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GREENWICH BOARD OF EDUCATION GREENWICH PUBLIC SCHOOLS

Greenwich, CT

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GREENWICH PUBLIC SCHOOLS

Havemeyer Building 290 Greenwich Avenue Greenwich, CT 06830

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Dr. E. Ann Carabillo Deputy Superintendent

Memo to: Board of Education Members

From: Dr. Elizabeth Ann Carabillo, Deputy Superintendent

Date: October 18, 2018

Re: School Strategic Improvement Plans – 2017/18 End of Year Report

Purpose of the Report:

Per Greenwich Public School Procedure E-010.1, each school is charged with developing a Strategic Improvement Plan (SIP) annually. The 2017/18 SIP goals were submitted by the schools October 1, 2017. This report will update the Board on the progress made by each school in meeting their SIP goals during the 2017/18 school year. Schools submitted an end of year summary by September 5, 2018, which reported the goal(s), status of the goal(s), results indicators, data, and an analysis of the results after a review of the adult actions and outcome data.

All schools utilized data from a variety of sources to determine their focus for the 2017/18 school year. The elementary schools for the most part, continued to focus on improving Math and ELA outcomes. The middle schools focused on ELA and Math and the high school focused on improving the CT School Day SAT scores in Math and English and increasing the percentage of students scoring a 3 or above on AP exams. The school IDTs (Instructional Data Teams) and SDTs (School Data Teams) analyzed the previous year’s SBA/ CT SAT/STAR data, ECRISS data, Common Core Standards assessments data and as the year progressed, the schools analyzed data from STAR, formative and summative assessments, project based assessments, writing surveys and observations (peer and self). Feedback to students and teachers was also reviewed to monitor progress towards goals.

Analysis: In examining the 2017/18 end of year SIP reports, there are some important observations that the Board should be aware of that demonstrate the continuous learning of our adults in the schools and of the students who are in their charge.

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• SIP Goals Eight of the elementary schools had academic goals focused on improving Math and ELA (Cos Cob, Julian Curtiss, New Lebanon, North Mianus, North Street, Old Greenwich, Parkway and Riverside). The three remaining elementary schools continued their focus on improving Math outcomes (Glenville, Hamilton Avenue and International School at Dundee). All three middle schools had academic goals for Math and English Language Arts to improve students’ outcomes on the SBA. The administrative teams, based on their collective professional learning, determined that incorporating instructional strategies that place the students more at the center of learning would have positive outcomes. Each middle school chose a personalized learning strategy and determined how it would be implemented and monitored (examples are student goal setting, student ownership, partners in learning, etc.). The SIP developed at Greenwich High School included Academic goals (increasing outcomes on the CT SAT in English and Math, and increasing the percentage of scoring a 3 or higher on AP exams). Each school also had a personal and interpersonal goal that focused on FaCE (Family and Community Engagement) and SEL (Social Emotional Learning). The elementary and middle schools had adult actions around implementing personalized learning strategies in their plans. They used their administrative team, instructional coaches, consultants (Todd White, David Moss, Greg Tang, CIPL), and peers to support teachers’ professional learning and implementation of personalized learning, student goal setting, partners in learning and teacher-facilitated instruction. They continue to use a variety of digital tools and instructional strategies to improve their practice and to ensure that students have multiple ways of learning and demonstrating their knowledge. Teachers met with one another and reviewed instructional strategies and digital tools to give feedback to one another as well as students. Each school has peer-to-peer observations and feedback structures in place to assess the implementation and effects of instructional strategies to support teachers’ continuous learning and improvement as practitioners.

• SIP Strategies As part of the SIP process, schools developed detailed action plans that outline the strategies they will employ in order to achieve their school improvement goals. These plans also delineated a timeline and a point person responsible for monitoring the implementation of each strategy. The SIP action plans and the end of year reports reveal some common themes in terms of strategies and supports that served the schools well in making progress towards their goals. There continues to be an increase in collaboration and problem solving between administrators, schools and staff at the various levels. Teams of teachers continue to meet with one another and review instructional strategies, peer videos, and digital tools to give feedback to one another as well as students. Teams practice on improving their data literacy and school-wide approach to interventions. Teams meet regularly to share ideas and results in order to be partners in learning with one another. At the elementary and middle school level, the administrators have bi-monthly meetings scheduled to collaborate, problem solve, give feedback on goals, and provide constructive feedback. They take the opportunity to share their professional learning from conferences, best practices, and challenges. They

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have invited coaches, central office personnel, and consultants to their meetings when they have questions or need additional professional learning on topics. This has a positive impact on achievement because it allows for the opportunity to exchange ideas and resources that had been effective at each of their respective schools.

o DLE – It is obvious from reviewing the SIP end of year reports that schools continue to embrace the Digital Learning Environment (DLE). ECRISS was used by all schools to examine the data and determine how to set their goals based on a growth model.

o The following digital tools and applications are examples of some that were used throughout the district in 2017/18 by students, teachers, parents and administrators: Aspen, Schoology, STAR, GPS Virtual Library, Google Docs, Google Slides, Book Creator, Educreations, Padlet, Notability, ECRISS, Turnitin.com, Vimeos, NearPod and IXL. The tools increased student choice and increased the quantity of feedback (i.e. Schoology, Google Docs, etc.) between student and teacher and student to student. The Math Pilot teachers all used either Dreambox or ST Math as a new digital resource to support math learning.

o Coaches – The role of peer to peer coaching and instructional coaching continues to play a prominent role in the development and implementation of school SIPs. The coaches are integral members of SDTs and offer support to the schools in planning and delivering professional learning connected to the SIP goals. The coaching model offers several structures for collegial interactions that foster meaningful, personalized, professional growth opportunities for staff. It increases the opportunity to continuously improve practice and provides a responsive, high-quality learning experience that ensures every student succeeds.

o Consultants –The District continues to utilize the services of Dr. Todd White to assist School Data Teams (SDT) in using student data to identify a SIP focus and in formulating rigorous, yet realistic goals. He works closely with schools on implementing the strategies outlined in the SIP action plan. His expertise in teacher evaluation and instructional best practices make him a valuable resource for schools to enhance and improve teaching methods and strategies, and give quality and effective feedback. As we maintain the support of teachers with their pedagogy and continuous improvement, we are also aware of the changes in content, changes in instructional practices and the importance of being future focused. We have increased the support from our consultants to support our administrators, teachers and students. We benefit greatly from the expertise of the following consultants to provide professional learning and forward-thinking; David Cormier at Hamilton Avenue School and across the district for NGSS; Teachers College at Julian Curtiss, New Lebanon, Hamilton Avenue, Central Middle School and Western Middle School for reading and writing;, and Greg Tang and Dr. Yeap Ban Har for all K-8 math teachers in the district. The district capitalizes on the expertise of these consultants for the benefit of all Greenwich Public Schools’ students.

o Other Resources – There is an incredible amount of professional literature published for educators every year. Keeping abreast of current research is challenging to say the least. This District subscribes to the Marshall Memo generated by Dr. Kim Marshall, which provides administrators with short summaries of the top research articles from professional journals each month. Administrators then follow up on articles connected to the improvement efforts at their school. Some schools in the district have conducted book studies (e.g. Laney Sammon’s Guided Math Conferences at Glenville and Notice and Note at North Mianus). The schools incorporated one and/or two of the new TEPL indicators in their SIP plans. Each teacher

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continues to focus on the Digital Literacy and Information Fluency Indicator and most of the schools incorporated indicators Critical Thinking and Creative Problem Solving and/or Analyze and Construct Arguments Based on Evidence into their adult actions.

o SIP Metrics The district Assessment plan outlines the assessments to be administered, assessment purpose and the administration timeline. The Office of Curriculum, Instruction and Professional Learning (now known as the Chief Academic Office) and District Assessment Committee conducts a yearly review of the assessments to determine if they are still necessary, reliable, and valid assessments. Adjustments are made based on the review (i.e. elimination of assessment redundancies, ensuring a balance of multiple measures/formative tools, progress monitoring, etc.). The 2017/18 Assessment plan provided guidelines for gathering timely evidence/data on student performance in an efficient manner.

o The district now has STAR Assessment data from 2015/16 to 2017/18. The STAR assessments are designed to give accurate, reliable and valid data to make informed decisions about instruction and intervention. The data is used as a benchmark and for progress monitoring. The K-8 schools used the STAR Assessments in Math and/or Reading as one of the metrics to monitor progress towards their SIP goals. Our District Data System – ECRISS – was used to support decision-making related to school improvement, classroom instruction and progress monitoring. The Propensity method in ECRISS gives a composite view of the student and his/her historical performance (2014/15 – 2017/18 SBA, 2015/16 -2017/18 STAR, 2014/15-2017/18 AP data, 2014/15-2017/18 PSAT and SAT data). Schools also used other assessment tools including benchmark assessments, surveys, and nationally recognized rubrics such as Teachers College Writing, and the American Council on the Teaching of Foreign Languages (ACTFL) rubrics. Some schools employed performance tasks to monitor progress towards SIP goals.

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The table below lists the assessment tools used by each school to measure the 2017/18 SIP goals.

School Assessment

Cos Cob School ECRISS Data (SBA and STAR), District Assessments

Glenville School ECRISS Data (SBA and STAR) District Assessments

Hamilton Avenue School ECRISS Data (SBA and STAR), Survey Data, District Assessments

International School at Dundee

ECRISS Data (SBA and STAR) District Assessments

Julian Curtiss School ECRISS Data (SBA and STAR) District Assessments

New Lebanon School ECRISS Data (SBA and STAR) District Assessments

North Mianus School ECRISS Data (SBA and STAR) District Assessments

North Street School ECRISS Data (STAR and SBA) District Assessments

Old Greenwich School ECRISS Data (STAR and SBA) District Assessments

Parkway School ECRISS Data (SBA and STAR) District Assessments

Riverside School ECRISS Data (SBA and STAR) District Assessments

Central Middle School ECRISS Data (SBA and STAR) District Assessments

Eastern Middle School STAR (SGB, student growth percentile points) Data

Western Middle School ECRISS Data (SBA and STAR) District Assessments

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School Assessment

Greenwich High School

English ECRISS Data, CT SAT percentage of students who meet or exceed CT standards

Math ECRISS Data CT SAT percentage of students who meet or exceed CT standards

AP Scores ECRIS Data, Percentage of seniors who take and pass AP test with a score of 3 or higher

• SIP Report Outcomes

Each school continues to provide an individual Analysis Narrative as part of their end of year (EoY, 2017/18) Report.

Here are some overall observations about the SIP results that should be considered when reviewing their goal attainment. The chart below summarizes the Goal Status for each school. Schools that achieved their SIP Goal in its entirety are designated as “Accomplished,” while schools that did not are listed as “Not Accomplished.” Several schools reported their goals as “Partially Accomplished.” This category should not diminish the level of achievement garnered by the school staff and students. In fact, when reviewing the SIP end of year reports there is much to celebrate. All of the schools designed goals around the District Strategic Plan’s three goals, Academic, Personal and Interpersonal. They took into consideration how the capacities of the Vision of the Graduate intersected with the teacher actions and student outcomes. They utilized the three main elements of personalized learning: partners in learning, student regulation and student regulation. Finally, teachers and administrators consistently reviewed data about students from ECRA and other evidence sources.

