Green Hills Area Education Agency Accreditation Site Visit 2011

Green Hills Area Education AgencyAccreditation Visit 2011

2

Accreditation Planning & Preparation Team

• Dr. Lane Plugge, Chief• Kerry Aistrope• Kelli Burke• Terri Bush• Mark Draper• Deanna Etherington• Angie Hance• Debbie Hayes

• Val Jensen• Lori Kinyon• Jan Norgaard• Ron Russell• Cal Sinn• David VanHorn• Dawn Witt

3

GHAEA Map Showing Regional Offices

4

Regional Offices

North RegionHarlanJan Norgaard, Regional

Administrator• AHST• Harlan• Riverside• Shelby County Catholic• Treynor• Tri-Center• Underwood

Missouri ValleyValerie Jensen, Regional

Administrator • Boyer Valley• IKM-Manning• Logan-Magnolia• Missouri Valley• West Harrison• Woodbine

5

Regional Offices, continued

South Region

GlenwoodKelli Berke, Regional Administrator • Essex• Farragut• Fremont-Mills• Glenwood• Hamburg• Malvern• Nishna Valley• Sidney• South Page

Red OakKerry Aistrope, Regional Administrator• Bedford• Clarinda• Clarinda Academy• Clarinda Correctional• Clarinda Lutheran• Corning• Prescott• Red Oak• Shenandoah• Stanton• Villisca

6

Regional Offices, continued

East Region

OsceolaAngie Hance, Regional

Administrator • Central Decatur• Clarke• Lamoni• Mormon Trail• Mount Ayr• Murray

AtlanticRon Russell, Regional

Administrator • Anita• Atlantic• Cumberland-Massena• Elkhorn-Kimballton• Griswold• Walnut

CrestonDawn Witt, Regional

Administrator • Clearfield• Creston• Diagonal• East Union• Lenox• Nodaway Valley• Orient-Macksburg• St. Malachy Catholic

7

Regional Offices, continued

West Region

PetersonTerri Bush, Regional

Administrator • Lewis Central/Council

Bluffs Elementary• CBCSD Early

Childhood• CBCSD Paraeducator

PD

PetersonCal Sinn, Regional

Administrator • Lewis Central/Council

Bluffs Secondary• Heartland Christian• Iowa School for the

Deaf• St. Albert Catholic

8

Schools We Serve(n = 57)

• AHST• Anita• Atlantic• Bedford• Boyer-Valley• Central Decatur• Clarinda• Clarinda Academy• Clarinda Lutheran• Clarke• Clearfield• Corning• Council Bluffs• St. Albert

• Iowa School For the Deaf• Lamoni• Lenox• Lewis Central• Logan - Magnolia• Malvern• Missouri Valley• Mount Ayr• Mormon Trail• Murray• Nishna Valley• Nodaway Valley• Orient-Macksburg• Prescott

• Creston• Cumberland - Massena• Diagonal• East Union• Elk Horn - Kimballton• Essex• Farragut• Fremont-Mills• Glenwood• Griswold• Hamburg• Harlan• Heartland Christian• IKM & Manning

• Red Oak• Riverside• Shelby County Catholic• Shenandoah• Sidney• South Page• St. Malachy• Stanton• Treynor• Tri-Center• Underwood• Villisca• Walnut• West Harrison• Woodbine

9

Square Mileage of AEAs

10

Student Demographics

• Total Student Population: 39,748• Students in Non-Publics: 1,104• ELL Students:

1,167• Low SES Students:

17,569*

*Based on 2009 data

11

GHAEA Board of Directors

• Ed Gambs, Board President• Richard Schenck, Board Vice President• Raymond Storm• Julie Wilken• Karen Thomsen• Kenneth Lee • Marland Gammon• Randy Brown • Nancy Coziahr

12

13

Personnel

Administration 15Certified 196Classified 124Total 335

14

BudgetInstruction $4,779,380

Student Support Services $13,061,970

Instructional Staff Support Services $8,130,856

General Administration $701,521

Building Administration $3,140,562

Business & Central Administration $2,253,504

Purchasing, Distributing, Printing, Publishing, Duplicating $260,153

Operations & Maintenance of Plant $1,018,992

Student Transportation $7,100

Other Support Services $296,280

Noninstructional Programs $193,544

Facilities Acquisition and Construction $0

Debt Service $0

Total Expenditures $33,843,862

Operating Transfers Out & Other Financing Uses (LEA Part B) $2,171,417

Total Expenditures & Other Financing Uses) $36,015,279

15

Merger Activities

• A 30 month process• Longer planning than any prior AEA merger• Recommended by the

