Colchester Public Schools

1
Colchester Public Schools

• Generation 4 Connecticut Mastery Test Results
• Grades 3-8

2
Essential Questions

• What successes can we celebrate?
• What does the CMT measure?
• What are our achievement levels this year?
• Reading Writing
• Math Science
• How does Colchester compare to the state and its
  DRG in grades 3-8?
• What opportunities exist for improvement?

3
CELEBRATING SUCCESS
4
(No Transcript)
5
(No Transcript)
6
What does the CMT Measure?

• Reading
• Comprehension Product
• DRP- Degrees of Reading Power Process
• Writing
• Direct Assessment of Writing Prompt (Narrative,
  Expository, Persuasive)
• Editing and RevisingLanguage Conventions
• Math
• Skills and extended tasks, with increased
  emphasis on application
• Science
• Grades 5 and 8 only Students understanding of
  fundamental science concepts in life, physical
  and earth sciences, how those concepts apply to
  the real world and how evidence is derived
  through scientific inquiry.

7
READING
8
READING AT GOAL
9
What does Reading Measure?

• Reading Strands
• General Understanding
• Developing an Interpretation
• Making Reader/Text Connections
• Examining Content and Structure

10
1 General Understanding 2 Develop an
Interpretation 3 Make Reader/text Connections
4 Examine content and structure
11
Grade Three Reading Strands
12
Grade Four Reading Strands
13
Grade Five Reading Strands
14
Grade Six Reading Strands
15
Grade Seven Reading Strands
16
Grade Eight Reading Strands
17
2008 Results for Reading Lab Students, Grades 3-5
18
2008 Results for Students Attending After School
Program, 3-5

• Out of 43 students, the results were

81 of the students achieved at Proficient and
Above.
19
Vertical Scale Scores Growth!
20
READING Percent at ADVANCED
21
Gender Gap in Reading
Difference between girls and boys reading at goal
22
Instructional Improvement Planned Reading

• Grade 3-5 piloting Scott Foresman reading program
  in 2008-2009
• Response to intervention model in place for
  middle school students targeting skills for
  students at basic and below
• Gender literacy program in place for middle
  school students with funding from Liberty Bank
  Grant.
• Teachers are providing small group instruction
  within the classroom for students at proficient

23
MATHEMATICS
24
MATH AT GOAL
25
Math Percent at ADVANCED

26
STRANDS Math, Grade 6Percent of Students
Reaching Mastery
27
Math Strands, contd.
28
Instructional Improvement Planned Mathematics

• Remedial materials purchased and progress
  monitoring using AIMSWEB for students in grades
  K-5.
• Response to intervention model in place for
  middle school students each students skills to
  be addressed
• Diagnosis of strand performance and pacing guides
  and problem of the day to address areas of
  concern

29
WRITING
30
WRITING AT GOAL
31
Writing at ADVANCED
32
Planned Instructional Improvement Writing

• Scott Foresman integrated reading and writing
  program piloted
• Writers workshop professional development for
  grades K-2 presented in August
•  Revision of writing prompts at the middle school
  level
• Training for teachers on holistic scoring to
  ensure consistency in expectations and
  school-wide collaborative scoring

•  

33
SCIENCE
34
SCIENCE Content Strands

• 1 . Physical Science
• 2 . Earth Science
• 3 . Life Science
• 4 . Content Knowledge
• 5 . Scientific Inquiry

35
SCIENCE Percent of students at GOAL
36
DRG AND STATE COMPARISONS
37

Comparison to the STATE difference

38
2007
39
Heres where we were in 2006!
40
Student Performance Over Time Current Sixth
Graders

• Math 61 75
• Reading 68 71
• Writing 62 69
• DRP 62 65

41
Student Performance Over Time Current Ninth
Graders

• Math 61 75
• Reading 68 71
• Writing 62 69
• DRP 62 65

42
Number of actual students moving out of below
basic level between 07 and 08
43
AYP Adequate Yearly Progress

• 2008 (target goal for whole school subgroups)
• 82 proficient in math
• 79 proficient in reading
• To reach 100 by 2013-2014

44
AYP 2008 Percent meeting proficiency target
goal 82 math, 79 reading
45
FOCUS ON IMPROVEMENT
46
Where Must We Improve?Gender Boys Fall
Significantly Below Girls in Meeting GOAL in
Reading
47
Where Must We Improve?Economically
Disadvantaged percent meeting proficient do not
meet AYP
48
Where Must We Improve?Special Education
Percent meeting proficient do not meet AYP
49
Plans for Improvement in 2008

• Use of non-fiction texts and sustained reading.
• SRBI responding to each students need for
  interventions and support, particularly those
  below proficient.
• Gender gap in reading and writing choice texts
  and more non-fiction.
• Use of DRP assessment to enhance teacher
  familiarity with student reading difficulties.
• Common assessments in core areas collaboratively
  scored at all grade levels.

50
Recap Where Have We Been Successful?

• Student progress over time (cohort growth, both
  toward goal and out of remediation)
• Student progress over time as compared to state
  and DRG
• Reading strand focus areas
• Remedial students receiving direct instruction
  made gains
• Increasing the percent of students at or above
  proficient level
• Writing skills across all grade levels
• Positive Behavior Support in place creates an
  environment for strong academic performance
• Participation rate for all students
• Sub-group and overall improvement resulted in
  safe harbor

51
We are making progress!

• Students are making significant gains as they
  progress in school.
• Faculty and administration know where they are
  headed and have a vision of how to improve.
• Teacher leaders are looking at data and
  collaborating with teachers to target individual
  students and specific skills for improvement.
• We are looking at ways to support special
  education and low-income students with extra
  time
• We have designed interventions for boys in the
  areas of reading and writing.

52
A Strategic Approach

• Instead of looking globally at our district
  progress, we can strategically examine what each
  student needs and provide that extra time and
  support at all grade levels.

53
QUESTIONS?