Adequate Yearly Progress (AYP)Pittsfield Public SchoolsSeptember 23, 2009

IntroductionH.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 ExpectationsRaising PerformanceRaising ReadinessAs we look forward:LIFE

Quality matters.Instructional Core

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.

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.

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 goalsStrategic, measureable, attainable, results oriented, time boundfor everyonePlans for response - remediation, enrichmentEffective (varied) instructional approach

School leaders:

Background (AYP)Barbara Malkas

Four Factors Determine AYP A + (B or C) + D = Affirmative AYP DeterminationAParticipation

BPerformanceCImprovement

DAdditional IndicatorDid 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 ItalicsPoints Per Student# StudentsPointsProficient or Advanced / Progressing100323200Needs Improvement High / Emerging75453375Needs Improvement Low / Awareness507350Warning / Failing High / Portfolio Incomplete254100Warning / Failing Low / Portfolio not Submitted020Totals90 students7025 Points7025 90 = 78.1

A + (B or C) + D = Affirmative AYP DeterminationELAMath2001 & 022003 & 042005 & 062007 & 082009 & 102011 & 122013 & 1453.060.868.776.584.392.210070.775.680.585.490.295.11009080706050Composite Performance Index (CPI)Last yearThis year

A + (B or C) + D = Affirmative AYP DeterminationELA Example2001 & 022003 & 042005 & 062007 & 082009 & 102011 & 122013 & 1410070.775.680.585.490.295.1100908070605070.0 (2008)77.2 (2009)Did this group meet its 2009 improvement target?Composite Performance Index (CPI)(100-2008 CPI) 6 Years100 70 = 30 points remaining30 6 = 5 points per year70 + 5 = 75 (imp. target for 2009)Yes, because 77.2 > 75

A + (B or C) + D = Affirmative AYP Determination

PerformanceImprovementIs an absolute measureIs a relative measureIs measured by comparing a groups 2009 CPI to the 2009 state performance targetIs measured by looking at a groups change in CPI from 2008 to 2009Answers 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

Andaccountability oversight?

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Company NameDepartment Name

District dataH.J. Eberwein, Ed.D.

District DataEnglish language artsCPI = 84.1Gain/Loss = +2.6 Aggregate - YesSubgroups - YesPerformance: HighImprovement: On TargetCorrective Action Status - SubgroupsMathematicsCPI = 77.5Gain/Loss = +4.3Aggregate - YesSubgroups - YesPerformance: ModerateImprovement: On TargetCorrective Action Status - Subgroups

District data

Closing the gap1610

And crossing over:

118

2315

1615

The urban context

Snapshots54.5% of all schools in status84.2% of urban42.3% of non-urbanPittsfield52.3% in statusLowest in urban network

Data analysis for the district

Student MCAS performance is directly related to DIBELS benchmark performance and achievement of benchmark targetsStudent performance on MCAS using nonfiction and technical prompts is a challenge area across grade levelsStudent performance on open response items shows general improvement but requires continued developmentStudent performance in mathematics in number sense and procedural computation skills in grade 5 indicates a need for fluency to achieve proficiencyStudents performance in mathematics in the use of fractions in grade 7 indicates a need for fluency to achieve proficiencyStudent 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 2All students will develop reading skills for comprehension of nonfiction prompts in grades 3 to 10All 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 7All students will have a comprehensive curriculum in mathematics and English language arts, which includes individualized intervention material in grades k-12All students will be assessed for progress monitoring purposes to inform intervention and individualized instruction to close gaps in skill developmentAll students will have an individualized analysis of their MCAS performance used for purposes of educational planning

School dataBarbara Malkas &School Principals

Middle Schools

Herberg Middle SchoolEnglish language artsCPI = 86.3Gain/Loss = +1.7Aggregate - YesSubgroups -No Performance: HighImprovement: On targetStatus: Restructuring 2 - subgroupsMathematicsCPI = 73.9Gain/Loss = +1.9Aggregate - NoSubgroups - NoPerformance: ModerateImprovement: No changeStatus: Restructuring 2 - subgroups

