Annual District Goals And Performance Report

School Year 2018-2019

NCSD PERFORMANCE REPORT • SCHOOL YEAR 2018-2019

Members of the North Clackamas School District Board of Directors:

Each year, I am provided with an opportunity to reflect on the accomplishments and achievements of our students, staff, and the board of directors. We have much to celebrate regarding the 2018- 2019 school year, and it is my honor to acknowledge the outstanding work that occurred in our schools and work units.

Highlights of the past year include: • North Clackamas students outpaced the state at nearly all grade levels on state assessments and 87 percent of students graduate in four years – up 21 percentage points since 2011 • Sustained progress on delivering all the commitments in a six-year, $433 million capital construction bond project with scheduled improvements at all district facilities with 17 of 41 projects complete • Maintained success in student attendance; On average over the past five years, NCSD ranks 1st out of the 15 largest school districts in Oregon • The historic naming of a future elementary school for Beatrice Morrow Cannady, a local, female African-American civil rights leader and a future high school for Adrienne C. Nelson, the first woman of color on the Oregon Supreme Court and Happy Valley resident • Strong community support that formed behind the five-year local option levy that passed in the fall of 2018 • Rolled out an online student enrollment student system

This report reviews strategic actions taken during the 2018-2019 school year and also contains a non-exhaustive list of significant completed projects that fall outside the strategic plan. Readers of this report should take note of the volume and quality of accomplishments during the 2018-2019 school year. Our school district has become widely viewed as a focused organization due to our strategic investments in equity and quality relationships and is regarded as a school district on the right path.

While I submit this report annually, no one person alone is responsible for the remarkable systems and programs available within NCSD. The breadth of accomplishment within the school district can be traced back to our school district’s core values of equity, engagement, care, integrity and excellence. It is, and has been, my privilege to work with a committed, caring Board of Directors, and a talented staff of over 2,000 focused on supporting our 17,000 students.

Respectfully,

Matthew Utterback Superintendent

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NCSD PERFORMANCE REPORT • SCHOOL YEAR 2018-2019

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District-wide Initiatives

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District Initiatives:

1. Staff Development Design A comprehensive three-year professional learning plan for new teachers was developed by a planning committee. The learning will focus strongly on building relationships and connections among the educators and with students. Tactical and operational information about routine aspects of being a teacher will also be provided. Each new teacher will be connected with a mentor for the first two years of employment and a full-time staff member will be assigned to work with the mentor pairs. This new model began implementation in the Fall of 2019.

2. Curriculum Adoption Implementation and Curriculum Improvements English Language Arts: Instructional coaches and classroom teachers across the district are charged with, and were provided support in, building capacity among other teachers for implementing the district’s new English Language Arts curriculum. The K- 12 English Language Arts leadership team worked to ensure that classroom instruction aligned to state standards through the use of new curriculum. In addition, teachers at all grade levels had access to multiple professional learning opportunities, including observing colleagues’ instruction (referred to as “Learning Walks”) and viewing/reflecting on model classrooms.

Mathematics: A system of support focused on math instruction for educators, including a three-day “How Math Teaching Matters” course, was completed in Fall 2018 for newer teachers. Four schools were identified to receive support and professional development related to math instruction. These schools participated in ongoing job-embedded learning targeted on math instruction. Through collaboration with Teachers Development Group, teachers learn methods to improve instruction by anticipating what students may say or do while solving math problems and having planned responses that further the students’ understanding. Middle school math teachers met monthly during late starts to develop and revise common assessments, practice sense-making discussions, increase mathematical thinking by justifying why a math concept works or does not work, and develop interactive math notebooks. Teachers in grades 3-5 met during

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districtwide in-service days to further integrate culturally responsive teaching practices with the adopted curriculum.

Health: Elementary health instructional development included a group of teacher leaders reviewing and proposing curriculum options, adoption of curriculum, district-wide curriculum mapping, and developing a communication plan for parents. Middle School health teachers collaborated during late starts and three full-day meetings during the school year developing curriculum maps of common assessments. Additionally, the district-wide K-12 Comprehensive Sexual Education Plan was revised during the winter and spring. A community forum was held, teacher leaders met to incorporate community feedback into the plan, and the School Board approved the plan.

3. Transitions Between Grade Span Levels A focused effort was undertaken to ensure that each student enters 9th grade prepared for the academic rigor and social demands of high school and to firmly establish a track to career and college. Students visited local colleges and universities with trained staff, including Clackamas Community College, University of Oregon, Oregon State University and University of Portland. 8th grade students visited Sabin-Schellenberg Professional Technical Center with guided tours and debriefed their visits with their teachers. These visits occurred prior to forecasting for high school electives in order to provide students with more informed choices as they planned for high school. Additionally, increased efforts were undertaken to share with 8th graders about all of the school options available at high school, including their neighborhood high school, charter schools, and magnet opportunities.

4. Culturally Relevant/Responsive/Conscious Practices The District Administrative Instructional Leadership Team worked closely with consultant Dr. LaMont Terry on understanding cultural consciousness with a specific focus on K-12th grade mathematics. Two teacher leaders from each school were routinely included in these learning opportunities, and school teams at four secondary schools conducted instructional walkthroughs with Dr. Terry.

Together with the two teachers from each school, school administrators were expected to develop school capacity around culturally relevant decision making and school plans about culturally relevant practices (CRP). Instructional Coaches were included in this work in order to serve as resources to schools and to infuse CRP into all professional development opportunities. As an example, one middle school professional learning community practiced modeling CRP that increased student dialogue and engagement in the classroom.

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Teacher leaders from multiple schools and instructional departments attended the two-day Zaretta Hammond “Ready for Rigor” workshop and developed plans for enhanced student-to-student discourse and opportunities for students to deepen their thinking.

5. Early Learning Opportunities and Coordination Staff met regularly with community partners to plan events that assist in a successful transition into elementary school. These events, including a preschool fair, county health services, parent education, and a resource fair, provided an opportunity to families, school staff and community providers to share information and learn from one another. School staff members benefited by learning about the families and students who were enrolling and about current services provided to preschoolers, while families and students received information and resources about successfully entering elementary school.

Kindergarten Jump Start was a 2-week program at eight NCSD elementary schools held in August to create a successful transition for 200 students and parents entering kindergarten. The half-day program was a time for children to meet teachers, make new friends, and get familiar with kindergarten skills, routines, and expectations. Parent meetings were led by Metropolitan Family Services twice a week to provide parents with the tools to support their child at home and school. Families were provided breakfast and lunch and received free books from the Clackamas County Library. Transportation was provided through the NCSD transportation department.

Research conducted within Clackamas County during the 2018-2019 school year led to some Headstart opportunities being restructured for fall of 2019. After several site visits, classroom observations, and a quick planning, five half-day Headstart classes were relocated from other locations in the county into an NCSD elementary school for the fall of 2019. While the Clackamas ESD continued to provide staffing and infrastructure, NCSD provided space, Nutrition Services, Transportation and administrative support heading into the 2019-2020 school year for these classrooms.

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6. Equity Model Development In order to enhance the diversity of candidates for open positions, staff held specialized recruitment fairs for bilingual educators, current NCSD student teachers, and special education educators. Administrators participated in an equity focused hiring workshop developed around identifying and dismantling implicit bias in hiring processes and practices. The district initiated a relationship and agreements with Lewis & Clark College around attracting diverse math and science teachers, including an opportunity for NCSD classified staff to become certified teachers. Additionally, the classified collective bargaining agreement was modified to include additional funds for enrolling in teacher preparation programs.

Schools completed the “YouthTruth” survey in the winter term. Students in grades 3-12 participated and instructional administrators attended training with YouthTruth consultants to learn how to interpret the data and how to best share it with stakeholder groups. Subsequent professional development was provided to district instructional coaches.

NCSD established a 35-member Equity Advisory Committee that began meeting quarterly in fall 2019. NCSD also established a Native American/Alaskan Native Parent Advisory group. The group’s focus is providing guidance on the federal Title 6 grant, as well as advising the district on educational and social issues that impact native students and families.

Additional actions included: • An additional 250 staff completed Taking It Up during the school year and 15 additional staff (including administrators and instructional coaches) completed Coaching for Educational Excellence. • An audit of affinity groups that currently are active in schools was conducted and a guide for administrators aimed at supporting affinity and allegiance student groups was developed.

7. Systematic Support for Students NCSD contracted with an outside researcher to audit practices and summarize system strengths and vulnerabilities regarding these four areas of systematic support: • Restorative Justice practices & protocols • Social Emotional Learning • Trauma Informed Care practices • Bullying prevention programs

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The findings were shared with a steering team, high school principals, and with the Instructional Executive team, who will develop plans for future action in these areas for the subsequent school year.

A comprehensive review and system update occurred related to attendance procedures, tracking, support and follow up on chronic absenteeism. A Staff Attendance handbook was completed, which will provide guidance for standard attendance protocols and attendance intervention protocols districtwide. Several professional development sessions were completed with school administrators and deans. A chronic absenteeism campaign and communication plan was designed for launch for the 2019-2020 school year and all key school personnel were trained in accessing relevant absentee data in the district’s data dashboard, Schoolzilla.

After a twelve-month hiatus, Truancy Court has resumed with all schools using a single court, housed by the City of Milwaukie Municipal Court. Prior to any work with the court, students’ unique situations and needs are reviewed by school-based Care Teams for potential interventions. This ”pre-citation review process” will be reviewed by a district office administrator prior to any referral to the court.

Each high school has a 9th grade on-track Professional Learning Community (PLC) with a coach from Stand for Children. These teams have implemented tracking and intervention processes and preventive measures. Significant results were seen at Milwaukie High School and refinements to the PLC processes will be made during the 2019-2020 school year.

8. Access and Efficiency through Technology The school district prepared for the rollout of a paperless student enrollment process to increase safety, access and efficiency for staff, students and families. A multi-department committee contributed to the development of the rollout plan. This cross departmental effort included training for relevant staff, communication to stakeholders and families. Specific outreach occurred to ensure that families had the tools and access needed to move to a digital process, including the establishment of open lab times and a telephone support helpline as well as language specific supports in language other than English. As of the end of the summer of 2019, nearly 500 phone calls were fielded, and approximately 150 people attended the open lab sessions.

The district continues to increase its alignment to federal standards for the accessibility of all district websites with primary attention to increasing the accessibility for those with vision impairments. District website administrators and teachers received training to publish websites in an accessible format. All departments and schools now have the resources needed to create these websites

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which are routinely audited for compliance. The district continues to work toward meeting the requirements listed in its Website Accessibility Statement.

The district initiated a single sign-on service that provides access to all district technology systems in one secure portal. Functionally, students can access online curriculum, and classroom tools, allowing students to access education materials swiftly. For staff, all district systems can be found in one portal, with one log-in that allows for access to absence management, student information system, purchasing tools and others. This system increases data security by providing a single log out system and encrypted passwords to access systems through one sign on. The ease of login for kindergarten and 1st grade students using a single QR code has increased usable instructional time and increased the use of technology in daily instruction with our youngest students. This moved the school district more closely toward a fully digital set of resources, which decreased frustration and increased instructional time. This also promoted the use of technology in the classroom.

Approximately 50 teachers participated in a yearlong study developing digital lessons in support of the English Language Arts adoption for students in grades K-2. This served to develop teacher leadership, provide ongoing training and provide classroom-ready lessons that the teacher leaders or their colleagues could use immediately. Topics addressed included using pictures, writing, video, music, and voice recording to help students express their learning and for teachers to use in both assessment and instruction.

