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ortheast Iowa Charter School

Northeast Charter School Evaluation Report Year One - 2005-2006 Year Two – 2006-2007 Year Three – 2007-2008 Year Four – 2008-2009. ortheast Iowa Charter School. West Central Community School District Performance Document: Formative Evaluation Tool By John Johnson.

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ortheast Iowa Charter School

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  1. Northeast Charter School Evaluation Report Year One - 2005-2006 Year Two – 2006-2007 Year Three – 2007-2008 Year Four – 2008-2009 ortheast Iowa Charter School West Central Community School District Performance Document: Formative Evaluation Tool By John Johnson

  2. Report ConclusionsProgram Evaluation – 2008-09Based on quantitative and qualitative data Sustainability Continues! Renewal Complete!! Trend line data from the 2005-06 through 2008-09 school years indicate the Northeast Charter School has continued to achieve 100% of the goals set in 2005. Quantitative and qualitative evidence supporting these accomplishments has been reported to the Iowa Department of Education. A summary of the data is included in this slide show. Minor adjustments are being made to assure sustainability. The NEICHS successfully went though the renewal process with the Iowa Department of Education and has renewed for an additional four years. New 28E agreements have been developed and approved between West Central and Northeast Iowa Community College to continue services and post-secondary offerings for the Northeast Iowa Charter High School. Strong community and school support for the charter continues.

  3. Summary of Highlights • Parents, students, and teachers believe that college courses provide academic motivation for high school students. • The academic performance of juniors and seniors has • increased during the past four years according to scores • on the ITED and ACT. • The attendance rate has increased • Discipline referrals have decreased • Renewal process completed!!!!

  4. Goal One Provide special needs and low SES students with the opportunity to develop individualized courses of study working toward a high school diploma and developing employability skills. In 2008-09, 100% of low SES students participated in college level course work; total of 46 college creditsearned. Participation is up 25% from 2008. Also, 100% of IEP students participated in college level course work; total of 37 college credits. Participation is up 40% from 2008.

  5. Goal #1: Number College Credits Earned Upon Graduation

  6. Goal #1 (Con’t): Increase Student Completion of Postsecondary Training Program(DATA CURRENTLY BEING COLLECTED)

  7. Goal #3Low SES Students Graduating with College Credits

  8. Goal #3Low SES Students Graduating with College Credits

  9. Goal #3Low SES Students Graduating with College Credits

  10. Goal #3IEP Students Graduating with College Credits

  11. Goal #3IEP Students Graduating with College Credits

  12. Goal #3IEP Students Graduating with College Credits

  13. Improving Attendance Employability Measure

  14. Reducing Office Referrals Employability Measure

  15. Goal Two Raise academic proficiencies 11th grade students in reading, mathematics, and science

  16. Goal #22006-07 & 2007-08 11th Grade Charter Students Comparison (ITED % Proficient)

  17. ITED 2006-07 & 07-0811th Grade Students - % ProficientCharter/Non-Charter comparison 2006-07 2007-08

  18. Goal #2Increase 11th Grade ITED ScoresPercent Proficient – All 11th grade

  19. Goal #2:ITED by Subgroup- 2005-0611th Grade Students - % Proficient

  20. ITED by Subgroup- 2006-0711th Grade Students - % Proficient

  21. ITED by Subgroup- 2007-0811th Grade Students - % Proficient

  22. ITED by Subgroup- 2008-0911th Grade Students - % Proficient

  23. ACT DATA: A total of twelve seniors, or 54.5% of the class of 2009, have taken the ACT with 28 being the high and 15 the lowest score, for a class total average of 21.92. 9 of 12 2009 seniors, or 75%, scored at or above the cut-score of 20, which is the cut-score used to indicate probable success in college.

  24. Goal Three Increase the percentage of students that graduate with a dual concentration of vocational and academic credits (baseline year ’03-04)

  25. Goal #4: Total Charter CreditsPre/Post Charter

  26. Goal #4: Total Charter Credits

  27. Goal #4Dual Concentration2 years pre / 4 years post charter

  28. Number College Credits Earned Upon Graduation

  29. Qualitative Data • Data Collection: • 2005/06, 2006/07, 2007/08, and 2008/09 • Students: Interviews • Teachers: Interviews • Board Members: Interviews

  30. QualitativePercent of staff and students indicating students are prepared for participation in college credit courses

  31. Learners EngagedPercent of staff and students college credit coursesare engaging to students

  32. Perception Data:2005-06Students reasons for participation in the charter verses Staff perception of why students are in the charter.

