Goal Areas

:
(A)(4)(a): Performance on Summative Assessments –Reading, Grades 3-10 MSP
(A)(4)(a): Performance on Summative Assessments –Math, Grades 3-9 MSP, Grade 10 EOC
Performance Measures:
(E)(3)(Grades PreK-3)(a) – 3rd Grade Reading
(E)(3)(Grades 4-8)(a) – 8th Grade Algebra
(E)(3)(Grades 4-8)(b) – Math MSP
(E)(3)(Grades 4-8)(d) – Science MSP
Following are easy links to the different RTT Goal Area or Performance Measure Targets worksheets found in this file. Please
put your cursor or pointer towards the beginning of each Goal Area or Performance Measure Letter (Number):
Following are easy links to the different RTT Goal Area or Performance Measure Targets worksheets found in this file. Please
put your cursor or pointer towards the beginning of each Goal Area or Performance Measure Letter (Number):
District: SEATTLE
District 79% 74.0% 78.6%
White 91% 88.7% 90.7%
Pacific Islander 55% 61.1% 60.0%
Hispanic 65% 58.6% 65.4%
Black 53% 47.0% 57.5%
Asian 81% 73.2% 78.9%
American Indian 44% 52.9% 50.0%
Low Income 61% 53.3% 63.2%
Special Education 50.9% 52.5%
Limited English 45% 31.4% 41.2%
District 79% 76.6% 72.0%
White 90% 90.0% 87.3%
Pacific Islander 64% 64.7% 52.6%
Hispanic 66% 62.7% 53.1%
Black 56% 52.8% 42.5%
Asian 80% 76.6% 74.7%
American Indian 56% 59.5% 38.9%
Low Income 61% 59.8% 50.9%
Special Education 55.6% 50.7%
Limited English 38% 37.5% 27.6%
District 77% 73.3% 70.9%
White 90% 87.4% 86.0%
Pacific Islander 65% 55.6% 47.4%
Hispanic 64% 56.7% 53.0%
Black 50% 43.9% 45.3%
Asian 78% 77.4% 73.3%
American Indian 61% 48.6% 49.0%
Low Income 60% 54.0% 51.0%
Special Education 47.3% 45.5%
Limited English 31% 25.6% 27.0%
Methodology for determining status: Percent of students scoring proficient or higher on the statewide assessment of Measures of Student Progress
Methodology for determining growth: ESEA Flexibility AMOs (2011 baseline, 1/12 improvement to 100% per year to 2017)
7th Grade
Reading MSP
6th Grade
Reading MSP
Goal Area Goal Area Subgroup
10th Grade
Reading MSP
2012-13
Actual
2011-12
Actual
Baseline
2010-11
3rd Grade
Reading MSP
4th Grade
Reading MSP
5th Grade
Reading MSP
8th Grade
Reading MSP
Source: OSPI Report Card 2010-2012 SY
District 80% 74.0% 78.6%
White 91% 88.7% 90.7%
Pacific Islander 68% 61.1% 60.0%
Hispanic 68% 58.6% 65.4%
Black 57% 47.0% 57.5%
Asian 84% 73.2% 78.9%
American Indian 43% 52.9% 50.0%
Low Income 64% 53.3% 63.2%
Special Education 50.9% 52.5%
Limited English 36% 31.4% 41.2%
District 74% 76.6% 72.0%
White 86% 90.0% 87.3%
Pacific Islander 38% 64.7% 52.6%
Hispanic 62% 62.7% 53.1%
Black 48% 52.8% 42.5%
Asian 78% 76.6% 74.7%
American Indian 54% 59.5% 38.9%
Low Income 57% 59.8% 50.9%
Special Education 55.6% 50.7%
Limited English 30% 37.5% 27.6%
District 73% 73.3% 70.9%
White 85% 87.4% 86.0%
Pacific Islander 47% 55.6% 47.4%
Hispanic 62% 56.7% 53.0%
Black 49% 43.9% 45.3%
Asian 78% 77.4% 73.3%
American Indian 52% 48.6% 49.0%
Low Income 60% 54.0% 51.0%
Special Education 47.3% 45.5%
Limited English 24% 25.6% 27.0%
District 85% 78.4% 80.3%
White 95% 91.7% 93.4%
Pacific Islander 76% 47.6% 59.1%
Hispanic 78% 71.6% 69.1%
Black 70% 57.0% 63.9%
Asian 85% 80.5% 81.0%
American Indian 84% 53.1% 74.5%
Low Income 75% 65.0% 68.3%
Special Education 52.3% 55.3%
Limited English 31% 20.7% 25.8%
Methodology for determining status: Percent of students scoring proficient or higher on the statewide assessment of Measures of Student Progress
