
●Total: 202courses potential Credit Hours: 606
Performance:
●Fall 2014- 95% courses attempted resulted in credit
●Spring 2014- 96% courses attempted resulted in credit / Participation:
Fall 2015
●Total: 132 students, taking 188 courses
●Potential Credit Hours: 564;
Performance:
●Fall 2015- 98% courses attempted resulted in credit
Participation-
●The number of students enrolled by semester and by course with a goal of 1200 Credit hours attempted and awarded
Performance-
●The number of students receiving college credit based on course completion by semester and by course
Participation/ retention rates for Advanced Placement (AP) for class enrollment based on the October snapshot data
Participation/performance rates for AP test takers. Performance will be reported for percentage of students receiving a 3-5 on the AP Exam
Person(s) Responsible:
Coordinator of Advanced Academics / At October 2013 Snapshot:
●722 students in AP English 3 & 4
●245 students in AP Calculus AB, BC, & Statistics
●415 students in AP Biology, Chemistry, Earth Science, Physics
●812 students in AP World History, US History, & Government/Economics
Retention for 2014
●97% completed AP English # & 4
●93% completed AP Calculus AB, BC, & Statistics
●98% completed AP Biology, Chemistry, Earth Science, Physics
●94% completed AP World History, US History, & Government/Economics
Participation on AP tests:
●2293 exams taken
●1100 students participated in one or more AP Exams
●77% of AP students take at least one exam
●46% of the total AP exams taken scored a 3 or higher. (2014) / 2014-2015 AP
●872 students in AP English 3 & 4
●384 students in AP Calculus AB, BC, and Statistics
●752 students in AP Biology, Chemistry, Eniv. Science, Physics
●1039 students in AP World History, US History, & Government/Economics
Retention for 2015
●98% completed AP English # & 4
●95% completed AP Calculus AB, BC, & Statistics
●98% completed AP Biology, Chemistry, Earth Science, Physics
●95% completed AP World History, US History, & Government/Economics
Participation on AP tests:
●2797 exams taken
●1331 students participated in one or more AP Exams
●79% of AP students take at least one exam
●55% of the AP exam taken scored a 3 or higher (2015) / AP Enrollment
●Current enrollment shows an increase from:3,615 courses in 2014-2015 to 4,480 in 2015-2016.
Participation on AP tests:
●In Spring of 2015, 77% of students enrolled in an AP course took the exam. We have a goal of 85% of all students enrolled in an AP course taking the exam.
Performance
●In the Spring of 2015, 55% of students taking an AP exam scored a 3 or higher. We have a goal at 60% of students taking the exam receiving a 3 or 5 for 2016.
Middle School Advanced Academics / Enrollment Percentages:
68% of all 6-8 students are enrolled in at least one PAP course
●ELA PAP: 44%
●Math PAP:44%
●Science PAP: 59%
●Social Studies PAP: 46% / Enrollment Percentages:
77% of all 6-8 students are enrolled in at least one PAP course
●ELA PAP: 49%
●Math PAP:48%
●Science PAP: 63%
●Social Studies PAP: 48% / Middle School PreAP Enrollment Participation (based on Oct snapshot)
% of students by Content
- ELA PAP – 52%
- Math PAP- 52%
- Science PAP- 67%
- Social Studies- 56%
% of students taking one or more PAP course by campus:
- Medlin- 81%
- Pike- 76%
- CTMS- 78%
- Tidwell- 76%
- Wilson- 76%
- Medlin- 97%
- Pike- 97%
- CTMS- 92%
- Tidwell- 94%
- Wilson- 91%
Middle School AVID program / n/a / n/a / Number of students enrolled and retained by grade level
One of the goals of the AVID program is to support students who previously have not taken a PAP course.