9. Student and School Safety The Security Task Force, representing employee groups, community members, local law enforcement, students and board members, was re-established and developed recommendations to the Superintendent regarding risk mitigation, preparedness, response and recovery with a focus on student and staff safety. All Security Task Force recommendations were assigned priority levels. Staff initiated work on the implementation of the highest priority recommendations relating to facility security, threat assessment and incidents occurring on school busses. Planning for the piloting of secure building entries (including buzz-in systems) at multiple schools also occurred.

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Schools are now equipped with at least one, and more at secondary schools, staff member trained in suicide and threat assessment. These assessment protocols have been screened through a lens of equity.

10. College and Career Readiness Staff developed a freshman five-year college and career plan that each student works through in their 9th grade Study Hall course. Additionally, the College and Career Readiness course for all 11th grade students was revised to include a focus on students’ individual college and career plans. This laid the groundwork for future plans to be initiated in 7th grade and encompass grades 8 though 13. Awareness, exploration and planning for college and career readiness are now the focus of this work at middle school. Along with college visits, middle school students and high school students now have access to financial planning workshops aimed at post- high school education, college application essay workshops, and mock interviews.

SAT test preparation support for historically underserved students was piloted at one high school and preparations have occurred for similar programs at all high schools in the coming school year. The application to initiate an Advanced Placement Diploma option at Clackamas High School was completed. This served as a pilot and will be considered for expansion to Milwaukie High School if determined successful. Rex Putnam High School developed a plan to include all 11th graders in International Baccaleaureate (IB) English next school year.

All Career Technical Education programs started under High School Success (Measure 98) were underway during the 2018-2019 school year and poised to grow in future years. A second-year course option for Math and Construction was offered and students who formerly were in a remedial or below-level Algebra II course, had the option to participate in an application-based math class that pairs algebra with finance and economics. The Financial Algebra class, which served to meet the Algebra II requirement for graduation, was successfully piloted at Rex Putnam High School and all neighborhood high schools/Sabin-Schellenberg Professional Technical Center will move to Financial Algebra in place of Integrated Algebra moving forward.

Schools teams now rely on Schoolzilla for timely and on-demand access to student achievement, discipline, credit, grade and attendance data. Data is accessible by

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NCSD PERFORMANCE REPORT • SCHOOL YEAR 2018-2019

student demographic groups. As the use of this dashboard moves forward, a new feature, called “Notice of Progress for Graduation” will provide parents with information at their fingertips about whether a student is on-track for graduation. This new report will launch in late 2019 and will show progress toward credits, Essential Learning requirements, and whether assessment requirements have been met.

11. Capital Construction Bond Implementation As of the end of the 2018-2019 school year, 17 of 41 bond projects were completed, 11 projects are in construction, five are in design and eight are remaining.

A Bond website was updated weekly with project status and photos from each project under construction. Answers to Frequently Asked Questions were maintained on this website, along with live cameras of construction at major projects.

In order to ensure full transparency as the work on the capital construction bond continues, quarterly Bond Oversight meetings were held with community members/NCSD staff, and quarterly reports to the NCSD Board are provided.

In order to provide quality learning environments for students, aging portable classrooms at elementary schools continued to be removed from school sites and replaced with classroom additions to the main building.

12. Revenue Generation & Resource Allocation In November 2018 a local option levy was secured for a five-year period. The election results were 53% yes, 47% no and plans were developed to ensure the use of the funds beginning in the 2019-2020 school year. Over 100 presentations were made to staff, community members, and community groups regarding budget shortfalls and the need for additional funding to maintain current programming.

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The North Clackamas School District Board of Directors adopted a Legislative Agenda, collaboratively developed with stakeholders, promoting the need for expanded financial resources for schools. Frequent advocacy to the state legislature by the PCLA (Parent and Community Leadership Alliance) and other community members led to strong representation of NCSD’s legislative agenda in Salem. NCSD’s advocacy for a new Student Success Fund that provides flexible, stable funding for K-12 schools was noted widely.

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Results

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2018-2019 Key Performance Indicators Results

Kindergarten Readiness: District staff reviewed research on DIBELS Next and decided it was important to change the target to the 55th percentile for entering kindergarteners as the standard for indicating future academic success. This is the first year with this percentile as a target so there is no comparison to previous performance.

Third Grade Reading Proficiency: Third grade reading proficiency, as measured by STAR Reading, dropped from 68 percent in 2017-2018 to 65 percent in 2018-2019.

Eighth Grade Algebra Ready: Eighth grade math proficiency, as measured by STAR Math, increased from 58 percent in 2017-2018 to 61 percent in 2018-2019 – a three percentage point increase for the second year in a row.

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NCSD PERFORMANCE REPORT • SCHOOL YEAR 2018-2019

Freshman On-Track: The district saw the percentage of 9th graders earning six or more credits drop by one percentage point compared to 2018. North Clackamas results continue to outpace the state average (87 percent for North Clackamas compared to 85 percent for Oregon).

Six or More 2015 2016 2017 2018 2019 Credits State of Oregon 80% 84% 83% 85% 85% North Clackamas 86% 89% 87% 88% 87%

Graduation Results: The district’s 2018 overall four-year graduation rate increased by one percentage point to a four-year graduation rate of 85 percent. This is the district’s all-time highest graduation rate, 13 percentage points higher than six years ago.

4-Year Grad. Rate 2013 2014 2015 2016 2017 2018 2019 State of Oregon 69% 72% 74% 75% 77% 79% 80% North Clackamas 74% 78% 83% 80% 84% 85% 87%

The district’s overall five-year graduation rate rose to 87 percent – a two percentage point increase over 2017. The current rate is 16 percentage points higher than it was six years ago.

5-Year Grad. Rate 2013 2014 2015 2016 2017 2018 2019 North Clackamas 77% 84% 86% 86% 85% 87% 87%

Enrollment in Post-Secondary Education after Graduation: 68 percent of North Clackamas graduates were enrolled in community college or a four- year college within one year after their high school graduation. The district’s 67 percent enrollment rate remains similar to previous years, with little fluctuation in the recent past. *In previous years measurement was taken at 16 months following graduation rather than 12 months.

Post Sec. Enroll. 2012* 2013* 2014* 2015* 2016 2017 State of Oregon 55% 61% 59% 57% 63% 62% North Clackamas 64% 65% 65% 65% 69% 67%

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2018-2019 Smarter Balanced Assessment Results: 2018-2019 was the fifth year of Smarter Balanced Assessments. In both English Language Arts and Mathematics, North Clackamas students outperformed the state at most grades.

2018-2019 Smarter Balanced Test Results English Language Arts Mathematics All Students NCSD Oregon Compare NCSD Oregon Compare 3 44.4% 46.5% -2.1% 44.6% 46.4% -1.8% 4 50.2% 49.2% 1.0% 44.2% 43.2% 1.0% 5 55.3% 54.0% 1.3% 39.0% 37.8% 1.2% 6 53.8% 51.5% 2.3% 41.0% 37.1% 3.9% 7 58.2% 54.9% 3.3% 48.4% 40.1% 8.3% 8 52.2% 53.2% -1.0% 43.1% 38.3% 4.8% 11 72.2% 66.5% 5.7% 36.9% 32.1% 4.8%

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Attendance Results: When averaged over the past five years, NCSD has ranked first in attendance of Oregon’s 15 largest districts. 85.4% of NCSD students were considered “regular attenders” meaning they attended at least 90% of the time. Like many other school districts in Oregon, the attendance rate in 2018-2019 declined in the last year when compared to previous years. NCSD’s 2018-2019 percent of regular attenders was 82.7%.

2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Percent of Percent of Percent of Percent of Percent of Five Year School District Regular Regular Regular Regular Regular Average Attenders Attenders Attenders Attenders Attenders North 86.9 86.9 85.6 84.8 82.7 85.4 Clackamas Beaverton 86.8 85.9 85.4 84.6 82.9 85.1 Hillsboro 84.8 85.9 84.9 83.8 82.9 84.5 West Linn- 83.8 84.5 83.6 83.6 82.8 83.7 Wilsonville Tigard-Tualatin 89.7 83.4 82.3 80.6 80 83.2 Portland 83.9 83.3 82.8 81.3 81.1 82.5 David Douglas 80.5 82.6 80.6 78.8 78.2 80.1 Medford 78.4 79.4 81.9 80.1 80.3 80.0 Greater Albany 82.8 81.1 79.3 79.3 77.5 80.0 Eugene 80.6 80.4 78.4 78.8 79.1 79.5 Gresham-Barlow 82.1 80.1 79.4 77.1 77.7 79.3 Bend-LaPine 80.5 80.4 78.9 77.1 78.9 79.2 Springfield 79.7 78.1 75.9 76.8 75.6 77.2 Reynolds 79.6 75.9 74.4 72.5 72.2 74.9 Salem-Keizer 78.8 74.3 72.1 72.4 73.8 74.3

Closing the Achievement/Opportunity Gap

Strategies for closing the achievement/opportunity gap are integrated into NCSD’s Student Achievement and Equity goals. Following are state assessment results and graduation rates specifically related to closing the achievement/opportunity gap.

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State Assessment Results: In September 2019, the Board was given a detailed report showing student achievement results (See Appendices I and II). The results were broken down by specific student groups (All Students, English Language Learners, Students with Disabilities, Economically Disadvantaged, American Indian/Alaska Native, Asian, Black/African American, Hispanic, Multi-Racial, and White) to determine if the gap between the performance of all NCSD students and the identified groups increased, decreased, or stayed the same. A green box highlighted a data point if the performance gap narrowed, a red box highlighted a data point if the gap widened and a box was not highlighted if there was no change.

When the student achievement of all NCSD students is compared to the performance of Oregon’s historically underserved student groups (Economically Disadvantaged, English Learners, Students with Disabilities, African American/Black, American Indian/Alaska Native, Hispanic/Latino, and Hawaiian/Pacific Islander), there are 49 data points (seven different student groups tested in seven grades) for English Language Arts and Math. On the Science Assessment there are 21 data points (seven different student groups tested in three grades). 2018-2019 Was the first year for the Next Generation Science assessment so scores are not yet available. It is also important to note that some data points don’t contain enough students to effectively measure a level of growth or decline.

The table below illustrates if the gap between the performance of all NCSD students and its historically underserved groups narrowed: Student Group English Language Math Science Arts Economically Disadvantaged 1/7 grades the gap narrowed 2/7 grades the gap narrowed Not Yet Available English Learners 3/7 grades the gap narrowed 2/7 grades the gap narrowed Not Yet Available Student with Disabilities 4/7 grades the gap narrowed 4/7 grades the gap narrowed Not Yet Available African American/Black 5/7 grades the gap narrowed 4/7 grades the gap narrowed Not Yet Available American Indian/Alaska Native 3/7 grades the gap narrowed 4/7 grades the gap narrowed Not Yet Available Hispanic/Latino 2/7 grades the gap narrowed 3/7 grades the gap narrowed Not Yet Available Hawaiian/Pacific Islander 5/7 grades the gap narrowed 5/7 grades the gap narrowed Not Yet Available 23/49 grades the gap narrowed 24/49 grades the gap narrowed TOTALS Not Yet Available (47 percent) (49 percent)

● Of the 49 English/Language Arts data points, 23 data points (47 percent) indicated the achievement gap had narrowed compared to the previous year. ● Of the 49 Math data points, 24 data points (49 percent) indicated the achievement gap had narrowed compared to the previous year.