Methodology for determining growth: ESEA Flexibility AMOs (2011 baseline, 1/12 improvement to 100% per year to 2017)
Baseline
2010-11
2011-12
Actual Subgroup
2012-13
Actual
District: Seattle
District 74% 70.6% 67.1%
White 86% 85.3% 83.8%
Pacific Islander 45% 27.8% 30.0%
Hispanic 59% 51.4% 49.7%
Black 45% 39.6% 35.5%
Asian 79% 79.3% 71.7%
American Indian 34% 42.9% 42.1%
Low Income 54% 48.8% 44.3%
Special Education 45.4% 38.8%
Limited English 43% 39.2% 30.1%
District 70% 66.8% 64.6%
White 82% 83.3% 81.4%
Pacific Islander 50% 35.3% 36.8%
Hispanic 53% 45.7% 43.8%
Black 41% 36.3% 31.8%
Asian 80% 73.9% 69.6%
American Indian 44% 29.7% 30.6%
Low Income 51% 45.2% 40.7%
Special Education 35.4% 32.9%
Limited English 38% 27.4% 24.6%
District 70% 68.7% 65.2%
White 84% 84.0% 80.0%
Pacific Islander 41% 38.9% 26.3%
Hispanic 50% 47.3% 47.1%
Black 37% 37.0% 33.8%
Asian 78% 76.7% 74.7%
American Indian 42% 40.0% 40.8%
Low Income 50% 47.8% 44.8%
Special Education 35.6% 33.8%
Limited English 31% 26.8% 26.0%
Methodology for determining proficiency (numerator): Percent of students scoring proficient or higher on the statewide EOC 1 or EOC 2 Math Proficiecy test in 10th grade or lower. If student takes both EOCs the higher score is counted.
Methodology for continuous enrollment (CE, denominator): Students enrolled in the same school from October 1 through the end of the testing window with no more than a 30 day consecutive calendar break in enrollment at that school. Doesn't include F1 Visa students, and students who attend public schools part-time.
District 80.2% 74.9% 66.1%
White 90.8% 86.6% 82.2%
Pacific Islander 45.5% 35.3% 43.7%
Hispanic 65.4% 64.5% 45.2%
Black 57.8% 45.3% 37.5%
Asian 89.5% 85.1% 72.9%
10th Grade Math
EOC
Methodology for determining status: Percent of students scoring proficient or higher on the statewide assessment of Measures of Student Progress
Methodology for determining growth: ESEA Flexibility AMOs (2011 baseline, 1/12 improvement to 100% per year to 2017)
5th Grade Math MSP
3rd Grade Math MSP
4th Grade Math MSP
Goal Area Subgroup
2011-12
Actual
Goal Area Subgroup
2012-13
Actual
2012-13
Actual
2011-12
Actual
Baseline
2010-11
Baseline
2010-11
American Indian 69.2% 52.9% 53.6%
Two or More Races 74.8% 78.4% 65.6%
Low Income 68.7% 58.4% 48.2%
Special Education 34.0% 31.2% 18.4%
Limited English 50.0% 40.9% 33.3%
Source: OSPI Report Card 2010-2012 SY
10th Grade Math
EOC
District 70% 70.2% 65.8%
White 84% 82.1% 79.9%
Pacific Islander 53% 26.3% 22.2%
Hispanic 52% 53.6% 50.0%
Black 39% 40.1% 33.9%
Asian 81% 84.4% 78.5%
American Indian 30% 42.9% 49.1%
Low Income 51% 53.1% 48.5%
Special Education 32.3% 27.3%
Limited English 29% 37.0% 33.5%
District 72% 67.4% 65.6%
White 84% 79.9% 80.7%
Pacific Islander 48% 35.7% 36.4%
Hispanic 55% 52.2% 50.0%
Black 39% 39.5% 34.8%
Asian 84% 79.7% 75.4%
American Indian 46% 44.0% 35.4%
Low Income 54% 50.4% 45.8%
Special Education 29.8% 25.3%
Limited English 39% 30.0% 23.9%
District 69% 64.1% 61.6%
White 80% 76.4% 78.1%
Pacific Islander 33% 54.5% 44.4%
Hispanic 57% 49.5% 43.8%
Black 43% 37.1% 34.3%
Asian 84% 74.8% 70.2%
American Indian 49% 33.3% 43.6%
Low Income 55% 46.5% 44.8%
Special Education 24.5% 26.3%
Limited English 40% 36.8% 26.2%
Methodology for determining proficiency (numerator): Percent of students scoring proficient or higher on the statewide EOC 1 or EOC 2 Math Proficiecy test in 10th grade or lower. If student takes both EOCs the higher score is counted.
