Colchester Public Schools Presentation of Achievement Results

Presentation objectives

▪ Provide a basic description of each assessment (Smarter Balanced 3-8, CT-SAT, CMT/CAPT Science, AP)

▪ Share achievement results▪ Discuss inferences drawn from

achievement results▪ Identify next steps for curriculum and

instruction

Testing is useful for...

▪ Accurately describing student achievement and growth as part of program evaluation and school, district, and state accountability systems

▪ Providing valid, reliable, and fair measures of students’ progress/attainment of the knowledge and skills required to be college- and career-ready at the end of Grade 12

▪ Providing an annual snapshot of student achievement that should be used along with other information, such as class work and other tests, when making educational decisions

Testing is not useful as...

▪ A sole measure of student achievement, program evaluation or school, district, and state accountability systems

▪ A source of guidance for curriculum or instruction ▪ A substitute for a wide variety of other relevant ways

to assess student learning, such as:- classroom assessments

- teacher observations

- student work portfolios

- universal screening

- frequent progress monitoring

- detailed diagnostic assessment or evaluation

Smarter Balanced AssessmentGrades 3-8

1

About the Smarter Balanced Assessment

▪ State mastery exam for students in grades 3 through 8

▪ Year 3 of implementation▪ Aligned to CT Core Standards in ELA and Math▪ Computer Adaptive Test in ELA and Math;

Performance Assessment in Math only▪ Student scale scores are used in the calculation

of two CSDE Accountability indicators

ELA: Students will...▪ Show they can read and

understand a variety of complex, grade appropriate informational and literary texts

▪ Use evidence from source materials to support their ideas in written responses at every grade level

▪ Interpret and use information delivered orally to determine main ideas, summarize, or analyze

What are students asked to do on the Smarter Balanced Assessment?

MATH: Students will…▪ Explain and use mathematics

to solve problems▪ Complete math problems

quickly and accurately▪ Understand how math

concepts link together▪ Apply their mathematical

knowledge to solve real-world problems

▪ Communicate their mathematical reasoning

English Language Arts Claims

Areas of Knowledge

and Skills Measured

Statement About Student Learning

From Which the Assessment was Built

Reading Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Writing* Students can produce effective and well-grounded writing for a range of purposes and audiences.

Listening Students can employ effective speaking and listening skills for a range of purposes and audiences.

Research/Inquiry* Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

*For reporting purposes, Claims 2 (writing) and Claim 4 (research/inquiry) are combined into one reporting category in Connecticut: Writing and Research/Inquiry.

Mathematics Claims

Areas of Knowledge and Skills Measured

Statement About Student Learning From Which the Assessment was Built

Concepts and Procedures Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

Problem Solving* Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies.

Communicating Reasoning

Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Modeling and Data Analysis*

Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

*For reporting purposes, Claims 2 and 4 are combined into one reporting category.

Scale Scores & Achievement Level Descriptors

▪ Scale scores are the basic unit of reporting▪ Scale scores fall along a continuous vertical scale

across grades and range from 2000 to 3000▪ Scale scores can be used to illustrate students’

current level of achievement and their growth over time

▪ When aggregated, scale scores can also describe school- or district-level changes in performance or measure gaps in achievement among different groups of students

Scale Scores & Achievement Level Descriptors (continued)

Four Achievement Levels that represent differing levels of performance for students within a grade level

▪ Level 1 = Does not meet the achievement standard▪ Level 2 = Approaching the achievement standard▪ Level 3 = Meets the achievement standard▪ Level 4 = Exceeds the achievement standard

Achievement Levels do not equate directly to expectations for “on-grade” performance

Scale Scores & Achievement Level Descriptors (continued)

Percent of students scoring 3+ on Smarter Balanced ELA/Math 2017

ELA MATH

COLCHESTER STATE COLCHESTER STATE

District/State 70 54 64 46

Grade 3 73 52 76 53

Grade 4 69 54 62 50

Grade 5 77 56 63 43

Grade 6 63 54 59 44

Grade 7 69 55 58 43

Grade 8 72 54 69 42

Colchester

State of CT

Colchester

State of CT

Colchester student performance on Smarter Balanced ELA

Percent Scoring 3+ Average Vertical Scale Score

2014-15 2015-16 2016-17 2014-15 2015-16 2016-17

Grade 3 67 67 73 2465±6 2460±6 2478±6

Grade 4 66 71 69 2503±5 2518±6 2504±6

Grade 5 78 75 77 2550±5 2552±5 2555±6

Grade 6 80 74 63 2585±5 2577±6 2560±6

Grade 7 76 73 69 2610±5 2599±5 2593±6

Grade 8 74 74 72 2623±5 2620±6 2610±6

Colchester student performance on Smarter Balanced Math

Percent Scoring 3+ Average Vertical Scale Score

2014-15 2015-16 2016-17 2014-15 2015-16 2016-17

Grade 3 68 65 76 2462±5 2460±5 2477±5

Grade 4 48 67 62 2490±4 2515±5 2506±5

Grade 5 62 63 63 2544±5 2549±5 2551±6

Grade 6 57 47 59 2559±5 2534±6 2565±6

Grade 7 43 48 58 2559±5 2562±5 2580±6

Grade 8 52 51 69 2588±6 2592±6 2623±6

Highlights

▪ Cohort data show average scale score growth in all grade levels for both ELA and Math