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Graduation Results: The district’s graduation results are broken down into two groups - those students who graduate in four years and for those students who graduate in five years. Following are two charts indicating if the gap between the graduation rate of all NCSD students and the identified student groups grew, narrowed or stayed the same.

Four-Year Graduation Rates 2011 Increase or Is the 2018 Increase or Percentage 2019 Percentage Student Graduation Decrease Graduation Graduation Decrease Gap to All Graduation Gap to All Group Rate Over Last Gap Rate Over 2017 Students Rate Students (Baseline) Year Closing? All North Clackamas 66% 85% +1% NA 87% +2% NA NA Students

Economically 60% 78% -2% -7% 83% +5% -4% Yes Disadvantaged English 57% 74% +3% -11% 80% +6% -7% Yes Learners Student with 38% 71% +4% -14% 72% +1% -15% No Disabilities African Above All American/ 37% 97%+ +14% +12% 100%+ +3% +13% Students Black American Indian/ Alaska 53% 73%++ -15% -12% 86%++ +13% -1% Yes Native Hawaiian/ Not Pacific 91%+++ +24% +6% 67%+++ -24% -20% No Available Islander Hispanic/ 54% 79% -5% -6% 77% -2% -10% No Latino Above All Asian 85% 96% +7% +11% 95% -1% +8% Students Not Above All Multi-Racial 79% -10% -6% 95% +16% +8% Available Students Above All White 74% 85% +2% -- 88% +3% +1% Students Above All Female 70% 89% +4% +4% 90% +1% +3% Students

Male 62% 82% -1% -3% 85% +3% -2% Yes +25 total students in the cohort ++7 total students in the cohort +++6 total students in the cohort

● Three demographic groups have fewer than 30 members which can explain large swings in percentages from year to year. ● The district saw a two percent point increase in the 2019 four-year graduation rate compared to the 2018 cohort.

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● The 2019 graduation rate is 21 percentage points above the 2011 baseline year. ● The district has made tremendous gains in the overall number of students graduating from each student group. Since 2011, the greatest gains have been with students with disabilities (34 percentage points) and African American/Black students (63% percentage points). ● It is exciting to see a 100 percent graduation rate for our African American/Black student group.

Five-Year Graduation Rates Increase Increase 2012 Is the 2018 or Percentage 2019 or Percentage Student Graduation Graduation Graduation Decrease Gap to All Graduation Decrease Gap to All Group Rate Gap Rate Over Last Students Rate Over Last Students (Baseline) Closing? Year Year All North Clackamas 71% 87% +2% NA 87% Same NA Students Economically 63% 84% +5% -3% 80% -4% -7% No Disadvantaged English 67% 77% +2% -10% 79% +2% -8% Yes Learners Student with 46% 73% +5% -14% 73% Same -14% Same Disabilities African Above All American/ 61% 83%+ +9% -4% 97%+ +14% +10% Students Black American Indian/ Alaska 73% 88%++ +8% +1% 74%++ -16% -13% No Native Hawaiian/ Not Above All Pacific 67%+++ Same -20% 91%+++ +24% +4% Available Students Islander Hispanic/ 59% 86% +7% -1% 80% -6% -7% No Latino Above All Asian 90% 93% -3% +6% 97% -4% +10% Students Not Multi-Racial 91% +2% +4% 91% Same +4% Same Available White 74% 87% +2% -- 87% Same Same Same Above All Female 73% 88% Same +1% 90% +2% +3% Students Male 68% 86% +5% -1% 84% -2% -3% No +32 total students in the cohort ++11 total students in the cohort +++11 total students in the cohort

● Three demographic groups have fewer than 35 members which can explain large swings in percentages from year to year. ● The 2019 five-year graduation rate is 16 percentage points above the 2012 baseline.

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● Student groups with significant improvement since 2012 include African American/Black (36 percentage points), Special Education (27 percentage points), and Hispanic/Latino students (21 percentage points).

Equity Goal Data Results: • Feedback from the district’s Taking it Up trainings remains remarkably consistent and positive from session to session. Below is evaluation feedback (SD=strongly disagree, D=disagree, A=agree, and SA=strongly agree): Taking it Up Training SD D A SA I am more aware of the impact of race, racism, and 0 7 94 153 white dominant culture on students and schools. I have a greater understanding of the history of 0 4 55 190 Oregon in relation to race and racism. I feel more confident in asking questions and 0 11 174 63 addressing equity issues. I feel more comfortable participating in conversations 0 10 165 71 about race or racism. I have a good idea of what my next steps are for 1 20 175 43 supporting students and families. I am interested in doing more work on this topic in 3 19 106 113 our department meetings.

• Newly hired licensed staff were 21% staff of color compared to the existing licensed percentage of 10%. Newly hired classified staff were 18% staff of color compared to the existing classified average of 15%. Newly hired administrative staff were 40% staff of color compared to the existing administrative average of 20%. Overall, 12% of district staff identify as a person of color, while nearly 36% of students identify as a student of color.

Resource and Quality Program Results: • The district continues attracting more students through the transfer system than it is losing. This reverses a trend from five years ago. See chart below: Net Calculations 2016-17 Net 2017-18 Net 2018-19 Net Open Enrollment +21 +24 +17 Interdistrict Transfer +1 +10 -9 Total +22 +34 +8

• The district started the 2018-2019 school year with an actual beginning fund balance of $16.8 million. This represents a 8.6% percent fund balance.

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Additional District Accomplishments in the Past Year

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At the Board’s request, the district provided a few of the past year’s accomplishments that fall outside of NCSD’s Strategic Plan and Goals. While not an all-encompassing list, the items below provide an indication of the amount of significant work that happens in the school district in a given year.

GENERAL: • Strong community support gathered behind the school district’s first five-year local option levy, which passed in the fall of 2018. • North Clackamas offered the Second Language Inventory Protocol (SLIP) and Standards-Based Measurement of Proficiency (STAMP) assessments in 15 languages and high school students earned 680 high school credits via these assessments during the 2018-2019 school year. Over the past eight years, 4,291 high school credits have been awarded through this process. • In the past 5 years, 451 NSCD graduates have earned the Oregon Department of Education's State Seal of Biliteracy. • The district maintained a five-year contractual agreement with North Clackamas Education Foundation to ensure continued partnership and support of students. • In order to ensure student voice is included in decision-making, a Middle School Student Advisory Committee and a High School Advisory Committee met with district leaders throughout the school year.

BOND MANAGEMENT: • Completed all 2018-2019 projects: Athletic Field improvements at Clackamas, Milwaukie, and Rex Putnam High Schools, District Stadium at Alder Creek Middle School, Facility Operations Phase 2, Lot Whitcomb Elementary School, Mount Scott Elementary School, Oak Grove Elementary School, Seth Lewelling Elementary School, Sunnyside Elementary School, Transportation Site Phase 1, and Verne Duncan Elementary School. • Completed all planned property transactions. • Four successful Bond Oversight Committee meetings were held. • 10% of all bond projects and a total of 5% of all contracts value were serviced by consultants or contractors who received Oregon’s COBID (Certification Office for Business Inclusion and Diversity) designation.

BUSINESS SERVICES & RISK MANAGMENT: • Successfully completed hundreds of complex, high dollar value solicitations and contracts without protest or error. • Implemented an electronic tracking system for injury and incident reports to provide relevant, in-the-moment data for reviewing patterns of risk. • Revised processes and created efficiencies in the areas of recycling of electronics and textbooks, supply ordering, and accounts payable.

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NCSD PERFORMANCE REPORT • SCHOOL YEAR 2018-2019

• Rolled out new photocopier contract, saving nearly $475,000 over the next 5 years. • Re-established Safety Committee Task Force that provided new recommendations to the superintendent in February 2019. COMMUNITY RELATIONS: • Facilitated a multi-step school naming process for two new district schools that included stakeholder voice and a thorough vetting process. • Contracted with a newsletter template and delivery system that interfaces with the student information system. • Developed templates for construction updates and communication to staff, community and parents. • Increased the number of annual visits to the school district’s webpage from 88,000 to 315,000. • Increased social media reach, including increasing the number of Facebook followers from 9,500 to 10,300 and the number of monthly Twitter engagements from 191 to 2,400. • Updated community liaison webpages and Facebook pages to be more aligned with the district’s website and social media content. • Refreshed printed and online materials for marketing, including the Board of Directors flyer, school newsletters, and the department’s brochure. • Added an American Sign Language (ASL) interpreting service.

COMMUNITY SERVICES: • Launched online scheduling and an online public access calendar for all district facilities to improve client experience. • Created a new “Code of Conduct” for facility use that aligns with district policy. • Launched an additional before and after-school CARE site at Scouters Mountain Elementary School. • Participated in a national study of Summer Learning in Science, Technology, Engineering, and Math with the PEAR Institute at Harvard University Medical School. CARE Summer programs were rated above national averages in all dimensions and received top ratings in 6 of the 12 dimensions. • Worked with 161 civic, private and community organizations that scheduled usage of NCSD facilities. • All CARE staff were trained in continuous improvement processes using an evidence-based evaluation tool, called “Weikert YPQ (Youth Program Quality).”

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NCSD PERFORMANCE REPORT • SCHOOL YEAR 2018-2019

FACILITIES/OPERATIONS: • Received 8,387 work orders; closing 8114. • Maintained over 2.6M square feet of facilities while supporting capital construction bond projects. • Implemented new winter leaf procedures which allows for more streamlined spring mowing. • Awarded $2,500,000 Seismic improvement grant for Sabin Schellenberg Professional Technical Center. • Earned $10,329 through the Strategic Energy Management System, hosted by the Energy Trust of Oregon. • Refinished all scheduled gym floors while supporting the bond projects. • Provided leadership training for custodial staff.

FISCAL SERVICES AND WELLNESS: • Completed a Comprehensive Annual Financial Report and received a Certificate of Excellence in Financial Reporting. • Staff provided onsite Benefits Q&A sessions at 26 schools and departments. • Developed an Accounting Procedures Manual to better align practices districtwide, reduce financial risk and increase public trust. • Established a partnership with Alliance for a Healthier Generation. • Provided biometric screening for 100 staff, flu shots for 389 participants at the Wellness Fair, financial wellness training for 366 staff, and enrolled 452 employees in the Wellness Program. HUMAN RESOURCES: • Continued to increase the number of diverse internal and external licensed hires through multiple hiring fairs, university partnerships, direct recruitment, and participating in regional consortiums. • Streamlined the certified employee hiring process and paperwork to allow candidates more access to the recruiter. • Conducted empathy interviews and facilitated staff affinity groups to improve retainment of staff of color and new educators. • Provided hiring training addressing bias in the hiring process for administrators. • Successful negotiations with all work groups.

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NCSD PERFORMANCE REPORT • SCHOOL YEAR 2018-2019

• Developed a standard professional development and evaluation system for Confidential employees. • Human Resources on-boarded 1045 new employees during 2018-2019.

INTERPRETATION AND TRANSLATION SERVICES: • Services provided in 2018-2019: o 939 interpretation services provided o 438 translated document requests fulfilled (each in 1-5 languages).

NUTRITION SERVICES: • Served over 1.15M lunches and 340,000 breakfasts. • Implemented processes districtwide to avoid the shaming of students who lack funds to pay for meals at the point of sale, complying with HB 3454. • Provided safety shoes for all Nutrition employees and couriers to increase safety. • Increased the daily meal options at elementary schools from two to four.

