Agenda

1. Julian Curtiss Magnet SchoolCMT/SIP Parent PresentationOctober 30, 2013Trish McGuire, PrincipalBrenda Brush, Assistant Principal

2. Agenda • Welcome • Review of CMT Results from Spring 2013 • Presentation of 2013-2014 SIP Plan

3. What percent of our students performed at/above proficient and goal?

4. Grade 3 CMT Results 85% of our 3rd Grade students performed at/above proficient.

5. Grade 3 CMT Results 83% of our 3rd Grade students performed at/above proficient.

6. Grade 3 CMT Results 82% of our 3rd Grade students performed at/above proficient.

7. Grade 4 CMT Results 88% of our 4th Grade students performed at/above proficient.

8. Grade 4 CMT Results 92% of our 4th Grade students performed at/above proficient.

9. Grade 4 CMT Results 96% of our 4th Grade students performed at/above proficient.

10. Grade 5 CMT Results 88% of our 5th Grade students performed at/above proficient.

11. Grade 5 CMT Results 96% of our 5th Grade students performed at/above proficient.

12. Grade 5 CMT Results 96% of our 5th Grade students performed at/above proficient.

13. Grade 5 CMT Results 96% of our 5th Grade students performed at/above proficient.

18. Mathematics % at or above Proficiency/Mastery over 3 years

19. Reading % at or above Proficiency/Mastery over 3 years

20. Writing % at or above Proficiency/Mastery over 3 years

21. How does socioeconomic status affect student performance?

22. How does socioeconomic status affect student performance?

29. Trends Identified Over Time • Reading – Five year data shows growth as essentially flat. There was a drop in 2010, but we have since bounced back. • Math – Saw a 6% drop at Mastery and an 8% drop at Advanced. We started to make some changes in the curriculum to transition to the Common Core – CMT was not aligned to the new standards.

30. Trends Identified Over Time • Writing – Scores dropped as a whole school. When we drilled down there was a change in the expectation of the type of writing at 5th grade. Curriculum has since been changed to address the new expectations. • Science – Scores have shown a steady increase since 2009 due to the implementation of new inquiry-based curriculum beginning in 2008.

31. Priorities Identified • Last year Julian Curtiss teachers focused on small group instruction as defined by the Greenwich comprehensive literacy framework. • Based on data analysis of teacher performance including Small Group Instruction rubrics, informal observations and staff discussion, it was determined that our problem of practice with literacy instruction is that although students appear to demonstrate acquisition of a literacy skill at the end of the group instruction sessions, the learning is not always “sticking” as not all children are transferring the new learning to their independent reading or standardized assessments. • Our School Data Team determined that we needed to continue our focus on the small group instruction components of comprehensive literacy with a refined and narrowed focus on the assessment of student learning.

32. Strategic Improvement Plan • Teachers will be able to analyze formative and summative assessment data to inform small group instruction, implement effective instructional strategies that ensure transfer of skills taught, and monitor for independent application.

33. Action Plan Highlights • Teacher pre and post survey on transference of skills • Research formative and summative assessments to measure student learning in response to instructional needs. This includes long standing and brand new assessments. • Each teacher will complete a coaching cycle on small group instruction and assessment.

34. Action Plan Highlights • Use an assessment tool with a small group of students in each class and analyze collected data through the chosen tool (rubric, checklist.) • Professional learning on deconstructing the Common Core Standards to determine specific learner outcomes. • Professional learning and collaboration with Harvard University’s Data Wise Project to improve SDT/IDTs process on analyzing data and student work.

35. Shifts in Instruction and New Learning • Implementation of Common Core State Standards across Literacy (Reading/Writing) and Math • Curriculum and resource changes to support Common Core implementation (Units of Instruction in Reading, Writing and Math, Performance Tasks in Literacy and Math, Math in Focus) • Transition to the new SBAC (Smarter Balanced) Assessment – Field Test scheduled for Spring 2014, All computer based • Digital Learning Plan – Professional Learning in Digital Learning Environments, iPad carts, SMARTBoards, Digital Curriculum Resources (ThinkCentral, Wiki)

36. Shifts in Instruction and New Learning • Organization of Schools into Networks • Elementary schools are organized by feeder schools (Eastern, Central, Western). • Julian Curtiss part of the Central Network along with Cos Cob, North Street, and Parkway. • Networks organize and provide professional learning in smaller learning communities to increase collaboration and build capacity, and provide a team approach to problem solving. • SEED (System for Educator Evaluation and Development) – New teacher evaluation system based on Teacher Performance, Whole School Achievement, Student Learning Objectives, Indicators for Academic Growth and Development, and Parent Feedback Goal.

37. Parent Engagement Goal • Parent Feedback comprises 10% of the new SEED teacher evaluation system. • JC’s goal is based upon feedback received from the Harris Survey in 2012. • By Spring 2014, the percentage of parents who answer “No” to the question “Do you receive enough feedback on your child’s performance?” will decrease by 10% from 24% (2012) to 14% (2014). • All teachers, including essentialists, have included action plans in their goal setting process for this year in order to address this important goal.