School Goal Goal Status

Cos Cob School

By spring 2018, will meet or exceed the percentage of students projected to achieve at/or above benchmark on the SY 2017/18 STAR (Grades 1, 2), SBA (Grades 3-5) in Math, and ELA, based on the ECRISS Growth Model.

Partially accomplished First Grade STAR Spring: ELA 71% (projected 78%) Math 67% (projected 71%) Second Grade STAR Spring: ELA 73% (projected 68%) Math 84% (projected 73%) Third Grade Spring 2018 SBA: ELA 62% (projected 72%) Math 68% (projected 75%) Fourth Grade Spring 2018 SBA: ELA 71% (projected 68%) Math 80% (projected 71%) Fifth Grade Spring 2018 SBA: ELA 69% (projected 77%) Math 81% (projected 66%)

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Grades 3-5 Average Spring 2018 SBA: ELA 68% (projected 73%) Math 77% (projected 70%) All 75% (projected 71%)

Glenville School

By Spring 2018, 73% of students in grades 3-5 will score “At/Near Standard or Above Standard” on the Math subtest of the Smarter Balanced Math Assessment

Partially Accomplished 71% made the 2018 goal compared to 70% in 2017 based on ECRISS data analysis.

Hamilton Avenue School

1. Math -By spring 2018, 83% of students in grades 1-5 will demonstrate typical or greater growth on the STAR Math assessment as measured in ECRISS

2 FaCE- The number of school-sponsored family engagement events that include a community resource or agency will increase by 35% from the previous year (from 3 of 6 to 4 of 6) 3. SEL- Based on a school-created students’ favorable responses to questions about ridiculing others, etc. will increase to 40% by June 20181)

1. Partially accomplished Overall, only 78% of HAS students demonstrated typical or greater growth in grades 1-5. 68% made expected growth (typical) and only 9% achieved greater than expected growth. Only one grade, grade 4 achieved a goal of 83%. 2. Accomplished 3. Partially accomplished This was not met as the end of year survey did not produce any significant change in our students’ perceptions regarding ridicule. It will continue to be a goal for 2018/19.

International School at Dundee

ISD students in grades 3-5 will meet or exceed the projected benchmark of 86% on the 2018 administration of the Smarter Balanced Assessment in the area of math.

Partially Accomplished

Grade 3 - 81% Grade 4 - 91% Grade 5 - 77%

Julian Curtiss School

1. By June 2018, Julian Curtiss students in grades 3-5 will exceed the percentage of students projected to achieve at/or above benchmark on the 2017/18 SBA in Math based on the ECRISS growth model. 2. By June 2018, Julian Curtiss students in grades 3-5 will exceed the percentage of students

1. Partially Accomplished

60% of students in grades 3-5 were projected to achieve at/or above benchmark on the 2017/18 SBA in Math based on the ECRISS growth model. 59% of students achieved at/or above benchmark on the 2017/18 SBA in Math according to ECRISS data.

2. Accomplished 61% of students in grades 3-5 were projected to achieve at/or above benchmark on the 2017/18 SBA in ELA based on the ECRISS Growth Model. 62% of

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projected to achieve at/or above benchmark on the 2017/18 SBA in ELA based on the ECRISS growth model.70% of students in Grades 3-5 will meet or exceed expected growth as measured by the Math SBA

students achieved at/or above benchmark on the 2017/18 SBA in ELA according to ECRISS data.

New Lebanon School

1. By Spring 2018, will exceed the percentage of students projected to achieve at/or above benchmark on the SY 2017/18 STAR Grades 1 Math (61 %,) Read (75%). Grade 2 Math (45%), Read (43%) SBA (Grades 3-5) in Math (61%) and ELA (62%), based on the ECRISS Growth Model 2. Interpersonal Goal: 92% of the students in NL school will increase from 80% to 85% or higher on their positive Dojo points.

Partially accomplished

1.SPRING: SBA (Grades 3-5) ELA 65.3, Math 47.3 SPRING STAR: Grade 1 Math 39%, Reading 75%, Grade Math 54%, Reading 65% 2.Spring Results: 96% of students had a whole year average of 85% or greater

North Mianus School

Students will grow at their expected rate (calculated by ECRISS) in both ELA and Math such that: 1. 86% of students in ELA (grades 3-5) and 82% of students in Math will meet proficiency on the Spring 2018 SBA as projected by the ECRISS growth model and 2. Students will meet proficiency as projected by the ECRISS growth model on the Spring STAR assessment as follows: Grade 1:86% in STAR reading and 82% in STAR math Grade 2: 75% in STAR reading and 76% in STAR math

1. Accomplished

The average of grades 3-5 in ELA is 89%. We surpassed our goal of 86%. The average of grades 3-5 in Math is 87%. We surpassed our goal of 82%

2. Accomplished

North Street School

By Spring 2018, 86% of students will score “At/Near Standard or Above Standard” on the Math and English Language Arts subtests of the Smarter Balanced Math Assessment.

Accomplished

88% of students scored At or Above Standard on the Smarter Balanced Math Assessment. 87.6% of students scored At or Above Standard on the Smarter Balanced ELA Assessment

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Old Greenwich School

Students will meet or exceed the percentage of students projected to achieve at/or above benchmark on the SY 2017/18 STAR (Grades 1, 2), SBA (Grades 3-5) in Math, and ELA, based on the ECRISS Growth Model.

Partially Accomplished All grades except 1st grade achieved the goal. Additional supports for our earliest learners are in place.

Parkway School

By Spring, 2018, 85% of students in grades 3-5 will score At/Near Standard or Above Standard on the English/Language Arts subtest of the Smarter Balanced Assessment, as projected by the ECRISS Proficiency Model.

Accomplished We exceeded our goal with 86% of our Grade 3-5 students meeting the proficiency standard. In third grade, 89% of students met or exceeded the goal.

Riverside School

1. By Spring 2018, 87% of students will score. “At/Near Standard or Above Standard” on the English Language Arts subtest of the Smarter Balanced Assessment as projected by the ECRISS proficiency model” 2. By Spring 2018, 87% of students will score “At/Near Standard or Above Standard” on the Math Subtest of the Smarter Balanced Assessment as projected by the ECRISS proficiency model”

Partially accomplished 1. 91% of our 3rd, 4th, and 5th grade students scored “At/Near Standard or Above Standard” on the English Language Arts Subtest. 2. 84% of our 3rd, 4th, and 5th grade students scored “At/Near Standards or Above Standard” on the Math Subtest.

Central Middle School

By June of 2018, 90% of students will meet or exceed growth expectations as determined by the ECRISS Growth Model.

Not accomplished Grade 6 ELA - 77% Math - 66%

Grade 7 ELA - 86% Math - 82%


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Eastern Middle School

80% of all students will meet or exceed 50 student growth percentile (SGP) points as measured by the STAR Reading and STAR Math Assessment(s).


Percentage of Students with a Student Growth Percentile (SGP) of 50 or above

ELA Math

Grade 6 75% 82%

Grade 7 73% 77%

Grade 8 69% 75%

SBA - Percentage of Students who scored a 3 or above

ELA Scores Math Scores

Grade 6 89% 88%

Grade 7 82% 78%

Grade 8 91% 83%

Western Middle School

Students will exceed the percentage of students projected to achieve at/or above benchmark on the SY 2017/18 SBA in Math, and ELA, based on the ECRISS Growth Model Growth Goal: Students will meet or exceed growth expectations as determined by the ECRISS growth model 1)By June of 2017, 90% of students will meet/exceed their expected growth in each grade and content areas assessed as measured in the ECRISS portal 2) By June of 2017, there will be an increase of 10% in the number of students who meet the state benchmark in Math and 5% in the number who met the benchmark in ELA

Accomplished

Grade 6 Math: 92% met or exceeded, included 22% at high growth Grade 6 ELA: 88% met or exceeded including 22% at high growth Grade 7 Math: 86% met or exceeded including 27% at high growth Grade 7 ELA: 90% met or exceeded including 16% at high growth Grade 8 Math: 83% met or exceeded including 13 % at high growth Grade 8 ELA: 95% met or exceeded including 14% at high growth

Greenwich High School

English BENCHMARK: The percentage of students in grade 11 who meet or

Accomplished

Class of 2019

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Additional SIP Information • SIP and Parents

All SIP parent representatives (PTAC’s Academic Excellence Committee) are invited to an orientation session with the Deputy Superintendent at the start of each school year to review the SIP process and to clarify parents’ roles and responsibilities. This committee plays an important role as they are vital partners with the school acting as a critical friend, a monitor, and an ambassador for the School Improvement Plan. The Academic Excellence representatives support the SIP plan in a variety of ways. For example, they purchased leveled books for students, arranged for speakers and collaborated with neighborhood schools to co-present, encouraged parents to use resources that are on-line, funded author visits, and sponsored Internet Safety speakers.

• SIP • On Wednesdays, coaching days in Greenwich Public Schools, the Superintendent, Deputy Superintendent

and Department of Academics conduct informal observations with schools’ administrative teams, followed by a debrief with the building administrators.

exceed CT standards in ELA as measured by the grade 11 CT SAT will increase by 3% from 84.6% to 87.1%.

(ELA Benchmark score): # 556 students # Meets benchmark: 496 % Meets benchmark: 89%

Math BENCHMARK: The percentage of students in grade 11 who meet or exceed CT standards in Math as measured by the grade 11 CT SAT will increase by 3% from 62.7 to 64.6%.

Accomplished Class of 2019 (Math Benchmark score): # 556 students # Meets benchmark: 398 % Meets benchmark: 72%

AP Exams Advanced Placement Exams: The percentage of seniors who take and pass (with a score of 3 or higher) at least one AP test during their four years of high school will improve by 3% (from 59.2% to 61.0%).

Not Accomplished 58% of Class of 2018 passed at least one AP test during their four years of high school.

Growth- 11th grade

80% of students in grade 11 will meet or exceed projected academic growth scores based on the ECRISS Growth Model.

Accomplished Class of 2019

(Composite Growth score): # 556 students # met or exceeded projected academic growth: 479 % met or exceeded projected academic growth: 86%

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• All teachers in the state of Connecticut are required to develop one SLO (Student Learning Objective) and

two IAGDs (Indicators of Academic Growth). An SLO is a broad statement for student learning and expected improvement. The IAGD takes the SLO and expresses it as a SMART goal (Specific, Measureable, Achievable, Relevant, Time-bound). The District continues to ensure that teachers align their SLOs and IAGDs with their school’s SIP goal. This type of alignment proves very beneficial to schools in focusing staff time and bringing clarity of purpose to the improvement efforts at the school. This strategy also adds a great deal of ownership to the SIP goals since a significant part of a teacher’s summative evaluation rating (45%) is tied to achieving their SLOs.

• Administrators are also required to develop SLOs. The District followed the same path as with teachers

and had administrators align their three SLOs with their SIP goals (that are aligned with the District Strategic Plan). In doing so, teachers and administrators were united in their improvement efforts. Administrator evaluations are also connected to achievement of their SIP goals via the SLOs, which accounted for 45% of their summative evaluation.