State Board of Education• Facilitated with integrity and

focused on what would be best for the students and

families of Southwest Iowa

16

Combined Services Review

• Examined all Special Education services in AEA 13 and AEA 14

• Examined all Ed Services activities in AEA 13 and AEA 14

• Enabled in-depth discussions of similarities, differences, and gaps in potential merged

AEA services

17

Feasibility Study

• Post board vote to proceed with merger • Conducted by outside consultant • Prescriptive activities, document submission

and process clearly described in IA Code• Required as part of preparation for merger application to State Board of Education

18

Consumer Input

• Multiple consumer groups across GHAEA region

• Required Public Hearings across new region• Valued input, review and direction from

Superintendent Advisory Committees in both AEAs

• Formation of a new Combined Superintendent Advisory Committee for future GHAEA

19

Communications Committee

• Past AEA mergers (NWAEA and GPAEA) recommended formation of a “Communications Committee” to address:

internal communications, reduce employee anxiety, and increase understanding of required activities Broad representation from regional offices

20

Administrative Team Work

• Monthly meetings for 24+ months• Thorough review of all programs and services• Clearly defined meeting/process roles Meeting FacilitatorPublic MinutesDecision Making Process Developed framework for future decision-making

21

Tregoe Decision Making Process

• Guiding Questions What are we trying to decide? What choices are available? What results do we want or need? What resources are available? What restrictions exist? Which objectives are mandatory? (MUSTS) What is most important? (WEIGH WANTS) Evaluate alternatives (MUSTS vs. WANTS)• Group Consensus for future actions

22

Reorganization Plan

• Driven by Iowa Code Requirements• Comprehensive review of all considerations• Collection of all prior efforts• Efficiency and Effectiveness • Cost considerations• Provided to Iowa State Board of Education on

April 30, 2009• Unanimous board approval for July 1, 2010

effective merger data

23

Vision

GHAEA - ALL we serve will have the . . .vision to see all possibilities, courage to take risks, will

to succeed, power to make a difference.

24

Mission

GHAEA will . . .collaboratively advocate for families, communities and

schools to help them achieve their goals by providing dedicated professional consultation and quality system-wide supports.

25

Guiding Principles

GHAEA is dedicated to:• innovative practice that will lead to increased

learning for all• growing and maintaining relationships that enhance

partnerships.• ensuring that all students and stakeholders can

achieve and perform at increasingly higher levels.• providing equitable and exemplary resources and

support.

26

BeliefsWe believe:• connections are established by being responsive, visible, and

attentive to stakeholders’ needs.• in valuing and utilizing the collective strengths of both internal

and external individuals and teams.• progress will be advanced through honest, trusting, and

informed conversations.• learning will occur in a safe environment that allows for risk-

taking.• listening to the ideas of others leads to an openness to

change.• ‘possibilities thinking’ will broaden the view of education.• using research and data to make informed decisions will

strengthen our systems.

27

Theory of Action

28

GHAEA GoalsGoal 1: Increase the academic performance of all students in literacy, mathematics and science,

as evidenced by the proficiency rates of students in grades three through 11. (From former Loess Hills AEA)

Goal 2: Decrease the achievement gaps in literacy, mathematics and science for diverse learners in comparison to other students including, but not limited to, students with disabilities and students living in poverty, as evidenced by the differences in proficiency rates between diverse learner subgroups of students in grades three through 11 and other students. (From former Loess Hills AEA)

Goal 3: Increase the percentage of students in grades three through eleven who are proficient in mathematics, science, and literacy, including technology literacy at 8th grade. (From former GVAEA)

Goal 4: Increase the percentage of students in different sub-groups (e.g., free and reduced, students with IEPs, ELL, migrant) who are proficient in mathematics, science and literacy, while closing the achievement gap between comparison groups (e.g., male versus female, ELL versus non-ELL). . (From former GVAEA)

Goal 5: All students experience a safe and caring learning environment that meets their needs. . (From former GVAEA)

29

30

Program Leadership Teams

Purpose of Program Leadership Teams (PLTs) 1) To ensure the vision, mission, guiding principles, and beliefs of

GHAEA are realized. 2) To provide leadership for, oversight, direct, mointor, and evaluate

programs/services outcomes of Green Hills Area Education Agency.

3) To serve as the conduit of information to and from the field about GHAEA programs and services.