TECHNOLOGY AND INFORMATION SERVICES: • Moved the Technology and Information Services Department to a new site while maintaining continuity of service to schools, students and all district departments. • Conducted a security audit and determined baseline security needs. • Relocated the district’s data center to the Clackamas ESD. • Supported and inventoried over 26,000 devices districtwide. • Reached a 1:1 student to device ratio in middle schools and high schools. • Completed nearly 11,200 technology support activities. This included closing nearly 4,500 Technology Help Desk Tickets, which accounted for approximately 40% of all annual technology support activities. • Successfully implemented student password change and a single sign-on solution for students and staff. • Received a grant to provide broadband internet to high school students in need (“1MillionProject”).

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NCSD PERFORMANCE REPORT • SCHOOL YEAR 2018-2019

TRANSPORTATION: • Relocated to a new facility and re-routed all existing bus routes accordingly. • Hired a dean of students to reduce student management concerns on buses, creating a safer experience for students. This person processed 188 bus behavior referrals and assisted drivers with student management techniques. • A dedicated recruiter filled 60 transportation positions during the course of the school year. • Reduced accidents and employee injuries due to new facility and parking lot design. • Provided 24,172 daily student rides in 2018-2019, which is nearly 1,500 additional student rides per day compared to the previous school year.

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NCSD PERFORMANCE REPORT • SCHOOL YEAR 2018-2019

Next Steps/Considerations

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NCSD PERFORMANCE REPORT • SCHOOL YEAR 2018-2019

As the district enters year two of a new Strategic Plan, it is important to assess the district’s accomplishments along with the areas of continual focus needed to achieve the district’s four goals – Student Success, Equity, Quality and Stewardship. Moving forward, the district must be mindful of the following:

• Budget and Student Investment Account: Careful attention must be paid to developing a budget that continues to provide quality programming while incorporating the state’s new Student Investment Account funds. These new funds must support students’ mental or behavioral health needs, and increase academic achievement for historically underserved students in innovative ways.

• Curriculum Adoptions and Instructional Support: The district must continue planning for curriculum adoptions and the accompanying professional development support to meet the current state standards and ensure each student has access to high quality instruction and materials.

• Bond Implementation: The district must continue implementing the $433 million capital construction bond program with a focus on delivering all commitments, on time and on budget. The district must continue being thoughtful in school naming, the staffing of the new schools, and the processes for opening the new schools.

• Mental Health Supports: The frequency and intensity of mental health needs for some students and their families makes the education process complex. NCSD needs to continue addressing professional development for staff members in managing difficult student behavioral situations, along with identifying and meeting unique family needs. Additionally, NCSD should enhance staffing ratios to allow staff members and partner agencies to intervene proactively to support students.

• Post-Secondary Enrollment Growth: Post-secondary enrollment is one of the district’s key performance indicators. While the district has seen significant growth in its graduation rate, the district has not seen the same growth in post-secondary enrollment. NCSD must identify drivers that are holding back this growth and intervene appropriately.

• Equity: Efforts continue to drive improvements. The district needs to continue to increase diversity of staff, facilitate more student voice, and extend equity training to students, parents and community members.

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NCSD PERFORMANCE REPORT • SCHOOL YEAR 2018-2019

APPENDICES

I. District’s Multi-year SMARTER State Assessment Results (English Language Arts and Math)

II. District’s 2018-2019 Key Performance Indicator Report

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APPENDIX I North Clackamas School District 2016-2019 Smarter Balanced Test Results

How did North Clackamas Students perform compared to students in Oregon?

2018-2019 Smarter Balanced Test Results English Language Arts Mathematics All Students NCSD Oregon Compare NCSD Oregon Compare 3 44.4% 46.5% -2.1% 44.6% 46.4% -1.8% 4 50.2% 49.2% 1.0% 44.2% 43.2% 1.0% 5 55.3% 54.0% 1.3% 39.0% 37.8% 1.2% 6 53.8% 51.5% 2.3% 41.0% 37.1% 3.9% 7 58.2% 54.9% 3.3% 48.4% 40.1% 8.3% 8 52.2% 53.2% -1.0% 43.1% 38.3% 4.8% 11 72.2% 66.5% 5.7% 36.9% 32.1% 4.8%

2017-2018 Smarter Balanced Test Results English Language Arts Mathematics All Students NCSD Oregon Compare NCSD Oregon Compare 3 49.0% 47.0% 2.0% 48.8% 46.4% 2.4% 4 49.7% 49.7% 0.0% 43.7% 43.0% 0.7% 5 59.6% 54.9% 4.7% 40.6% 39.5% 1.1% 6 58.3% 52.2% 6.1% 44.4% 38.4% 6.0% 7 61.0% 56.5% 4.5% 48.5% 41.6% 6.9% 8 57.2% 56.1% 1.1% 45.8% 40.5% 5.3% 11 71.6% 70.3% 1.3% 34.4% 33.2% 1.2%

2016-2017 Smarter Balanced Test Results English Language Arts Mathematics All Students NCSD Oregon Compare NCSD Oregon Compare 3 48.2% 45.2% 3.0% 48.5% 45.8% 2.7% 4 50.3% 47.7% 2.6% 45.9% 43.3% 2.6% 5 60.1% 52.9% 7.2% 42.1% 39.0% 3.1% 6 55.2% 51.8% 3.4% 42.2% 39.5% 2.7% 7 60.5% 55.6% 4.9% 47.5% 42.4% 5.1% 8 54.7% 54.7% 0.0% 40.9% 40.8% 0.1% 11 73.7% 69.4% 4.3% 36.8% 33.9% 2.9%

Based on the assessment data released September 19th. Please note that these results are based on different 1 inclusion rules and will vary from the Report Card percentages released October 17th. APPENDIX I North Clackamas School District 2014-2019 Smarter Balanced Test Results

How did the same group of North Clackamas students perform over five years?

Smarter Balanced Test Results by Cohort English Language Arts Mathematics All 2014-15 2015-16 2016-17 2017-18 2018-19 2014-15 2015-16 2016-17 2017-18 2018-19 3-4-5-6-7 49.6% 55.1% 60.1% 58.3% 58.2% 46.4% 49.3% 42.1% 44.4% 48.4% 4-5-6-7-8 53.4% 61.5% 55.2% 61.0% 52.2% 45.8% 43.9% 42.2% 48.5% 43.1% 5-6-7-8 59.6% 58.0% 60.5% 57.2% 42.5% 39.4% 47.5% 45.8% 6-7-8 54.3% 59.9% 54.7% 35.2% 42.8% 40.9% 7-8, 11 58.2% 61.1% 72.2% 45.5% 40.3% 36.9% 8,11 61.2% 71.6% 40.3% 34.4%

11 76.5% 76.7% 73.7% 34.3% 37.7% 36.8%

Smarter Balanced Test Results by Cohort

Economically English Language Arts Mathematics Disadvantaged 2014-15 2015-16 2016-17 2017-18 2018-19 2014-15 2015-16 2016-17 2017-18 2018-19 3-4-5-6-7 33.5% 40.0% 45.1% 44.5% 43.3% 31.1% 32.5% 28.0% 30.0% 31.6% 4-5-6-7-8 35.4% 47.1% 38.2% 46.0% 37.0% 27.3% 27.2% 26.1% 32.7% 24.3% 5-6-7-8 45.9% 39.4% 42.1% 42.3% 28.9% 19.9% 29.1% 27.9% 6-7-8 38.9% 45.4% 40.1% 22.0% 25.3% 26.6% 7-8, 11 40.4% 47.5% 56.8% 28.4% 24.5% 23.4% 8,11 45.2% 60.9% 25.4% 24.2%

11 67.6% 64.3% 61.6% 24.3% 23.4% 23.9%

Based on the assessment data released September 19th. Please note that these results are based on different 2 inclusion rules and will vary from the Report Card percentages released October 17th. APPENDIX I North Clackamas School District 2014-2019 Smarter Balanced Test Results

How did the same group of North Clackamas students perform over five years?

Smarter Balanced Test Results by Cohort Students English Language Arts Mathematics with Disabilities 2014-15 2015-16 2016-17 2017-18 2018-19 2014-15 2015-16 2016-17 2017-18 2018-19 3-4-5-6-7 13.5% 18.2% 23.1% 19.6% 16.6% 15.4% 15.2% 11.9% 15.0% 13.0% 4-5-6-7-8 21.3% 23.1% 15.6% 18.2% 10.7% 20.5% 18.9% 11.5% 13.2% 8.8% 5-6-7-8 20.5% 15.6% 19.8% 15.8% 13.0% 7.7% 10.7% 4.9% 6-7-8 12.6% 19.8% 14.1% 6.9% 9.4% 7.2% 7-8, 11 14.1% 14.1% 21.9% 10.1% 6.5% 7.6% 8,11 13.3% 26.3% 5.8% <5%

11 30.9% 33.9% 33.9% 5.4% <5% <5%

Smarter Balanced Test Results by Cohort English Language Arts Mathematics English 2018- Learners 2014-15 2015-16 2016-17 2017-18 2014-15 2015-16 2016-17 2017-18 2018-19 19 3-4-5-6-7 9.2% 9.7% 10.6% 9.0% 7.2% 12.0% 10.9% 6.1% 7.3% 10.8% 4-5-6-7-8 11.5% 15.6% 12.6% 6.4% 3.4% 12.7% 10.4% 5.4% 6.7% <5% 5-6-7-8 15.3% 8.4% <5% 6.8% 8.4% <5% <5% 10.2% 6-7-8 7.8% <5% <5% <5% <5% <5% 7-8, 11 <5% 3.3% <5% 5.0% <5% 7.0% 8,11 8.3% 13.9% <5% 5.7%

11 12.2% <5% <5% 8.5% 6.7% 16.7%

Based on the assessment data released September 19th. Please note that these results are based on different 3 inclusion rules and will vary from the Report Card percentages released October 17th. APPENDIX I North Clackamas School District 2014-2019 Smarter Balanced Test Results

How did the same group of North Clackamas students perform over five years?

Smarter Balanced Test Results by Cohort African English Language Arts Mathematics American/ Black 2014-15 2015-16 2016-17 2017-18 2018-19 2014-15 2015-16 2016-17 2017-18 2018-19 3-4-5-6-7 35.3% 47.1% 60.0% 53.6% 47.8% 11.8% 23.5% 15.0% 29.6% 39.1% 4-5-6-7-8 46.2% 53.3% 18.2% 40.9% 38.5% 30.8% 40.0% 20.0% 23.8% 19.2% 5-6-7-8 25.0% 31.3% 26.3% 27.3% 12.5% 18.8% 15.8% 13.0% 6-7-8 28.6% 34.8% 47.1% <5% 21.7% 26.7% 7-8, 11 35.7% 50.0% 65.5% 26.9% 25.0% 21.4% 8,11 41.2% 52.0% 11.8% 25.0%

11 66.7% 64.3% 54.8% 14.3% 14.3% 12.9%

Smarter Balanced Test Results by Cohort ** American English Language Arts Mathematics Indian/ Alaska 2014-15 2015-16 2016-17 2017-18 2018-19 2014-15 2015-16 2016-17 2017-18 2018-19 Native 3-4-5-6-7 24.3% 50.0% 62.5% 50.0% 44.4% 27.3% 33.3% 37.5% 16.7% 25.0% 4-5-6-7-8 16.7% 66.7% 50.0% 42.9% 50.0% 40.0% 16.7% 16.7% 57.1% 42.9% 5-6-7-8 77.8% 62.5% 50.0% * 37.5% 7.5% 25.0% 40.0% 6-7-8 50.0% 50.0% 33.3% <5% 16.7% 14.3% 7-8, 11 50.0% 45.5% 50.0% 50.0% 36.4% 40.0% 8,11 54.5% * 36.4% 20.0%

11 81.3% 30.0% 54.5% 26.7% 22.2% 20.0%

** Indicates there are around 10 students in each group. Based on the assessment data released September 19th. Please note that these results are based on different 4 inclusion rules and will vary from the Report Card percentages released October 17th. APPENDIX I North Clackamas School District 2014-2019 Smarter Balanced Test Results

How did the same group of North Clackamas students perform over five years?