Conclusions:

What worked well and will be continued: • Sharing and collaboration among the schools (administrators and teachers) has improved as evidenced in

the SIP end of year reports. For example, many of the schools focused on critical thinking and problem-solving as a way to improve student’s cognitive practice. The elementary and middle schools consult with one another on their progress and the strategies that are and are not successful. Another example can be found at the elementary levels where they shared and collaborated on professional learning opportunities and shared resources.

• The role of peer to peer coaching and instructional coaching continues to play a prominent role in

developing and implementing school SIPs. The coaches have become integral members of SDTs and offer support to the schools in planning and delivering professional learning connected to the SIP goals. They work closely with Dr. White and the administrators to support teacher learning and improving teacher practice.

• The principals meet on a monthly basis to plan professional learning opportunities that are focused on

utilizing consultants, coaches and digital tools in order to provide high quality feedback. They share successes and challenges. New Lebanon, Hamilton Avenue, Julian Curtiss, Cos Cob, Central Middle School and Western Middle School staff and administrators continue to participate in professional learning with Columbia Teachers College and collaborate together on integrating writing progression rubrics across content areas.

Challenges and What We Learned:

• The support from the Research manager has been helpful and as with anything new, the district is increasing their comfort with using the ECRISS portal. The schools see the growth of each student

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within the system and are using the data to inform their next steps in designing a school improvement plan.

• As a district, we do not always have the depth of understanding what students explicitly know or don’t know. We continue to explore digital platforms that may give us diagnostic abilities to more quickly design various pathways to support student learning. However, through work within our SDTs, and IDTs in collaboration with consultants, coaches and administrators, we know continuous progress monitoring is making a positive difference on student outcomes.

• With grit and perseverance, teachers continue to take risks and try a variety of new personalized learning strategies and resources (e.g. PL Playbook, Playlists). As they see students engaged and excited about demonstrating their learning; administrators, teachers and students appear to be implementing additional strategies of personalizing learning.

Next Steps in the Development of Effective School Strategic Improvement Plans (SIP): • Central office staff will continue to support the school community with their reflective practices of

reviewing various evidence (observations, assessments, surveys, attendance, SEL, etc.) to determine next steps, revisions and progress monitoring. The school teams will continue their discussion of reflective practices, through peer-to-peer observations, administrator and teacher observations, informal feedback and collaborative problem solving with and between themselves, coaches and consultants.

• Professional learning, critical thinking and problem solving and partners in learning (e.g. goal setting)

played a major role in the SIP action plans in 2017/18. Schools were proactive in blending their efforts to improve student performance with a focus on setting goals with students, providing quality feedback to students, giving students voice and choice, and give more opportunities to demonstrate mastery. Our consultants and central office supported professional learning in Math, Science, Language Arts, English language arts strategies and Social Emotional Learning. Teachers utilized opportunities for feedback from peers, coaches, administrators and consultants to increase their learning and improve their instructional practices. The next step is for staff to consistently provide students with opportunities to interact with the feedback, and to ensure that the feedback was from high quality assessments.

The quality of School Improvement Plans continues to improve each year. Schools are growing in their ability to develop focused action plans, understanding that less is sometimes more. When examining the SIP goals from year to year, a through line can be drawn from one year’s learning to the next year’s focus. This demonstrates that SDTs are using the SIP process not only to improve in specific areas but also to think globally about the state of teaching and learning in their school and how they are using the overarching strategy of “making learning personal”. This past year there was a direct through line to the District Strategic Plan. Each SIP plan included digital and traditional resources, progress-monitoring structures, access to standards-based and rigorous curricula, professional learning, expanded teaching and learning in a digital environment, SEL, community engagement and successfully using a district data management system.

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Greenwich Public Schools 2017-18 SIP Goal End of Year Report

Cos Cob School 2017/18 SIP EOY Report

School Goal Status Multiple Year (?)

EoY Goal Data

Cos Cob School Cos Cob Elementary School will meet or exceed the percentage of students projected to achieve at/or above benchmark on the SY 2017/18 STAR (Grades 1, 2), SBA (Grades 3-5) in Math, and ELA, based on the ECRISS Growth Model.


No Benchmark Goals: First Grade STAR Spring: ELA 71% (projected 78%) Math 67% (projected 71%) Second Grade STAR Spring: ELA 73% (projected 68%) Math 84% (projected 73%) Third Grade Spring 2018 SBA: ELA 62% (projected 72%) Math 68% (projected 75%) Fourth Grade Spring 2018 SBA: ELA 71% (projected 68%) Math 80% (projected 71%) Fifth Grade Spring 2018 SBA: ELA 69% (projected 77%) Math 81% (projected 66%) Grades 3-5 Average Spring 2018 SBA: ELA 68% (projected 73%) Math 77% (projected 70%) All 75% (projected 71%)

Analysis Narrative: Math was the focus of our 2017-18 SIP specifically on the various skills/strategies associated with effective problem solving. Using the “5 Day Approach to Problem Solving” every day provided multiple opportunities for students to use and learn these strategies and skills. We saw great success with this and it was evidenced not only on the math assessments, but also in our students’ increased scores on the problem-solving portion of the ALP placement assessments. We have shared this with other schools and some are including it as part of their SIP next year. Fifth grade’s history of low math scores was our greatest challenge and celebration as we exceeded the growth and SBA expectations. Fifth grade staff will share and provide PD at our first faculty meeting of the new school

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Cos Cob School 2017/18 SIP EOY Report

year on the strategies they used to support student growth and increased scores with an emphasis on how to incorporate spiraling math skills. Across the grade levels we utilized STAR data and ECRISS reports to determine personalized learning goals. Using two Math Interventionists helped to address all of the students’ needs and goals. Our ALP teachers shared how technology supported personalized learning at three conferences and with our staff. We celebrated the high scores on STAR assessments and ECRISS growth reports, but unfortunately were disappointed when those scores did not equate to SBA scores. This was especially true in ELA where historically our ELA scores are consistent, but unfortunately we did not meet our goal this year. This will be a challenge next year, as we need to analyze our data so we can better address this without sacrificing the work needed to continue our growth in math. We will also monitor the ECRISS growth model for first grade to see if the data supports the predicted scores next year as it was the only grade that did not meet the expectations.

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Glenville School 2017/18 SIP EOY Report


EoY Goal Data

Glenville School By Spring 2018, 73% of students in grades 3-5 will score “At/Near Standard or Above Standard” on the Math subtest of the Smarter Balanced Math Assessment.

Not Accomplished No 71% made the 2018 goal compared to 70% in 2017 based on ECRISS data analysis.

Analysis Narrative The Chief Information Officer, Phil Dunn, guided us towards our 73% target based on his analysis of Glenville’s historical performance in Ecriss. The primary strategy the district has identified is personalized learning. Glenville school embraced this strategy with one of the teams (grade 2) participating in Phase 1 of the GPS Math Pilot. The Spring 2018 STAR Math results in Ecriss indicated 82% of second grade students met the expected benchmark. Additionally our work outlined in the SIP of conferring in math and students setting personalized math goals also align with this strategy. One tool to support this work is the district PL Playbook. Conferring is a great process that allows us to dig into what it means to be Partners in Learning.

Teachers built upon their understanding of conferring within reading and writing as they began their study of conferring in mathematics. Teachers used Laney Sammons’ Guided Math Conferences as their first entry point. This book was selected in part because it aligns its teaching to the conferring work done by Teachers College in reading and writing, the approach Glenville teachers use. The book allowed teachers to study the types of conferences, the goals of each type, the roles of the teacher and the students in each type and how to use the conferences to have students set goals. Administration served as a model of personalized learning by providing teams were with the autonomy to determine how best to approach this work, similarly to what they would hope for from their teachers. Teachers embraced this autonomy and personalized professional learning as evidenced by teams and individual teachers reaching out to coaches to further their learning. Some teachers asked for demonstration lessons, others asked to watch and unpack a video of a conference alongside a coach, and others asked for a coach to observe them and give them feedback on their conferring in math. A couple of teams even asked to collaborate with coaches to develop their own Self Design Early Release Day professional learning around math conferences. Teachers utilized the PL Playbook to better understand the roles of the teacher and the students as they become partners in learning. The “plays” from the Playbook were also used to set-up and refine ways to help students become partners in learning. The way Glenville teachers embrace the responsibility that accompanies personalized professional learning is one example of how they have flourished as a professional learning community with students at the center.

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Collaboration and Communication was the TEPL ‘16 indicator we focused on this year and it was evident in the ways we collaborated within our school community and beyond. The SDT intentionally scheduled meetings throughout the year during which different configuration of teams would collaborate vertically. Some months the teachers in grade K - 2 would meet while teachers in grades 3 - 5 would meet. Other months, teachers in K 1 would meet grades 2 and 3, and 4 and 5. Teachers found these meetings extremely valuable in better understanding the needs and expectations of their colleagues. Our math pilot team served as a liaison between Glenville and other GPS Math Pilot schools. The second grade team both hosted and visited teams from throughout Greenwich. Teachers, alongside coaches and administrators, reflected upon their own practices and the practices of their colleagues, making decisions about which practices to continue and which ones to refine, and which ones to drop. This collaboration brought in new perspectives while simultaneously reinforcing our successes.

In and out of the pilot, themes began to emerge as teachers worked to support children in setting math goals. Most teachers reported quick success with the structures of the conferences and conferring on the 8 Math Practice Standards, but struggled more with conferring around specific math content. Teachers reported not having adequate information, despite using STAR, ECRISS, district readiness and summative assessments. Teachers across grade levels, including special education teachers, sought out ways to learn and better understand what children knew and could do. Some teachers investigated using math diagnostic assessment to better determine an entry point for instruction and goal setting. Some teachers worked with consultant, Todd White, to confer using math progression as a tool to determine what the next step was mathematically for this child.

As the work progressed throughout the year, it became clear that the scope we had undertaken was enormous. Teachers tried to do everything all at once to very high standards. Marc and Kathleen made the decision to ask teachers to sit with their teams and reflect honestly about the work they had done, and where they were going. Through analysis of survey data and frank conversations, the teams acknowledged the SDT may have bitten off more than they could chew. Grade level teams developed scaled back plans of what they wanted to accomplish by the end of the year. These plans involved honing their attention to a specific aspect of conferring or goal setting. The fine-tuned plans allowed teachers to see not only growth in their own progress but also to better analyze the impact their instructional shifts had on student performance. When the SDT convened on April 30 to reflect on the year, they had an open and honest conversation about what were the successes of this plan and what were our shortcomings. This honesty and vulnerability is the cornerstone of a professional organization committed to serving children.

The result of the April 30th SDT was a clear plan for moving forward. The team acknowledged that while we did not meet our adult action goals of conferring, the study provided us with valuable insight into who our students are as mathematicians. The team took a step back and considered how our work is connected to the Vision of the Graduate. It was evident that there was a direct link to the Personal Capacity of Respond to failure and success with reflection and resilience. Therefore Glenville will continue to focus on the district level of change of personalizing learning. At the core of personalization is the student. In order to truly make the learning

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“personal”, teachers have to not only have a deep understanding of the student, but also the content. This will allow them to best understand the depth of the content that the student knows and how and where to push the student with the content. In order to have the most effective conferences with students, regardless of subject area, we need to ensure that all teachers understand the learning progressions for each standard in the units. To that end, some of the work will be to continue the vertical articulation, unpack the standards to see how students’ understanding of key concepts is formed, etc. Additionally we will focus on the research component of conferences, bringing together all data sources (STAR, ECRISS, unit assessments, classroom observation, and conferring questioning) to determine entry point for instruction and path along a progression appropriate for each student.

