Augusta School Department School Board Presentation NECAP- 2014 Augusta School Department School Board Presentation

Middle School Cony MS Overall 2011-2012 2012-13 2013-14 % Of students Proficient/Proficient with Distinction Reading 73% 72% 62% (state average 72%) Math 56% 55% 50% (state average 56%) Writing 43% 51% 42% (state average 47%) Lori Smail--- Introduce your self

CONY FINDINGS Decrease in student performance in Reading by 10% and we are 10% below state average Decrease in student performance in Math by 5% and we are 6% below state average Decrease in student performance in Writing by 9% and we are 5% below state average

Cony- What’s Next? More data analysis and attention Need to modify instructional practices Emphasis on content area specialists should improve scores RTI interventions

Farrington Elementary School Farrington Overall   2011-2012 2012-13 2013-14 % Of students Proficient/Proficient with Distinction Reading 65% 74% (state average 69%) Math 52% 58% 56% (state average 61%) Writing 49% 40% 60% (state average 50%) Lori Smail--- Introduce your self

FARRINGTON FINDINGS Overall growth over three years: Reading 9%, Math 4% and Writing 11% Students have moved from the Substantially Below Proficient and Partially Proficient categories to the Proficient category. Farrington set school wide goals and incentives for improved performance Farrington used an Olympic Theme: -Entire school participated in an Olympics -Students were awarded medals based on their achievement (Bronze = any improvement, Silver = Proficient, Gold = Proficient with Distinction) The Principal and Dean of Students met with each student in grades three through sixth to set individual goals for the NECAP and discussed test taking strategies

Farrington Continued Targeting Reading by: Providing students with a variety of interventions such as Title I, Project Pride, Ed. Tech support, small group or 1:1 instruction, extended time, modified work and parent contact Staff worked with district literacy coach on best practices in reading/writing instruction and incorporate strategies Staff consistently monitored each student’s progress

Farrington Continued Targeting Math by: Focused PD on Guided Math best practices, such as mini lessons, guided practice, small group instruction specific to students’ needs, differentiated math stations implemented Staff participated in two book studies District math coach worked with individual teachers to develop effective practices. Variety of interventions included Title I, Project Pride, Ed. Tech support, small group or 1:1 instruction, extended time, modified work and parent contact

Farrington Continued Targeting Writing by: Staff administered monthly writing prompts and scoring collaboratively Teachers then developed individual goals with the students Teacher began scoring constructed response questions based on the NECAP score guide

% Of students Proficient/Prof. with Distinction Gilbert Elementary Gilbert Overall 2011-2012 2012-13 2013-14 % Of students Proficient/Prof. with Distinction Reading 75% 68% 76% (state average 69%) Math 56% 55% 59% (state average 61%) Writing 43% 58% 42% (state average 50%)

GILBERT FINDINGS Reading - Scores steadily climbed in 11/12 at 75%. There was a 7% decrease in scores in 12/13. Our scores increased up 8% in 13/14. Reading - Focused on providing our students in the partially meet/ does not meet category with the appropriate interventions (Title I; Project Pride; Ed Tech support; small group or 1:1 instruction; extended time; modified work; student peer buddies). Reading - Our district literacy coach continues to work with teachers on best practices.

Gilbert Continued Math- Scores steadily climbed in 11/12 at 56%. There was a 1% decrease in scores in 12/13. Our scores increased up 4% in 13/14. Math- Focused professional development on Guided Math best practice. This consists of a focused mini-lesson, with guided practice, followed by small group instruction to meet the students’ needs. Math stations are used to reinforce key concepts. Math- Staff participated in book studies and used early release/ workshop days to learn about Guided Math. Our district math coach continues to be an asset with providing teachers ongoing support in this area.

Gilbert Continued Writing- In 12/13, our scores leaped 15% from the previous year. In 13/14, scores dipped 16%. Writing- Provided staff with professional development on implementing a Writer’s Workshop Framework with a focus on student conferences. Conferences teach the writer the skills they need rather than focusing on the writing. Writing- Staff participated in book studies, coaching cycles with our district literacy coach, visiting model classrooms, and using early release/ workshop days to learn about best practices for writing instruction.

