Presentation on theme: "A Snapshot. Schools Dresden Elementary School Pre K – 4 (450) Dresden Middle School 5 – 8 (400) Dresden High School 9 – 12 (360) Gleason School."— Presentation transcript:
Schools Dresden Elementary School Pre K – 4 (450) Dresden Middle School 5 – 8 (400) Dresden High School 9 – 12 (360) Gleason School Pre K – 12 (500) Greenfield SchoolPre K – 12 (530) Martin Primary School Pre K – 2 (430) Martin Elementary School 3 – 5 (430) Martin Middle School 6 – 8 (440) Westview High School9 – 12 (630) Sharon School Pre K – 8 (160) Adult Learning Center/Alternative School Total student population approx. 4,350
System Profile Racial/Ethnic Minority11% Limited English Proficient 0.3 % Students with Disabilities 17% Economically Disadvantaged 60% Female 48%, Male 52%
Currently in Weakley County Schools… We are entering Year 2 of the new Teacher Evaluation Model We are entering Year 3 of our Race to the Top grant Mentor Program Benchmark Testing (3 times per year) Transition to Common Core State Standards (CCSS), Singapore Math in K-8 Use of data to drive instruction
Testing Benchmark Testing – Sept., Dec., April Constructed Response Assessment (CRA) – Math 3-8, 3 times TCAP Writing Assessment – Grades 5, 8, 11, February Explore, Plan, PSAT, ASVAB, ACT Stanford Ten – Grades 1-2, April TCAP – Grades 3-8, April End of Course Exams – High School, May
Achievement Accountability 3 rd Grade Reading and Math (TCAP) 7 th Grade Reading and Math (TCAP) 3-8 Reading and Math (TCAP) Algebra 1 and Algebra 2 (EOC) English 2 and English 3 (EOC) Graduation Rate Closing Gaps: Racial/Ethnic Minorities Economically Disadvantaged Students with Disabilities (Special Ed)
In 2011, Weakley County was… 1 st among county systems in West Tennessee in Reading. 3 rd among county systems in West Tennessee in Math. 2 nd among all school districts in West Tennessee in average ACT score.
2012 Results We set goals based on our 2011 numbers. Although we did not quite reach some of our goals, we improved from 2011 in: 3 rd and 7 th Math 3-8 Reading and Math (aggregate) Algebra 1 English 2 Graduation Rate Where did we fall short? 3 rd Reading 7 th Reading Closing the Racial/Ethnic Minority Achievement Gap Closing the Economically Disadvantaged Achievement Gap
Achievement vs. Growth Achievement Growth, Value-Added, TVAAS Measures students with grade-level tests (TCAP, EOC, etc.) In Tennessee, students are usually ranked as Advanced, Proficient, Basic, or Below Basic Measures students based on their own testing histories Predicts a score for each test from that history, then reports whether student scored above, at, or below that score. Reports are published for teachers, schools, and districts.
In a perfect world: Students start at the same place Students progress at the same pace Achievement test scores are enough to show growth Stair-Step Expectations
Perfect World First/Last Day of School - 3 Students Time is the constant Variables: Achievement & Progress START/FINISH
In reality: Students start at different places Students progress at different rates Need more than scores on a single test to show teacher, school, or system effectiveness Differentiated Reality
One Year’s Growth for One Child Time is the constant Variables: Achievement & Progress START/FINISH
Reality Progress after One Year – 3 Students Time is the constant Variables: Achievement & Progress START/FINISH Less than Expected Growth Expected Growth More than Expected Growth
We must expect progress for ALL students Why Value-Added is Necessary Student A Student B Standard Grade Proficiency
What can the Instructional Data Coach do for you? Student test histories (all subjects, grades) Student test scores from last two years, broken down by curriculum strands within subjects Student score projections Standards, pacing guides, practice tests Teaching strategies, formative assessments Collaboration, resources