Methodology for continuous enrollment (CE, denominator): Students enrolled in the same school from October 1 through the end of the testing window with no more than a 30 day consecutive calendar break in enrollment at that school. Doesn't include F1 Visa students, and students who attend public schools part-time.
Methodology for determining status: Percent of students scoring proficient or higher on the statewide assessment of Measures of Student Progress
Methodology for determining growth: ESEA Flexibility AMOs (2011 baseline, 1/12 improvement to 100% per year to 2017)
Goal Area
2011-12
Actual
Baseline
2010-11
2012-13
Actual
6th Grade
Math MSP
7th Grade
Math MSP
8th Grade
Math MSP
Subgroup
Methodology for determining proficiency (numerator): Percent of students scoring proficient or higher on the statewide EOC 1 or EOC 2 Math Proficiecy test in 10th grade or lower. If student takes both EOCs the higher score is counted.
Methodology for continuous enrollment (CE, denominator): Students enrolled in the same school from October 1 through the end of the testing window with no more than a 30 day consecutive calendar break in enrollment at that school. Doesn't include F1 Visa students, and students who attend public schools part-time.
Methodology for continuous enrollment (CE, denominator): Students enrolled in the same school from October 1 through the end of the testing window with no more than a 30 day consecutive calendar break in enrollment at that school. Doesn't include F1 Visa students, and students who attend public schools part-time.
District: SEATTLE
All participating
students
79%
White 91%
Pacific Islander 60%
Hispanic 65%
Black 58%
Asian 79%
American Indian 50%
Low Income 63%
Special Education 53%
Limited English 41%
3rd grade students enrolled
from Oct 1 through test date
who participates in the
specified assessment.
(E)(3) Performance Measures
(E)(3) Performance Measures – Required for Applicants with Participating Students in Grades PreK-3
(E)(3)(Grades PreK-3)(a) % of Students Scoring Proficient or Higher on State Assessment for 3
rd
Grade Reading
Academic leading indicator: WA Statewide
Measures of Student Progress (MSP) assessment
of 3rd grade reading.
Methodology for determining status: Percent of
students scoring proficient or higher on the
statewide assessment Measures of Student
Progress
Methodology for determining targets: ESEA
Flexibility AMOs (2011 baseline, 1/12
improvement to 100% per year to 2017)
SOURCE: OSPI Report Card 2010-2011 SY and
Performance Measure Applicable Population Subgroup
Baseline
2010-
74% 79%
89% 91%
61% 55%
59% 65%
47% 53%
73% 81%
53% 44%
53% 61%
51%
31% 45%
2011-12
(actual)
2012-13
(actual)
(E)(3) Performance Measures
(E)(3) Performance Measures – Required for Applicants with Participating Students in Grades PreK-3
(E)(3)(Grades PreK-3)(a) % of Students Scoring Proficient or Higher on State Assessment for 3
rd
Grade Reading
District: SEATTLE
A B C
Subgroup
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All participating
students
1,987 5,311 36% 43% 50%
White 1,299 2,952 44% 73% 74%
Pacific Islander 11 80 14% 13% s
Hispanic 107 566 19% 23% 22%
Black 102 620 17% 27% 36%
Asian 438 1,022 43% 52% 66%
American Indian 30 71 42% 20% s
Low Income NA NA NA
Special Education NA NA NA
Limited English NA NA NA 13% 11%
*Baseline Data is for Road Map region only, i.e., North Seattle data not included. Baseline by-district data is not available.