Results:

On the Spring 2018 administration of the SBA, 71% of students in grades 3-5 scored “At/Near Standard or Above Standard” on the Math subtest of the Smarter Balanced Math Assessment based on ECRISS data analysis.

● 72% of students grades 3-5 met their expected ECRISS Growth● 9% of students grades 3-5 Exceeded ECRISS growth● In total, 81% of students grades 3-5 met or exceeded their ECRISS growth projections● In total, 76.3% of regular education students scored 3 or higher on the math subtest of the SBA

On the Spring of 2018 Google survey, K-5 parents responded to the Panorama Survey question, “How well do you feel your child’s school is preparing him/her for his/her next academic year?” We saw an increase from a Spring 2017 baseline of 71% favorable responses to 92% favorable responses in the Spring of 2018.

On the Spring of 2018 Google survey, 3-5 students responded to the Panorama Survey question, “How often do your teachers take time to make sure you understand the material?” We saw an increase from a Spring 2017 baseline of 62% favorable responses to 83% favorable responses in the Spring of 2018.

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EoY Goal Data

Hamilton Avenue School 1. Math -By spring 2018, 83%of students in grades 1-5 willdemonstrate typical or greatergrowth on the STAR Mathassessment as measured inECRISS

2 FaCE- The number of school-sponsored family engagement events that include a community resource or agency will increase by 35% from the previous year (from 3 of 6 to 4 of 6)

3. SEL- Based on a school-created students’ favorableresponses to questions aboutridiculing others, etc. willincrease to 40% by June 2018.

1. Partiallyaccomplished

2. Accomplished

3 Partially accomplished

No 1. Overall, only 78% of HASstudents demonstrated typicalor greater growth in grades 1-5.68% made expected growth(typical) and only 9% achievedgreater than expected growth.Only one grade, grade 4achieved a goal of 83%.However grades 1 and 5 wereclose to achieving the goal of83% as follows: Grade 1- 80%and Gr. 5 – 81%. Notably, grade1 had the highest number ofstudents (12, or 22%) whodemonstrated higher thanexpected growth. (NB: grade 4showed promising growth.Teachers in this grade were partof the district Math Pilot).

2. This goal was accomplishedand we are very proud of ourprogress in this area. HASactually hosted 7 events thatwere co-sponsored orpresented in conjunction with acommunity agency or resource,such as the Byram ShubertLibrary and the GreenwichPolice Department. For

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example: We partnered with Greenwich Police to sponsor a Reading Challenge. A family math night was a big success and attended by over 150 students and parents. Our Literacy Team sponsored several, How to Read to Your Child, workshops, one specifically focused on Pre-K and K families. In ’17-’18 the school sponsored a first day of school, Community Resource Fair.

3. This goal was not met as the end of year survey, administered to students, did not produce any significant positive changes in our students' perceptions regarding ridicule. Students still see this as a significant issue. It will continue to be a focus of our SEL work this year.Analysis Narrative –

● Hamilton Avenue School met one of its three goals, it’s Family Engagement goal. This should be celebrated, because theintention of this goal was also to include resources outside the school community. HAS was able to partner with multipleagencies or resources in order to provide positive, meaningful experiences to our students and families. Our Back-to-SchoolCommunity resource fair was well-attended and put families in touch with important agencies such as Neighbor-to-Neighbor,Boys & Girls Club and the YMCA. Math night, with Greg Tang Junior, brought out over 150 students and families to participate inmath activities and support parents in working on math with their students in fun and interesting ways. The Summer Reading andTour-de-Chickohominy reading challenges encouraged student reading and the Police Department partnered with HAS to providebikes for those students and families who committed themselves to reading more. Books and Bagels and the ELL Family Literacy

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Night were collaborations with the Byram Shubert library to inform parents about the love of reading and illustrate the resources of the library. These partnerships will continue. A consideration for future collaborations is to involve the students more in our Zero Waste initiative as well as to investigate partnering with local businesses or resources that involve STEM careers to empower our learners regarding possible future careers and the connection to their learning in math and science.

● Though there was no significant change in HAS students’ perception that ridiculing others being a concern (SEL Goal), theperception did not appear worse than the prior year. As HAS implements more school-wide PBIS strategies, we expect theperception to change. Class meetings about bullying and mindfulness appeared to have more of an impact than inclassrooms/grade levels where these meetings did not occur. In addition, classes that had regular morning meetings had morepositive relationships than those classes that did not have consistent meetings.

● Unfortunately, HAS did not meet its academic SIP goal, which was related to making growth on the STAR Math assessment asmeasured in ECRISS. In 2016-17, the goal had been limited to grades 3-5, and while it was not achieved, data analysis illustratedthat if grades 1-2 had been included, HAS would have met the goal. Therefore, in 2017-18, the goal included grades 1-5.However, HAS students actually underperformed on STAR Math. The goal was that 83% of students in grades 1-5 woulddemonstrate typical or greater growth on the assessment by Spring 2018. However, only 78% (190/245) of studentsdemonstrated typical or greater growth. Grade 1 achieved 80% (N=44/55) typical or greater growth. In reviewing the data, thestudents in the classes whose teachers implemented math stations performed better than those who did not, including studentswith IEPs.

Celebrations: ● Grade 4 met the goal. 83% of the students in grade 4 made typical or greater growth. 42/58 (72%) made typical growth and 6/58

(10%) made higher than expected growth. The teachers in grade 4 credit this achievement to the implementation of the mathpilot. The station rotation, allowing them to meet with and instruct each student daily, seems to be effective. This will continueand has begun to expand into other grades. Some Grade 1 started this rotation mid-year. Grade 2 teachers started it later in theyear and were pleased with the results on the unit assessments.

● Grade 1 had the highest percentage of students achieving greater than expected growth. 58% of grade 1 students (N=32/55)made expected growth and 21.8% (N=12/55) made greater than expected growth. What are grade 1 teachers doing that can beemulated in other grades?

● Grade 5 nearly met the goal, with 81% of the students making typical or greater growth.● In most grades, students with IEPs made growth. In 2017-18, students with IEPs made up more than 15% of the student

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population in grades 1 (16%), grade 3 (17%), grade 4 (19%) and grade 5 (19%). (6% of students – 3 students - in grade 2 had IEPs.) Of the 38 identified students in grades 1-5, 24 (63%) made typical or higher growth:

▪ Grade 1: 5/9 (56%) made typical or greater growth▪ Grade 3: 3/8 (38%)▪ Grade 4: 10/11 (91%)▪ Grade 5: 6/7 (86%)[Grade 2 had too few students to analyze.]

● What will we continue to do or do differently?● We will continue to use the math stations in pilot grades and encourage implementation of math stations in all grades/classes.● The school data team (data PLC) will be repurposed. It will include a more formal structure and will analyze specific data,

including both pre- and post-assessment data. The PLC will discuss specific strategies to try and keep data on the implementationof these strategies and if there is an impact on student performance.

● HAS will administer Interim SBA assessments as another data point to analyze and inform instruction.● Include peer observation to support professional learning

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ISD 2017/18 SIP EOY Report


EoY Goal Data

The International School at Dundee

ISD students in grades 3-5 will meet or exceed the projected benchmark of 86% on the 2018 administration of the Smarter Balanced Assessment in the area of math.

Not accomplished No The 2018 SBA Math results were as follows: Grade 3 - 81% Grade 4 - 91% Grade 5 - 77%

Analysis Narrative A thorough analysis was conducted on each grade level’s performance, including each individual student’s results. In grade three, the team of teachers participated in the district’s pilot program for personalizing learning in the area of math. In addition to shifting their focus on mastery-based learning in conjunction with the math units, they explored, created and implemented the use of playlists. Piloting ST Math and Dreambox were also incorporated into their instructional program. Upon review of the students’ performance, it was revealed twelve students had not met the benchmark. All of them scored at Level 2 with the majority of them one or two points away from scoring in the Level 3 range. In drilling further, the claim that appeared to present the biggest challenge was in the area of problem solving and data analysis. A specific focus on this claim is planned for the 18-19 school year.

In grade four, 91% of the student scored at benchmark or higher. This was the same exact percentage this particular group of students scored the year before on the 2017 Math SBA. The composition of this cohort was primarily intact, with a very small variation in 2018. Five students did not reach the benchmark with four of them scoring at Level 2. The claim that presented the most challenge was in the area of communicating mathematical reasoning. Efforts will increase to provide more instruction and opportunities for students to practice this skill during the present school year.

Finally, the results of the grade five students were the most interesting to analyze. Twelve students did not meet the benchmark standard. The majority (seven) of them scored at Level 2 with the many of them making gains that moved them from Level 1 to Level 2. However, what was especially disappointing was the balance of the students who remained in Level 1, in spite of concentrated instruction. The analysis of claims for the group of twelve fifth graders revealed a scatter among all three claims and no definitive area to target instructional strategies.

More drilling of these results, along with those from the STAR tests, is planned and may yield detailed information, which will inform future classroom instruction. In addition, planned support and extra instruction for this group of students, now in grade four and grade five, will continue during the school year with supplemental funds.

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Julian Curtiss School 2017/18 SIP EOY Report


EoY Goal Data

Julian Curtiss School By June 2018, Julian Curtiss students in grades 3-5 will exceed the percentage of students projected to achieve at/or above benchmark on the 2017/18 SBA in Math based on the ECRISS growth model.

By June 2018, Julian Curtiss students in grades 3-5 will exceed the percentage of students projected to achieve at/or above benchmark on the 2017/18 SBA in ELA based on the ECRISS growth model.

Partially Accomplished – missed theprojected goal by 2%

Accomplished

No

No

60% of students in grades 3-5 were projected to achieve at/or above benchmark on the 2017/18 SBA in Math based on the ECRISS growth model. 59% of students achieved at/or above benchmark on the 2017/18 SBA in Math according to ECRISS data.

61% of students in grades 3-5 were projected to achieve at/or above benchmark on the 2017/18 SBA in ELA based on the ECRISS Growth Model. 62% of students achieved at/or above benchmark on the 2017/18 SBA in ELA according to ECRISS data.

Analysis Narrative – Goal 1 The Julian Curtiss SIP plan included many actions, but the most highly leveraged actions included student goal setting and curating playlists for students. All students established second and third quarter learning goals for themselves based on personal reflection, interests, and reviewing Fall and Winter STAR progress. Staff monitored this progress during individual personalized learning conferences. Since this type of conference was new to our teachers’ practice, they engaged in several coaching sessions, conducted peer visits, recorded conference videos, and used a rubric developed by the SDT to assess themselves. In April, we surveyed the teachers and asked them to share their thoughts regarding their celebrations and challenges when engaging in these practices. In this survey, the teachers were asked three questions:

• What was your greatest success in math conferencing this year?• What is one lingering obstacle for you in math conferencing?• What has been successful for you? Your students?