Gilbert Continued Overall- Staff participated in data analysis looking at the needs of our students and identifying interventions to support learning, looking at the question types and identifying the misconception. Overall- Continue to implement released item questions to help prepare our students with stamina, types of questions, and practice. Overall – Grades 3 – 6 classroom instruction on test taking skills. Overall – Monthly collaboration meetings K – 6 to discuss student progress, instruction, and coordinate interventions. Overall – Implemented school-wide PBIS (Positive Behavioral Interventions and Supports). There is increasing evidence that school-wide positive behavior support interventions improve standardized test results. Overall – Preparing for new Smarter Balanced Assessment. Grade 3 is participating in the DOE pilot program.

% Of students Proficient/Prof. with Distinction Hussey Elementary Hussey Overall 2011-2012 2012-13 2013-14 % Of students Proficient/Prof. with Distinction Reading 88% 82% 74% (state average 69%) Math 70% 78% 66% (state average 61%) Writing 85% 74% 44% (state average 50%)

HUSSEY FINDINGS Reading scores steadily increased between 2009 and 2011 and they peaked in the 11/12 school year. In 12/13 we had a 6% decrease and that was followed by an 8% decrease in the 13/14 year. Reading - Analysis of the scores indicates that our incoming 5th grade class had the lowest scores. Grade 5 scaled scores decreased by an average of 10 points and Grade 7 decreased by 4 points. Reading – Scaled scores show that we were above the state average in all grade levels in the 13/14 year. Grade 4 students had an average scaled score 10 points higher than the state average!

Hussey Continued Math scores have steadily increased between 2009 and 2012 and they peaked in 12/13 school year. In 12/13 we had an 8% increase and that was followed by a 12% decrease in the 13/14 year. Math - Analysis of the scores indicate that our incoming 5th grade class had the lowest scores. Math scaled scores between 11/12 and 13/14 increased in Grades 4 and 6, while there was a decrease in Grades 5 and 7. Math – Scaled scores show that we were above the state average in all grade levels, except Grade 5, which was 1 point less than the state average. Grade 4 was 11 points above the state average. Writing scores steadily increased and they peaked in the 11/12 school year. In 12/13 we had an 11% decrease and that was followed by 30% decrease. We have looked at the released items including the actual writing samples released and we are working with the MDOE to clarify some of the scores.

% Of students Proficient/Prof. with Distinction Lincoln Elementary Lincoln Overall 2011-2012 2012-13 2013-14 % Of students Proficient/Prof. with Distinction Reading 76% 67% 74% (state average 69%) Math 53% 57% 65% (state average 61%) Writing 35% 51% (state average 50%)

LINCOLN FINDINGS Reading- Scores steadily climbed and peeked in 11/12 at 76%. There was a 9% decrease in scores in 12/13. The data showed that our incoming 3rd graders and outgoing 6th graders had the lowest scores. Our scores rose back up 7% in 13/14. Reading- Focused on providing our students in the partially meet/ does not meet category with the appropriate interventions (Title I; Project Pride; Ed Tech support; small group or 1:1 instruction; extended time; modified work; student peer buddies). Reading- Our district literacy coach continues to work with teachers on best practices such as volume reading, daily 5 and literature circles.

Lincoln Continued Math- Scores continued to rise 4% each year, doubling in 13/14. Scores increased 8% from previous year. Math- Focused professional development on Guided Math best practice. This consists of a focused mini-lesson, with guided practice, followed by small group instruction specific to the students’ needs. Differentiated math stations are used to reinforce key concepts Math- Staff participated in book studies and used early release/ workshop days to learn about Guided Math. Our district math coach continues to be an asset with providing teachers ongoing support in this area.

Lincoln Continued Writing- In 12/13, our scores leaped 22% from the previous year. In 13/14, scores dipped slightly (7%). Writing- Provided staff with professional development on implementing a Writer’s Workshop Framework with a focus on student conferences. Conferences teach the writer the skills they need rather than focusing on the writing. Writing- Staff participated in book studies, coaching cycles with our district literacy coach, visiting model classrooms, and using early release/ workshop days to learn about best practices for writing instruction.

Lincoln Continued Overall- Staff participated in data analysis looking at the needs of our students and identifying interventions to support learning, looking at the question types and identifying the misconception. Overall- Continue to implement released item questions to help prepare our students with stamina, types of questions, and practice.

Questions?