2011 MCAS and AYP Report Dighton-Rehoboth Regional School District

SCHOOL PROFICIENCY LEVELS MATH SCHOOL% AT OR ABOVE PROFICIENT DES59 PRES57 DMS58 BMS57 DRRHS91

SCHOOL PROFICIENCY LEVELS ELA SCHOOL% AT OR ABOVE PROFICIENT DES54 PRES62 DMS77 BMS77 DRRHS96

DISTRICT AYP STATUS ELA NO STATUS Improved below target MATH NO STATUS No change NCLB ACCOUNTABILITY STATUS AREA ELA AGGREGATEYES ELA SUBGROUPSNOYES MATH AGGREGATEYES MATH SUBGROUPSNOYESNOYES

DIGHTON-REHOBOTH REGIONAL HIGH SCHOOL

DRRHS GRADE 10 ELA GRADE 10 - ENGLISH LANGUAGE ARTS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT FAILING4212

DRRHS ELA COMPARED TO STATE AVERAGES Grade and Subject Advanced/ Above Proficient ProficientNeeds Improvement Warning/ Failing SCHOOLSTATESCHOOLSTATESCHOOLSTATESCHOOLSTATE GRADE 10 – ENGLISH LANGUAGE ARTS Specific ELA strategies to implement Expose students to more open response and short answer questions in all classes across the curriculum (average score is 2.66/4.0) Increase opportunities for writing to maximize scores in compositions [Writing Prompt: 7.48/12 for Topic Development; 7.29/8 for Conventions] Integrate more nonfiction selections into the curriculum Teach Shakespeare earlier in the year

DRRHS ELA STUDENT GROWTH

DRRHS GRADE 10 MATH GRADE 10 - MATHEMATICS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT FAILING/WARNING8431

DRRHS MATH IN COMPARISON TO STATE Grade and Subject Advanced/ Above Proficient ProficientNeeds Improvement Warning/ Failing SCHOOLSTATESCHOOLSTATESCHOOLSTATESCHOOLSTATE GRADE 10 – MATH Specific math strategies to implement Work on open response and short answer questions (average score is 2.6/4.0) Focus on Radicals, Inferences and Predictions, Patterns, Measurement

DRRHS MATH STUDENT GROWTH

DRRHS GRADES 9-10 SCIENCE GRADE 9-10 SCIENCE AND TECHNOLOGY PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING 7223

DRRHS SCIENCE IN COMPARISON TO STATE GRADE 10 – SCIENCE STATESCHOOLSTATESCHOOLSTATESCHOOLSTATESCHOOL Warning/ FailingNeeds Improvement ProficientAdvanced/ Above Proficient Grade and Subject Specific science strategies to implement Focus on open response and short answer questions Cross curricular connections Share vocabulary among departments to ensure topics are not taught in isolation Examine test-taking strategies, not solely the solving of problems Examine curricula in the context of frameworks and test topics

DRRHS AYP STATUS ELA NO STATUS Met NCLB Goal MATH NO STATUS On Target NCLB ACCOUNTABILITY STATUS ELA AGGREGATE YESYESYESYESYESYESYES ELA SUBGROUPS YESYESNOYESYESYESYES MATH AGGREGATE YESYESYESYESYESYESYES MATH SUBGROUPS YESYESNOYESYESYESYES

DRRHS ACTION STEPS Provide professional development for instruction in block scheduling, co-teaching model, and differentiated instruction Increase instructional use of and availability of technology Provide interventions for student attendance issues Identify and support at-risk students; expand small group counseling Examine all data to identify gaps and inform instruction; assist teachers in analyzing data and translate to instruction; Communicate curricula with parents and students outside the classroom about classroom content

DRRHS ACTION STEPS (CONT.) Program and coordinate transition plans for incoming 9 th graders with specific feedback and guidance by curriculum coordinators; Plan and implement support or advisory groups for targeted students (Year 1).