Three Teams• Media & Technology• Special Education• Teaching & Learning

31

Program Leadership Teams, cont’dTeam Composition (for SPED and T&L )Approximately one-half of GHAEA regional administrators. There is diverse expertise represented by the regional administrators serving on

these teams. Each team have technology integration expertise represented as part of team

membership.

Team Composition (Media & Technology)One regional administrator from the Teaching and Learning PLT.One regional administrator from the Special Education PLT.Supervisor of learning resources. Technology integration specialists.

Note: Associate Administrator serves as a an ex officio member of all three teams

32

Program Leadership Teams, cont’dTeam FacilitationEach of the PLTs has one individual identified as team facilitator. The function of the team facilitator is to call team meetings, develop

meeting agenda, facilitate team communication (working with other team members to do so), communicate about team decisions, attend state director meetings and communicate back to the team about those meetings.

Decision-MakingTeam decisions are made by consensus, meaning decisions can be “lived

with” by each individual serving on the team.Once consensus is reached, regional administrators agree to support the

decision.

33

Leads

• 10 Leads• Roles and Responsibilities

– Leadership Responsibility for a define set of programs and/or services (e.g., SPED Reps, Teaching & Learning)

– Representation of GHAEA through the vision, mission, guiding principles and beliefs

– Collaborator and communicator – Attendance at State Meetings, content conventions (ie.

ASHA, ISHA) – Liaison to T/L PLT and/or SPED PLT – Assist in Plan Budget

34

Liaisons

• 11 Liaisons • Roles and Responsibilities

– Leadership responsibility over a sub-area of SPED or Teaching & Learning (e.g., Math)

– Attend state meetings – Communicate with Lead in an effort to streamline

information from state initiatives to AEA staff – Collaborate with Lead to plan for effective

meetings

35

Identifying Programs and Services to Achieve Goals

• GHAEA CIP goals are based on district CSIP goals– Reading– Math– Science– Closing the Gap– Climate and Culture

• Review district APRs• Review State Performance Plan Data• Annual Conversations with LEAs• Going into the 2010-11 school year relied on Merger Action Plans• Review Consumer Satisfaction Data

36

LEA/AEA Collaboration Plans

• LEA/AEA Collaboration Plans are developed annually with each district– Review data with district administrative

teams• CSIP• APR• Iowa Core Plan• SPP Data• Iowa Youth Survey

– Identify priority needs for each district and building

– LEA/AEA Collaboration Plans will be completed online

37

Program & Service Merger Action Plans

38

Providing Exceptional Service While Simultaneously Meeting or Exceeding Standards

• The following slides provide examples of how GHAEA accomplishes this goal

39

School Community Planning

• Examples under the School Community Planning standard include”– Services Include Assessing Student Needs (SCP1)– Services Aid in Developing Collaborative Relationships (SCP2)– Services Aid in Establishing a Shared Direction (SCP3)– Services Include Implementation of Actions to– Achieve Goals (SCP4)– Services Involve Measuring Progress Toward

Goals (SCP5)

40

Professional Development

• Examples under the Professional Development standard include:– Services Anticipate and Respond to Schools’ Needs (PD1)– Services Support Proven or Emerging Educational Practices (PD2)– Services Align with Schools’ Needs (PD3)– Services Adhere to Adult Learning Theory (PD4)– Services Support Improved Teaching (PD5)– Services Use Theory, Demonstration, Practice, Feedback and Coaching (PD6)– Services Address Professional Development Activities as Required by Code and/or Rule (PD7)

41

Curriculum Instruction & Assessment

• Examples in the CIA standard– Services Involve Gathering and Analyzing Student Data (CIA6)– Services Involve Comparing Data to External Knowledge Base (CIA7)– Service Involve Using Student Data and External Knowldge Base Information

to Guide Goal Setting (CIA8)– Services Involve Implementation of Actions (CIA9)

GHAEA delivers CIA services that address each of the above bulleted items in the curricular areas of Reading, Mathematics, Science and other areas.

