CMT and CAPT Assessments

1. Annual Report 2012 CMT and CAPT Assessments

2. Both the CMT and the CAPT have five student performance levels for each content area tested: Below Basic, Basic, Proficient, Goal, and Advanced. The CMT assesses approximately 250,000 students on their application of skills and knowledge in the academic content areas of mathematics, reading, and writing in Grades 3 through 8, and science in Grades 5 and 8. The CAPT assesses over 40,000 students on their integration and application of skills in the academic content areas of mathematics, reading across the disciplines, writing across the disciplines, and science. CMT and CAPT

3. Celebrations: Grade 4 Math • Increased the percentage of students scoring at goal and proficiency in math. • 90% of students met mastery or above on 9 out of 21 strands. • On strand 25, Math Applications, the percentage of students meeting mastery increased from 47% to 60%. • The percentage of students meeting mastery increased on 16 out of 21 strands from 2011. Reading • Increased the percentage of students scoring at goal and proficiency in reading. • % of students demonstrating mastery on reading strands continues to trend in the northeast direction. • From 2011-2012 the percent of students demonstrating mastery increased in all four strands. • The average DRP (Degrees of Reading Power) score increased from the past two years to 58. This is above the benchmark. Writing • Increased the percentage of students scoring at goal and proficiency in writing. • The average Holistic Writing score increased to 8.4. This is above the mastery level and the highest it has been. • From 2008-2012 the percent of students demonstrating mastery increased in both strands (Composing/Revising and Editing). • 80% of the students demonstrated mastery on the Editing strand. This is the highest it has been. Grade 3 Broad Brook Elementary

4. BBS celebrations continued • Grade 3 • Math • The percentage of students scoring at Below Basic has decreased over the past two years. • 90% of students met mastery or above on 7 out of 17 strands. • The percentage of students meeting mastery increased on 5 out of 17 strands from 2011. • Writing • The percentage of students scoring at Below Basic has decreased over the past two years. • Over the past three years the percentage of students scoring proficient or above has increased. • The average Holistic Writing score increased to 7.9. This is just below the mastery level of 8.

5. Urgent facts • Based on earlier CMT scores BBS was identified by the Connecticut State Department of Education as a Focus School. • The grade 3 results reflect stagnation. • Students in specific subgroups are underperforming compared to other students, which is the reason BBS was identified as Focus School. Next Steps • Implement action items of the EWPS Strategic Plan. • Implement a school-wide reading block. All staff are focused on teaching reading every day from 9:30-11:00 AM. • Professional Development continues to be focused on Questioning and implementation with the Common Core. • Grades K-3 have a reading teacher delivering and overseeing reading interventions based on student need as determined by the Benchmark Assessment System and STAR Reading. • Administrators are spending 50% of their time in classrooms monitoring instruction and implementation of the curriculum. • Administrators and coaches are supporting the implementation of the curriculum and the Common Core through PLC meetings. • Student progress is continually monitored and analyzed through data walls, SRBI, periodic assessments and data team work through the PLCs. • Through the implementation of Responsive Classroom and Positive Behavior Supports BBS is creating a culture focused on learning and clearly defined expectations.

6. Celebrations: Grade 6 Reading Gains: • The number of students scoring at Below Basic decreased from 31.4% (as grade 5 2011) to 7.7%. • The number of students scoring at Below Basic & Basic (combined) decreased from 38.3% (as grade 5 2011) to 13.2%. • The number of students scoring at Advanced increased from 7.8% (as grade 5 2011) to 23.1%. Grade 7 Reading Gains: • The number of students scoring at Below Basic & Basic (combined) decreased from 16% (as grade 6 2011) to 5.7%. • The number of students scoring at Proficient and above (combined) increased from 83.9% (as grade 6 2011) to 94.3% • The number of students scoring at Advanced increased from 13.8% (as grade 6 2011) to 32.2%. East Windsor Middle School

