Adequate Yearly Progress (AYP) Pittsfield Public Schools September 23, 2009

Introduction H.J. Eberwein, Ed.D.

The mission of the Pittsfield Public Schools is to serve our community and its children by creating an environment where lifelong learning is valued, excellence is expected, and improvement is continuous.

Raising Expectations Raising Performance Raising Readiness As we look forward: LIFE

Quality matters. Instructional Core

1.The purpose of school is to see that all students learn at high levels, and the future of our students depends on our success in achieving that purpose. 2.We cannot help all students learn at high levels if we work in isolation. We must build collaborative culture and engage in a collective effort to achieve our purpose. 3.We will not know if we are helping all students learn unless we focus on results and use evidence of student learning as part of a continuous improvement process. Organizational expectations…..

Have external standards and assessments, Use data to inform decisions, Create Professional Learning Communities, Develop a focused approach, Implement early warning systems & safety nets, Communicate high expectations for all students. high-impact schools….. Stretch expectations!

Time for teams, Alignment and articulation of curriculum, Progress monitoring of students, SMARTe team goals –Strategic, measureable, attainable, results oriented, time bound…for everyone Plans for response - remediation, enrichment Effective (varied) instructional approach School leaders:

Background (AYP) Barbara Malkas

Four Factors Determine AYP A + (B or C) + D = Affirmative AYP Determination A Participation B Performance C Improvement D Additional Indicator Did at least 95% of students participate in MCAS in 2009? Did the student group perform at or above the 2009 state performance target? Did the student group meet its own 2009 improvement target? Did the student group meet the target for the Additional Indicator (Attendance, Graduation)?

Composite Performance Index (CPI) Multiply the number of points by the number of students at each performance level, then divide the total number of points by the total number of students (example below) MCAS Performance Level MCAS-Alt Performance Level in Italics Points Per Student # StudentsPoints Proficient or Advanced / Progressing Needs Improvement High / Emerging Needs Improvement Low / Awareness Warning / Failing High / Portfolio Incomplete Warning / Failing Low / Portfolio not Submitted 020 Totals90 students 7025 Points 7025 ÷ 90 = 78.1

A + (B or C) + D = Affirmative AYP Determination PERFORMANCE: Did the student group perform at or above the 2009 performance target? (ELA = 90.2, Math = 84.3) B ELA Math 2001 & & & & & & & Composite Performance Index (CPI) Last year This year

A + (B or C) + D = Affirmative AYP Determination IMPROVEMENT: Did the student group meet its own 2009 improvement target? C ELA Example 2001 & & & & & & & (2008) 77.2 (2009) Did this group meet its 2009 improvement target? Composite Performance Index (CPI) ( CPI) ÷ 6 Years 100 – 70 = 30 points remaining 30 ÷ 6 = 5 points per year = 75 (imp. target for 2009) Yes, because 77.2 > 75

A + (B or C) + D = Affirmative AYP Determination IMPROVEMENT: Did the student group meet its own 2009 improvement target? C Performance … Improvement … Is an absolute measureIs a relative measure Is measured by comparing a group ’ s 2009 CPI to the 2009 state performance target Is measured by looking at a group ’ s change in CPI from 2008 to 2009 Answers the question, “ Did the group perform at or above the 2009 state performance target? ” (ELA: 90.2, Math 84.3 ) Answers the question, “ Did the group improve from 2008 to 2009 so that it is on track to 100% proficiency by 2014? ”

Moving goalposts….a game changer?

…coming Oct. 27

And…accountability oversight?

District data H.J. Eberwein, Ed.D.

District Data English language arts CPI = 84.1 Gain/Loss = +2.6 Aggregate - Yes Subgroups - Yes Performance: High Improvement: On Target Corrective Action Status - Subgroups Mathematics CPI = 77.5 Gain/Loss = +4.3 Aggregate - Yes Subgroups - Yes Performance: Moderate Improvement: On Target Corrective Action Status - Subgroups

District data

Closing the gap 16 10

And crossing over:

11 8

23 15

16 15

The urban context

Snapshots 54.5% of all schools in status –84.2% of urban –42.3% of non-urban Pittsfield –52.3% in status –Lowest in urban network

Data analysis for the district Student MCAS performance is directly related to DIBELS benchmark performance and achievement of benchmark targets Student performance on MCAS using nonfiction and technical prompts is a challenge area across grade levels Student performance on open response items shows general improvement but requires continued development Student performance in mathematics in number sense and procedural computation skills in grade 5 indicates a need for fluency to achieve proficiency Students performance in mathematics in the use of fractions in grade 7 indicates a need for fluency to achieve proficiency Student performance in both mathematics and English language arts indicates continued use of the three-tier model of intervention in grades k-8 with expansion into high school

District Action Steps All students will meet district established benchmark goals for the development of early literacy skills by the end of grade 2 All students will develop reading skills for comprehension of nonfiction prompts in grades 3 to 10 All students will develop communication and writing skills across grade levels and content areas to demonstrate content knowledge, thinking skills, and to address open response items. All students will demonstrate number sense and computation skills to mastery by the end of grade 5 for application in the secondary grades