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Julian Curtiss School 2017/18 SIP EOY Report

When identifying successes, teachers reported that the ability to focus on students one to one, the ability to teach specific skills/strategies, and using conferences to adjust or modify math groups were very effective. Establishing personalized goals and checking in on progress encouraged students to talk about their thinking and problem solving. Teachers reported a renewed enthusiasm about math from students, as well as an increase in student independence.

When asked about lingering obstacles, many teachers reported that they sometimes found the conference turned into a reteach of the mini lesson rather than conversations supporting personalized learning goals. Another challenge for the teachers was holding back prompting questions and giving students enough time to explain their thinking. Teachers also explained that developing an appropriate instructional strategy to use “on the spot” during a conference was difficult when one prepared ahead of time did not apply. This last challenge led to teachers expressing an interest in delving deeper into the vertical progressions of the mathematical standards in order to more intuitively know next steps, or how to step back if the student is not meeting the grade level expectation for a certain standard. Despite these challenges, all teachers report teacher-student conferences as an effective strategy in facilitating personalized learning.

When highlighting what had been successful, teachers overwhelmingly cited playlists as a tool that supported both them and their students. 80% of Julian Curtiss classroom teachers reported curating and using math playlists with their students. Most teachers reported that the playlists fostered student independence through more targeted differentiation based on pre-assessment. This allowed for increased teacher time to conference with individual students, and work with small groups for both intervention and enrichment. Employing differentiated playlists empowers students to choose what to work on within a structure of grade level standards, as well as how to work on it. Embedded in the playlists were videos, interactive activities, and the use of apps to demonstrate learning. The playlists helped to avoid “I’m done” because there is always something for students to do related to the topic being covered. The time invested up front in curating the playlists saved teachers time during implementation of the units, and improved classroom management. Students enjoyed the independence and were more highly engaged in the material.

The work by Julian Curtiss teachers on creating playlists was shared with other schools on district professional learning days. A group of teachers and an administrator visited Julian Curtiss to see the work in action by visiting and observing classroom implementation and participating in a professional learning session.

Following an analysis of the end-of-year survey data, Julian Curtiss teachers have expressed an interest in doing an in depth analysis of the vertical progressions of the mathematical standards. Teachers feel that a more comprehensive knowledge of the standards above and below their own grade levels will allow them to be more flexible in their use of the content, and further facilitate personalized learning for students. This action will be an integral part of the 2018-2019 Julian Curtiss SIP Plan.

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Greenwich Public Schools 2017-2018 SIP End of Year Report

New Lebanon School 2017/18 SIP EOY Report


EoY Goal Data

New Lebanon School Academic Goal: New Lebanon Elementary School will exceed the percentage of students projected to achieve at/or above benchmark on the SY 2017/18 STAR Grades 1 Math (61 %,) Read (75%). Grade 2 Math (45%), Read (43%) SBA (Grades 3-5) in Math (61%) and ELA (62%), based on the ECRISS Growth Model

Partially achieved. ELA achieved overall for Grade 3-5 SBA and Reading in grade 2 STAR. Math was also achieved as reflected in Grade 2 STAR.

No SPRING: SBA (Grades 3-5) ELA 65.3, Math 47.3 SPRING STAR: Grade 1 Math 39%, Reading 75%, Grade 2 Math 54%, Reading 65%

Analysis Narrative At the end of 2017-2018, once we received the ECRISS updates for STAR and SBA for spring 2018, we asked our teachers to reflect and analyze their students’ results. We asked them to determine what they thought was successful, what they thought were barriers and what they wanted to try for the 2018-2019 school year. Their analysis included the following reflections: What was successful:

• Goal setting • Use of high quality digital resources • Choice through voice • Integrating IRA’s into Interventions • Focus on conferring in math

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• Working on specific SBA strategies • Working with parents • Co-teaching • Metacognitive strategies • WIN/Innovation time • Station rotation • Providing students STAR feedback and goal setting prior to assessing • TC reading Interventions for struggling readers What were barriers: • Difficulty getting past expected growth • Difficulty getting children from low growth to high growth • iPad roll out What will we try SY 2018-2019: • Exemplar Fridays/stamina Fridays • Co-teaching across SPED, ESL and Literacy • More SBA Interim assessments • Administer and develop math diagnostic assessments and in depth math progressions • Develop math videos for personal learning needs • Increased strategy work • Intentional focus on math vocabulary • Fifth Grade Academy (Departmentalization) • Increased collaboration with essentialists • Collaboration across schools with ‘expert’ teachers

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We worked very closely with the Julian Curtis School. We share a Literacy Coach and an Instructional Coach, which helps us cross- pollinate our resources and strategies. We also are focused on many of the same strategies such as goal setting and math conferences. We continually try to have our staffs learn and grow together.


EoY Goal Data

New Lebanon Interpersonal Goal: 92% of the students in NL school will increase from 80% to 85% or higher on their positive Dojo points.

Achieved/Exceeded No Spring Results: 96% of students had a whole year average of 85% or greater

Analysis Narrative The NL staff successfully implemented this goal through the consistent use of the Dojo platform throughout the school year. Teachers across all school settings rewarded students with Dojo points daily for their positive adherence to the District Norms. Points were taken away for infractions of the norms. Parents could login frequently to see a behavior chart for their student and were aware of what settings were challenging for their student. Teachers sent frequent notes and pictures informing parents of their child’s behavioral progress throughout the school day and of interesting school stories. This connection between home and school strengthened the success of the program. Students were also able to see their behavior chart and understand in real time how their behaviors were recorded and observed. Additionally, a student in each class was recognized each month as the Dojo master of the month. Their pictures were displayed on a prominent bulletin board with a description of why they were the month’s master. The students who were selected were also honored in our monthly celebrations and received a gift of their choice.

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EoY Goal Data

New Lebanon Improve the students sense of feeling left out from 58% down to 30% based on the Student Panorama Survey

Unresolved No None available. See analysis

Analysis Narrative

This goal could not be evaluated because the Panorama Survey conducted at the end of the school year last year did not include the same questions that were used in 2017 to set the goal. To achieve the goal, we conducted focus groups to hear from the children what exactly was a barrier in the school climate to having them feel a part of the school community. Additionally, we set up a buddy bench at recess to allow those feeling left out to be able to connect with a buddy. Fifth grade students also wrote and acted in a play with various skits written and designed to foster inclusion across school settings. We believe these actions have advanced the positive sense of our school climate.

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North Mianus School 2017/18 SIP EOY Report


EoY Goal Data

North Mianus

North Mianus students will grow at their expected rate (calculated by ECRISS) in both ELE and Math such that:

a 86% of students in ELA (grades 3-5) and 82% of students in Math will meet proficiency on the Spring 2018 SBA as projected by the ECRISS growth model and

b Students will meet proficiency as projected by the ECRISS growth model on the Spring STAR assessment as follows: Grade 1:86% in STAR reading and 82% in STAR math Grade 2: 75% in STAR reading and 76% in STAR math

Accomplished No Our growth summary for grades 3-5 is as follows: ELA: 85% of third grade students made the benchmark. 15% made high growth, 65% made expected growth and 21% made low growth. (82 students) 91% of fourth grade students met the benchmark. 13% made high growth, 68% made expected growth and 19% made low growth. (68 students) 92% of fifth grade students met the benchmark, 26% made high growth, 68% made expected growth and 6% made low growth (88 students) The average of grades 3-5 in ELA is 89%. We surpassed our goal of 86%. Math: 87% of third grade students made the benchmark. 21% made high growth, 65% made expected growth and 13% made low growth. (82 students) 90% of fourth grade students made the benchmark. 24% made high growth, 68% made expected growth and 9% made low growth. (68 students)

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84% of fifth grade students made the benchmark. 31% made high growth, 53% made expected growth and 16% made low growth. (88 students) The average of grades 3-5 in Math is 87%. We surpassed our goal of 82% STAR Reading: 92% of first grade students made the benchmark. 25% made high growth, 67% made expected growth and 8% made low growth. (66 students) Grade 2:84% made the benchmark. 19% made high growth, 62% made expected growth and 19% made low growth. (85 students) In grade 1 92% made the benchmark in ELA. Our goal was 86%. We surpassed the goal. In grade 2, 84% made the benchmark in ELA. Our goal was 75%. We surpassed the goal. STAR Math: 94% of first grades students made the benchmark. 40% made high growth, 49% made expected growth and 11% made low growth. (65 students) 82% of second grade students made the benchmark, 8% made high growth, 74% made expected growth and 18% made low growth.

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(85 students) In grade 1, 94% met the benchmark. We surpassed our goal of 82%. In grade 2, 82% met the benchmark. We surpassed our goal of 76% in STAR Math. Overall we had a very successful year in all grade levels. In several grades we far exceeded the projected growth.

Analysis Narrative We had a very successful year at North Mianus. We attribute our growth to several factors that impacted and changed teaching and learning in the building. Two of our grade levels, third and fourth, were part of the district-wide Personalized Learning Pilot. These two groups of teachers spent many hours working on unit design which included math playlists and choice boards, allowing students the opportunity to be a partner in their own learning. The use of data had a profound effect on the outcomes as teachers used anecdotal notes, pre and post unit assessments and data from Dream Box and ST Math to help plan appropriate playlists and choice boards in the pilot classrooms. The shift to small group instruction also meant that students received instruction in areas identified as need as well as personalized to their strengths and to enrichment opportunities. Students had choice in the playlists they chose and were able to challenge themselves accordingly. Towards the end of the year the students began creating their own playlists to teach skills to students younger and older than they were. A pivotal part of Personalized Learning was not only the student teacher conferences but also the opportunity to move at a pace that led to mastery rather than moving on when the unit was over. The depth of knowledge allowed students to apply their understanding to new concepts. We also noted students gained greater expertise in explaining their work to peers, the teacher, their families etc. We believe all of these factors contributed to our success with SBA testing. Our fifth grade team began implementing playlists in the early spring and also introduced a concept called Flexible Fridays. Every Friday the teachers had students sign up for additional small group support in math or language arts in an area they wanted to work on. This was also based on conferences between the teacher and student. Those students who didn’t need additional support had time

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to pursue Project Based Learning ideas they were interested in. This provided additional time for students to become partners in decisions related to their learning. Our reading scores are indicative of the adherence to the workshop model, small group instruction and goal setting. The additional time devoted to word study in the primary grades has also ensured that students enter third grade with very few fluency issues and ready to take on “reading to learn.” We also use the book Notice and Note as an invaluable resource in helping students frame and organize their thinking around key strategies in reading. This book was purchased several years ago by the district and has resulted in greater attention to detail especially in grades 3-5. This year we hired Todd White to work with staff over the course of the year. With the help of Todd and the coaches, teachers became much more adept at using data to drive instruction. Pre-assessment data was used to determine entry points and content standards were prioritized to ensure key concepts were the focus of the work. Another project we took on was looking at the math standards across the grade levels from K-5. We took at honest look at where we found gaps and determined needs particularly in the area of numbers and operations. This work led to some surprising outcomes. For example, we found that despite the efforts of third grade staff our students were not entering fourth grade with a solid understanding of place value. We identified the need to spend more time at the concrete level of understanding in both second and third grade to ensure greater success in fourth grade. This year we saw marked improvement with this early work. We are confident that as we move into Professional Learning Communities next year this work will be further enhanced. We also look forward to more grade levels moving forward with personalized learning as part of wave two.

