A Snapshot

Schools  Dresden Elementary School Pre K – 4 (450)  Dresden Middle School 5 – 8 (400)  Dresden High School 9 – 12 (360)  Gleason School Pre K – 12 (500)  Greenfield SchoolPre K – 12 (530)  Martin Primary School Pre K – 2 (430)  Martin Elementary School 3 – 5 (430)  Martin Middle School 6 – 8 (440)  Westview High School9 – 12 (630)  Sharon School Pre K – 8 (160)  Adult Learning Center/Alternative School  Total student population approx. 4,350

System Profile  Racial/Ethnic Minority11%  Limited English Proficient 0.3 %  Students with Disabilities 17%  Economically Disadvantaged 60%  Female 48%, Male 52%

Currently in Weakley County Schools…  We are entering Year 2 of the new Teacher Evaluation Model  We are entering Year 3 of our Race to the Top grant  Mentor Program  Benchmark Testing (3 times per year)  Transition to Common Core State Standards (CCSS), Singapore Math in K-8  Use of data to drive instruction

Testing  Benchmark Testing – Sept., Dec., April  Constructed Response Assessment (CRA) – Math 3-8, 3 times  TCAP Writing Assessment – Grades 5, 8, 11, February  Explore, Plan, PSAT, ASVAB, ACT  Stanford Ten – Grades 1-2, April  TCAP – Grades 3-8, April  End of Course Exams – High School, May

Achievement Accountability  3 rd Grade Reading and Math (TCAP)  7 th Grade Reading and Math (TCAP)  3-8 Reading and Math (TCAP)  Algebra 1 and Algebra 2 (EOC)  English 2 and English 3 (EOC)  Graduation Rate  Closing Gaps:  Racial/Ethnic Minorities  Economically Disadvantaged  Students with Disabilities (Special Ed)

In 2011, Weakley County was…  1 st among county systems in West Tennessee in Reading.  3 rd among county systems in West Tennessee in Math.  2 nd among all school districts in West Tennessee in average ACT score.

2012 Results  We set goals based on our 2011 numbers.  Although we did not quite reach some of our goals, we improved from 2011 in:  3 rd and 7 th Math  3-8 Reading and Math (aggregate)  Algebra 1  English 2  Graduation Rate  Where did we fall short?  3 rd Reading  7 th Reading  Closing the Racial/Ethnic Minority Achievement Gap  Closing the Economically Disadvantaged Achievement Gap

3 rd Grade 3 students!!! MathReading/LA

7 th Grade MathReading/LA

3-8 Aggregate MathReading/LA

High School Tests Algebra 1English 2

Graduation Rate

Achievement vs. Growth Achievement Growth, Value-Added, TVAAS  Measures students with grade-level tests (TCAP, EOC, etc.)  In Tennessee, students are usually ranked as Advanced, Proficient, Basic, or Below Basic  Measures students based on their own testing histories  Predicts a score for each test from that history, then reports whether student scored above, at, or below that score. Reports are published for teachers, schools, and districts.

 In a perfect world:  Students start at the same place  Students progress at the same pace  Achievement test scores are enough to show growth Stair-Step Expectations

Perfect World First/Last Day of School - 3 Students  Time is the constant  Variables: Achievement & Progress START/FINISH

 In reality:  Students start at different places  Students progress at different rates  Need more than scores on a single test to show teacher, school, or system effectiveness Differentiated Reality

One Year’s Growth for One Child  Time is the constant  Variables: Achievement & Progress START/FINISH

Reality Progress after One Year – 3 Students  Time is the constant  Variables: Achievement & Progress START/FINISH Less than Expected Growth Expected Growth More than Expected Growth

 We must expect progress for ALL students Why Value-Added is Necessary Student A Student B Standard Grade Proficiency

Typical Achievement Report

Typical Growth Report

What can the Instructional Data Coach do for you?  Student test histories (all subjects, grades)  Student test scores from last two years, broken down by curriculum strands within subjects  Student score projections  Standards, pacing guides, practice tests  Teaching strategies, formative assessments  Collaboration, resources

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