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Closing the Achievement Gap

Closing the Achievement Gap. 2011 Connecticut Mastery Test Results and Analysis: Elementary, Intermediate, and Middle School 2008 - 2011 Connecticut Assessment Performance Test Results/Analysis for Secondary Schools - Grade 10 A Comparison Between Bloomfield and the State of Connecticut

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Closing the Achievement Gap

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  1. Closing the Achievement Gap • 2011 Connecticut Mastery Test Results and Analysis: Elementary, Intermediate, and Middle School • 2008 - 2011 Connecticut Assessment Performance Test Results/Analysis for Secondary Schools - Grade 10 • A Comparison Between Bloomfield and the State of Connecticut • Establishing Annual Targets and Timelines for CMT and CAPT District Wide Achievement Dr. James Thompson Superintendent of Schools September 2011

  2. Today, I will share with you… • A comparison of 3 years of Connecticut Mastery Test data • Reading (Grades 3-8) • Mathematics (Grades 3-8) • Sample Matched Cohort Data for At or Above Goal for Reading and Mathematics • A Comparison of 4 year of Connecticut Assessment Performance Test in Reading and in Math. • Strengths, Concerns, and Implications/Next Steps for each content area • The Achievement Gap between Bloomfield and the State in Reading and Mathematics, as evidenced by the: • Connecticut Mastery Test (CMT) • Connecticut Academic Performance Test (CAPT) • Establish Annual Targets and Timelines to Close the Achievement Gap September 2011

  3. 2011 CONNECTICUT MASTERY TEST RESULTS AND ANALYSIS ELEMENTARY, INTERMEDIATE, AND MIDDLE SCHOOL Laurel Elementary (Grades 3-4) Carmen Arace Intermediate (Grades 5-6) Carmen Arace Middle (Grades 7-8) September 2011

  4. 2009 - 2011 CMT - Elementary, Intermediate, Middle School Results September 2011

  5. 2009 - 2011 CMT - Intermediate, Middle School Matched Cohort September 2011

  6. 2009 - 2011 CMT – Reading Grades 3 – 8 District Analysis • Strengths • The overall trend for student achievement At or Above Goal has increased from 2008-2011 for grades 7 and 8. • The overall trend for student achievement At or Above Proficient has increased from 2008-2011 for all grades except 5. • Grades 6, 7 and 8 matchedcohorts made strong gains in At or Above Goal, with 26.0, 22.0 and 20.5 percentage point gains respectively. • Concerns • Grade 5 showed decreases in student achievement for both students at/above goal and at/above proficiency. • Grades 3 through 6 showed decreases in reading achievement At or Above Goal. September 2011

  7. 2009 - 2011 CMT – Reading Grades 3 – 8 District Analysis • Implications/Next Steps • Analyze daily reading instruction with an emphasis on programming, practices and professional development. • Develop school-level corrective action plans based on individual school data and monitor implementation of these plans utilizing school-level data teams. • Identify school-level factors correlated with growth or decline for each grade level and determine which strategies to continue to implement, modify or discontinue. September 2011

  8. 2009 - 2011 CMT – Reading Grades 3 – 8 District Analysis • Implications/Next Steps (continued) • Implement and monitor effective teaching strategies to increase student engagement in English Language Arts and math. • Monitor student progress by establishing data teams at all schools and grade levels. • Implement walkthrough protocols for effective classroom environments and monitor follow through. September 2011

  9. 2009 - 2011 CMT - Elementary, Intermediate, Middle School Results September 2011

  10. 2009 - 2011 CMT - Intermediate, Middle School Matched Cohort September 2011

  11. 2009 - 2011 CMT – Mathematics District Analysis Grades 3 - 8 Strengths • Three of the four Matched cohorts showed a positive upward trend for At or Above Goal (cohorts from grades 5,6 and 7) • Grade 3 progress of 10 percentage points for students At or Above Goal, is especially commendable. Concerns • Mathematics achievement did not show the desired growth at the At or Above Goal level of achievement in Grades 4 and 8. • The matched cohort data shows that the 8th grade cohort has had a steady decline at the goal level of achievement for the past three years September 2011

  12. 2009 - 2011 CMT – Mathematics District Analysis Grades 3 - 8 • Implications/Next Steps • Analyze Math instruction with an emphasis on programming, practices and professional development. • Establish target goals for each grade for students At or Above Goal in mathematics. • Develop school-level intervention plans based on individual school data and monitor implementation of these plans utilizing school-level data teams. • Identify school-level factors correlated with growth or decline for each grade level and determine which strategies to continue to implement, modify or discontinue. September 2011

  13. 2009 - 2011 CMT – Mathematics District Analysis Grades 3 - 8 • Implications/Next Steps (continued) • Implement and monitor effective teaching strategies to increase student engagement in math. • Monitor student progress by establishing data teams at all schools and grade levels. • Implement walkthrough protocols for effective classroom environments and monitor follow through. September 2011

  14. 2008 - 2011 CONNECTICUT ASSESSMENT PERFORMANCE TEST RESULTS/ANALYSIS FOR SECONDARY SCHOOLS GRADE 10 Big Picture High School Bloomfield High School September 2011