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North Street School 2017/18 SIP EOY Report


EoY Goal Data

North Street School By Spring 2018, 86% of students will score “At/Near Standard or Above Standard” on the Math and English Language Arts subtests of the Smarter Balanced Math Assessment.

Accomplished No 88% of students scored At or Above Standard on the Smarter Balanced Math Assessment. 87.6% of students scored At or Above Standard on the Smarter Balanced ELA Assessment.

Analysis Narrative Our School Improvement Plan and all of the work we did this year was aligned with the District Strategic Plan and the Vision of the Graduate. We focused all of our efforts on helping students become partners in learning and take ownership of their learning through voice and choice, student goal setting, and a continued focus on data driven decision making. Throughout the year we kept focused on our goals and discussed them regularly. School Data Team meetings were consistently structured around keeping our work current and in line with our goals, while using feedback from the team to monitor and revise as needed. Each faculty meeting was designed to provide reminders to staff of our goals while also introducing new ideas and strategies to further the work. This helped to keep our plan front and center and our priority for professional learning and discussions centered. As a School Data Team, and a staff, we knew we needed to offer as many opportunities for choice as possible within reason for an elementary school setting. We also worked on providing students ownership and self-regulation through on going student goal setting. All students, pre-k through five, set goals throughout the year and met with teachers regularly to monitor, update and revise them. Most of our staff and students saw the positive impact of this process with their students. In fifth grade particularly, where teachers used the STAR benchmark assessments as discussion points with each of their students, we saw students really working hard to accomplish their goals. Our staff also recognized the need to provide our students continued opportunities for rigorous thinking. Working on cognitively demanding, creative problem solving activities on a regular basis was critical to our success. Additionally, we knew that we needed to provide as many opportunities as possible for our students to work collaboratively with each other, communicating in effective ways, to be successful with their activities, projects and assignments. This is a life skill and a focus of the new and revised TEPL Indicators, and is also key for student ownership and being partners in learning. We started the year working with the entire staff to ensure everyone understood what instructional strategies and activities should

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be incorporated into their practice, aligned with the aim of personalizing learning and the new indicators of the TEPL document. We focused on clarifying both teacher actions and student actions, in order to define what would need to be occurring to say that students were in fact communicating and collaborating effectively and their experience was personalized based on their motivations, interests and needs. This work took a good deal of time, but the staff began to develop a better understanding and their was much more consistency across the grade levels and the full staff. This work helped ensure that we were on the same page in terms of instructional strategies and activities we were focused on. Teachers were able to work together to create authentic opportunities for their students to engage in rigorous work in a blended learning environment. They focused on traditional, hands on, and digital applications to ensure the students had a variety of methodologies to choose from. Teachers incorporated daily opportunities for student choice as well as student goal setting as ways to further engage the students and motivate them and help them take ownership and regulate their learning. Our work this year was successful because the teachers were risk takers and tried a variety of new strategies and shared and discussed them with their colleagues on a continuing basis. This led to a great deal of brainstorming and teachers trying different things and being open to new possibilities. They pushed themselves out of their comfort zones and the students really benefited. Having the School Data Team members doing walkthroughs and providing feedback to the staff was also very successful. The teachers engaged in great discussions focused on the positive and constructive feedback provided during the walkthroughs and the SDT also learned a great deal and were able to make informed decisions about the SIP based on what they were observing during the walkthroughs. We also had a great visit with Todd White who walked through and visited many classes with us. He was able to provide us with overall feedback on patterns observed for the school as well as for individual teachers. This information was shared out with the staff and used as a jumping off point for next steps. Our grade level teams worked very collaboratively and effectively with each other, unpacking units, standards and progressions. They shared ideas on how they were trying playlists and station rotations as a way to personalize the learning for students as well. They also visited some of the other schools in town, observing the pilot math classes to see the different strategies being used across the district. The teachers developed a deeper understanding of content and pedagogy related to blended learning environments, personalized learning and 21st century skills. Teachers were also able to utilize technology such a Khan Academy, Learn Zillion, playlists, Greg Tang Math, Nearpod, IXL and Accelerated Math as ways of allowing students to either move on at an accelerated pace, or get additional practice and refinement, without the need of direct instruction from the teacher at certain times. The ECRISS portal again played a critical role in our plan and approach throughout the year. The teachers and administrators reviewed and analyzed the data available to us at the beginning of the year and made many decisions about how to approach the

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various needs of the students and get started. The data was then reviewed after each benchmark as well to monitor student progress, determine any patterns/areas of concern and make adjustments as necessary. The teachers knew which students had a history of lower propensity scores, lower growth rates, higher propensity scores or high growth rates, and were able to plan accordingly. They also used the growth data from the STAR Assessments after each benchmark as a progress-monitoring tool to identify students who were not meeting expected growth and/or benchmark. They were able to put interventions into place right away to address any concerns. Additionally, they were able to plan enrichment opportunities for those students who were ready for the challenge. At the end of each marking period we also reviewed all of the student data including a scored performance task rubric, STAR benchmark assessment and teacher report on unit tests and class participation. This helped us determine whether the students were on target to meet their end of year goals, or if they needed additional support including formal interventions. The challenges we faced this year were the same as they always are- too many priorities with out enough time. The amount of time and planning required of staff to implement a personalized learning environment for an average of 21 students for multiple subjects each day is enormous. Creating a variety of options and activities in order to offer students choice and to address the different present levels of performance is also very time consuming. Many teachers reported spending at least an hour per day planning math alone. We learned that our staff is always willing to do whatever needs to get done in order to ensure the success of our students. They are at many different levels of comfort and proficiency with implementing personalized learning, with some willing to jump right in and grab the bull by the horns without worry about “the risk of failure” while others are a little more cautious and want to do all of the research and process the new information and perfect their ideas before giving it a try. Some of them are truly innovative and employing a variety of amazing strategies while others are taking baby steps and trying a few things, on a regular basis, in order to get more proficient. Regardless of where they are with their level of comfort implementing personalized learning, our staff is very willing and eager to learn and try new things. Our plan is to continue to work on personalized learning, and again, our aim is to be as focused and organized as possible so the teachers have a clear vision of what our work is. We will strive to communicate our goals and our vision as effectively and as often as possible. We will continue to help the staff see the through lines between TEPL, the Vision of the Graduate and personalized learning.

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OldGreenwich Public Schools 2017-18 SIP Goal End of Year Report

Old Greenwich School 2017/18 SIP EOY Report


EoY Goal Data

Old Greenwich School

Old Greenwich School will meet or exceed the percentage of students projected to achieve at/or above benchmark on the SY 2017/18 STAR (Grades 1, 2), SBA (Grades 3-5) in Math, and ELA, based on the ECRISS Growth Model.

Accomplished in all grades except 1st

No

All grades except 1st grade achieved the goal. Additional supports for our earliest learners are in place.

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OldGreenwich Public Schools 2017-18 SIP Goal End of Year Report

Old Greenwich School 2017/18 SIP EOY Report

Analysis Narrative Old Greenwich School devoted our growth discussion, on the best ways to move students along in the critical thinking and problem-solving continuum. As a school data team, we questioned if our concerns were with the style of problem, level of problem or frequency that would move students along. In consultation with Greg Tang, our building data team concluded the efforts needed to focus on frequency of problem-solving opportunities to give students the facility of critical thinking and problem solving. The more exposure they have with complex problems and focused instruction in problem solving will provide them the requisite skills to attack word problems in the same manner with which they have established word attack skills as a reader. As such, the next level of this plan was to provide our students with exposure to a minimum of 300 word problems during the 17-18 school year. While these were solved as a whole class instructional exercise, or as independent opportunities, the concept would be for every child to see approximately two word problems per day (taking into account field trips, assemblies, testing schedules and the myriad of other activities which may abbreviate instructional time during a day.) As anticipated the word problem exposure provided both a direct effect on the math problem solving growth in the classroom, in conjunction with a side benefit of analytical reading comprehension toward the reading growth of students. The teachers used a variety of problem-solving strategies from their work with Greg Tang to attack varying levels of word problems. As a universal language with our highly international crowd, math becomes a very level playing field and allows students the ability to achieve without language barriers. One notable challenge continues to be the % of student turnover for our expat students. For example, of our seventy 2017-18 5th grade students only 37 were students at OGS beginning in Kindergarten. Additionally, of those 70 students, 22 turned over during their time in grades 3-5. This turnover of students is a challenge for the teachers as they bring students up to date on curriculum, strategies, while still addressing new languages, a new country and culture as well developing new friendships. We are continuing to develop strategies to address the somewhat regular turnover of students and will continue our problem-solving efforts in addition to an increase in reading comprehension during the 2018-19 school year.

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Parkway School 2017/18 SIP EOY Report

School

Goal Status Multiple Year (?)

EoY Goal Data

Parkway School

Academic Goal #1 By Spring, 2018, 80% of students in grades 3-5 will score At/Near Standard or Above Standard on the Math subtest of the Smarter Balanced Assessment, as projected by the ECRISS Proficiency Model.

Not Accomplished No Only 74% of our students in grades 3-5 met the goal. We were pleased to note that 87% of our third grade students met goal, but only 68% of our fourth and fifth grade students met goal, which impacted our combined percentage significantly.

Analysis Narrative Our school engaged in a variety of initiatives to support the Math achievement of our students, which included:

• Grade 5 Math Pilot - Teachers were provided extensive professional development training with Greg Tang and Karen Hess during the summer of 2017, access to Dreambox and STMath tools and access to a professional network of "pilot teachers" with whom to consult and share ideas.

• Grade 4 - The teachers attended a 2 day workshop with Dr. Yeap Ban Har from Singapore

Math. They also attended a small group, half-day Accelerated Math training with Bob Matthews from Renaissance.

• Grade 3 - The teachers attended two Greg Tang workshops, which included "Math Best Practices

Grades 3-5" and "Word Problem Progressions". They also attended a workshop entitled, "Helping

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Students Thinking Critically: Paul’s Reasoning Model Across the Content Areas".

• Personalization of Instruction - Parkway School staff began implementation of goal setting, voice& choice, use of playlists, and flexible seating.

• Math Intervention -A certified Parkway teacher worked collaboratively with her colleagues toprovide small group math support to students in grades 1-5, from January through April, 2018.

• STAR Testing - Parkway School administered the STAR five times during the school year, to provideinformation to teachers for planning and instruction.

• SAT Meetings - SAT meetings were held five times throughout the year to monitor studentprogress and discuss possible interventions for students not meeting the 75th%ile on STAR inMath

• SDT Meetings - These meetings were held six times throughout the year to monitor students'progress and discuss ways for teachers to evidence the criteria of the "Critical Thinking andCreative Problem Solving" TEPL indicator.