Smarter Balanced Test Results by Cohort English Language Arts Mathematics Hispanic 2014-15 2015-16 2016-17 2017-18 2018-19 2014-15 2015-16 2016-17 2017-18 2018-19 3-4-5-6-7 23.3% 32.3% 37.0% 39.3% 37.3% 24.4% 28.7% 20.1% 26.7% 25.4% 4-5-6-7-8 33.5% 47.6% 42.1% 42.1% 37.0% 22.8% 24.6% 24.8% 30.4% 24.3% 5-6-7-8 40.0% 33.7% 38.7% 38.4% 19.7% 16.1% 23.1% 20.8% 6-7-8 36.7% 42.2% 38.3% 18.3% 24.7% 22.6% 7-8, 11 38.1% 40.4% 54.2% 27.0% 17.7% 19.4% 8,11 43.1% 58.3% 23.2% 17.2%

11 61.5% 66.2% 60.6% 17.0% 20.2% 18.8%

Smarter Balanced Test Results by Cohort ** Pacific English Language Arts Mathematics Island/ Hawaiian 2014-15 2015-16 2016-17 2017-18 2018-19 2014-15 2015-16 2016-17 2017-18 2018-19 Native 3-4-5-6-7 60.0% 42.9% 60.0% * 60.0% 40.0% 28.6% <5% * 20.0% 4-5-6-7-8 54.5% 71.4% 60.0% 44.4% 20.0% 36.4% 28.6% 30.0% 28.6% 30.0% 5-6-7-8 62.5% 22.2% 33.3% 22.2% 37.5% 44.4% 25.0% 25.0% 6-7-8 * * * * * * 7-8, 11 66.7% 44.4% 62.5% 33.3% 33.3% 37.5% 8,11 40.0% 33.3% <5% 20.0%

11 83.3% 60.0% 50.0% <5% * 22.2%

** Indicates there are around 10 students in each group.

Based on the assessment data released September 19th. Please note that these results are based on different 5 inclusion rules and will vary from the Report Card percentages released October 17th. APPENDIX I North Clackamas School District 2014-2019 Smarter Balanced Test Results

How did the same group of North Clackamas students perform over five years?

Smarter Balanced Test Results by Cohort English Language Arts Mathematics Asian 2014-15 2015-16 2016-17 2017-18 2018-19 2014-15 2015-16 2016-17 2017-18 2018-19 3-4-5-6-7 62.9% 63.2% 74.2% 69.9% 77.7% 64.1% 63.2% 64.6% 66.4% 79.6% 4-5-6-7-8 69.1% 72.6% 69.6% 80.6% 70.9% 60.5% 63.1% 67.4% 78.4% 72.5% 5-6-7-8 72.0% 79.0% 82.7% 79.5% 62.2% 61.9% 72.7% 78.8% 6-7-8 76.0% 75.5% 78.4% 64.4% 72.0% 76.0% 7-8, 11 79.5% 80.0% 84.4% 70.5% 68.1% 60.6% 8,11 80.5% 84.0% 62.3% 66.9%

11 88.4% 89.6% 81.6% 71.4% 69.2% 64.0% Smarter Balanced Test Results by Cohort English Language Arts Mathematics Multi-Racial 2014-15 2015-16 2016-17 2017-18 2018-19 2014-15 2015-16 2016-17 2017-18 2018-19 3-4-5-6-7 55.0% 62.4% 67.4% 62.2% 55.0% 51.3% 58.8% 45.5% 50.6% 52.0% 4-5-6-7-8 56.0% 57.8% 50.0% 56.1% 51.6% 44.6% 45.6% 41.7% 46.3% 42.4% 5-6-7-8 58.3% 62.5% 68.6% 59.6% 52.1% 45.3% 51.4% 52.9% 6-7-8 59.0% 67.1% 55.0% 39.2% 49.4% 40.0% 7-8, 11 62.9% 67.2% 73.8% 52.2% 44.8% 42.9% 8,11 59.2% 77.0% 38.2% 33.3%

11 81.3% 83.0% 79.2% 39.3% 39.3% 38.3% Smarter Balanced Test Results by Cohort English Language Arts Mathematics White 2014-15 2015-16 2016-17 2017-18 2018-19 2014-15 2015-16 2016-17 2017-18 2018-19 3-4-5-6-7 55.6% 60.0% 64.0% 62.3% 62.7% 51.0% 53.2% 46.2% 47.0% 51.2% 4-5-6-7-8 57.9% 65.3% 59.3% 65.9% 55.3% 51.9% 48.2% 45.6% 51.1% 45.8% 5-6-7-8 63.5% 61.5% 63.0% 59.9% 45.2% 41.9% 51.0% 47.7% 6-7-8 56.9% 63.2% 56.9% 37.0% 44.7% 42.4% 7-8, 11 61.5% 64.7% 75.8% 47.8% 43.4% 38.3% 8,11 63.9% 73.3% 42.6% 34.2%

11 78.4% 77.9% 76.2% 34.6% 38.6% 37.8%

Based on the assessment data released September 19th. Please note that these results are based on different 6 inclusion rules and will vary from the Report Card percentages released October 17th. APPENDIX I

2017-2019 Smarter Balanced Test Results North Clackamas School District - Economically Disadvantaged

How did NCSD students who are economically Has the gap between the performance of all NCSD disadvantaged perform compared to students in Oregon students and NCSD students who are economically who are economically disadvantaged? disadvantaged increased, decreased, or stayed the same?

2018-2019 Smarter Balanced Test Results 2018-2019 Smarter Balanced Test Results Economically English Language Arts Mathematics English Language Arts Mathematics NCSD Disadvantaged NCSD Oregon Compare NCSD Oregon Compare All ED Compare All ED Compare 3 26.2% 33.6% -7.4% 26.1% 33.8% -7.7% 3 44.4% 26.2% 18.2% 44.6% 26.1% 18.5% 4 31.2% 36.7% -5.5% 27.1% 30.9% -3.8% 4 50.2% 31.2% 19.0% 44.2% 27.1% 17.1% 5 40.3% 42.0% -1.7% 23.1% 25.8% -2.7% 5 55.3% 40.3% 15.0% 39.0% 23.1% 15.9% 6 37.8% 38.8% -1.0% 25.2% 24.3% 0.9% 6 53.8% 37.8% 16.0% 41.0% 25.2% 15.8% 7 43.3% 41.8% 1.5% 31.6% 26.2% 5.4% 7 58.2% 43.3% 14.9% 48.4% 31.6% 16.8% 8 37.0% 40.3% -3.3% 24.3% 24.6% -0.3% 8 52.2% 37.0% 15.2% 43.1% 24.3% 18.8% 11 56.8% 55.6% 1.2% 23.4% 20.4% 3.0% 11 72.2% 56.8% 15.4% 36.9% 23.4% 13.5% 2017-2018 Smarter Balanced Test Results 2017-2018 Smarter Balanced Test Results Economically English Language Arts Mathematics English Language Arts Mathematics NCSD Disadvantaged NCSD Oregon Compare NCSD Oregon Compare All ED Compare All ED Compare 3 34.6% 34.5% 0.1% 32.1% 34.5% -2.4% 3 49.0% 34.6% 14.4% 48.8% 32.1% 16.7% 4 34.0% 37.3% -3.3% 26.0% 30.7% -4.7% 4 49.7% 34.0% 15.7% 43.7% 26.0% 17.7% 5 45.4% 43.0% 2.4% 24.5% 27.1% -2.6% 5 59.6% 45.4% 14.2% 40.6% 24.5% 16.1% 6 44.5% 39.6% 4.9% 30.0% 25.6% 4.4% 6 58.3% 44.5% 13.8% 44.4% 30.0% 14.4% 7 46.0% 43.7% 2.3% 32.7% 27.9% 4.8% 7 61.0% 46.0% 15.0% 48.5% 32.7% 15.8% 8 42.3% 43.3% -1.0% 27.9% 26.9% 1.0% 8 57.2% 42.3% 14.9% 45.8% 27.9% 17.9% 11 60.9% 60.0% 0.9% 24.2% 22.1% 2.1% 11 71.6% 60.9% 10.7% 34.4% 24.2% 10.2%

Based on the assessment data released September 19th. Please note that these results are based on different inclusion rules and will vary from the Report Card 7 percentages released October 17th. APPENDIX I

2017-2019 Smarter Balanced Test Results North Clackamas School District – English Learners

How did NCSD students who are English Learners Has the gap between the performance of all NCSD perform compared to students in Oregon students and NCSD students who are English Learners who are English Learners? increased, decreased, or stayed the same?

2018-2019 Smarter Balanced Test Results 2018-2019 Smarter Balanced Test Results English Language Arts Mathematics English Language Arts Mathematics English Learners NCSD NCSD Oregon Compare NCSD Oregon Compare All ELL Compare All ELL Compare 3 6.2% 7.9% -1.7% 9.3% 14.0% -4.7% 3 44.4% 6.2% 38.2% 44.6% 9.3% 35.3% 4 8.8% 8.0% 0.8% 10.5% 8.7% 1.8% 4 50.2% 8.8% 41.4% 44.2% 10.5% 33.7% 5 5.3% 6.2% -0.9% 4.4% 4.6% -0.2% 5 55.3% 5.3% 50.0% 39.0% <5%

6 <5% 5.2% <5% 2.9% 6 53.8% <5% 41.0% <5%

7 7.2% 5.2% 2.0% 10.8% 4.3% 6.5% 7 58.2% 7.2% 51.0% 48.4% 10.8% 37.6% 8 <5% 4.5% <5% 3.8% 8 52.2% <5% 43.1% <5%

11 <5% 7.5% 7.0% 3.7% 3.3% 11 72.2% <5% 36.9% 7.0% 29.9%

2017-2018 Smarter Balanced Test Results 2017-2018 Smarter Balanced Test Results English Language Arts Mathematics English Language Arts Mathematics English Learners NCSD NCSD Oregon Compare NCSD Oregon Compare All ELL Compare All ELL Compare 3 13.8% 9.0% 4.8% 14.6% 13.9% 0.7% 3 49.0% 13.8% 35.2% 48.8% 14.6% 34.2% 4 5.0% 8.5% -3.5% 9.9% 9.0% 0.9% 4 49.7% 5.0% 44.7% 43.7% 9.9% 33.8% 5 10.9% 7.5% 3.4% 6.3% 6.0% 0.3% 5 59.6% 10.9% 48.7% 40.6% 6.3% 34.3% 6 9.0% 6.0% 3.0% 7.3% 3.6% 3.7% 6 58.3% 9.0% 49.3% 44.4% 7.3% 37.1% 7 6.4% 5.0% 1.4% 6.7% 4.0% 2.7% 7 61.0% 6.4% 54.6% 48.5% 6.7% 41.8% 8 6.8% 4.3% 2.5% 10.2% 5.1% 5.1% 8 57.2% 6.8% 50.4% 45.8% 10.2% 35.6% 11 13.9% 8.4% 5.5% 5.7% 4.2% 1.5% 11 71.6% 13.9% 57.7% 34.4% 5.7% 28.7%

Based on the assessment data released September 19th. Please note that these results are based on different inclusion rules and will vary from the Report Card 8 percentages released October 17th. APPENDIX I

2017-2019 Smarter Balanced Test Results North Clackamas School District – Students with Disabilities

How did NCSD students with disabilities perform Has the gap between the performance of all NCSD compared to students in Oregon with disabilities? students and NCSD students with disabilities increased, decreased, or stayed the same?

