Horace W. Porter September 4,2012

Grades 3-8 Grade Below Basic ProficientGoalAdvanced % At/Above Proficiency (AYP Goal) % At/Above Goal (State Goal)

GradeYearBelow BasicBasicProficientGoalAdvanced % At/Above Proficiency % At/Above Goal

GradeYearBelow BasicBasicProficientGoalAdvanced % At/Above Proficiency % At/Above Goal

GradeYearBelow BasicBasicProficientGoalAdvanced % At/Above Proficiency % At/Above Goal

GradeYearBelow BasicBasicProficientGoalAdvanced % At/Above Proficiency % At/Above Goal

GradeYearBelow BasicBasicProficientGoalAdvanced % At/Above Proficiency % At/Above Goal

GradeYearBelow BasicBasicProficientGoalAdvanced % At/Above Proficiency % At/Above Goal

Grade Standing in District Reference Group in 2010 Standing in District Reference Group in 2011 Standing in District Reference Group in 2012 % At or Above Goal in th out of 2517 th out of 2514 th out of th out of 2518 th out of 257 th out of th out of 2516 th out of 2524 th out of th out of 2512 th out of 2510 th out of th out of 2118 th out of th out of 2120 th out of 2118 th out of

Grades 3-8 Grade Below Basic ProficientGoalAdvanced % At/Above Proficiency (AYP Goal) % At/Above Goal (State Goal)

GradeYearBelow BasicBasicProficientGoalAdvanced % At/Above Proficiency% At/Above Goal

GradeYearBelow BasicBasicProficientGoalAdvanced % At/Above Proficiency% At/Above Goal

GradeYearBelow BasicBasicProficientGoalAdvanced % At/Above Proficiency% At/Above Goal

GradeYearBelow BasicBasicProficientGoalAdvanced % At/Above Proficiency% At/Above Goal

GradeYearBelow BasicBasicProficientGoalAdvanced % At/Above Proficiency% At/Above Goal

GradeYearBelow BasicBasicProficientGoalAdvanced % At/Above Proficiency% At/Above Goal

Grade Standing in District Reference Group in 2010 Standing in District Reference Group in 2011 Standing in District Reference Group in 2012 % At or Above Goal in th out of 2522 nd out of 2524 th out of th out of 2522 nd out of 2513 th out of th out of 2523 rd out of 2524 th out of th out of 2520 th out of 2513 th out of th out of th out of th out of st out of

Grades 3-8 Grade Below BasicBasicProficientGoalAdvanced % At/Above Proficiency % At/Above Goal

GradeYearBelow BasicBasicProficientGoalAdvanced % At/Above Proficiency % At/Above Goal

GradeYearBelow BasicBasicProficientGoalAdvanced % At/Above Proficiency % At/Above Goal

GradeYearBelow BasicBasicProficientGoalAdvanced % At/Above Proficiency% At/Above Goal

GradeYearBelow BasicBasicProficientGoalAdvanced % At/Above Proficiency % At/Above Goal

GradeYear Below BasicBasicProficientGoalAdvanced % At/Above Proficiency % At/Above Goal

GradeYear Below BasicBasicProficientGoalAdvanced % At/Above Proficiency % At/Above Goal

Grade Standing in District Reference Group in 2010 Standing in District Reference Group in 2011 Standing in District Reference Group in 2012 % At or Above Goal in st out of 2523 rd out of 254 th out of nd out of 2518 th out of 254 th out of st out of th out of th out of 2514 th out of 2515 th out of st out of th out of th out of th out of

Elementary and Middle School Grade* Below Basic BasicProficientGoalAdvanced % At/Above Proficiency % At/Above Goal *Grade 5 CMT includes curriculum from Grades 3-5 and Grade 8 CMT includes curriculum from Grades 6-8

GradeYear Below BasicBasicProficientGoalAdvanced % At/Above Proficiency % At/Above Goal 5* ** *Grade 5 CMT includes curriculum from Grades 3-5 **Grade 8 CMT includes curriculum from Grades 6-8

Grade Standing in District Reference Group in 2010 Standing in District Reference Group in 2011 Standing in District Reference Group in 2012 % At or Above Goal in *1 st out of 2511 th out of 2510 th out of **17 th out of 2112 th out of 2121 st out of *Grade 5 CMT includes curriculum from Grades 3-5 **Grade 8 CMT includes curriculum from Grades 6-8

CMT’s and the Teacher Evaluation System

 CT received a waiver from AYP  CT’s waiver included:  Goal – not Proficiency – as expected performance level  Growth Model:  Counting all student movement between all levels shows growth  Student performance goals are meaningful for schools 33

NCLB (AYP)CT’s Growth Model Target is ProficientTarget is – on average – at Goal Get to 100% to Proficient by 2014Get 88% to Goal by 2018 Only math and reading count Math, reading, writing, and science count Only consider Proficiency and higher Consider all level movement School progress only measured by CMT/CAPT test scores School progress also measured by high school graduation rates (4-year and extended) Subgroup size (for comparison/analysis) = 40 Subgroup size (for comparison/analysis) = 20 34

 Index between 0 and 100  Counts performance in all tested grade levels  Captures performance across performance bands  Includes all tested subjects: reading, writing, math, and science  Incorporates all tested students, including students who take the MAS and the Skills Checklist  Provides subject-specific indices and overall index  Calculated for “all students” group and subgroups: ELL, SWD, Black, Hispanic, F/R lunch 35

CMT Level of Performance“Credit” Advanced & Goal1.0 Proficient0.67 Basic0.33 Below Basic0.0 MASSkills Checklist“Credit” GoalIndependent1.0 Proficient 0.50 Basic 0.0

ComponentMeasures State Target Student and Subgroup Achievement School Performance Index88% Achievement Gaps School Performance Index Gaps <10% Graduation Rate 4‐year rate Extended rate 94% 96% Horace W. Porter School’s Baseline SPI (2012) = 87.2% Columbia School System’s Baseline DPI (2012) = 87.0%

 Excelling  Progressing  Transition  Review (inc. Focus)  Turnaround 38 Need the most support: eligible for Commissioner’s Network; otherwise, district-led interventions and redesign Met all state targets Meeting annual targets Not meeting annual targets

Highest performing ELL, SWD, Black students, Hispanic students, or students eligible for free or reduced price lunch Highest Performing Subgroups Greatest increase in achievement for the “all students” group School Performance Index % Advanced Highest Progress Highest performing for the “all students” group Highest Performing 39

 Our Results Our Results

 All teachers need to write several goals  One Goal is aligned to improving the SPI, which counts for 5% of the teacher’s total evaluation  To help work towards improving the SPI, all teachers will set a goal around reading

 All teachers have received a book entitled, “Developing Content Vocabulary”  All teachers have been trained in “reading across the content areas”  Language Arts Teachers K-8 have been trained in Reading Workshop for consistency across grade levels  Additional professional development and support during monthly Faculty/Curriculum Meetings and weekly Team Meetings

Alyssa Gwinnell September 4, 2012 Acting Horace W. Porter School