Despite these efforts, our students' progress on the SBA did not meet our predicted goal, with only 74% of our students in grades 3-5 achieving the proficiency goal. We were pleased to note that 87% of our third grade students met goal, but only 68% of our fourth and fifth grade students met goal, which impacted our combined percentage significantly. Going forward, our staff will need to dig into the data more deeply to look for trends, and to formulate some hypotheses as to why our school did not meet expectations in this area, and then more importantly, to determine what we can do together going forward to improve our students' performance in this area.

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EoY Goal Data

Parkway School Academic Goal #2

By Spring, 2018, 85% of students in grades 3-5 will score At/Near Standard or Above Standard on the English/Language Arts subtest of the Smarter Balanced Assessment, as projected by the ECRISS Proficiency Model.

Accomplished No We exceeded out goal with 86% of our Grade 3-5 students meeting the proficiency standard. In third grade 89% of students met or exceeded the goal.

Analysis Narrative Our school engaged in a variety of initiatives to support the achievement of our students in Language Arts, including:

• Comprehensive Reading Intervention - Tier 2 & 3 support was consistently provided to students inneed of this support in grades Kindergarten through Grade 5, by a newly hired .8 Literacy teacherfrom October, 2017 - June, 2018.

• Orton Gillingham Training - The Second Grade team, a First Grade teacher and a Special Educationteacher were trained in the 2017-18 cohort. The Kindergarten Team and the Literacy Teacher willbe trained in the 2018-19 cohort. This training introduced teachers to a comprehensive andsystematic method for teaching phonics to their students, which helped support their students'development of decoding and encoding skills.

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• Reading Champions - This program was implemented for the first time in recent memory atParkway School, from October, 2017 - May, 2018, with volunteer tutors servicing students ingrades 2-4 on a weekly basis for 30 minutes. The focus of these sessions was to help supportstudents' with challenges in reading fluency.

• Reading Rockets - This supplemental reading program was offered to a small group of studentsseveral times per week, outside of the school day, by the reading specialist to support thesestudents' sight word acquisition and fluency, April - June.

• Personalization of Instruction - Teachers began to implement aspects of PL, which included:student goal setting, providing children with voice & choice, teachers developing and sharingplaylists with students, and teachers providing opportunities for flexible seating within theclassroom.

• STAR Testing - Parkway School administered the STAR five times during the school year, to provideinformation to teachers for planning and instruction.

• SAT Meetings - SAT meetings were held five times throughout the year to monitor studentprogress and discuss possible interventions for students not meeting the 75th%ile on STAR inReading.

• SDT Meetings - These meetings were held six times throughout the year to monitor students'progress and discuss ways for teachers to evidence the criteria of the "Critical Thinking andCreative Problem Solving" TEPL indicator

We are pleased with our students’ performance and will continue to implement these practices to build on this level of achievement during the 2018-19 school year.

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School


EoY Goal Data

Parkway School Interpersonal FaCE Goal

By Spring, 2018, Parkway teachers will create a list of assessments that will be administered, graded and shared with parents across disciplines during the school year. Dates for the sharing of this information will be provided to parents, so that parents will know what assessment data they will be receiving, and when. Assessments will be sent home with a cover sheet to help parents interpret the assessment results.

Partially Accomplished No Cover sheets for each of these assessments in Reading, Writing and Math were created and were often sent home to parents with the accompanying A comprehensive list of the assessments that will be share with parents was created, and shared with parents by grade level teachers. assessment.

Analysis Narrative At Parkway School there has been a small but vocal group of parents that do not feel they have been provided with sufficient information to adequately evidence their child's mastery of the content

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standards. As happens, the amount and quality of students' work that goes home, including district and curricular assessments, has varied from teacher to teacher and grade level to grade level. In an effort to create some consistency in terms of what information would be shared and how, a committee of teachers worked together to agree on the specific assessment information that would be sent home to parents. Then they designed cover sheets for each of these assessments in Reading, Writing and Math, that noted either the CT Common Core standard(s) being addressed or the specific skills/concepts that were tested to give parents the knowledge necessary to be better able interpret the results.

As the year progressed, these sheets were revised and edited to make them as easily understandable for parents as possible. Grade level teachers coordinated to send home assessments with their cover sheets at the same time, but consistent distribution across grade levels and subject matter has not yet happened. The time and focus required to implement this goal within one school year was, in retrospect, quite ambitious. I have instead viewed this year as one of transition, in which grade levels could create and/or familiarize themselves with the cover sheets and use them at their discretion.

At an end of year conference with a teacher who had been using the cover sheets regularly, I asked if parents had commented on this practice in any way. The teacher said no, but then quickly followed up by saying that she had fielded fewer questions from parents about their child's progress than she had in the past, which she attributed to the use of the cover sheets. We interpreted this to mean that we are on the right track with this work and must keep moving forward in this regard.

Next year, teachers will begin using these cover sheets consistently across grade levels and content areas. Each teacher will provide parents with an overview of this practice at Open House, along with an opportunity for parents to view examples of what they will be receiving. I will echo this message in my weekly parent newsletter and at PTA meetings to ensure parents are well informed of this practice as we move toward its full implementation.

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School


EoY Goal Data

Parkway School

Personal Goal By Spring, 2018, all certified staff at Parkway School will have piloted the Second Step Program.

Accomplished No Completion of SIP Action Plan for implementation.

Analysis Narrative Our school was excited to pilot this new program to support the social-emotional development, safety and well being our students. Our teachers familiarized themselves with the scope and sequence of the program, its lesson design and materials. Our school psychologists modeled Second Step lessons for teachers who requested it, to help build their understanding and confidence in being able to deliver the program as designed and with fidelity.

Suggestions and hints to support implementation were shared with the teachers via staff meetings and school newsletters. The resources in Schoology were utilized by the staff to assist in their lesson planning and preparation.

Having had the year to learn more about the program and to deliver some lessons, without the pressure of having to implement it from start to finish, provided teachers with the time they needed to learn the program so that they will be better equipped to deliver it, in its entirety, during the 2018-19 school year. Our school’s administrators and psychologist will continue to assist the teachers, as needed, and will provide time at staff meetings and PLCs for collaboration and discussions to share successes and help troubleshoot any challenges that may arise.

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Riverside School 2017/18 SIP EOY Report


EoY Goal Data

Riverside School

1. By Spring 2018, 87% of student will score

2. “At/Near Standard or Above Standard” on the English Language Arts subtest of the Smarter Balanced Assessment as projected by the ECRISS proficiency model”

3. By Spring 2018, 87% of students will score “At/Near Standard or Above Standard” on the Math Subtest of the Smarter Balanced Assessment as projected by the ECRISS proficiency model”


No SBA results for Spring 2018:

1. 91% of our 3rd,4th, and 5th grade students scored “At/Near Standard or Above Standard” on the English Language Arts Subtest.

2. 84% of our 3rd, 4th, and 5th grade students scored “At/Near Standards or Above Standard” on the Math Subtest.

Analysis Narrative: This year we again looked at the ECRISS Proficiency Model to measure student achievement for all students who took the SBA in our school (3rd, 4th, and 5th grade) in relation to the projections for the school in both English Language Arts and Math. In the area of ELA, we surpassed our ECRISS projection of 87% with a result of 91%. In the area of Math, we came in below our projections of 87% with 84%. While we are thrilled to see our results in ELA, we plan to emphasize again the work in Math in all three grades (as well as in K-2) to see improvements over projections for this next school year. We saw our strongest results on the SBA in grades 3 and 5 in ELA and in grade 3 in Math this past year. In the area of ELA, we will

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Riverside School 2017/18 SIP EOY Report

continue the good work happening throughout the building, with readers’ and writers’ workshop, balanced literacy, and the personalization of learning. In math, we will review the SBA results in detail, by school, grade, class, and student, compare our results to similar schools in the district who met their ECRISS goals in math and explore the areas and methods of success they employed. In our own school, we emphasized personal goals setting in math by students throughout the year, focused on the TEPL indicator of “Critical Thinking and Creative Problem Solving” and introduced more student “voice and choice” in the personalization of learning by students. We also provided supplemental math support in the late winter and spring to students in 3rd, 4th, and 5th grade. This year, we plan to start the math support in the late fall and continue it through the spring. We also plan to have our instructional coaches work with teachers on each grade level (especially in 3rd-5th grade) to ensure a fidelity of implementation of the district’s math curriculum as well as provide and model specific teaching strategies and small group strategies to increase achievement for students during the year who have low propensity and/or low growth in math on the STAR and SBA assessments, based a quarterly analysis of ECRISS growth data and modeling. Those students will receive additional small group support from their classroom teachers as well as through other supplemental staff members. Additionally, we have included a 30-minute WIND (What I Need Differently) Time in the daily schedule of every classroom teacher this school year. This time will allow each teacher to personalize instruction for those not meeting proficiency and/or not reaching their growth targets in math. Additional faculty support in math and ELA will be provided during the WIND time and at other times each week to strengthen the learning of these students and improve the proficiency levels of the students in each grade level by the end of the school year.

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CMS 2017/18 SIP EOY Report

School Goal Status Multiple Year (?) EoY Goal Data

Central Middle School (Academic Goal #1)

By June of 2018, 90% of students will meet or exceed growth expectations as determined by the ECRISS Growth Model.

Not Met No Grade 6 ELA - 77% Math - 66%



Analysis Narrative: While we do not meet our goal, we are proud of the progress we are making in three of the six areas. Overall the 7th graders demonstrated respectable growth and the 86% who met or exceed growth expectations in ELA is definitely a highlight. The concerning data is that of 6th and 8th grade math, where only two-thirds of our students met or exceeded growth expectations. Furthermore, the growth numbers generated in ECRISS after the Spring administration of the STAR Math assessment provided a different narrative for our growth in math (6th grade 79% met or exceeded growth and 8th grade 78% met or exceed growth). Both the low growth percentages and the conflicting stories in the STAR and SBA data are current problems of practice that we are tackling as a professional learning community. CMS teachers spent much of the 2017-18 school year researching and incorporating instructional strategies that place the students more at the center of the learning opportunities. The gradual release of control is designed to build both problem solving skills and academic resilience across content areas and levels. Another shift in practice that has increased student engagement is the presentation of curriculum in an authentic context. We have found that when students see the “real-world” connection to their learning in the classroom they are more likely to participate and increasingly make connections to other disciplines. One instructional strategy that teachers are expanding upon is student goal-setting. This approach is helpful to increase student ownership and emphasize growth along with proficiency. For many students the opportunity to focus on individual growth and set goals for that purpose is empowering. As teachers facilitate and guide our students in understanding their unique strengths and areas for improvement, this works in conjunction with our promotion of building a growth mindset for all learners in our community and serves as the overarching approach to meeting district and school goals.

