Presented to the Springfield School Board of Directors June 17, 2019 2019 SBAC Scores Presented to the Springfield School Board of Directors June 17, 2019

Highlights Highest combined proficiency rate in ELA since testing began 5 years ago, with a 5% point increase from last year Highest ELA scores ever in grades 4, 5, 7, 8, 9 48% eighth graders proficient, ELA 10% point increase, ELA, grades 4-5 5% point increase, ELA, grades 6-7 7% point increase, ELA, grades 7-8 10% point increase, ELA, grades 8-9 Highest score in grade 4, math, since testing began

Cohort Comparison- ELA Grade Level 2018 2019 Differential 3-4 45% 37% -8 4-5 35% +10 5-6 29% 31% +2 6-7 38% 43% +5 7-8 41% 48% +7 8-9 32% 42%

Cohort Comparison-Math Grade Level 2018 2019 Differential 3-4 35% 33% -2 4-5 29% 13% -16 5-6 12% Even 6-7 21% 24% +3 7-8 26% 23% -3 8-9 17%

Five Year Grade Level Comparison- ELA 2015 2016 2017 2018 2019 3 33% 36% 34% 45% 44% 4 28% 27% 25% 35% 37% 5 42% 29% 6 39% 46% 38% 31% 7 41% 43% 8 23% 32% 48% 9 ---

Five Year Grade Level Comparison- Math 2015 2016 2017 2018 2019 3 27% 24% 22% 35% 31% 4 17% 10% 29% 33% 5 16% 13% 9% 12% 6 14% 32% 25% 21% 7 26% 8 18% 23% 9 ---

SSDVT CIP Goals 2019-20 Meet combined State Average on SBAC Math & ELA by 2021 10% increase on school climate indicator for each building

SSDVT High Leverage Change Ideas 2019-20 Continue to build consistency in Literacy Block, with Fountas and Pinnell Classroom as common resource Focus on Guided Reading, grades K-5 Leveled Literacy Intervention PD for interventionists and special educators K-12 Math Innovation Team to identify root causes and develop change ideas to test out Second year of implementation for Go Math! program K-8 Continue to provide building level implementation support of Responsive Classroom, Restorative Practices, and other SEL (Social-Emotional Learning) initiatives

Elm Hill CIP Goals 2018-19 Build a more robust MTSS system, focusing on universal, consistent tier 1 instruction (math, literacy, and positive behaviors) in order to create a positive school community and increase academic achievement

Elm Hill Data Connected to 2018-19 Goals Assessment Team created an assessment overview and calendar for 2019-2020 District-wide professional development for K-5 teachers on literacy instruction Training on F&P benchmark assessment system Fundations observations Star Early Literacy Assessment pilot Year 1 of implementation of Go Math! Program Creation of working groups for next school year to continue progress on key initiatives (literacy, math, Responsive Classroom, school climate, MTSS, and community outreach/engagement) Student Climate Survey Schoolwide expectations, “Be Kind, Be Safe, and Be a Learner” Behavior Analyst and increased behavioral support for students

Elm Hill CIP Goals 2019-20 Goal #1: 70% ELA proficiency target for all grades K-2 by 2022 Goal #2: 10 percentage point increase for school climate by 2022

Elm Hill High Leverage Change Ideas 2019-20 Phonological awareness and phonics instruction (Fundations) Guided reading practice (F&P Classroom) Ongoing professional development for teachers Working groups for next school year to continue progress on key initiatives (literacy, math, Responsive Classroom, school climate, MTSS, and community outreach/engagement) Support students in recognizing and practicing appropriate behaviors Student Climate Survey Schoolwide expectations, “Be Kind, Be Safe, and Be a Learner” Assistant Principal shift to Dean of Students

USS CIP Goals 2019-20 Goal #1: Increase the scale scores for ALL student category on the Math and ELA SBAC, grades 3-5. Goal#2: Increase culture and climate by 10 percentage points

USS High Leverage Change Ideas 2019-20 Focus on building grade-level PLC leadership capacity to support fidelity to new ELA resources and build upon math programming. School Culture - Top three areas being student engagement, student support programming, and staff efficacy and consistency.