42

Diverse Learner

• Examples under the Diverse Learner standard include:– Services Include Gifted and Talented Services (DL1)– Services Include Those for Students Who Require Special Education

(DL2)– Services Include Those for Student with Other Diverse Learner Needs (DL3)– Services Include Support to Schools and School Districts for Diverse Learners (DL4)– Services Include Special Education Compliance (DL5)

43

Multicultural, Gender-Fair

• Examples under the MCGF standard include:– Services Ensure Students are Free From Discriminatory Acts (MCGF1)– Services Establish Policies to Ensure Students are Free from

Harassment (MCGF2)– Services Incorporate Instructional Strategies and Student Activities (MCGF3)– Services Incorporate Activities to Work Effectively with Diverse Learners (MCGF4)

44

Media Services

• Examples under the Media Services standard include:– Services Align with Schools’ Needs (MS1)– Services Support Effective Instruction (MS2)– Services Include Consultation, Research and Information Services

(MS3)– Services Support Standards in Reading, Math and Science (MS4)– Services Support and Integrate Technology (MS5)

45

School Technology

• Examples under the School Technology standard include:– Services Include Planning (ST1)– Services Include Technical Assistance (ST2)– Services Include Professional Development (ST3)– Services Incorporate Instructional Technologies to Improve Student Achievement (ST4)– Services Include Implementation of Content Standards (ST5)– Services Integrate Emerging Technology (ST6)

46

Leadership

• Examples under the Leadership standard include:– Services Include Support for Recruitment (L1)– Services Include Support for Induction (L2)– Services Include Support for Retention (L3)– Services Include Leadership Professional Development (L4)– Services Address Local Educational Needs (L5)– Services Address State Educational Needs (L6)– Services Incorporate Best Practices (L7)

47

Management

• Examples under the Management standard include:– The AEA Delivers Management Services if Requested

48

Addressing Essential Accreditation Criteria

• Examples of addressing essential Accreditation Criteria:• GHAEA works to ensure services have aligned resources• GHAEA measures the effectiveness of the services it provides• GHAEA assesses the efficiency of the services it provides• GHAEA monitors the implementation of services it provides• GHAEA strives to ensure all services are equitably available

49

Results

50

READINGAll Students – GRADES 4, 8 & 11

04-05 05-06 06-07 07-08 08-09 09-10

04 75.5522827687776 73.3204633204633 76.8115942028985 75.3564899451554 79.4729542302358 77.5438596491229

08 70.0583279325984 67.0086035737922 70.4516129032258 69.6597685022795 73.2201175702156 68.8284518828449

11 74.3822674418605 77.026548672566 74.9919224555736 77.0715474209651 73.5542560103964 76.5220316178939

62.5

67.5

72.5

77.5

82.5

GHAEA - ALL STUDENTS READING - GRADES 4, 8 & 11

Perc

ent P

rofic

ient

51

READINGGap Between IEP & Non IEP Students

GRADES 4, 8 & 11

04-05 05-06 06-07 07-08 08-09 09-10

04 53.617216117216 49.1153331634603 45.2227261392504 47.5579304955031 53.2234432234432 49.3760128896092

08 57.5978458139352 57.4401028946484 58.3151482087652 54.561155394709 56.6686852656198 51.7846007081469

11 58.0485467312973 50.0785706597783 58.364297126523 51.4774678918179 59.3872133608847 49.9020471434994

32.5

37.5

42.5

47.5

52.5

57.5

62.5

67.5

GHAEA - GAP BETWEEN IEP & NON IEP STUDENTS (Measured in Percent Proficient) READING - GRADES 4, 8 & 11

52

READINGGap Between FRL & Non FRL Students

GRADES 4, 8 & 11

04-05 05-06 06-07 07-08 08-09 09-10

04 18.287264126949 18.0199837262917 16.2021300081788 17.6305046102481 13.9917862178987 15.1224366492519

08 19.9680780493526 22.0283575207212 22.6635754279754 19.4862034661501 17.1701773897744 18.7294591928894

11 19.0393752633062 16.1503127686108 17.7517091753071 18.1188464118042 20.017413435135 15.7268159086933

2.5

7.5

12.5

17.5

22.5

27.5

GHAEA - GAP BETWEEN FRL & NON FRL STUDENTS (Measured in Percent Proficient)READING - GRADES 4, 8 & 11

53

READINGGap Between Ell & Non ELL students

GRADES 4, 8 & 11

04-05 05-06 06-07 07-08 08-09 09-10

04 29.7772871218365 19.5280220184961 18.0723939399209 17.728043714515 12.9209770114943 20.6921050294544

08 41.0993755300285 36.11076595367 31.7392528627745 16.8888111989978 17.2828344187492 33.099570177423

11 44.0290084090524 18.0764116368826 23.1622627518645 42.0211727444303 38.3658194292842 37.5448361162646

