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CALI Partner and supported districts

CALI Partner and supported districts. An overview of trends in CMT and CAPT Data. Heather Levitt Doucette Education consultant Bureau of accountability and improvement Connecticut state department of education. Selection of Partner Districts. PARTNER DISTRICTS

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CALI Partner and supported districts

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  1. CALI Partner and supported districts An overview of trends in CMT and CAPT Data Heather Levitt Doucette Education consultant Bureau of accountability and improvement Connecticut state department of education

  2. Selection of Partner Districts • PARTNER DISTRICTS • Selected in 2007, again in 2008, and again in 2010 • 12 in 2007 • An additional 3 in 2008 • An additional 3 in 2010 • In Year 3 or greater of In Need of Improvement Status • Did not make AYP at the whole district level in math, reading or both in the year selected

  3. Selection of SUPPORTED DISTRICTS • SUPPORTED DISTRICTS • Selected in 2007 • In Year 3 or greater of In Need of Improvement Status • Did not make AYP at in math, reading or both for sub-group performance only • Some Supported Districts later met the criteria for Partner Districts • No new Supported Districts identified since 2007

  4. Supports for Partner Districts • Instructional and financial diagnostic assessments of the districts and schools • Technical Assistance team assigned to facilitate the revision and monitor implementation of the District Improvement Plan (DIP) • Required to establish an accountability system based on the CALI model • Free access to training and on­site technical assistance in the CALI modules • Demonstration Schools

  5. Supports for Supported Districts • Facilitated district self-assessment using the DSAC tool • Free access to training and on­site technical assistance in the CALI modules • Demonstration Schools

  6. Current Partner and Supported Districts * Former Supported Districts

  7. Demographic composition of 15 Partner Districts as compared to the Rest of the State: (2009-10 School Year) AA/NA 4% Partner Districts: Ansonia, Bridgeport, Danbury, East Hartford, Hartford, Meriden, Middletown, New Britain, New Haven, New London, Norwalk, Norwich, Stamford, Waterbury, Windham

  8. Distribution of Special Education, Free/Reduced Lunch Eligible and ELL students in 15 Partner Districts as Compared to the Rest of the State (2009-10 School Year)

  9. 100% of students in 3rd Grade cohort at/above proficient in reading by 2014!

  10. What does this data look like for the districts we are working in?

  11. *Norwich has only one alternative High School; the N size for CAPT participants is too small to report the data publicly.

  12. *Norwich has only one alternative High School; the N size for CAPT participants is too small to report the data publicly.

  13. What about the achievement gap?

  14. Percent of Students At/Above Proficient on Math CMT by Race: 3rd Grade 2007 Matched Cohort

  15. Percent of Students At/Above Proficient on Reading CMT by Race: 3rd Grade 2007 Matched Cohort

  16. Percent of Students At/Above Proficient on Reading CMT by Free/Reduced Lunch Eligibility: 3rd Grade 2007 Matched Cohort

  17. Percent of Students At/Above Proficient on Math CMT by Free/Reduced Lunch Eligibility: 3rd Grade 2007 Matched Cohort

  18. Implications for schools, districts and the state • Cohort information is different than status • Some districts and schools need to start looking at Goal • Closing the achievement gap requires accelerating the learning of sub-groups • Vertical Scale Analysis • The assessment and accountability system will be changing • Schools and districts need to mine their own data

  19. Thank you. Heather Levitt DoucetteBureau of accountability and improvement CONNECTICUT STATE DEPARMENT OF EDUCATION HEATHER.LEVITT@CT.GOV

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