Methodology for determining targets: Compounding growth to 2020 Target of 72.8% enrollment (twice the rate of 8th grade algebra taking in 2010 high school graduates--36%). (Target based on AMO method, half way from baseline to 100% by 2017.
Compounding growth is calculated: Pt = Pt-1* [(pf/pi)^1/(T-1)] ; where T is the total number of years, including baseline and final year.
South
Seattle
2011-12
(Actual)
South
Seattle
2012-13
(Actual)
(E)(3) Performance Measures – Required for Applicants with Participating Students in Grades 4-8
(E)(3)(Grades 4-8)(a) % of 8th Students Enrolled in a Math Class Designated as Algebra 1 or Higher.
(Algebra Geometry, Algebra 2, Pre-calculus, Statistics or any Higher Level or College Level Class)
Baseline High School Class of
2010 (REGIONAL)*
Methodology for determining status: Percent of all 8th grade students enrolled in at least one math class designated as Algebra 1 or higher. (Algebra Geometry, Algebra 2, Pre-calculus, Statistics or any higher level or college level class)
*Baseline Data is for Road Map region only, i.e., North Seattle data not included. Baseline by-district data is not available.
Methodology for determining targets: Compounding growth to 2020 Target of 72.8% enrollment (twice the rate of 8th grade algebra taking in 2010 high school graduates--36%). (Target based on AMO method, half way from baseline to 100% by 2017.
Compounding growth is calculated: Pt = Pt-1* [(pf/pi)^1/(T-1)] ; where T is the total number of years, including baseline and final year.
(E)(3) Performance Measures – Required for Applicants with Participating Students in Grades 4-8
(E)(3)(Grades 4-8)(a) % of 8th Students Enrolled in a Math Class Designated as Algebra 1 or Higher.
(Algebra Geometry, Algebra 2, Pre-calculus, Statistics or any Higher Level or College Level Class)
Methodology for determining status: Percent of all 8th grade students enrolled in at least one math class designated as Algebra 1 or higher. (Algebra Geometry, Algebra 2, Pre-calculus, Statistics or any higher level or college level class)
Methodology for determining targets: Compounding growth to 2020 Target of 72.8% enrollment (twice the rate of 8th grade algebra taking in 2010 high school graduates--36%). (Target based on AMO method, half way from baseline to 100% by 2017.
Compounding growth is calculated: Pt = Pt-1* [(pf/pi)^1/(T-1)] ; where T is the total number of years, including baseline and final year.
(E)(3) Performance Measures – Required for Applicants with Participating Students in Grades 4-8
(E)(3)(Grades 4-8)(a) % of 8th Students Enrolled in a Math Class Designated as Algebra 1 or Higher.