12.5

17.5

22.5

27.5

32.5

37.5

42.5

47.5

52.5

57.5

GHAEA - GAP BETWEEN ELL & NON ELL STUDENTS (Measured in Percent Proficient)READING - GRADES 4, 8 & 11

54

READINGGap Between FEMALE & MALE Students

GRADES 4, 8 & 11

04-05 05-06 06-07 07-08 08-09 09-10

04 4.31660692951016 4.20492587278813 4.64678792360319 4.68553062093548 3.80053908355795 4.38596491228071

08 10.7495879825041 2.05298732607074 5.01762545624519 3.40726411797424 5.17137251236376 5.65731405578083

11 10.1480391472844 8.05366197790863 8.40023530750641 7.94995113488455 9.20478454232583 4.83603374633768

2.5

7.5

12.5

GHAEA - GAP BETWEEN FEMALE & MALE STUDENTS (Measured in Percent Proficient)READING - GRADES 4, 8 & 11

55

MATHALL STUDENTS – GRADES 4, 8 & 11

04-05 05-06 06-07 07-08 08-09 09-10

04 77.5073746312684

75.5417956656347

78.7087413855638

76.2897914379801

78.9802289281998

77.6140350877193

08 71.5027588445307

69.8100633122292

73.2554365465755

73.2092696629215

72.0314033366043

74.0740740740741

11 77.2363636363636

76.2393767705381

75.4034861200775

75.6073211314476

72.4651765468092

75.2352150537634

62.5

67.5

72.5

77.5

82.5

GHAEA - ALL STUDENTSMATH - GRADES 4, 8 & 11

Perc

ent P

rofic

ient

56

MATHGap Between IEP & Non IEP students

GRADES 4, 8 & 11

04-05 05-06 06-07 07-08 08-09 09-10

04 41.2743001691054

40.6802395209581

37.1989221877121

38.8788143616633

42.7485392842765

42.2234204896683

08 51.5977141150905

56.5659295253206

51.2928119168494

53.7242129414614

53.7833394355884

53.3358275408228

11 49.8090830946615

52.8206563872857

50.8785858681532

50.6585478215782

50.4157218442932

54.8734895791094

32.5

37.5

42.5

47.5

52.5

57.5

62.5

67.5

GHAEA - GAP BETWEEN IEP & NON IEP STUDENTS (Measured in Percent Proficient)MATH - GRADES 4, 8 & 11

Perc

ent P

rofic

ient

57

MATHGap Between FRL & Non FRL students

GRADES 4, 8 & 11

04-05 05-06 06-07 07-08 08-09 09-10

04 18.33854639626 16.9259047364 14.0727780820595

15.9163391097534

15.5640177548545

16.1329894235397

08 22.0029368224354

22.157966266093 20.1293958525291

17.7349853566843

16.7165713344245

17.6822686684329

11 16.7250344900775

17.8107554841942

15.7901217257404

17.936529894842 20.7536342014626

18.6930903582437

2.5

7.5

12.5

17.5

22.5

27.5

GHAEA - GAP BETWEEN FRL & NON FRL STUDENTS (Measured in Percent Proficient) MATH - GRADES 4, 8 & 11

Perc

ent P

rofic

ient

58

MATHGap Between ELL & Non ELL students

GRADES 4, 8 & 11

04-05 05-06 06-07 07-08 08-09 09-10

04 17.7101122778969

16.5987581809028

17.6307976282727

21.4655987314882

15.1547074189806

17.0154820757229

08 41.6457885946075

26.452850877193 27.323494687131 20.5007619339268

25.4718063991583

33.6612870379798

11 50.7935163221508

31.0265394847836

32.4064049233574

34.0228214417422

45.4830201121002

36.2431656009638

12.5

17.5

22.5

27.5

32.5

37.5

42.5

47.5

52.5

57.5

GHAEA - GAP BETWEEN ELL & NON ELL STUDENTS (Measured in Percent Proficient) MATH - GRADES 4, 8 & 11

Perc

ent P

rofic

ient

59

MATHGap Between Female & Male students

GRADES 4, 8 & 11

04-05 05-06 06-07 07-08 08-09 09-10

04 2.1 4.8 1.2 2.1 3.1 2.4

08 2.25164607456355

1.4 1 0.2 0.8 1

11 3.4 0.5 1 0.0632632682300596

3.3 1.1

2.5

7.5

12.5

GHAEA - GAP BETWEEN FEMALE & MALE STUDENTS (Measured in Percent Proficient) MATH - GRADES 4, 8 & 11