2018-2019 Smarter Balanced Test Results 2018-2019 Smarter Balanced Test Results Students with English Language Arts Mathematics English Language Arts Mathematics NCSD Disabilities NCSD Oregon Compare NCSD Oregon Compare All W/Dis Compare All W/Dis Compare 3 20.7% 7.9% 12.8% 19.3% 14.0% 5.3% 3 44.4% 20.7% 23.7% 44.6% 19.3% 25.3% 4 17.4% 8.0% 9.4% 17.1% 8.7% 8.4% 4 50.2% 17.4% 32.8% 44.2% 17.1% 27.1% 5 24.4% 6.2% 18.2% 15.3% 4.6% 10.7% 5 55.3% 24.4% 30.9% 39.0% 15.3% 23.7% 6 15.8% 5.2% 10.6% 11.5% 2.9% 8.6% 6 53.8% 15.8% 38.0% 41.0% 11.5% 29.5% 7 16.6% 5.2% 11.4% 13.0% 4.3% 8.7% 7 58.2% 16.6% 41.6% 48.4% 13.0% 35.4% 8 10.7% 4.5% 6.2% 8.8% 3.8% 5.0% 8 52.2% 10.7% 41.5% 43.1% 8.8% 34.3% 11 21.9% 7.5% 14.4% 7.6% 3.7% 3.9% 11 72.2% 21.9% 50.3% 36.9% 7.6% 29.3% 2017-2018 Smarter Balanced Test Results 2017-2018 Smarter Balanced Test Results Students with English Language Arts Mathematics English Language Arts Mathematics NCSD Disabilities NCSD Oregon Compare NCSD Oregon Compare All W/Dis Compare All W/Dis Compare 3 19.4% 21.1% -1.7% 22.7% 21.8% 0.9% 3 49.0% 19.4% 29.6% 48.8% 22.7% 26.1% 4 20.9% 21.3% -0.4% 17.9% 17.8% 0.1% 4 49.7% 20.9% 28.8% 43.7% 17.9% 25.8% 5 19.4% 21.1% -1.7% 8.9% 14.3% -5.4% 5 59.6% 19.4% 40.2% 40.6% 8.9% 31.7% 6 19.6% 15.3% 4.3% 15.0% 9.3% 5.7% 6 58.3% 19.6% 38.7% 44.4% 15.0% 29.4% 7 18.2% 15.7% 2.5% 13.2% 10.4% 2.8% 7 61.0% 18.2% 42.8% 48.5% 13.2% 35.3% 8 15.8% 15.9% -0.1% <5% 8.2% 8 57.2% 15.8% 41.4% 45.8% <5%

11 26.3% 25.2% 1.1% <5% 4.5% 11 71.6% 26.3% 45.3% 34.4% <5%

Based on the assessment data released September 19th. Please note that these results are based on different inclusion rules and will vary from the Report Card 9 percentages released October 17th. APPENDIX I

2017-2019 Smarter Balanced Test Results North Clackamas School District – African American/Black

How did NCSD students who are African American/ Has the gap between the performance of all NCSD Black perform compared to students in Oregon who are students and NCSD students who are African African American/Black? American/Black increased, decreased, or stayed the same?

2018-2019 Smarter Balanced Test Results 2018-2019 Smarter Balanced Test Results African American/ English Language Arts Mathematics English Language Arts Mathematics NCSD Black NCSD Oregon Compare NCSD Oregon Compare All AA/Black Compare All AA/Black Compare 3 42.3% 26.3% 16.0% 34.6% 22.7% 11.9% 3 44.4% 42.3% 2.1% 44.6% 34.6% 10.0% 4 40.0% 27.8% 12.2% 32.0% 19.3% 12.7% 4 50.2% 40.0% 10.2% 44.2% 32.0% 12.2% 5 34.4% 32.8% 1.6% 12.5% 15.5% -3.0% 5 55.3% 34.4% 20.9% 39.0% 12.5% 26.5% 6 28.0% 27.8% 0.2% 16.0% 13.7% 2.3% 6 53.8% 28.0% 25.8% 41.0% 16.0% 25.0% 7 47.8% 32.4% 15.4% 39.1% 18.1% 21.0% 7 58.2% 47.8% 10.4% 48.4% 39.1% 9.3% 8 38.5% 31.0% 7.5% 19.2% 15.1% 4.1% 8 52.2% 38.5% 13.7% 43.1% 19.2% 23.9% 11 65.5% 42.6% 22.9% 21.4% 11.9% 9.5% 11 72.2% 65.5% 6.7% 36.9% 21.4% 15.5% 2017-2018 Smarter Balanced Test Results 2017-2018 Smarter Balanced Test Results African American/ English Language Arts Mathematics English Language Arts Mathematics NCSD Black NCSD Oregon Compare NCSD Oregon Compare All AA/Black Compare All AA/Black Compare 3 39.1% 25.2% 13.9% 34.8% 22.0% 12.8% 3 49.0% 39.1% 9.9% 48.8% 34.8% 14.0% 4 19.2% 27.9% -8.7% 19.2% 19.1% 0.1% 4 49.7% 19.2% 30.5% 43.7% 19.2% 24.5% 5 59.1% 32.1% 27.0% 31.8% 16.6% 15.2% 5 59.6% 59.1% 0.5% 40.6% 31.8% 8.8% 6 53.6% 31.4% 22.2% 29.6% 16.8% 12.8% 6 58.3% 53.6% 4.7% 44.4% 29.6% 14.8% 7 40.9% 32.4% 8.5% 23.8% 17.5% 6.3% 7 61.0% 40.9% 20.1% 48.5% 23.8% 24.7% 8 27.3% 32.6% -5.3% 13.0% 16.6% -3.6% 8 57.2% 27.3% 29.9% 45.8% 13.0% 32.8% 11 52.0% 45.1% 6.9% 25.0% 13.2% 11.8% 11 71.6% 52.0% 19.6% 34.4% 25.0% 9.4%

Based on the assessment data released September 19th. Please note that these results are based on different inclusion rules and will vary from the Report Card 10 percentages released October 17th. APPENDIX I

2017-2019 Smarter Balanced Test Results North Clackamas School District – American Indian/Alaska Native

How did NCSD students who are America Indian/Alaska Has the gap between the performance of all NCSD Native perform compared to students in Oregon who are students and NCSD students who are American American Indian/Alaska Native? Indian/Alaska Native increased, decreased, or stayed the same?

2018-2019 Smarter Balanced Test Results 2018-2019 Smarter Balanced Test Results American Indian/ English Language Arts Mathematics English Language Arts Mathematics Alaska Native NCSD NCSD Oregon Compare NCSD Oregon Compare All AI/AN Compare All AI/AN Compare 3 50.0% 29.9% 20.1% 50.0% 31.4% 18.6% 3 44.4% 50.0% -5.6% 44.6% 50.0% -5.4% 4 22.2% 33.8% -11.6% 22.2% 27.1% -4.9% 4 50.2% 22.2% 28.0% 44.2% 22.2% 22.0% 5 * 31.6% * * 19.6% * 5 55.3% * * 39.0% * * 6 12.5% 32.1% -19.6% 14.3% 19.0% -4.7% 6 53.8% 12.5% 41.3% 41.0% 14.3% 26.7% 7 44.4% 36.6% 7.8% 25.0% 21.5% 3.5% 7 58.2% 44.4% 13.8% 48.4% 25.0% 23.4% 8 50.0% 33.1% 16.9% 42.9% 19.3% 23.6% 8 52.2% 50.0% 2.2% 43.1% 42.9% 0.2% 11 50.0% 55.3% -5.3% 40.0% 21.3% 18.7% 11 72.2% 50.0% 22.2% 36.9% 40.0% -3.1% 2017-2018 Smarter Balanced Test Results 2017-2018 Smarter Balanced Test Results American Indian/ English Language Arts Mathematics English Language Arts Mathematics Alaska Native NCSD NCSD Oregon Compare NCSD Oregon Compare All AI/AN Compare All AI/AN Compare 3 30.0% 32.0% -2.0% 40.0% 33.4% 6.6% 3 49.0% 30.0% 19.0% 48.8% 40.0% 8.8% 4 33.3% 30.0% 3.3% 11.1% 27.1% -16.0% 4 49.7% 33.3% 16.4% 43.7% 11.1% 32.6% 5 44.4% 37.3% 7.1% 22.2% 24.4% -2.2% 5 59.6% 44.4% 15.2% 40.6% 22.2% 18.4% 6 50.0% 33.7% 16.3% 16.7% 20.5% -3.8% 6 58.3% 50.0% 8.3% 44.4% 16.7% 27.7% 7 42.9% 39.2% 3.7% 57.1% 23.7% 33.4% 7 61.0% 42.9% 18.1% 48.5% 57.1% -8.6% 8 * 40.9% * 40.0% 23.7% 16.3% 8 57.2% * * 45.8% * * 11 * 57.5% * 60.0% 17.6% 42.4% 11 71.6% * * 34.4% * *

Based on the assessment data released September 19th. Please note that these results are based on different inclusion rules and will vary from the Report Card 11 percentages released October 17th. APPENDIX I

2017-2019 Smarter Balanced Test Results North Clackamas School District – Hispanic/Latino

How did NCSD students who are Hispanic/Latino Has the gap between the performance of all NCSD perform compared to students in Oregon students and NCSD students who are Hispanic/Latino who are Hispanic/Latino? increased, decreased, or stayed the same?