RMS CIP Goals 2018-19 Goal #1 10% increase in student sense of belonging, based on previous survey results (Total of 46%) Goal #2 From SY 17-18 to SY 18-19, 90% of our proficient students will stay proficient on the SBACs in ELA and Math, while 60% of our non-proficient students will increase 30 points (scaled score)

RMS Data Connected to 2018-19 CIP Goals

RMS Data Connected to 2018-19 CIP Goals

RMS Data Connected to 2018-19 CIP Goals

Cohort Scores, only including RMS current students ELA 2014-15 2015-16 2016-17 2017-18 2018-19 Current 6th XX 37 24 27 31 Current 7th 35 26 32 39 43 Current 8th 47 41 49 Math 2014-15 2015-16 2016-17 2017-18 2018-19 Current 6th XX 26 10 13 12 Current 7th 25 22 11 24 Current 8th 19 17 27

RMS CIP Goals 2019-20 Goal #1 10% increase in student sense of belonging, based on previous survey results (Total of 46%) Goal #2 From SY 17-18 to SY 18-19, 90% of our proficient students will stay proficient on the SBACs in ELA and Math, while 60% of our non-proficient students will increase 30 points (scaled score)

RMS High Leverage Change Ideas 2019-20 All staff training to support struggling readers in all content areas Professional Development on Jumprope and using proficiency based grading to inform instruction Implementation of data teams to review data and focus instruction/intervention Provide universal reading intervention with increased fidelity Implement universal screener for S/E; Training on the 4 core Tier 1 SWPBIS practices; PD on PBIS proactive, instructive and/or restorative approaches to student behavior; Continued use of, training on, and fidelity checks on current T3 program and curriculum

SHS CIP Goals 2018-19 -80 % of our Algebra 1 students will demonstrate proficiency in Algebra and functions standards -SHS will complete 100% of PBGR initiatives -Based on our Panorama Survey data, 40% of our students indicated positive perceptions of belonging at school. We would like to increase our student belonging to 50% after the 2018-2019 school year

SHS Data Connected to 2018-19 CIP Goals Math Data State: -Stayed even in SBAC scores 2019 (17%) Local Data: -84% of Algebra 1 students scored above a 2.5 on the Algebra proficiency. -84% of Algebra 1 students scored above a 2.5 on the Functions proficiency.

SHS Data Connected to 2018-19 CIP Goals -PRIDE non-academic indicators determined -Transferable skills selected -PBGRs for all courses selected/with assessments and rubrics -Guidelines set forth for transition cohorts (2020 & 2021) -Class of 2022 full PGBR implementation -Building vision and vision of the graduate drafted

SHS Data Connected to 2018-19 CIP Goals -Currently, we still only have the Fall Panorama data Classroom Belonging 42% Advisory Classroom Belonging 37%

SHS CIP Goals 2019-20 -Based on our Panorama Survey data, in Fall 2018 42% of our students indicated positive perceptions of belonging at school. We would like to increase this to 52% by Spring 2020 -By the end of the 2020 school year, 80% of our Algebra 1 students will demonstrate proficiency in algebra and functions standards -DEEPER LEARNING: By the end of the 2020 school year, the percentage of students that indicate positive perceptions of classroom engagement and teacher pedagogical effectiveness will increase by 10 percentage points

SHS High Leverage Change Ideas 2019-20 Creation of a Climate and Culture team, revamping our advisory system, grade level advisory PLCs, implementing more restorative justice practices, teacher and student trainings on RP, Admin modeling RP at meetings, staff circles, in-service and early release day professional development/training Target math professional development around tier 1 and tier 2 instruction/supports/rigor, Math PLC lesson studies, development and use of coaching logs, and time for teachers to discuss and write curriculum for all math courses Teacher capacity for implementing deeper learning practices, teacher motivation for implementing deeper learning practices, school structures and schedules that support engaging learning experiences, in-service and early release day professional development/training, and PLCs take on unit studies focusing on project design