DRRHS INTERVENTIONS IN PLACE Implemented math and science integrated electives Offered literacy support classes (Year 3) Implemented summer school classes (Year 2) Implemented enrichment classes Created block schedule with additional Advanced Placement, co-taught, and elective courses Provided additional SAT math prep classes

DRRHS INTERVENTIONS IN PLACE (CONT.) Reinstated.5 guidance counselor Reduced Structured Learning Time (SLTs)/increased student courses Implemented positive behavior intervention and reduction of out-of-school suspensions Made home visits as intervention for chronic absenteeism Developed school Core Values, Belief Statements about Learning, and 21 st Century Learning Expectations for all students in all areas Initiated community service learning and Project Village

BECKWITH MIDDLE SCHOOL

BECKWITH GRADE 5 ELA GRADE 05 - ENGLISH LANGUAGE ARTS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING91186

BECKWITH GRADE 6 ELA GRADE 06 - ENGLISH LANGUAGE ARTS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING4986

BECKWITH GRADE 7 ELA GRADE 07 - ENGLISH LANGUAGE ARTS PERFORMANCE LEVEL ADVANCED59116 PROFICIENT NEEDS IMPROVEMENT WARNING1575

BECKWITH GRADE 8 ELA GRADE 08 - ENGLISH LANGUAGE ARTS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING1032

BECKWITH ELA COMPARED TO STATE AVERAGES Grade and Subject Advanced/ Above Proficient ProficientNeeds Improvement Warning/ Failing SCHOOLSTATESCHOOLSTATESCHOOLSTATESCHOOLSTATE GRADE 05- ENGLISH LANGUAGE ARTS GRADE 06 – ENGLISH LANGUAGE ARTS GRADE 07– ENGLISH LANGUAGE ARTS GRADE 08 – ENGLISH LANGUAGE ARTS

BECKWITH ELA STUDENT GROWTH

BECKWITH GRADE 5 MATH GRADE 05 - MATHEMATICS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING

BECKWITH GRADE 6 MATH GRADE 06 - MATHEMATICS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING238108

BECKWITH GRADE 7 MATH GRADE 07 - MATHEMATICS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING

BECKWITH GRADE 8 MATH GRADE 08 - MATHEMATICS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING

BECKWITH MATH COMPARED TO STATE AVERAGES Grade and Subject Advanced/ Above Proficient ProficientNeeds Improvement Warning/ Failing SCHOOLSTATESCHOOLSTATESCHOOLSTATESCHOOLSTATE GRADE 05- MATH GRADE 06 – MATH GRADE 07– MATH GRADE 08 – MATH

BMS MATH STUDENT GROWTH

BECKWITH GRADE 5 SCIENCE GRADE 05 - SCIENCE AND TECHNOLOGY PERFORMANCE LEVEL ADVANCED61097 PROFICIENT NEEDS IMPROVEMENT WARNING11 812

BECKWITH GRADE 8 SCIENCE GRADE 08 - SCIENCE AND TECHNOLOGY PERFORMANCE LEVEL ADVANCED3613 PROFICIENT NEEDS IMPROVEMENT WARNING571110

BECKWITH SCIENCE COMPARED TO STATE AVERAGES Grade and Subject Advanced/ Above Proficient ProficientNeeds Improvement Warning/ Failing SCHOOLSTATESCHOOLSTATESCHOOLSTATESCHOOLSTATE GRADE 05 - SCIENCE GRADE 08 – SCIENCE

BECKWITH MIDDLE AYP STATUS ELA IMPROVEMENT YEAR 2 –SUBGROUPS ON TARGET MATH RESTRUCTURING YEAR 2 - SUBGROUPS NO CHANGE NCLB ACCOUNTABILITY STATUS AREA ELA AGGREGATE YES NOYES ELA SUBGROUPS YESNOYESNO MATH AGGREGATE NOYES NO MATH SUBGROUPS NO

BECKWITH ACTION STEPS DATA ANALYSIS Performance Improvement Mapping (PIM) Teams examine data and guide instructional decisions English language arts, mathematics, and science Target strands such as fiction, non-fiction, vocabulary, and understanding text Target number sense and operations Focus on problem solving and open-response strategies Collect and make decisions from baseline and longitudinal data STAR Math, STAR Reading, local/benchmark assessments

BECKWITH ACTION STEPS (CONT.) INSTRUCTIONAL PRACTICES Professional development on differentiated instruction and co-teaching Additional targeted intervention services in math and English Language Arts before, during, and after school Literacy Coach (grant-funded) supports teachers through coursework, training, and one-to-one coaching Use of assistive technology Development and implementation of formative and common assessments Study feasibility of new schedule to increase math and literacy instruction