2018-2019 Smarter Balanced Test Results 2018-2019 Smarter Balanced Test Results English Language Arts Mathematics English Language Arts Mathematics Hispanic/ Latino NCSD NCSD Oregon Compare NCSD Oregon Compare All His/Lat Compare All His/Lat Compare 3 26.3% 28.1% -1.8% 24.2% 29.8% -5.6% 3 44.4% 26.3% 18.1% 44.6% 24.2% 20.4% 4 30.1% 31.3% -1.2% 22.8% 25.9% -3.1% 4 50.2% 30.1% 20.1% 44.2% 22.8% 21.4% 5 33.1% 36.2% -3.1% 19.8% 21.8% -2.0% 5 55.3% 33.1% 22.2% 39.0% 19.8% 19.2% 6 29.7% 35.5% -5.8% 19.6% 12.4% 7.2% 6 53.8% 29.7% 24.1% 41.0% 19.6% 21.4% 7 37.3% 39.3% -2.0% 25.4% 24.0% 1.4% 7 58.2% 37.3% 20.9% 48.4% 25.4% 23.0% 8 37.0% 37.9% -0.9% 24.3% 22.6% 1.7% 8 52.2% 37.0% 15.2% 43.1% 24.3% 18.8% 11 54.2% 54.7% -0.5% 19.4% 19.3% 0.1% 11 72.2% 54.2% 18.0% 36.9% 19.4% 17.5% 2017-2018 Smarter Balanced Test Results 2017-2018 Smarter Balanced Test Results English Language Arts Mathematics English Language Arts Mathematics Hispanic/ Latino NCSD NCSD Oregon Compare NCSD Oregon Compare All His/Lat Compare All His/Lat Compare 3 31.6% 28.0% 3.6% 25.5% 28.8% -3.3% 3 49.0% 31.6% 17.4% 48.8% 25.5% 23.3% 4 29.0% 30.9% -1.9% 24.3% 25.3% -1.0% 4 49.7% 29.0% 20.7% 43.7% 24.3% 19.4% 5 39.1% 36.3% 2.8% 20.5% 22.5% -2.0% 5 59.6% 39.1% 20.5% 40.6% 20.5% 20.1% 6 39.3% 36.0% 3.3% 26.7% 21.9% 4.8% 6 58.3% 39.3% 19.0% 44.4% 26.7% 17.7% 7 42.1% 40.3% 1.8% 30.4% 24.1% 6.3% 7 61.0% 42.1% 18.9% 48.5% 30.4% 18.1% 8 38.4% 40.2% -1.8% 20.8% 24.1% -3.3% 8 57.2% 38.4% 18.8% 45.8% 20.8% 25.0% 11 58.3% 58.2% 0.1% 17.2% 19.8% -2.6% 11 71.6% 58.3% 13.3% 34.4% 17.2% 17.2%

Based on the assessment data released September 19th. Please note that these results are based on different inclusion rules and will vary from the Report Card 12 percentages released October 17th. APPENDIX I

2017-2019 Smarter Balanced Test Results North Clackamas School District – Pacific Islander/Hawaiian Native

How did NCSD students who are Pacific Island/Hawaiian Has the gap between the performance of all NCSD Native perform compared to students in Oregon who are students and NCSD students who are Pacific Pacific Islander/Hawaiian Native? Islander/Hawaiian Native increased, decreased, or stayed the same?

2018-2019 Smarter Balanced Test Results 2018-2019 Smarter Balanced Test Results English Language Arts Mathematics Pacific Islander/ Hawaiian English Language Arts Mathematics Native NCSD Oregon Compare NCSD Oregon Compare NCSD All PI/Haw Compare All PI/Haw Compare 3 30.8% 26.6% 4.2% 30.8% 24.4% 6.4% 3 44.4% 30.8% 13.6% 44.6% 30.8% 13.8% 4 * 27.9% * 20.0% * * 4 50.2% * * 44.2% * * 5 25.0% 30.7% -5.7% <5% 15.8% 5 55.3% 25.0% 30.3% 39.0% <5% 6 50.0% 40.6% 9.4% 25.0% 23.0% 2.0% 6 53.8% 50.0% 3.8% 41.0% 25.0% 16.0% 7 60.0% 39.6% 20.4% 20.0% 21.9% -1.9% 7 58.2% 60.0% -1.8% 48.4% 20.0% 28.4% 8 20.0% 35.8% -15.8% 30.0% 22.9% 7.1% 8 52.2% 20.0% 32.2% 43.1% 30.0% 13.1% 11 62.5% 56.3% 6.2% 37.5% 17.6% 19.9% 11 72.2% 62.5% 9.7% 36.9% 37.5% -0.6% 2017-2018 Smarter Balanced Test Results 2017-2018 Smarter Balanced Test Results English Language Arts Mathematics Pacific Islander/ Hawaiian English Language Arts Mathematics Native NCSD Oregon Compare NCSD Oregon Compare NCSD All PI/Haw Compare All PI/Haw Compare 3 12.5% 27.2% -14.7% 12.5% 27.0% -14.5% 3 49.0% 12.5% 36.5% 48.8% 12.5% 36.3% 4 * 27.2% * * 18.9% * 4 49.7% * * 43.7% * * 5 40.0% 43.0% -3.0% 40.0% 26.1% 13.9% 5 59.6% 40.0% 19.6% 40.6% 40.0% 0.6% 6 * 35.5% * * 22.8% * 6 58.3% * * 44.4% * * 7 44.4% 41.2% 3.2% 28.6% 27.5% 1.1% 7 61.0% 44.4% 16.6% 48.5% 28.6% 19.9% 8 22.2% 37.6% -15.4% 25.0% 28.6% -3.6% 8 57.2% 22.2% 35.0% 45.8% 25.0% 20.8% 11 33.3% 54.4% -21.1% 20.0% 19.1% 0.9% 11 71.6% 33.3% 38.3% 34.4% 20.0% 14.4%

Based on the assessment data released September 19th. Please note that these results are based on different inclusion rules and will vary from the Report Card 13 percentages released October 17th. APPENDIX I

2017-2019 Smarter Balanced Test Results North Clackamas School District - Asian

How did NCSD students who are Asian perform Has the gap between the performance of all NCSD compared to students in Oregon who are Asian? students and NCSD students who are Asian increased, decreased, or stayed the same?

2018-2019 Smarter Balanced Test Results 2018-2019 Smarter Balanced Test Results English Language Arts Mathematics English Language Arts Mathematics Asian NCSD NCSD Oregon Compare NCSD Oregon Compare All Asian Compare All Asian Compare 3 52.3% 63.8% -11.5% 60.2% 70.2% -10.0% 3 44.4% 52.3% -7.9% 44.6% 60.2% -15.6% 4 70.1% 67.1% 3.0% 69.5% 67.3% 2.2% 4 50.2% 70.1% -19.9% 44.2% 69.5% -25.3% 5 70.2% 73.1% -2.9% 63.5% 64.7% -1.2% 5 55.3% 70.2% -14.9% 39.0% 63.5% -24.5% 6 72.1% 72.4% -0.3% 68.0% 65.8% 2.2% 6 53.8% 72.1% -18.3% 41.0% 68.0% -27.0% 7 77.7% 74.0% 3.7% 79.6% 68.7% 10.9% 7 58.2% 77.7% -19.5% 48.4% 79.6% -31.2% 8 70.9% 74.2% -3.3% 72.5% 68.3% 4.2% 8 52.2% 70.9% -18.7% 43.1% 72.5% -29.4% 11 84.4% 77.1% 7.3% 60.6% 55.8% 4.8% 11 72.2% 84.4% -12.2% 36.9% 60.6% -23.7% 2017-2018 Smarter Balanced Test Results 2017-2018 Smarter Balanced Test Results English Language Arts Mathematics English Language Arts Mathematics Asian NCSD NCSD Oregon Compare NCSD Oregon Compare All Asian Compare All Asian Compare 3 70.4% 64.2% 6.2% 72.4% 69.3% 3.1% 3 49.0% 70.4% -21.4% 48.8% 72.4% -23.6% 4 60.6% 67.7% -7.1% 71.3% 69.2% 2.1% 4 49.7% 60.6% -10.9% 43.7% 71.3% -27.6% 5 76.2% 75.1% 1.1% 69.3% 65.8% 3.5% 5 59.6% 76.2% -16.6% 40.6% 69.3% -28.7% 6 69.9% 70.3% -0.4% 66.4% 64.4% 2.0% 6 58.3% 69.9% -11.6% 44.4% 66.4% -22.0% 7 80.6% 76.5% 4.1% 78.4% 69.1% 9.3% 7 61.0% 80.6% -19.6% 48.5% 78.4% -29.9% 8 79.5% 75.1% 4.4% 78.8% 70.8% 8.0% 8 57.2% 79.5% -22.3% 45.8% 78.8% -33.0% 11 84.0% 77.2% 6.8% 66.9% 57.0% 9.9% 11 71.6% 84.0% -12.4% 34.4% 66.9% -32.5%

Based on the assessment data released September 19th. Please note that these results are based on different inclusion rules and will vary from the Report Card 14 percentages released October 17th. APPENDIX I

2017-2019 Smarter Balanced Test Results North Clackamas School District – Multi-Racial

How did NCSD students who are Multi-Racial perform Has the gap between the performance of all NCSD compared to students in Oregon who are Multi-Racial? students and NCSD students who are Multi-Racial increased, decreased, or stayed the same?

2018-2019 Smarter Balanced Test Results 2018-2019 Smarter Balanced Test Results English Language Arts Mathematics Multi-Racial English Language Arts Mathematics NCSD Oregon Compare NCSD Oregon Compare NCSD All MultRac Compare All MultRac Compare 3 59.3% 50.7% 8.6% 58.3% 49.7% 8.6% 3 44.4% 59.3% -14.9% 44.6% 58.3% -13.7% 4 53.4% 52.7% 0.7% 52.3% 45.8% 6.5% 4 50.2% 53.4% -3.2% 44.2% 52.3% -8.1% 5 54.7% 58.6% -3.9% 44.9% 41.2% 3.7% 5 55.3% 54.7% 0.6% 39.0% 44.9% -5.9% 6 53.2% 53.9% -0.7% 43.0% 38.7% 4.3% 6 53.8% 53.2% 0.6% 41.0% 43.0% -2.0% 7 55.0% 58.7% -3.7% 52.0% 43.9% 8.1% 7 58.2% 55.0% 3.2% 48.4% 52.0% -3.6% 8 51.6% 57.5% -5.9% 42.4% 41.8% 0.6% 8 52.2% 51.6% 0.6% 43.1% 42.4% 0.7% 11 73.8% 69.4% 4.4% 42.9% 35.4% 7.5% 11 72.2% 73.8% -1.6% 36.9% 42.9% -6.0% 2017-2018 Smarter Balanced Test Results 2017-2018 Smarter Balanced Test Results English Language Arts Mathematics Multi-Racial English Language Arts Mathematics NCSD Oregon Compare NCSD Oregon Compare NCSD All MultRac Compare All MultRac Compare 3 55.0% 51.9% 3.1% 59.3% 48.7% 10.6% 3 49.0% 55.0% -6.0% 48.8% 59.3% -10.5% 4 58.9% 55.3% 3.6% 46.2% 46.3% -0.1% 4 49.7% 58.9% -9.2% 43.7% 46.2% -2.5% 5 65.2% 57.8% 7.4% 40.2% 40.6% -0.4% 5 59.6% 65.2% -5.6% 40.6% 40.2% 0.4% 6 62.2% 57.4% 4.8% 50.6% 43.0% 7.6% 6 58.3% 62.2% -3.9% 44.4% 50.6% -6.2% 7 56.1% 60.0% -3.9% 46.3% 45.4% 0.9% 7 61.0% 56.1% 4.9% 48.5% 46.3% 2.2% 8 59.6% 57.6% 2.0% 52.9% 41.6% 11.3% 8 57.2% 59.6% -2.4% 45.8% 52.9% -7.1% 11 77.0% 71.9% 5.1% 33.3% 35.0% -1.7% 11 71.6% 77.0% -5.4% 34.4% 33.3% 1.1%

Based on the assessment data released September 19th. Please note that these results are based on different inclusion rules and will vary from the Report 15 Card percentages released October 17th. APPENDIX I

2017-2019 Smarter Balanced Test Results North Clackamas School District - White

How did NCSD students who are white perform Has the gap between the performance of all NCSD compared to students in Oregon who are white? students and NCSD students who are white increased, decreased, or stayed the same?