  33. Perception Data:2006-07Students reasons for participation in the charter verses Staff perception of why students are in the charter.

  34. Perception Data:2007-08Students reasons for participation in the charter verses Staff perception of why students are in the charter.

  35. Perception Data:2008-09Students reasons for participation in the charter verses Staff perception of why students are in the charter.

  36. 2008/09Benefits of the Charter schoolHigh School StaffCollege Faculty, Students (charter and non-charter) Charter Advisory Committee

  37. 2008/09Charter School Safety

  38. Qualitative Data – 2008/09 • As a result of the Charter school, more students are transferring to higher education with more college credits than ever before. • Students are taking a more rigorous course load earlier in their high school career than prior to the Charter. • Students with IEPs and who are Low SES have had an increased opportunity for participation in college. Both are finding success at the college level as a result of charter participation. • All interviewees, including Charter and Non-Charter students, high school and college faculty, and advisory members feel the Charter is good for students, families, and the West Central School District. Numerous individuals referenced the support of the school board/administration and their commitment to maintaining the charter. • The Charter Advisory Committee have a good understanding of the requirements of the Charter, the responsibilities of the Advisory Committee to the Charter, and a high degree of confidence in the leadership and administration at both NICC and West Central. The group operates independently from the school BOD; the Superintendent is responsible for communicating between the advisory committee and BOD. • Charter students and college faculty indicated that courses offered on the NICC campus were taken more seriously by students. Courses offered over the ICN were more challenging for faculty. ICN classrooms did not have monitors on site and in some cases this was a problem • College and high school faculty felt they would like to have more communication and coordination – specifically related to student success or supports needed.

  39. Report Conclusions: Program Evaluation – 2008-09Considerations for SustainabilityBased on quantitative and qualitative data • Goal #1 • Data indicates that the charter school is providing increased opportunities for students who are low income and who have IEPs, as well as students in the general population. The total numbers of IEP and Low SES students in the general population as well as those participating in the charter are small, however the percent of participation of both subgroups in the charter continues to be high from year to year. This goal is one that makes the Northeast Iowa Charter School unique. 2008-09 is the first year that a graduating class in the NEICHS had 100% participation in from both the Low SES and IEP subgroups! • Goal #2 • Continued evaluation of student performance in the charter, specifically in relationship to ITED, will be a good indicator of “value added” to a students secondary education. If students in the charter continue to have a high percentage of low SES and IEP students, and the academic performance of all charter students continues to rise, there is a clear indication that, #1) when students are challenged to higher levels of rigor and, #2) when the instruction has meaning (relevance) for them, academic performance increases. • This data continue to be provided to the appropriate administrator at the Department of Education as support for a rigor, relevance, and relationship model for high school reform.

  40. Report Conclusions:Program Evaluation – 2008-09Considerations for Sustainability, Con’tBased on quantitative and qualitative data • Goal #3 • The number of college level credits for students participating in the charter continues to increase annually. The class of 2008 graduate with an average of 27.7 credits per student and the class of 2009 graduated with an average of 22.2 credits per graduate. Students interviewed indicated that the charter is challenging but better prepares the for their life after high school. The guidance counselor does an excellent job of discussing all possible options with students, including the charter school. Students that would have not considered post-secondary education, specifically low SES and IEP students, now are taking college level courses, graduating with college credits and continuing their education beyond high school. The guidance, referral and support provided by the high school and through the charter is well established and achieving the goal. • Goal #4 • Tracking charter students through college completion of a post-secondary degree would provide quality data that will could be used for participation in Governor Culver’s newly proposed Senior Plus Program. This data is currently being collected. • Additionally, the data could be used by the school board to garner continued support and resources for the charter continuation, specifically if the data supported a reduction of time in college and cost of education due to student engagement in the charter. All of the data collected was key in the charter renewal process in 2008/09.

  41. Contact John Johnson, Charter Manager, if you have any questions regarding the Northeast Iowa Charter High School report for 2008-2009. Contact information: West Central Community School District 305 Pember Street Maynard, Iowa 50655 School: 563-637-2283 Fax: 563-637-2294 E-mail: jjohnson@w-central.k12.ia.us

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