DIGHTON MIDDLE SCHOOL

DIGHTON MIDDLE GRADE 5 ELA GRADE 05 – ENGLISH LANGUAGE ARTS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING5343

DIGHTON MIDDLE GRADE 6 ELA GRADE 06 – ENGLISH LANGUAGE ARTS PERFORMANCE LEVEL ADVANCED91511 PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING3546

DIGHTON MIDDLE GRADE 7 ELA GRADE 07 – ENGLISH LANGUAGE ARTS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING3542

DIGHTON MIDDLE GRADE 8 ELA GRADE 08 – ENGLISH LANGUAGE ARTS PERFORMANCE LEVEL ADVANCED81076 PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING1144

DIGHTON MIDDLE ELA COMPARED TO STATE AVERAGES Grade and Subject Advanced/ Above Proficient ProficientNeeds Improvement Warning/ Failing SCHOOLSTATESCHOOLSTATESCHOOLSTATESCHOOLSTATE GRADE 05- ENGLISH LANGUAGE ARTS GRADE 06 – ENGLISH LANGUAGE ARTS GRADE 07– ENGLISH LANGUAGE ARTS GRADE 08 – ENGLISH LANGUAGE ARTS

DIGHTON MIDDLE ELA STUDENT GROWTH

DIGHTON MIDDLE GRADE 5 MATH GRADE 05 – MATH PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING85115

DIGHTON MIDDLE GRADE 6 MATH GRADE 06 – MATH PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING610 11

DIGHTON MIDDLE GRADE 7 MATH GRADE 07 – MATH PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING

DIGHTON MIDDLE GRADE 8 MATH GRADE 08 – MATH PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING

DIGHTON MIDDLE MATH COMPARED TO STATE AVERAGES Grade and Subject Advanced/ Above Proficient ProficientNeeds Improvement Warning/ Failing SCHOOLSTATESCHOOLSTATESCHOOLSTATESCHOOLSTATE GRADE 05- MATH GRADE 06 – MATH GRADE 07– MATH GRADE 08 – MATH

– DIGHTON MIDDLE MATH STUDENT GROWTH

DIGHTON MIDDLE GRADE 5 SCIENCE GRADE 05 – SCIENCE PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING5215

DIGHTON MIDDLE GRADE 8 SCIENCE GRADE 08 – SCIENCE PERFORMANCE LEVEL ADVANCED2313 PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING13849

DIGHTON MIDDLE SCIENCE COMPARED TO STATE AVERAGES Grade and Subject Advanced/ Above Proficient ProficientNeeds Improvement Warning/ Failing SCHOOLSTATESCHOOLSTATESCHOOLSTATESCHOOLSTATE GRADE 05 - SCIENCE GRADE 08 – SCIENCE

DIGHTON MIDDLE AYP STATUS AREA ELA AGGREGATE YESYESYESYESYESYES ELA SUBGROUPS YESYESNOYESNONO MATH AGGREGATE NOYESYESYESNOYES MATH SUBGROUPS NOYESYESYESNONO ELA IMPROVEMENT- YEAR 1-SUBGROUPS ON TARGET MATH IMPROVEMENT- YEAR 1-SUBGROUPS NO CHANGE NCLB ACCOUNTABILITY STATUS

DIGHTON MIDDLE ACTION STEPS DATA COLLECTION  Use data to drive instruction from quarterly- administered assessments in Math/ELA utilizing STAR Math and Reading  Assess students with specific, quarterly writing assignments across all grade levels to measure student progress and inform grade level intervention teachers  Use team meetings to discuss student data to design intervention plans for before- and after- school intervention sessions

DIGHTON MIDDLE ACTION STEPS (CONT.) INSTRUCTION  Use differentiated instruction and higher order thinking skills across all grade levels to reach and challenge all learners  Emphasize strategies for improving short answer, open response and problem solving  Poetry, style and language, non-fiction, vocabulary and concept development standards, journaling, and making inferences in ELA  Models, symbols, computation and operations, geometry, and measurement systems in mathematics  Increase rigor in all classes by using higher order thinking questions based on Bloom’s Taxonomy

DIGHTON MIDDLE ACTION STEPS (CONT.) INTERVENTIONS Research and discuss scheduling to provide more direct, uninterrupted instruction of math and ELAResearch and discuss scheduling to provide more direct, uninterrupted instruction of math and ELA Focus on literacy/writing and training with literacy consultant (grant funded)Focus on literacy/writing and training with literacy consultant (grant funded) Integrated ELA and reading in Grades 5 and 6Integrated ELA and reading in Grades 5 and 6  Provide intervention before, during, and after school  Update student intervention plans to evaluate effectiveness of implemented interventions in regular intervals  Team leaders will participate  Use peer academic mentors for intervention in Grade 7