▪ Colchester students continue to score above State averages, in all grade levels, on both assessments

▪ Big gains in cohort math scores at WJJMS

Implications

▪ High scores in ELA and math at JJIS correlate to adequate resources for personalized instruction:▫ Push-in; Pull-out interventions▫ Fully resourced and highly effective SRBI program

▪ Improved scores in math at WJJMS correlate to: ▫ The hiring of a replacement math specialist▫ The hiring of a new SRBI interventionist (Title I)▫ The development of after school programs for

struggling students ▫ An aligned and efficiently paced math curriculum

Implications (continued)

▪ The reduction in reading time at WJJMS may have resulted in the school-wide dip in student scores at WJJMS on the ELA component of the Smarter Balanced assessment

Next steps

▪ Begin evaluation of the k-8 reading program ▪ Continue to develop a district assessment system that

is aligned with external measures of accountability▪ Strengthen our intervention system (SRBI) at all

schools ▪ Explore longitudinal grade level stagnation in

performance ▪ Continue our focus on developing students’ academic

vocabulary at all levels, in both content areas

Next steps (continued)

▪ Continue to allocate resources at JJIS and WJJMS to personalize instruction for students in math (grant funded certified SRBI interventionist at WJJMS and before/after school math intervention programs at JJIS and WJJMS)

CT-SATGrade 11

2

About the CT-SAT

▪ CT-SAT replaced the Smarter Balanced Assessment as the State mastery exam for grade 11

▪ Year 2 of implementation▪ The CT-SAT is the Redesign SAT

developed in 2015-16

Redesign SAT

*CT-SAT does not include the essay portion of the Redesign SAT

8 Key Changes to the SAT

The Redesign SAT Scoring

Student scores on the CT-SAT

▪ The College Board established their own college-readiness benchmarks

▫ By analyzing the postsecondary performance of pre-2016 SAT test takers, determining the score on the old test at which at least 75% earned a C or better in related first semester courses, and then mapping that score onto the new SAT scale using a concordance table

▪ Connecticut standards were set for the CT-SAT School Day during a multi-state standard setting process held in June 2016

▪ Students have the option to send CT-SAT scores to four colleges, or cancel their scores for college reporting; however, the scores will still be provided to the CSDE for accountability purpose

Student Scores on the CT-SAT (continued)

Percent of Colchester students at each level on the 2016 and 2017 Evidence-based Reading and Writing section of the CT-SAT

Level 1 (not met)

Level 2 (approaching)

Level 3(met)

Level 4(exceeded)

Total # of Testers

Average Score

2016 8.2 14.9 57.7 19.1 194 549

2017 7.9 14.9 57.7 19.5 215 541

Percent of Colchester students at each level on the 2016 and 2017 math section of the CT-SAT

Level 1 (not met)

Level 2 (approaching)

Level 3(met)

Level 4(exceeded)

Total # of Testers

Average Score

2016 12.4 44.6 35.2 7.8 193 512

2017 11.6 32.6 43.3 12.6 215 531

Percent of high-needs students at each level on the 2016 and 2017 Evidence-based Reading and Writing section of the CT-SAT

Level 1 (not met)

Level 2 (approaching)

Level 3(met)

Level 4(exceeded)

Total # of Testers

Average Score

2016 ** 31.3 39.6 ** 48 480

2017 ** 24.4 37.8 ** 45 472

* Students who are English learners, receiving free or reduced lunch or special education services** The data are suppressed by the State to ensure confidentiality

Percent of high-needs students at each level on the 2016 and 2017 math section of the CT-SAT

Level 1 (not met)

Level 2 (approaching)

Level 3(met)

Level 4(exceeded)

Total # of Testers

Average Score

2016 ** 38.3 21.3 ** 47 444

2017 28.9 44.4 ** 26.7 45 465

* Students who are English learners, receiving free or reduced lunch or special education services** The data are suppressed by the State to ensure confidentiality

Highlights

▪ 55.9% of students met or exceeded the math benchmark

▪ 77.2% of students met or exceeded the Evidence-based Reading and Writing benchmark

Implications

▪ Continue a focus on rigorous instruction in college prep courses (Level 2)

▪ Continue to develop intervention programs at Bacon Academy (SRBI)

CMT/CAPT ScienceGrade 5, 8, & 10

3

About the CMT/CAPT Science

▪ The CMT/CAPT Science exams include multiple‐choice and short, written‐response questions

▪ The CMT Science assesses students’ understanding of scientific concepts from life science, physical science, and Earth science.

