1. DATA PRESENTATION February 5, 2008 ARE WE IMPROVING? WAS 2007 BETTER THAN 2006?

6. CMT 2006 TO 2007 Twenty-nine (29) fewer White students Twenty-nine(29) fewer Black students Fifty-two (52) more Hispanic students Math Achievement improved by 2% Reading Achievement improved by 3% Black students improved the most in Math and Reading – 4% All Subgroups improved in both areas

11. CAPT 2006 TO 2007 Overall number of students declined slightly for all subgroups except F/R Math Achievement declined by 6% Math Achievement by Hispanic students declined by 16% Reading Achievement declined by 4% Reading Achievement by Black students declined by 7%

14. Matched Data Comparison Percent of Students at Proficient Greatest Improvement in Math – 3.5% Reading Improvement – 1.7% Least Improvement in Writing -.63% Matched Data shows pattern of improvement only slightly better than decline What do these patterns of improvement and decline tell us?

21. Math Proficiency Matched Data Improvement at all grade levels except grade 7 SPED students in grades 5 and 6 declined Percentage of improvement declines at middle grades Greatest improvement at all grades (except grade 7) by Black students Greatest decline at grade 7 by Hispanic and F/R students

28. Reading Proficiency Matched Data Improved achievement by grades 4 and 6 Greatest improvement by grade 6 Achievement declined for grades 5, 7, and 8 All subgroups improved in grades 4 and 6 Grade 5 all subgroups declined with greatest decline by F/R students Grade 7 all subgroups declined except White and SPED students Grade 8 subgroups declined except Black, Hispanic and SPED students

32. Writing Proficiency Matched Data Improvement in achievement for grades 5 and 8 – greatest improvement by Black students Decline in achievement for grades 4, 6 and 7 – greatest decline by Hispanic and F/R students Grades 5 and 8 improved in Writing but declined in Reading Grades 4 and 6 declined in Writing but improved in Reading Grade 7 declined in all three areas

33. Matched Data – Overall Improvement Greatest Improvement in Math – 15.4% Improvement in Reading and Writing very close – 4.4% and 3.9% Pattern of improvement and decline most significant in Reading and Writing

38. Math Goal Matched Data Overall Improvement at all grade levels Greatest Improvement at Grade 5 Least Improvement at Grade 7 All subgroups improved at grades 4, 5 and 8 Grade 6 all subgroups improved except SPED Grade 7 Black, F/R, and SPED students declined

42. Reading Goal Matched Data Improved Achievement for grades 4, 5 and 6 Decline in achievement for grades 7 and 8 All subgroups improved for grade 6 Grade 4 – White and SPED students declined Grade 5 – F/R and SPED students declined

43. Grade 7 – White and SPED students improved Grade 8 – F/R and SPED students improved

47. Writing Goal Matched Data Improved Achievement in grades 5 and 8 Grade 5 – White, F/R, and SPED students declined Grade 8 – All subgroups improved All Subgroups in grades 4, 6 and 7 declined

48. CONCLUSIONS Same Class comparisons show improvement overall in Math, Reading and Writing at both Proficiency and Goal Grade 7 students declined overall except improvement for students at Goal in Math No grade levels showed consistent improvement in all areas No subgroups showed consistent improvement in all areas

49. CAMBRIDGE DATA Does it Match Achievement Data? Should improve instruction for Minority and SPED students Should make better use of Performance Data Learning, Teaching, Curriculum, Assessment are In Need of Improvement Instruction throughout the district is too varied Utilize data more effectively to identify precisely what, why, and how students will learn

50. Teachers vary in their knowledge about using data to differentiate instruction Use data consistently in all classes to determine the content of instruction so that it matches the needs of all students Use data to help identify weaknesses in instruction and learning

51. In lessons where teaching is inadequate the teachers do not plan sufficiently well to ensure that work is accurately matched to the needs of the students Transfer the good, differentiated instructional practice in reading to all curriculum areas Improve further the use of data to identify students who should be doing better

52. The principal and faculty use various ways of disaggregating data so that individual and group needs can be quickly identified and addressed Involve students in their own learning by explaining their next steps and how to achieve them Teams review student work and examine disaggregated data to ensure that appropriate support is in place for students, staff and parents.

53. Instruction is whole class driven, with little to no differentiation noted Use data more effectively to make adjustments to instruction and plan interventions that match students’ needs Take action to improve staff expectations to close the achievement gap Refine the use of data to set challenging targets for different groups of students and individuals