(Algebra Geometry, Algebra 2, Pre-calculus, Statistics or any Higher Level or College Level Class)
Methodology for determining status: Percent of all 8th grade students enrolled in at least one math class designated as Algebra 1 or higher. (Algebra Geometry, Algebra 2, Pre-calculus, Statistics or any higher level or college level class)
Washington State Math Assessment (4th - 8th grades)
E3(G4-8)b_MSP Math
Methodology for determining status: Percent of students scoring proficient or higher on the statewide assessment Measures of Student Progress
Methodology for determining growth: ESEA Flexibility AMOs (2011 baseline, 1/12 improvement to 100% per year to 2017)
SEATTLE
2011-12 Baseline
Goal area Subgroup actual 2010-11
District 70% 66.8% 64.6%
White 82% 83.3% 81.4%
Pacific Islander 50% 35.3% 36.8%
Hispanic 53% 45.7% 43.8%
Black 41% 36.3% 31.8%
Asian 80% 73.9% 69.6%
American Indian 44% 29.7% 30.6%
Low Income 51% 45.2% 40.7%
Special Education 35.4% 32.9%
Limited English 38% 27.4% 24.6%
District 70% 68.7% 65.2%
White 84% 84.0% 80.0%
Pacific Islander 41% 38.9% 26.3%
Hispanic 50% 47.3% 47.1%
Black 37% 37.0% 33.8%
Asian 78% 76.7% 74.7%
American Indian 42% 40.0% 40.8%
Low Income 50% 47.8% 44.8%
Special Education 35.6% 33.8%
Limited English 31% 26.8% 26.0%
District 70% 70.2% 65.8%
White 84% 82.1% 79.9%
Pacific Islander 53% 26.3% 22.2%
Hispanic 52% 53.6% 50.0%
Black 39% 40.1% 33.9%
Asian 81% 84.4% 78.5%
American Indian 30% 42.9% 49.1%
Low Income 51% 53.1% 48.5%
Special Education 32.3% 27.3%
Limited English 29% 37.0% 33.5%
District 72% 67.4% 65.6%
White 84% 79.9% 80.7%
Pacific Islander 48% 35.7% 36.4%
Hispanic 55% 52.2% 50.0%
Black 39% 39.5% 34.8%
Asian 84% 79.7% 75.4%
American Indian 46% 44.0% 35.4%
Low Income 54% 50.4% 45.8%
2012-13
actual
4th Grade
Math MSP
5th Grade
Math MSP
6th Grade
Math MSP
7th Grade
Math MSP
Special Education 29.8% 25.3%
Limited English 39% 30.0% 23.9%
District 69% 64.1% 61.6%
White 80% 76.4% 78.1%
Pacific Islander 33% 54.5% 44.4%
Hispanic 57% 49.5% 43.8%
Black 43% 37.1% 34.3%
Asian 84% 74.8% 70.2%
American Indian 49% 33.3% 43.6%
Low Income 55% 46.5% 44.8%
Special Education 24.5% 26.3%
Limited English 40% 36.8% 26.2%
SOURCE: OSPI Report Card 2010-2011 SY
8th Grade
Math MSP
7th Grade
Math MSP
Methodology for determining status: Percent of students scoring proficient or higher on the statewide assessment Measures of Student Progress
District: Seattle
2010-11
(Baseline)
2012-13
(Actual)
Overall 64.0% 75.0%
White 82.0% 91.0%
Pacific Islander 16.0% 71.0%
Hispanic 45.0% 59.0%
Black 30.0% 43.0%
Asian 67.0% 75.0%
American Indian 45.0% 45.0%
Low Income 39.0% 54.0%
Special Education 39.0%
Limited English 19.0% 28.0%
Overall 70.0% 75.0%
White 86.0% 88.0%
Pacific Islander 48.0% 33.0%
Hispanic 51.0% 59.0%
Black 44.0% 47.0%
Asian 76.0% 85.0%
American Indian 67.0% 60.0%
Low Income 53.0% 60.0%
Special Education 39.0%
Limited English 25.0% 35.0%
5th Grade
8th Grade
Methodology for determining
status: Percent of students scoring
proficient or higher on the
statewide assessment Measures of
Student Progress for Science.
Methodology for determining
targets: Road Map Method: 2020
target is based on the performance
of the Top Ten districts in
Washington at baseline.
Compounding growth model was
used to calculate interim targets.
SOURCE: OSPI Report Card
2010-2011 SY and 2012 - 2013 SY
(E)(3) Performance Measures – Required for Applicants with Participating Students in Grades 4-8
(E)(3)(Grades 4-8)(d): Percent of Students Scoring Proficient or Higher on State Assessment for 5th and 8th Grade Science
Performance Measure
Applicable
Population
Subgroup
(E)(3) Performance Measures – Required for Applicants with Participating Students in Grades 4-8
(E)(3)(Grades 4-8)(d): Percent of Students Scoring Proficient or Higher on State Assessment for 5th and 8th Grade Science

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