▪ The CAPT Science assess students’ understanding of:▫ Energy Transformations▫ Chemical Structures and Properties▫ Global Interdependence▫ Cell Chemistry and Biotechnology▫ Genetics, Evolution and Biodiversity

What to expect in 2018

▪ Students in grades 5 and 8 will take the NGSS-aligned field test▫ No scores will be reported

▪ Students in grade 10 will not take an assessment in 2018▫ Current grade 10 students will take the

NGSS assessment as 11th graders in 2019

Colchester CMT/CAPT Science scores 2011-2017

GRADE 5 GRADE 8 GRADE 10

YEAR GOAL PROFICIENT GOAL PROFICIENT GOAL PROFICIENT

2011 77.5 95.6 77.5 86.5 50.2 89.4

2012 74.0 91.8 80.7 90.1 59.5 92.6

2013 86.7 95.3 72.1 88.9 58.1 89.4

2014 71.8 90.5 83.6 95.5 59.7 94.0

2015 73.6 94.0 86.4 94.3 58.5 93.5

2016 78.1 94.5 80.4 93.1 63.0 89.0

2017 76.0 95.0 85.0 94.0 56.0 87.0

Percent of Colchester students at each level on the 2017 CMT/CAPT Science

NBelow Basic Basic Proficient Goal Advanced

Grade 5 166 1 4 19 49 27Grade 8 205 1 4 9 60 25

Grade 10 190 5 7 31 23 34

Highlights & Next steps

▪ Again, nearly 90% of students in Colchester are at proficient, goal, or advanced

▪ Again, more than a quarter of Colchester students scored as advanced

▪ The Science Curriculum Committee will enter year 2 with a focus on aligning curriculum and instruction to the NGSS standards

Advanced Placement (AP)Bacon Academy

4

AP courses in Colchester

▪ Bacon Academy continues to offer an increasing number of AP courses for Colchester students covering a variety of disciplines

▫ Currently seeking approval for AP US Government & Politics▪ When a new AP course is offered, teachers are sent by

the District to a week-long AP summer institute to insure they have the skills to provide high-quality, engaging instruction

▪ AP enrollment for 11th and 12th grade students has implications for the CSDE Accountability Report

Advanced Placement scores 2011-2017

Year Total AP Students Number of ExamsAP Students with

Scores 3+

Percent of Total AP Students with

Scores 3+

Total Enrollment at Bacon Academy

(May)

Percent of Students taking

AP Exams

2011 171 259 123 71.9 995 17.2

2012 211 329 167 79.1 973 21.7

2013 182 287 152 83.5 940 19.4

2014 203 293 160 78.8 905 22.4

2015 218 335 179 82.1 880 24.8

2016 210 328 179 85.2 854 24.6

2017 208 313 164 78.8 814 26.6

Comparing 2017 Colchester and State Mean AP Scores

Course Number of Students Mean Score (Colchester) Mean Score (State)Biology 13 3.15 3.28Calculus AB 24 3.21 3.23Calculus BC 16 2.25 3.98Calculus BC Subscore 16 3.00 4.18Chemistry 15 3.07 3.10Computer Science A 7 4.29 3.33English Language & Composition 53 3.43 3.34English Literature & Composition 24 3.08 3.07Environmental Science 13 3.62 3.01Human Geography 71 3.31 2.98Macro/Microeconomics* * * *Music Theory 8 3.13 3.12Physics 1 9 3.67 2.64Statistics 9 4.11 2.96Studio Art 5 4.60 3.75United States History 33 3.12 3.15World History 11 3.45 3.18

*Data are suppressed to prevent from identification of students and their scores

Highlights & Next steps

▪ 26.6 percent of students at Bacon Academy take AP courses▪ Mean scores of BA students exceed the State mean score in 10

of the 16 courses offered*▫ Our top students outperform the top students in the state

▪ Diverse AP course offerings provide options for students with varying interests

▪ Continue to “open-doors” for all students to access rigorous coursework

▪ Continue to fund the week-long training at the AP Institute for teachers new to AP courses

▪ Support student access to additional college level courses*Online macro/micro economics was completed as an independent study and is not included in this ratio.

Questions?