PALMER RIVER ELEMENTARY SCHOOL

PALMER RIVER GRADE 3 ELA GRADE 3 – ELA PERFORMANCE LEVEL ABOVE PROFICIENT PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING

PALMER RIVER GRADE 4 ELA GRADE 04 - ENGLISH LANGUAGE ARTS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING

PALMER RIVER ELA COMPARED TO STATE AVERAGES Grade and Subject Advanced/ Above Proficient Proficient Needs Improvement Warning/ Failing SCHOOLSTATESCHOOLSTATESCHOOLSTATESCHOOLSTATE GRADE 3 – ENGLISH LANGUAGE ARTS GRADE 04 - ENGLISH LANGUAGE ARTS

English Language Arts Growth 2010 and SGP 35.5 SGP 51.0

PALMER RIVER GRADE 3 MATH GRADE 03 - MATHEMATICS PERFORMANCE LEVEL ABOVE PROFICIENT PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING

PALMER RIVER GRADE 4 MATH GRADE 04 - MATHEMATICS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING/FAILING

PALMER RIVER MATH COMPARED TO STATE AVERAGES Grade and Subject Advanced/ Above Proficient Proficient Needs Improvement Warning/ Failing SCHOOLSTATESCHOOLSTATESCHOOLSTATESCHOOLSTATE GRADE 03 - MATHEMATICS GRADE 04 – MATHEMATICS

SGP 38.0 SGP 60.0 MATHEMATICS Growth 2010 and 2011

PALMER RIVER ELEMENTARY AYP STATUS ELA RESTRUCTURING YEAR 2 - SUBGROUPS ON TARGET MATHCORRECTIVE ACTION - SUBGROUPS ON TARGET NCLB ACCOUNTABILITY STATUS AREA ELA AGGREGATE YES NOYESNOYES ELA SUBGROUPS NO YESNO MATH AGGREGATE YES NOYES MATH SUBGROUPS YESNO YESNO

PALMER RIVER ACTION STEPS SCHEDULE Restructure, implement, and evaluate new schedule to maximize uninterrupted student instructional time in English Language Arts and mathematics Restructure, implement, and evaluate new schedule to maximize uninterrupted student instructional time in English Language Arts and mathematics Increase frequency of speech and language, Title 1 and special education services within the classroom setting Increase frequency of speech and language, Title 1 and special education services within the classroom settingINSTRUCTION Increase student achievement and proficiency in the areas of ELA and math as determined by results on multiple measures (Star Reader, Star Math, MCAS, DIBELS, intervention, classroom assessments) through Increase student achievement and proficiency in the areas of ELA and math as determined by results on multiple measures (Star Reader, Star Math, MCAS, DIBELS, intervention, classroom assessments) through Use professional development opportunities (coaching and feedback) to strengthen the connection between literacy instruction, data, and intervention within the classroom to focus on target areas of weakness (i.e. poetry and writing). Instruction to include use of mentor texts, guided practice, and modeling Use professional development opportunities (coaching and feedback) to strengthen the connection between literacy instruction, data, and intervention within the classroom to focus on target areas of weakness (i.e. poetry and writing). Instruction to include use of mentor texts, guided practice, and modeling

PALMER RIVER ACTION STEPS (CONT.) INSTRUCTION (CONT.) Use Everyday Math professional development opportunities to target and focus on best practices in the areas of identified weaknesses such as geometry, patterns, relations, and functions Use Everyday Math professional development opportunities to target and focus on best practices in the areas of identified weaknesses such as geometry, patterns, relations, and functions Use of Differentiated Instruction across all grade levels to reach and challenge all learners Use of Differentiated Instruction across all grade levels to reach and challenge all learners Increase rigor in classrooms across all subject areas through higher order questioning Increase rigor in classrooms across all subject areas through higher order questioning Use writing across the curriculum Use writing across the curriculum Maximize co-teaching to support all learners Maximize co-teaching to support all learners Implemented Everyday Math Grades 3-4 Use assistive technology to support student needs Use assistive technology to support student needs Align district preschool instruction and practices Implement and assess effectiveness of full-day Kindergarten