  15. 2008 - 2011 CAPT Results September 2011

  16. Concerns • A steady decrease in the percent of students achieving At or Above Goal and At or Above Proficient in Reading. • A significant decline of 6.5 percentage points at the proficiency level. Implications/Next Steps • Work with English Language Arts (ELA) teachers to identify effective strategies and interventions to replicate in all classrooms. • Consider setting target goals for students At or Above Goal in Reading and constantly communicate the need to reach this goal to teachers and principals. • Identify school-level factors associated with the minimal progress for students At or Above Goal and determine which strategies to continue to implement, modify or discontinue. • Develop specific strategies for improvement of Grade 10 Reading by further analyzing the data and determining specific areas of skill sets and subsets that need to be addressed. 2008 - 2011 CAPT Secondary Performance Analysis Reading- Grade 10 September 2011

  17. 2008 - 2011 CAPT Secondary Performance Analysis Reading- Grade 10 • Implications/Next Steps (cont’d) • Conduct a thorough review of the Grade 10 Literacy curriculum to ensure that it is aligned with state standards. • Implement and monitor effective teaching strategies to increase student engagement in English Language Arts • Monitor student progress by establishing data teams at all schools and grade levels • Implement walkthrough protocols for effective classroom environments and monitor follow through • Establish freshman literacy academy to focus on high-impact reading strategies • Embed high impact literacy strategies in all content areas for students in grades 9 and 10 through disciplinary literacy approach. September 2011

  18. 2008 - 2011 CAPT Results 18 18 September 2011

  19. 2008- 2011 CAPT Secondary Performance Analysis Mathematics– Grade 10 • Strengths • The percentage of students that reached proficiency from 2010 to 2011 increased by 2.4 percentage points. • Concerns • There is a lack of progress over a four year period in the percentage of students At or Above Goal and At or Above Proficient in Grade 10 math. September 2011

  20. 2008- 2011 CAPT Secondary Performance Analysis Mathematics – Grade 10 Implications/Next Steps • Conduct an analysis of math instruction in both secondary schools with particular review of instructional programming and practices as well as the professional development offered to teachers. • Consider offering specialized math instruction for students experiencing problems as • evidenced by test data. • Consider establishing a district-wide target for Grade 10 math that demonstrates incremental growth for the percentage of students At or Above Goal. • Develop school-level corrective action plans based on individual school data and monitor implementation of these plans utilizing school-level data teams. • Identify students who are not only experiencing problems but also those who are close to reaching At or Above Goal and provide specialized instruction for them to help get them to goal. September 2011

  21. 2008- 2011 CAPT Secondary Performance Analysis Mathematics – Grade 10 Implications/Next Steps • Implement and monitor effective teaching strategies to increase student engagement in math • Monitor student progress by establishing data teams at all schools and grade levels • Implement walkthrough protocols for effective classroom environments and monitor follow through • Embed high impact literacy strategies in all content areas for students in grades 9 and 10 through disciplinary literacy approach September 2011

  22. A Comparison Between Bloomfield and the State of Connecticut Establishing Annual Targets and Timelines for CMT and CAPT District Wide Achievement September 2011

  23. Overall Percent ReadingProficient or Above: CMT • State projected performance is an estimate based on a state average gain of 1.2 points per year • To close the achievement gap in 3 years, by 2013-14, BPS growth in grades 3-8 requires: • 5%annual increase in “at or above proficiency” on the CMT September 2011

  24. Overall Percent ReadingGoal or Above: CMT • State projected performance is an estimate based on a state average gain of 1.4 points per year • To reduce the achievement gap by 65% in 3 years BPS growth in grades 3-8 requires: • 5% annual increase in “At or Above Goal” on the CMT September 2011

  25. Overall Percent MathProficient or Above: CMT • State projected performance is an estimate based on a state average gain of 1.4 points per year. • To close the achievement gap in 3 years, by 2013-14, BPS growth in grades 3-8 requires: • 3% annual increase in “at or above proficiency” on the CMT September 2011

  26. Overall Percent MathGoal or Above: CMT • State projected performance is an estimate based on a state average gain of 2.0 points per year • To reduce the achievement gap by 40% in 3 years, by 2013-14, BPS growth in grades 3-8 requires: • 4%annual increase in “At or Above Goal” on the CMT September 2011

  27. Overall Percent ReadingProficient or Above : CAPT • State projected performance is an estimate based on a state average gain of .5 point per year • To reduce the achievement gap by 68% in 3 years, by 2013-14, BPS growth in grade 10 requires: • 5% annual increase in “At or Above Proficient” on the CAPT September 2011

  28. Overall Percent ReadingGoal or Above: CAPT • State projected performance is an estimate based on a state average gain of .5 point per year • To reduce the achievement gap by 47% in 3 years, by 2013-14, BPS growth in grade 10 requires: • 6%annual increase in “At or Above Goal” on the CAPT September 2011

  29. Overall Percent MathProficient or Above: CAPT • State projected performance is an estimate based on a state average gain of 1 point per year • To reduce the achievement gap by 40% in 3 years, by 2013-14, BPS growth in grade 10 requires: • 5% annual increase in “at or above proficiency” on the CAPT September 2011

  30. Overall Percent MathGoal or Above: CAPT • State projected performance is an estimate based on a state average gain of 1.1 point per year • To reduce the achievement gap by 36% in 3 years, by 2013-14, BPS growth in grade 10 requires: • 6%annual increase in “At or Above Goal” on the CAPT September 2011

  31. To Summarize… • Bloomfield Public Schools can eliminate the Achievement Gap in 2 Areas within 3 years: • Reading Proficient or Above on the CMT • Math Proficient or Above on the CMT • Bloomfield Public Schools will close the Achievement Gap in Reading and Math, in both achievement levels, for the CMT and the CAPT within 8 years if the CMT and CAPT were to remain as the state assessment tools. September 2011

  32. Paying attention to data improves student achievement. September 2011

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