2018-2019 Smarter Balanced Test Results 2018-2019 Smarter Balanced Test Results English Language Arts Mathematics English Language Arts Mathematics White NCSD NCSD Oregon Compare NCSD Oregon Compare All White Compare All White Compare 3 47.8% 53.3% -5.5% 48.5% 52.3% -3.8% 3 44.4% 47.8% -3.4% 44.6% 48.5% -3.9% 4 53.5% 56.2% -2.7% 46.5% 49.8% -3.3% 4 50.2% 53.5% -3.3% 44.2% 46.5% -2.3% 5 61.9% 61.1% 0.8% 42.9% 43.7% -0.8% 5 55.3% 61.9% -6.6% 39.0% 42.9% -3.9% 6 60.0% 57.7% 2.3% 44.6% 42.8% 1.8% 6 53.8% 60.0% -6.2% 41.0% 44.6% -3.6% 7 62.7% 60.9% 1.8% 51.2% 45.7% 5.5% 7 58.2% 62.7% -4.5% 48.4% 51.2% -2.8% 8 55.3% 58.8% -3.5% 45.8% 43.5% 2.3% 8 52.2% 55.3% -3.1% 43.1% 45.8% -2.7% 11 75.8% 71.3% 4.5% 38.3% 36.3% 2.0% 11 72.2% 75.8% -3.6% 36.9% 38.3% -1.4% 2017-2018 Smarter Balanced Test Results 2017-2018 Smarter Balanced Test Results English Language Arts Mathematics English Language Arts Mathematics White NCSD NCSD Oregon Compare NCSD Oregon Compare All White Compare All White Compare 3 51.4% 54.2% -2.8% 52.1% 53.2% -1.1% 3 49.0% 51.4% -2.4% 48.8% 52.1% -3.3% 4 55.8% 57.0% -1.2% 48.2% 49.6% -1.4% 4 49.7% 55.8% -6.1% 43.7% 48.2% -4.5% 5 64.0% 62.0% 2.0% 44.1% 45.7% -1.6% 5 59.6% 64.0% -4.4% 40.6% 44.1% -3.5% 6 62.3% 58.3% 4.0% 47.0% 44.2% 2.8% 6 58.3% 62.3% -4.0% 44.4% 47.0% -2.6% 7 65.9% 62.7% 3.2% 51.1% 47.7% 3.4% 7 61.0% 65.9% -4.9% 48.5% 51.1% -2.6% 8 59.9% 61.8% -1.9% 47.7% 45.5% 2.2% 8 57.2% 59.9% -2.7% 45.8% 47.7% -1.9% 11 73.3% 75.6% -2.3% 34.2% 37.8% -3.6%

11 71.6% 73.3% -1.7% 34.4% 34.2% 0.2%

Based on the assessment data released September 19th. Please note that these results are based on different inclusion rules and will vary from the Report 16 Card percentages released October 17th. APPENDIX II

2018-2019 Key Performance Indicators Year End Report

54% of Entering Kindergarten Students At or Above 55th Percentile on DIBELS Next - Fall

65% of Third Grade Students At or Above 40th Percentile on STAR Reading - Spring

61% of Eighth Grade Students At or Above 40th Percentile on STAR Math – Spring

87% of Ninth Graders with 6 or More Credits at Year End

85% of High School Students Graduate in Four Years (14-15 Cohort, Class of 2018)

67% of High School Graduates Enrolled in College Within 1 Year (13-14 Cohort, Class of 2017)

North Clackamas School District Mission: Preparing graduates who are inspired and empowered to strengthen the quality of life in our local and global communities. APPENDIX II

Kindergarten Academic Readiness

Percent of Percent of Percent of Kindergarten Entering Students at Entering Students Students With School *55th Percentile or Above With 3.5 or Above Average on At Least 90% Attendance on DIBELS Next Approaches to Learning Total First Trimester 2017-18 2018-19 2017-18 2018-19 2017-18 2018-19 North Clackamas 61% 54% 68% 64% 81% 79% Ardenwald 59% 55% 90% 67% 78% 79% Bilquist 51% 51% 48% 22% 82% 60% Cascade Heights 20% 89% Duncan 56% 68% 69% 66% 81% 73% El Puente 34% 52% 59% 90% 84% 92% Happy Valley Elementary 81% 74% 67% 42% 87% 87% Lewelling 52% 43% 48% 52% 72% 72% Linwood 60% 54% 74% 87% 80% 70% Milwaukie Elementary 53% 61% 32% 48% 59% 76% Mount Scott 55% 56% 73% 71% 89% 94% Oak Grove 44% 50% 60% 54% 91% 81% Oregon Trail 86% 66% 68% 62% 80% 87% Riverside 60% 46% 42% 50% 85% 65% Scouters Mountain 68% 71% 81% 68% 87% 92% Sojourner 89% 75% 68% 75% 79% 68% Spring Mountain 78% 60% 84% 69% 86% 80% Sunnyside 59% 47% 89% 86% 88% 65% View Acres 65% 51% 75% 80% 88% 87% Whitcomb 37% 21% 80% 59% 80% 70%

* Students at the 55th percentile on DIBELS Next are considered not at risk for lower than grade level performance at year end in the area of reading based on their current performance compared to a national sample of students.

APPENDIX II

Third Graders Read at or Above Grade Level

Percent of Third Percent of Third Percent of Third Graders At 35th Percent of Third Graders At 40th Graders At 40th School Percentile or Above ** Graders Proficient on Percentile or Above * – Percentile or Above * – Growth – Fall to Spring Smarter Balanced ELA Fall STAR Reading Spring STAR Reading STAR Reading 2017-18 2018-19 2017-18 2018-19 2017-18 2018-19 2017-18 2018-19 North Clackamas 57% 50% 68% 65% 75% 75% 49% 44% Ardenwald 39% 44% 56% 64% 70% 80% 32% 39% Bilquist 58% 50% 72% 62% 81% 70% 40% 46% Cascade Heights 32% 27% Clackamas Web Academy 40% 20% Duncan 66% 36% 76% 67% 85% 90% 50% 50% El Puente 47% 44% 54% 50% 72% 71% 49% 48% Happy Valley Elementary 67% 75% 79% 96% 78% 74% 66% 60% Lewelling 34% 33% 50% 54% 70% 63% 33% 31% Linwood 46% 44% 51% 60% 75% 70% 57% 29% Milwaukie Elementary 69% 45% 70% 55% 56% 55% 36% 35% Mount Scott 62% 56% 68% 69% 60% 81% 68% 54% Oak Grove 50% 60% 63% 60% 72% 63% 38% 47% Oregon Trail 77% 52% 81% 68% 60% 65% 68% 45% Riverside 49% 42% 57% 48% 78% 72% 41% 32% Scouters Mountain 64% 61% 82% 73% 81% 72% 67% 54% Sojourner 56% 69% 71% 72% 79% 56% 63% 75% Spring Mountain 65% 65% 83% 82% 91% 92% 74% 73% Sunnyside 69% 50% 76% 61% 78% 75% 44% 40% View Acres 50% 52% 60% 68% 60% 74% 53% 52% Whitcomb 34% 19% 55% 36% 83% 85% 19% 11% * Students at the 40th percentile on STAR Reading are considered not at risk for lower than grade level performance at year end in the area of reading based on their current performance compared to a national sample of students. ** Students at the 35th percentile for growth on STAR Reading are considered not at risk for lower than grade level performance at year end in the area of reading based on their current performance compared to a national sample of students. APPENDIX II

Eighth Graders Algebra Ready

Percent of Eighth Percent of Eighth Percent of Eighth Graders At **35th Graders With C or Percent of Eighth Graders Graders At *40th School Percentile or Above Above in Math – Spring Proficient on Smarter Percentile or Above – Growth – Fall to Spring Semester Balanced Math Spring STAR Math STAR Math 2017-18 2018-19 2017-18 2018-19 2017-18 2018-19 2017-18 2018-19 North Clackamas 58% 61% 65% 61% 74% 78% 46% 43% Alder Creek 46% 52% 54% 66% 70% 75% 36% 37% Cascade Heights 61% 52% Clackamas Web Academy 26% 21% Happy Valley 74% 74% 65% 57% 84% 87% 66% 63% Rock Creek 66% 63% 68% 64% 78% 87% 52% 53% Rowe 42% 50% 73% 58% 61% 57% 26% 18%

* Students at the 40th percentile on STAR Reading are considered not at risk for lower than grade level performance at year end in the area of math based on their current performance compared to a national sample of students.

** Students at the 35th percentile for growth on STAR Reading are considered not at risk for lower than grade level performance at year end in the area of math based on their current performance compared to a national sample of students.

APPENDIX II

Tenth Graders On Track with Six Credits

Percent of Students * Percent of Ninth * Percent of Ninth Percent of Ninth with 6+ Credits Graders Passing All Graders Passing Math Graders Passing School Before Starting Core Classes – – English – Tenth Grade Spring Semester Spring Semester Spring Semester 2017-18 2018-19 2017-18 2018-19 2017-18 2018-19 2017-18 2018-19 North Clackamas 88% 87% 84% 86% 88% 91% 89% 88% Clackamas High School 95% 95% 86% 90% 93% 96% 92% 96% Clackamas Middle College 95% 92% 93% 89% 100% 100% 99% 94% Clackamas Web Academy 60% 77% 54% 59% 69% 84% 73% 86% Milwaukie Academy of the Arts 84% 91% 73% 85% 76% 96% 90% 90% Milwaukie High School 79% 70% 69% 70% 79% 75% 77% 65% New Urban High School 36% 46% 29% 54% 93% 57% 50% 69% Putnam High School 91% 87% 82% 79% 88% 90% 92% 85%

All Students Graduating High School

Four-Year Cohort Graduation Rate Five-Year Cohort Completer Rate School 2012-13 2013-14 2014-15 2011-12 2012-13 2013-14 (Class of 2016) (Class of 2017) (Class of 2018) (Class of 2015) (Class of 2016) (Class of 2017) North Clackamas 80% 84% 85% 87% 87% 87% Clackamas High School 88% 92% 94% 93% 92% 94% Clackamas Middle College 60% 93% 96% 95% 94% 97% Clackamas Web Academy 69% 57% 66% 81% 78% 75% Milwaukie Academy of the Arts 94% 92% 91% 92% 97% 93% Milwaukie High School 73% 78% 80% 79% 79% 80% New Urban High School 25% 38% 46% 58% 43% 50% Putnam High School 87% 89% 86% 91% 91% 87%

* Passing with a final grade of D or better. APPENDIX II

Increasing Post Secondary Enrollment Rates

2010-11 2011-12 2012-13 2013-14 School (Class of 2014)* (Class of 2015)* (Class of 2016)** (Class of 2017)** North Clackamas 65% 65% 69% 67% Clackamas High School 75% 70% 79% 75% Clackamas Middle College 61% 80% 74% 74% Clackamas Web Academy 50% 48% 61% 40% Milwaukie Academy of the Arts 77% 70% 70% 63% Milwaukie High School 49% 53% 52% 58% New Urban High School 31% 44% 13% 44% Putnam High School 66% 65% 66% 60%

* The percent of students considered “completers” (standard high school diploma, modified diploma, GED) in the four-year cohort following the Oregon inclusion rules that were enrolled in either a two- or four-year college or university within 16 months following completion of their high school program.

** Under the revised accountability rules this calculation has changed. The percent of students considered graduates (standard high school diploma, modified diploma) in the four-year cohort following the Oregon inclusion rules that were enrolled in either a two- or four-year college or university within one year following graduation.