february 8 site visit team presentation with merger
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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
ent P
rofic
ient
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
ent P
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
ent P
rofic
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
ent P
rofic
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
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What Has Been the Result
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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
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