# of students participating in AVID by campus:
- Medlin- 45
- Pike- 66
- CTMS- 70
- Tidwell- 69
- Wilson- 40
High School Advanced Academics
●PAP
●AP
●Dual Credit
●CTE Certs. / HS PreAP- 2435 took at least 1 PAP course
HS AP- 1543 take at least 1 AP course; totaling 3155 courses / HS PreAP – 2712 take at least 1 PAP course
HS AP – 1748 take at least 1 AP course; totaling 3615 courses
HS DC – 282 take at least 1 DC course
55% of high school students are in at least on Advanced Academic course / High School Enrollment/Participation (based on Oct. snapshot)
% taking one or more Advanced Level course by grade level; current enrollment projections show 57% We will use October snapshot data and set the goal at 70% for 2016-2017 registration
% By course and by grade level at Oct. snapshot
- NHS – 60%
- BNHS- 73%
- SAHS- 60%
- EHS- 70%
●% of students completing course and/or gaining certification; baseline data with goals to be determined for 2016-2017 based on course offerings Will have this in June.
Career Academy Enrollment / 1073 students enrolled in a Career Academy
Specific Academy Enrollment Numbers
●Cosmetology: 42
●Culinary Arts & Hospitality: 162
●Media Arts & Technology: 348
●Medical Professions: 222
●STEM: 267
●Collegiate: 19 / 2014-15 1186 students enrolled in a Career Academy
Specific Academy Enrollment Numbers
●Cosmetology: 60
●Culinary Arts & Hospitality: 171
●Media Arts & Technology: 362
●Biomedical Sciences: 289
●STEM: 282
●Collegiate: 22
●VEI: 257 / Number of students in academies
Number of students retained in academy
2015-16- 1427 students are enrolled in a Career Academy
Specific Academy Enrollment Numbers
●Cosmetology: 60
●Culinary Arts & Hospitality: 172
●Media Arts & Technology: 345
●Biomedical Sciences: 307
●STEM: 255
●Collegiate: 54
●VEI: 234
A capacity study is completed that will allow us to report number of student who applied, were accepted, and registered. As well as a % of spaces not filled at each academy. Goal would be to be at 95% capacity for the freshman class of 2016-2017
Number of teachers certified for Advanced Academics instruction: / 5 AP Readers / 9 AP Readers / ●11- AP readers by the College Board
●3 actively teaching Dual Credit with NCTC, 4 actively teaching OnRamps with UT-Austin, 3 additional approved to teacher Dual-Credit
●Industry Certified teachers are still in progress and under review with NCTC
Number of students enrolled/participating in Advanced academic prep courses or camps by campus / 302 students enrolled in SAT Prep Course @ the HS level
246 students participated in the National Merit Prep English 2 PreAP/Algebra 2 PreAP @ the HS level
Mid-Year Progress:
●High School Course Guide Audit - The audit was completed in the Fall of 2015 and presented to the NISD School Board in Jan. 2016. The report included significant course additions and deletions designed to strengthen career pathways and produce a more coherent course sequence.
●Campus administrators and Curriculum and Instruction staff will be trained on the Rigor and Relevance framework: A three day training for all campus administrators and central office personnel that work in C and I was conducted prior to the school year over the curriculum framework and rubrics. The group of approximately ninety, was then assigned to a cohort group of 10-12 to conduct specific campus walk-throughs and training on authentic teacher work. Two of the schedule four visits have been completed to this point of the school year.
●Program review of the current GATES Program K-12: Various groups of stakeholders (teachers, parents, students) have been part of focus groups. Questions based off the five components of the Texas State Plan for Gifted guided the discussion of the focus groups. A wide array of data has been collected and is being analyzed and evaluated in conjunction with the focus group responses. The five areas of the State Plan are: Identification & Assessment, Service Design, Curriculum, Professional Development, and Family/Community. This program review will be completed and ready for a Board report in February of 2016.
●An enhanced recruitment effort for College and Career Readiness has been designed and is currently being implemented. This includes and updated registration presentation at both the middle school and high school level designed in collaboration with the Counseling, CCR, and CTE departments. The consistency of the message as well as the numerous opportunities for parents/students to view the information should lead to improved communication. In addition, high school “showcases” are scheduled for Feb. with an emphasis on various career pathways, co-curricular opportunities, and increased opportunities.