Herberg Middle School

Reid Middle SchoolEnglish language artsCPI = 86.7Gain/Loss = +5.1Aggregate - YesSubgroups - YesPerformance: HighImprovement: On targetStatus: Restructuring 1 - subgroupsMathematicsCPI = 74.7Gain/Loss = +8.7Aggregate - YesSubgroups - YesPerformance: ModerateImprovement: Above targetStatus: Restructuring 1 - subgroups

Reid Middle School

High Schools

Pittsfield High SchoolEnglish language artsCPI = 86.0Gain/Loss = +3.9Aggregate - YesSubgroups - NoPerformance: HighImprovement: On targetStatus: Corrective action - subgroupsMathematicsCPI = 80.3Gain/Loss = +3.3Aggregate - YesSubgroups - NoPerformance: HighImprovement: On targetStatus: Improvement 2- subgroups

Pittsfield High School

Taconic High SchoolEnglish language artsCPI = 87.5Gain/Loss = +1.2Aggregate - YesSubgroups - NoPerformance: HighImprovement: On targetStatus: No status

MathematicsCPI = 83.7Gain/Loss = -2.6Aggregate - NoSubgroups - NoPerformance: HighImprovement: DeclinedStatus: No status

Taconic High School

Elementary Schools

Egremont Elementary SchoolEnglish language artsCPI = 90.6Gain/Loss = +5.5Aggregate - YesSubgroups - YesPerformance: Very HighImprovement: Above targetStatus: No statusMathematicsCPI = 90.7Gain/Loss = +8.9Aggregate - YesSubgroups - YesPerformance: Very HighImprovement: Above targetStatus: No status

Egremont Elementary School

Morningside Community SchoolEnglish language artsCPI = 65.1Gain/Loss = -1.1Aggregate - NoSubgroups - NoPerformance: LowImprovement: No changeStatus: Corrective actionMathematicsCPI = 68.2Gain/Loss = +6.7Aggregate - YesSubgroups - YesPerformance: LowImprovement: On targetStatus: Corrective action - subgroups

Morningside Community School

Stearns Elementary SchoolEnglish language artsCPI = 91.4Gain/Loss = +7.6Aggregate - YesSubgroups - YesPerformance: Very HighImprovement: Above targetStatus: No statusMathematicsCPI = 87.9Gain/Loss = +3.4Aggregate - YesSubgroups - YesPerformance: HighImprovement: On targetStatus: No status

Stearns Elementary School

Williams Elementary SchoolEnglish language artsCPI = 89.6Gain/Loss = +1.3Aggregate - YesSubgroups - YesPerformance: HighImprovement: On targetStatus: No statusMathematicsCPI = 91.4Gain/Loss = +4.5Aggregate - YesSubgroups - YesPerformance: Very HighImprovement: On targetStatus: No status

Williams Elementary School

Allendale Elementary SchoolEnglish language artsCPI = 81.3Gain/Loss = -5.3Aggregate - NoSubgroups - NoPerformance: HighImprovement: DeclinedStatus: Improvement 1 - SubgroupsMathematicsCPI = 80.2Gain/Loss = -6.7Aggregate - NoSubgroups - NoPerformance: HighImprovement: DeclinedStatus: No status

Allendale Elementary School

Capeless Elementary SchoolEnglish language artsCPI = 86.3Gain/Loss = +4.1Aggregate - YesSubgroups - YesPerformance: HighImprovement: On targetStatus: No statusMathematicsCPI = 85.5Gain/Loss = +9.8Aggregate - YesSubgroups - YesPerformance: HighImprovement: Above targetStatus: No status

Capeless Elementary School

Conte Community SchoolEnglish language artsCPI = 78.4Gain/Loss = +6.5Aggregate - YesSubgroups - YesPerformance: ModerateImprovement: On targetStatus: Improvement 2MathematicsCPI = 73.2Gain/Loss = +7.7Aggregate - YesSubgroups - YesPerformance: ModerateImprovement: On targetStatus: No status

Conte Community School

Crosby Elementary SchoolEnglish language artsCPI = 75.5Gain/Loss = -2.9Aggregate - NoSubgroups - NoPerformance: ModerateImprovement: DeclinedStatus: Corrective action - subgroupsMathematicsCPI = 73.7Gain/Loss = +1.2Aggregate - NoSubgroups - NoPerformance: ModerateImprovement: No changeStatus: No status

