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Horace W. Porter September 4,2012. Peeking at the Data… and Looking Beyond. Mathematics . Grades 3-8. Three Year Performance Level Comparison: Mathematics. Cohort Comparison ‘11-’12 Grade 4: Mathematics. Cohort Comparison ‘11-’12 Grade 5: Mathematics.

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Horace w porter september 4 2012

Horace W. Porter September 4,2012

Peeking at the Data…and Looking Beyond.


Mathematics
Mathematics

Grades 3-8










Reading
Reading

Grades 3-8










Writing
Writing

Grades 3-8










Science
Science

Elementary and Middle School

*Grade 5 CMT includes curriculum from Grades 3-5 and Grade 8 CMT includes curriculum from Grades 6-8


Three year performance level comparison science
Three Year Performance Level Comparison: Science

*Grade 5 CMT includes curriculum from Grades 3-5

**Grade 8 CMT includes curriculum from Grades 6-8


Drg comparison science
DRG Comparison: Science

*Grade 5 CMT includes curriculum from Grades 3-5

**Grade 8 CMT includes curriculum from Grades 6-8


Accountability
Accountability

CMT’s and the Teacher Evaluation System


Why connecticut has changed the system of accountability
Why Connecticut has changed the system of accountability:

  • CT received a waiver from AYP

    • CT’s waiver included:

      • Goal – not Proficiency – as expected performance level

      • Growth Model:

        • Counting all student movement between all levels shows growth

      • Student performance goals are meaningful for schools



Performance index
Performance Index

  • Index between 0 and 100

  • Counts performance in all tested grade levels

  • Captures performance across performance bands

  • Includes all tested subjects: reading, writing, math, and science

  • Incorporates all tested students, including students who take the MAS and the Skills Checklist

  • Provides subject-specific indices and overall index

  • Calculated for “all students” group and subgroups: ELL, SWD, Black, Hispanic, F/R lunch



Connecticut state targets following 2018
Connecticut State Targets: following 2018

Horace W. Porter School’s Baseline SPI (2012) = 87.2%

Columbia School System’s Baseline DPI (2012) = 87.0%


School classification
School Classification:

Met all state targets

  • Excelling

  • Progressing

  • Transition

  • Review (inc. Focus)

  • Turnaround

Meeting annual targets

Not meeting annual targets

Need the most support: eligible for Commissioner’s Network; otherwise, district-led interventions and redesign



How did we do
How did we do?

  • Our Results


Goal setting
Goal Setting

  • All teachers need to write several goals

  • One Goal is aligned to improving the SPI, which counts for 5% of the teacher’s total evaluation

  • To help work towards improving the SPI, all teachers will set a goal around reading


Teacher support and development
Teacher Support and Development

  • All teachers have received a book entitled, “Developing Content Vocabulary”

  • All teachers have been trained in “reading across the content areas”

  • Language Arts Teachers K-8 have been trained in Reading Workshop for consistency across grade levels

  • Additional professional development and support during monthly Faculty/Curriculum Meetings and weekly Team Meetings


Thank you
Thank You!

Alyssa Gwinnell September 4, 2012

Acting Principal [email protected]

Horace W. Porter School 860.228.9493


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