District Action Steps (2) All students will be fluent in the use of fractions by grade 7 All students will have a comprehensive curriculum in mathematics and English language arts, which includes individualized intervention material in grades k-12 All students will be assessed for progress monitoring purposes to inform intervention and individualized instruction to close gaps in skill development All students will have an individualized analysis of their MCAS performance used for purposes of educational planning

School data Barbara Malkas & School Principals

Middle Schools

Herberg Middle School English language arts CPI = 86.3 Gain/Loss = +1.7 Aggregate - Yes Subgroups -No Performance: High Improvement: On target Status: Restructuring 2 - subgroups Mathematics CPI = 73.9 Gain/Loss = +1.9 Aggregate - No Subgroups - No Performance: Moderate Improvement: No change Status: Restructuring 2 - subgroups

Herberg Middle School

Reid Middle School English language arts CPI = 86.7 Gain/Loss = +5.1 Aggregate - Yes Subgroups - Yes Performance: High Improvement: On target Status: Restructuring 1 - subgroups Mathematics CPI = 74.7 Gain/Loss = +8.7 Aggregate - Yes Subgroups - Yes Performance: Moderate Improvement: Above target Status: Restructuring 1 - subgroups

Reid Middle School

High Schools

Pittsfield High School English language arts CPI = 86.0 Gain/Loss = +3.9 Aggregate - Yes Subgroups - No Performance: High Improvement: On target Status: Corrective action - subgroups Mathematics CPI = 80.3 Gain/Loss = +3.3 Aggregate - Yes Subgroups - No Performance: High Improvement: On target Status: Improvement 2- subgroups

Pittsfield High School

Taconic High School English language arts CPI = 87.5 Gain/Loss = +1.2 Aggregate - Yes Subgroups - No Performance: High Improvement: On target Status: No status Mathematics CPI = 83.7 Gain/Loss = -2.6 Aggregate - No Subgroups - No Performance: High Improvement: Declined Status: No status

Taconic High School

Elementary Schools

Egremont Elementary School English language arts CPI = 90.6 Gain/Loss = +5.5 Aggregate - Yes Subgroups - Yes Performance: Very High Improvement: Above target Status: No status Mathematics CPI = 90.7 Gain/Loss = +8.9 Aggregate - Yes Subgroups - Yes Performance: Very High Improvement: Above target Status: No status

Egremont Elementary School

Morningside Community School English language arts CPI = 65.1 Gain/Loss = -1.1 Aggregate - No Subgroups - No Performance: Low Improvement: No change Status: Corrective action Mathematics CPI = 68.2 Gain/Loss = +6.7 Aggregate - Yes Subgroups - Yes Performance: Low Improvement: On target Status: Corrective action - subgroups

Morningside Community School

Stearns Elementary School English language arts CPI = 91.4 Gain/Loss = +7.6 Aggregate - Yes Subgroups - Yes Performance: Very High Improvement: Above target Status: No status Mathematics CPI = 87.9 Gain/Loss = +3.4 Aggregate - Yes Subgroups - Yes Performance: High Improvement: On target Status: No status

Stearns Elementary School

Williams Elementary School English language arts CPI = 89.6 Gain/Loss = +1.3 Aggregate - Yes Subgroups - Yes Performance: High Improvement: On target Status: No status Mathematics CPI = 91.4 Gain/Loss = +4.5 Aggregate - Yes Subgroups - Yes Performance: Very High Improvement: On target Status: No status

Williams Elementary School

Allendale Elementary School English language arts CPI = 81.3 Gain/Loss = -5.3 Aggregate - No Subgroups - No Performance: High Improvement: Declined Status: Improvement 1 - Subgroups Mathematics CPI = 80.2 Gain/Loss = -6.7 Aggregate - No Subgroups - No Performance: High Improvement: Declined Status: No status

Allendale Elementary School

Capeless Elementary School English language arts CPI = 86.3 Gain/Loss = +4.1 Aggregate - Yes Subgroups - Yes Performance: High Improvement: On target Status: No status Mathematics CPI = 85.5 Gain/Loss = +9.8 Aggregate - Yes Subgroups - Yes Performance: High Improvement: Above target Status: No status

Capeless Elementary School

Conte Community School English language arts CPI = 78.4 Gain/Loss = +6.5 Aggregate - Yes Subgroups - Yes Performance: Moderate Improvement: On target Status: Improvement 2 Mathematics CPI = 73.2 Gain/Loss = +7.7 Aggregate - Yes Subgroups - Yes Performance: Moderate Improvement: On target Status: No status

Conte Community School

Crosby Elementary School English language arts CPI = 75.5 Gain/Loss = -2.9 Aggregate - No Subgroups - No Performance: Moderate Improvement: Declined Status: Corrective action - subgroups Mathematics CPI = 73.7 Gain/Loss = +1.2 Aggregate - No Subgroups - No Performance: Moderate Improvement: No change Status: No status

Crosby Elementary School

Questions/Discussion