Crosby Elementary School

Questions/Discussion

Thanks to committeeWading through the tome of data - just the tip of the icebergThanks to principals and staff - their efforts are reflected in our growth

Its about kids

Ellis - Young man Moving goal posts in education

About readiness for life, informed, engaged citizenshipIdentify and implement a school wide instructional focusDevelop professional collaboration teams to improve teaching and learningIdentify, learn and use effective research-based teaching practicesCreate targeted professional development plans that build expertise in selected best practiceRe-align resources to support the instructional focusEngage families and the community in supporting the instructional focusCreate an internal accountability system growing out of student learning goals that promote measureable gains in learning for every student.What this means in the classroom is

Curriculum aligned with state national/ standardsStudents who are engaged in the learning processA high level or rigor for all studentsDifferentiation - student-centric approach .varied instructional approach

OrganizationallyMore time in school (school day and school year) - opportunities to enrich and applyParental involvement & mentoring as necessary

AYP reports show the progress schools and districts are making toward having all students reach proficiency by the year 2014 the principal goal of the No Child Left Behind Act (NCLB).

School and district AYP determinations are issued separately for English language arts/reading (ELA) and for mathematics each year.

For each subject there are multiple AYP determinations - for all students (the aggregate) and for student groups. Students are counted in each group to which they belong.

In 2008 we achieved AYP in 2 of 12 categoriesIn 2009 we have achieved AYP in 7 of 12 categories

The ELA Performance rating for the 12 schools is as follows:

Of the 80 total indicators (this includes aggregate and subgroups)

58 indicators went up8 stayed the same (+/- 1 point)14 declined

And AYP status, of 48 indicatorsIn 2008, 25 Yes, 23 NoIn 2009, 30 Yes, 18 No

The ELA Performance rating for the 12 schools is as follows:

Very high2 schoolsHigh7 schoolsModerate2 schoolsLow1 school

The Math Performance rating for the 12 schools is a follows:

Very high2 schoolsHigh5 schoolsModerate4 schoolsLow1 school

The ELA improvement ratings for the 12 schools is as follows:

Above target2 schoolsOn target7 schoolsNo change1 schoolDecline 2 schools

The Math improvement ratings for the 12 schools is a follows:

Above target3 schoolsOn target5 schoolsNo change2 schoolsDecline2 schools

HS:

Taconic and PHS - last in ELA - off by a couple of pointsTaconic and PHS - 5 & 6 in math - outscoring Lenox, Mt. Greylock, Drury Mt. Everett

MS:

Reid - ELA - outscored Brayton, Sullivan: Math: outscored Lee, Sullivan, Mt. Everett, Lenox And a couple of points off of Nessacus, Richmond, Greylock

Elem - Math - we have four of top 6 elementary schools in the county (Becket #1 (42 kids), Williamstown #5) N=23Williams 2, Egremont 3, Stearns 4, Capeless , Allendale 13, Crosby 19, Conte 20, MCS 22

ELA - Becket (1), Williamstown (2), Stearns (3), Egremont (4), Williams (7), Capeless ( Allendale (18), Conte (21), Crosby (22), MCS (23)

As a district:

ELA 84.1 (compare to NA 82.9, Adams 85, Lee 86.5, Sberk 88.7, Cberk 89.2, Len 90.6, Grey 94.8)Math 77.5 (compare to Lee 75.7, Adams 74.5, Sberk 75.2, NA 71.9.close to Mt.Grey 77.9, Mon 80.4, Len 80.2)

Closing gap from 4.5 points in 2004 to 2.5 points in 2009Closing gap from 19.5 points in 2004 to .9 point in 2009Note proficiency and performance gap committee

ELLEarly literacyFamily involvementInstructional leadershipTaunton: 41% FRL, 2.6% LEP, 17.4% sped, 8.2% AfrAmer, 11.5% HispFramingham: 27% FRL, 14.3% LEP, 21% sped, 6.3% AfrAmer, 20% Hisp

Pittsfield: 46% FRL, 3.6% LEP, 17.2% SPED, 10.4% Afr.Amer, 7.2% Hisp, 77% whiteMake references to BrocktonTimeInstructional FocusSupervision/Buy-in