7. Grade 8 Reading Results reflect improvement since Grade 5 2009 scores: As grade 5 students, the 2009 CMT reading results reflect: • 8.9% at Advanced; 48.2% at Goal; 16.1% at Proficient; 11.6% at Basic; 15.2% at Below Basic • As grade 8 students, the 2012 CMT reading results reflect: • 26.4% at Advanced; 52.9% at Goal; 8.0% at Proficient; 8.0% at Basic; 4.6% at Below Basic Grade 6 Writing: • The number of students scoring at Below Basic decreased from 21.6% (as grade 5 2011) to 9.1%. • The number of students scoring at Advanced increased from 5.4% (as grade 5 2011) to 23.2%. Grade 6 Math: • The grade 6 students scoring at Advanced increased from 22.1% (as grade 5 2011) to 36.6%. Grade 7 Writing: • The number of students scoring at Below Basic & Basic (combined) decreased from 31.9% (as grade 6 2011) to 16.3%. • The number of students scoring at Proficient and above (combined) increased from 68% (as grade 6 2011) to 83.8% • The number of students scoring at Advanced increased from 7.8% (as grade 5 2011) to 23.1%. Grade 8 Writing: • The number of students scoring at Proficient or above (combined) increased from 75.9% (as grade 7 2011) to 90.0% • The number of students scoring at Below Basic & Basic (combined) decreased from 24.2% (as grade 7 2011) to 10%. Grade 8 Math: Comparing the grade 8 results from 2011 to 2012: Grade 8 2011: 78.4% of students scored at Proficient or above; 11.4% scored at Basic; 10.2% scored at below Basic Grade 8 2012: 90.9% of students scored at Proficient or above; 8.0% scored at Basic; 1.1% scored at Below Basic Note: the 1.1% reflects 1 student 7

8. EWMS CMT Celebrations: Science 2012 Grade 5 Results Show 83.1% of Students Scored at Proficient or Above • This score is above state average (82.4%) 2012 Grade 8 Science Results Show Major Increases over 2011 Results • Advanced: 35.6% (2011: 20.7%) • Basic: 4.4% (2011: 7.6%) • Below Basic: 2.2% (2011: 13.0) 2012 Science Results Show Increases over 2009 Results (as grade 5) • When comparing the grade 8 performance with the 2009 CMT Science Results: • Advanced: 35.6% (2009: 13.3%) 8

9. Urgent Facts: The grade 5 results reflect stagnation: The math scores in grade 5 reflect similar performances from this group of students when they were in grade 4 • Grade 4 2011: 25% at BB & B; 75% at Proficient and above • Grade 5 2012: 25.2% at BB & B; 74.8% at Proficient and above The reading scores in grade 5 reflect similar performances from this group of students when they were in grade 4 • Grade 4 2011: 39.8% at BB & B; 60.2% at Proficient and above • Grade 5 2012: 34.5% at BB & B; 65.5% at Proficient and above The writing scores in grade 5 reflect slight decreases in performance from this group of students when they were in grade 4 • Grade 4 2011: 13.7% scored at Advanced; Grade 5 2012: 6.8% scored at Advanced • Grade 4 2011: 19.6% at BB & B; 80.4% at Proficient and above • Grade 5 2012: 21.6% at BB & B; 78.4% at Proficient and above *This reflects a slight increase in students performing at Below Basic Grade 7 Math: • The number of students performing at the Below Basic & Basic levels increased from 9.0% (as grade 6 2011) to 13.5%. • The number of students performing at Proficient and above decreased from 90.9% (as grade 6 2011) to 86.5%. 9

10. Next Steps: Instructional Focus: Reading • Schedule change and increased instructional time Promising Practice #1: Questioning • Continuum of effective questioning • PD: Text-dependent questioning, aligned with CCSS • CWTs: Feedback provided to teachers Data Collection • Staff: Collaboratively identify best practices • Will be displayed in classes & hallways • Students will have a chance to track their progress • Prime Time: Individual goal setting with benchmark and STAR data 10

11. Individual data analysis with 2012 CMT scores • Meetings with administration: discuss growth, stagnation, and regression of student performances • Information will influence teachers’ focus for their supervision & evaluation process Implementation of the strategic plan