Perc

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60

SCIENCEALL Students

GRADES 4, 8 & 11

04-05 05-06 06-07 07-08 08-09 09-10

04 80.9505988023952

80.1104972375688

81.050724637681 81.9612147822906

82.022861101489 84.169884169884

08 79.2924375202855

76.9052352551359

82.5365853658537

78.9898281304802

81.8211702827088

79.7623208668296

11 79.5777211503458

79.8938053097344

78.1947589776771

81.4518814518815

77.2920065252855

79.9932637251601

62.5

67.5

72.5

77.5

82.5

GHAEA - ALL STUDENTSSCIENCE - GRADES 4, 8 & 11

Perc

ent P

rofic

ient

61

SCIENCEGap Between IEP & NON IEP Students

GRADES 4, 8 & 11

04-05 05-06 06-07 07-08 08-09 09-10

04 28.449098862007 25.7552013870366

21.6230466877576

22.4801543951642

35.1075013601594

26.3491524864561

08 37.1249855110861

44.7610183023744

38.8538683362477

40.5547157893482

36.579047807526 38.6998012157972

11 46.2462473583378

39.8632249528547

50.1897064288369

44.2254939676121

47.9768136840016

40.7402141098162

22.5

27.5

32.5

37.5

42.5

47.5

52.5

57.5

62.5

GHAEA - GAP BETWEEN IEP & NON IEP STUDENTS (Measured in percent proficient)SCIENCE - GRADES 4, 8 & 11

Perc

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rofic

ient

62

SCIENCEGap Between FRL & NON FRL Students

GRADES 4, 8 & 11

04-05 05-06 06-07 07-08 08-09 09-10

04 12.624202742445 13.9019161745501

12.5111274602986

12.7181639258934

10.6821381792005

10.9072452170305

08 16.6118997365118

17.325536852597 15.6765188023926

17.0069637153778

10.520690154091 12.1269750158606

11 15.036742535796 15.8288344265894

14.9465963716873

12.7702757207621

14.022917485817 15.5207514930694

2.5

7.5

12.5

17.5

22.5

27.5

GHAEA - GAP BETWEEN FRL & NON FRL STUDENTS (Measured in percent proficient)SCIENCE - GRADES 4, 8 & 11

Perc

ent P

rofic

ient

63

SCIENCEGap Between ELL & NON ELL Students

GRADES 4, 8 & 11

04-05 05-06 06-07 07-08 08-09 09-10

04 13.7642261198843

16.0780688238315

14.0465464159608

16.1831820538101

12.454251883746 13.5256878500122

08 31.14113576712 32.8723352946851

27.6835991103961

18.0760098471937

17.9484714477985

38.6878766280049

11 37.6261555423629

34.7095644277235

18.4635587655942

33.409673077758 27.7630268835047

34.9269259351003

12.5

17.5

22.5

27.5

32.5

37.5

42.5

47.5

52.5

57.5

GHAEA - GAP BETWEEN ELL & NON ELL STUDENTS (Measured in percent proficient)SCIENCE - GRADES 4, 8 & 11

Perc

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ient

64

SCIENCEgap between FEMALE & MALE students

GRADES 4, 8 & 11

04-05 05-06 06-07 07-08 08-09 09-10

04 0.7 0.9 1.7 0.4 1.5 0.1

08 4.5659690581779 5.20464805803925

0.794959503260287

3.25467727883522

0.675551788556007

4.07301131834846

11 7.67074089399581

6.15911485774497

5.81510567427655

6.16188654402719

4.05491372306562

4.72886755123155

2.5

7.5

12.5

GHAEA - GAP BETWEEN FEMALE & MALE STUDENTS (Measured in percent proficient)SCIENCE - GRADES 4, 8 & 11

Perc

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ient

65

8th Grade Technology Literacy2010-11 Baseline(n = 34 or 60% of GHAEA districts)

66

8th Grade Technology Literacy, cont’d

67

8th Grade Technology Literacy, cont’d

81% (1958)

10% (247)

9% (212)

8th Grade Students Technologically Literate

Yes (1958)No (247)Not Evaluated (212)

Total N = 2417

68

69

What Has Been the Result

70

Envisioning the Future• Looking to the Future: What are our strengths? What are our weaknesses or areas in which we need

improvement? What opportunities exist as we look to the future? What are the threats we must attend to as we look down the

road five, ten, even fifteen years?

71

?????

Questions