PALMER RIVER ACTION STEPS (CONT.) DATA Use writing data (open response, common writing assessment, long composition and daily journal writing) to drive instruction Form a data team to analyze student performance and change instruction accordingly Use patterns and trends from data analysis of assessments (Star Math, Star Reader, Study Island, MCAS, common writing assessments, DIBELS) to develop instructional approaches INTERVENTION Increase opportunities for participation in intervention program ATTENDANCE Develop a school-wide approach (administration, school psychologist, teacher, and parents) to address issues that might impede attendance and follow up on attendance problems Use the X2 Student Profile to increase awareness of students needing additional support and develop action plans to expedite resources for students

DIGHTON ELEMENTARY SCHOOL

DIGHTON ELEMENTARY GRADE 3 ELA GRADE 03 - ENGLISH LANGUAGE ARTS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING 11286

DIGHTON ELEMENTARY GRADE 4 ELA GRADE 04 - ENGLISH LANGUAGE ARTS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING 95610

DIGHTON ELMENTARY ELA COMPARED TO STATE AVERAGES Grade and Subject Advanced/ Above Proficient Proficient Needs Improvement Warning/ Failing SCHOOLSTATESCHOOLSTATESCHOOLSTATESCHOOLSTATE GRADE 03 – ENGLISH LANGUAGE ARTS GRADE 04 - ENGLISH LANGUAGE ARTS

DIGHTON ELEMENTARY GRADE 3 MATH GRADE 03 - MATHEMATICS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING 9695

DIGHTON ELEMENTARY GRADE 4 MATH GRADE 04 - MATHEMATICS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING 44112

DIGHTON ELEMENTARY MATH COMPARED TO STATE AVERAGES Grade and Subject Advanced/ Above Proficient Proficient Needs Improvement Warning/ Failing SCHOOLSTATESCHOOLSTATESCHOOLSTATESCHOOLSTATE GRADE 03 - MATHEMATICS GRADE 04 – MATHEMATICS

DIGHTON ELEMENTARY AYP STATUS AREA ELA AGGREGATE YESYESNOYESNONO ELA SUBGROUPS YESYESNOYESNONO MATH AGGREGATE YESYESYESYESYESNO MATH SUBGROUPS YESYESYESYESYESNO ELA IMPROVEMENT- YEAR 1 DECLINEDMATH NO STATUS NO CHANGE NCLB ACCOUNTABILITY STATUS

DIGHTON ELEMENTARY ACTION STEPS o o Implementing Everyday Math in Grade 4 this year o o Provide math professional development for 4 th grade teachers along with other grade level teachers o o Created a Data Team comprised of 6 teachers, special education coordinator, and principal o o Use data to make recommendations for driving instruction o o Look at instructional strategies (best practices) used in high-performing schools o o Maximize school resources for the benefit of all students o o Implemented full-day Kindergarten program to increase the depth of curriculum taught

DIGHTON ELEMENTARY ACTION STEPS (CONT.) o o Integrate more technology o o Increase equipment in the classroom o o Create and implement high-interest writing projects to engage students o o Implement best practices in ELA with the assistance of literacy coach (grant-funded) including use of mentor texts, guided practice, modeling of lessons and co- teaching o o Implement writing across the curriculum in all grades o o Reassigned reading specialist to support reading instruction in Grades 1 and 2

DIGHTON ELEMENTARY ACTION STEPS (CONT.) o o Realign intervention o o Schedule students for longer periods of time for more in-depth understanding o o Target literacy needs such as the process of writing and how to approach open-response questions along with comprehension with fiction and non-fiction o o Provide professional development on the co-teaching model ~ increase speech & language, Title One, and special education services within the classroom setting o o Use the X2 student profile to increase awareness of students needing additional support and develop action plans to expedite resources for students

DISTRICT-WIDE ACTION STEPS Implement a systematic and systemic method to monitor student progress (X2) Use data analysis to identify gaps and drive instruction Provide professional development in ELA, math, co- teaching, differentiated instruction, technology Increase integration of technology Implemented intervention and support programs Analyze schedules (time and learning-elementary and middle schools) Align all curricula PK-12/Standards-based instruction Implemented full-day kindergarten

SOURCES Source of MCAS, AYP, and Growth Model data, charts, and graphs Massachusetts Department of Elementary and Secondary Education website Data Warehouse