12. Celebrations: • 68 Students received CSDE recognition for their achievement on the CAPT exam • % of students scoring goal or above in Reading increased almost 10% • # of students receiving awards for high achievement of the CAPT exam (need to get the number) Urgent Facts: • % of students scoring at or above proficient in mathematics decreased 16.6% • % of students scoring at or above proficient in science decreased 3.3% • % of students scoring at or above proficient in writing decreased about 2% East Windsor High School

13. Next Steps:Each PLC has determined goals to increase student achievement on specific sections of the CAPT test, and developed assessments to measure progress towards individual student achievement towards those goals.  Teachers are working with their PLC members to develop instructional strategies to help struggling students.Providing an appropriate work space for a “PLC work room”, where teachers can monitor student data regularly, develop links between teacher and student work in different departments, and determine those students who most need intervention.Using all appropriate data to determine student placement and needs for intervention.Foundation Courses have been implemented for English and Mathematics to assist students identified as needing extra support in these subjects.Revisions being made to the SRBI process with the Director of Student Services.Implementation of district strategic plan

14. Student Support Services

15. Celebrations: • From the Special Education Program review, June 2012: • Dedicated Staff • Urgent Facts: • Were presented in June within the Report • Next Steps: • Insuring students with disabilities are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE) • Director of Student Support Services and special education staff met to initiate discussion about current services, needs, and procedures • Director of Student Support Services and building administration at elementary and middle school worked to include “pull out” time at each grade level for special education teachers to provide intensive, individualized instruction for students • Implementation of effective staffing structures to provide quality special education services • Increase in special education staff by .5FTE to allow full time teacher in autism support program at the middle school • Middle school administrators modified room assignments to ensure autism support classroom had appropriate instructional space • Director of Student Support Services worked in conjunction with elementary principal to ensure all grade levels and IEP mandated services were able to be met through the service delivery schedule with addition of .5 FTE teacher • Added a 1.0 FTE speech language pathologist at middle school to create language based learning disabilities (LLD) program (one student returned to EWPS) • Added 1.0 FTE special education teacher for Discovery program at the elementary level (one student transitioning back to EWPS)

16. Next Steps: • Actions to strengthen East Windsor’s special education programs and services • Examine supports and services in PASS, in addition to adding elementary program: • Renamed program to Discovery to reflect positive, supportive nature of the program • Established weekly counseling groups with LICSW in each Discovery program • Established guidelines to aid in program placement • Established the role of Discovery as a special education, therapeutic program • Established behavior intervention plan template and behavioral responses within Discovery • Established schedule of program meetings and held first district wide program collaboration meetings with LICSW • Weekly consultation between Discovery teachers and LICSW for ongoing support • Consider services in LRE • Individual and department level discussions with special education teachers regarding student needs and use of “pull out time” • Numerous students identified as requiring individualized, intensive instruction with resulting amendments for services outside of the general education classroom

17. Next Steps: • Possible cost containment measures which do not compromise the quality of services provided • Created draft of SRBI process for social, emotional, behavioral needs including recommendations for services and problem solving partners • Participation in numerous case reviews to support general education and special education teachers in modifying student plans already in place • Introduction of various elements of new SRBI process through case reviews • Drafting operationalized SRBI process to include introduction of Service Team model • In addition to the actions in response to the Special Education program review the following have also occurred: • First of three PMT trainings held (Sept 28 and Oct date future trainings) • Documentation structure shared with guidance to gather information regarding how guidance counselors’ time is utilized • Established response procedures across the district to respond to out of control or unsafe students • Training schedule for psychologists regarding safety/risk assessments with LICSW • Transition process begun to return students to district level programs • Moving IEP reviews across school year rather than May/June • Review of all nursing procedures and practices initiated by Nurse Leader

18. Connecticut’s New Accountability System

19. Elements of Accountability System Measurement Classification Intervention Recognition

20. Performance Index Advantages of Performance Index District Performance Index (DPI) Student Performance Index (SPI) Index between 0 and 100 Counts performance in all tested grade levels Incorporates all tested students, including students who take the MAS and Skills Checklist Provides subject-specific indices and overall index Calculated for “all students” group and subgroups: ELL, Black, Hispanic, F/R Lunch • Captures performance and growth across performance bands • Captures big picture trends, while also allowing for disaggregation by subject, subgroup, and grade level