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School Goal Status Multiple

Year (?) EoY Goal Data

Central Middle School (Academic Goal #2)

Central Middle School will exceed the percentage of students projected to achieve at/or above benchmark on the SY 2017/18 SBA in Math, and ELA, based on the ECRISS Growth Model ELA - 73% Math - 69%

Partially Met No ELA - 75% Math - 63%

Analysis Narrative: In addition to the strategies discussed above, CMS engaged in a process of periodic data review and instructional planning at the program/department and grade levels. Teachers used the STAR assessment to monitor student progress toward benchmark and also accessed the instructional planning reports in the Renaissance dashboard to implement targeted teaching strategies for the whole class, small group and individual students. Beyond these Tier 1 strategies, our reading specialists identified students who performed at Level Two for increased time and intensity relating to reading instruction. Working with students either every day or every other day, in addition to regularly scheduled Language Arts classes, the interventionists emphasized specific skills and taught “Smarter Balanced vocabulary” to build confidence in these students in preparation for the standardized testing. This approach was successful as our ELA performance exceeded that of ECRISS projections. In reviewing this model it seems that providing this targeted level of support for identified students helps them to meet with success. This year I used my increase in teacher billets to hire an additional math teacher who will serve in the interventionist role in that subject area. The math interventionist will work collaboratively with the grade level math teachers to identify students, develop and implement instructional plans and monitor progress. Considering the success with our reading interventions, the expectation is that this approach will result in meeting our goals for the 2018-19 school year.

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EoY Goal Data

Central Middle School (FaCE Goal)

CMS will improve the positive responses to parent involvement questions by 5% in the 2017-2018 school year. (2016-17 Panorama Survey results: increase in 15% of CMS parents providing a favorable response to questions related to “becoming involved with and interacting with their child’s school.”)

No

Analysis Narrative: The 2017-18 Panorama family survey question, “How confident are you in your ability to support your child’s learning at home” provided a 69% favorable response. While this is not the same question posed in the 2016-17 school year upon which the goal was based, there is a clear connection between ‘becoming involved and interacting with the school’ and ‘being confident in supporting learning at home’. We have heard from numerous families that with busy family schedules it is very difficult for parents to physically be at all school events. That said, parent/family involvement does not require a physical presence in the building. Open and consistent communication, along with opportunities to come in to the building and become more informed and involved, together create a strong home-school relationship in support of all learners. The positive responses to the Panorama survey question are the result of a coordinated communication plan and more frequent opportunities for parent involvement at school. First, the weekly principal’s note sent to all parents in collaboration with the PTA recapped the week at school, shared suggestions for parents to engage their child in conversation about school, and provided a clear calendar for all upcoming events. This comprehensive communication increased awareness for parents that they could use to confidently participate in a dialogue with their child on specific school-related topics. In addition we hosted two student exhibition nights (one in January and the other in May) where parents and family members were invited to Central in the evening for presentations and demonstrations of student learning. Both events were very well attended as the first exhibition night had a participation rate of over 40% of the student body! This was a great success as evidenced by the resoundingly positive feedback from parents. Ultimately, the more informed our families are about the educational experience of their children, the equipped parents feel in supporting learning at home. As a result of our successes we will continue to host student exhibition nights and keep the lines of communication open and consistent.

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EoY Goal Data

Central Middle School (SEL Goal)

For 2017-2018, CMS would like a 10% increase to the positive response rate with regard to school climate indicators.

Met

No Comparison of Panorama survey results: “How much students feel that they are valued members of the school community” 2017 - 42% responded favorably 2018 - 55% responded favorably

Analysis Narrative: The Panorama survey administered to the CMS student body in the Spring of 2018 provided clear evidence that the SEL goal was met for this school year. The staff was surprised by the Spring 2017 results of the Panorama student survey and spent time reviewing our PBIS framework with an emphasis on the ‘Positive’ behavior interventions and proactive strategies. In addition, the shift in practice to the personalization of learning helped to bring student interests, passions and curiosities to the forefront of teaching and learning. In order for students to feel as though they belong in a particular school community they must feel heard and valued. In leveraging both the team and department structures, teachers spent the past year learning about and implementing strategies to put students at the center in the classroom. From expanding one-on-one conferencing, to Problem-Based Learning (where students had choice in identifying the problems they attempted to solve), CMS staff committed to this new approach and mindset. This is a work in progress and will remain our focus for a few more years. In terms of our SEL framework (PBIS), the reflection and adjustments to our processes can also be viewed as reasons for our meeting the stated goal. Through the solicitation of feedback from students and staff, some of our positive behavior interventions were modified to better highlight and reward students who model expected behavior. The activities organized for our monthly expectation celebrations and the public appreciation for our students of the month, both served as vehicles to promote our “full value contract” (i.e. the district norms). In addition, our shift to a more personalized learning environment has emphasized greater student agency. As a result students are increasingly involved in classroom and school-wide decision-making. When students feel that their voice is heard, they in turn feel more valued and connect to their school. This is a lever for change that we will continue to explore and refine as we work toward continuous improvement related to school climate.

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EMS 2017/18 SIP EOY Report


EoY Goal Data

Eastern Academic Goal 80% of all students will meet or exceed 50 student growth percentile (SGP) points as measured by the STAR Reading and STAR Math Assessment(s).


Multi-Year

Eastern partially met this goal with STAR Math student growth percentile (SGP) ranking at 82% in grade 6. The other grades and tested areas showed a SGP ranking between 69% and 77% as compared nationally to their peers. See the charts below: I also included the SBA chart to represent the percentage of Eastern students meeting or exceeding SBA benchmark goal. Percentage of Students with a Student Growth Percentile (SGP) of 50 or above

ELA Math

Grade 6 75% 82%

Grade 7 73% 77%

Grade 8 69% 75%

SBA - Percentage of Students who scored a 3 or above

ELA Scores Math Scores

Grade 6 89% 88%

Grade 7 82% 78%

Grade 8 91% 83%

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Analysis Narrative: As the above SBA data above indicates, Eastern has a relatively high percentage (78-91%) of students scoring a 3 or higher in both ELA and Math. This year we chose to work towards student growth and use the STAR’s Student Growth Percentile (SGP) which ranks students’ growth against national growth of similar peers. This being the first year this assessment data was used, a goal of 80% of students would have a SGP of 50 or higher, meaning that they had higher growth than 50% of their national peers. As the SGP data above shows, 69-75% of Eastern students’ STAR growth in ELA was at or above 50% of their peers and 75-82% of Eastern students had a Math SPG of 50 or above. This student growth performance can be attributed to the implementation of: student goal setting conferences, guided student reflections, and increasing student voice and choice through the use of technology and blended learning as part of making the learning experience more personalized. Our expectation is that, by helping students identify their strengths and weaknesses that they will be better equipped to build on the former and strengthen the latter. A supplemental program was developed using SBA instructional assessment blocks to inform the development of lessons to target students’ areas of growth. While it is hypothesized that this would result in increased student STAR SGP, the actual measure of this supplemental program was student SBA performance data. Teacher professional development was focused on improving the quality of teacher and student self-reflection in order to improve the fidelity of implementation of the aforementioned strategies. While there was an overall increase in the school-wide use of these strategies, this is a multi-year plan to use professional learning communities to improve instructional strategies and increase student growth. While the SGP is one measure of student growth as compared to peers nationally on the STAR assessment, the STAR is only one measure and at a point in time. Moving forward, an adjustment to the assessment data to include a more comprehensive collection of assessment data points through ECRISS will be utilized. This adjusted approach will enable Eastern faculty to look at individualized growth independent of peer comparisons. Additionally, we will be able to specifically target interventions for students performing in specific individualized growth patterns (i.e. low growth, low propensity). Eastern is working to ensure we have a tight intervention identification process, and students move in and out of reading and math interventions, based upon needs and assessed progress. An ongoing challenge for Eastern Middle School is our increasing enrollment. Although our enrollment continues to increase, we continue to have the same amount of support staff compared to the other middle schools. For example, even though we have approximately 840 students we only have 3 school counselors. Therefore, on average each counselor has a caseload of 280 students; this is significantly higher compared to the other two middle schools. This makes it difficult for our counseling staff to having meaningful relationships with all of their students. In addition, we had only one school psychologist for the entire building and a half time social worker. Luckily, over the past three years we have had a kids-in-crisis counselor that was able to help support the social-emotional needs of our school. Eastern was the last out of the three middle schools to receive a kids-in-crisis counselor. Given the increasing social pressures that middle school students experience, it is imperative that we receive additional staff to support our students’ social emotional development. While the 2018-19 school year does bring with it additional mental health staffing, (additional 1.0 social worker and 1.0 psychologist) that comes at a cost of decreasing 3 para-professional support staff members for one of the mental health staff. An additional challenge with the increasing enrollment is as the number of teaching staff increases, the number of administrative staff (assistant principals) has not changed (remains at 2.0 like the other two middle

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schools). As each administrator’s TEPL evaluation and coaching load increases, it becomes more challenging to provide each teacher with meaningful feedback and coaching support while balancing the varied needs of an increased student population. This means more student intervention management, PBIS supports, SPED PPTs, RTI/SRBI plans, etc.

Next year, we will use the following terminology to determine where our staff and students are in the process of self-reflection and ownership. By using these three simple measures we can help our staff understand where they are in the process and what the ultimate goal would be for personalizing their classroom environments.

Student Reflection and Ownership

Getting Started

● Teacher provides students with foundational knowledge on the process of reflection ● Students use a tracker to monitor their own data and use simple means to reflect on their learning ● Teacher meets with students individually to listen and develop relationship with students ● Teacher provides students with some form of choice in assignment

Developing

● Teacher supports students in setting their own simple learning goals ● Teacher provides students with choice in prioritization of tasks or path to complete assignments ● Students monitor their own data and reflect on their learning in a variety of ways (journal, blog, share with a partner, etc.)

Going Deep

● Students continuously reflect on their own data and academic performance to boost growth ● Students consistently set, track, and evaluate their own learning goals; student goals direct student activities ● Teacher meets with students on a frequent basis to provide mentorship and support

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EoY Goal Data

Eastern FACE Goal The staff and school administration will open up multiple paths/lines of communication to ensure that concerns and opinions expressed by Eastern Families are seriously considered by the administration of our school 80% of the time based on the results of a survey developed by both the School Data Team and our School Improvement Team, which will be administered to parents in the spring of 2018.


Multi-year In the Spring of 2018, the Panorama Survey was administered to Eastern Middle School parents. Within the “School Efficacy” section of the survey, the parent survey response data shows an overall 73% positive response rating (3% above the 70% rating for GPS secondary schools). Parents’ perception of how well Eastern matches their child’s developmental needs indicated a 67% positive response. This represents a 2% increase since the last time this survey was administered.

Analysis Narrative This year we increased communication and improved our relationships with our families and the community through a variety of new strategies. Principal’s Forums were conducted two times this year. One in May for 6th grade parents regarding eliciting feedback to improve the grade 5 to 6 transition process and procedures. Another forum was held in June with the 8th grade parents to discuss the grade 8 to 9 transition process and improve school/parent communication. We partnered with our PTA to provide contributions to the school, especially curriculum enrichment through PTA Mini Grants. Evidence of increased positive parent partnership is demonstrated by the PTA plan for an increase in mini grants for the 2018-19 school year. School-parent communication and connection was improved through our GatorBytes weekly electronic newsletter, additional electronic progress reports and evening events. Additional communication with parents of students with IEPs, Parent Coffees, Transition Meetings, and Parent-Team Meetings. The Jump Start program was redesigned to include all 6th grade students over two evenings prior to the start of the school year. The 7th grade sent home good news postcards as an additional school-home communication mechanism.

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While we did see positive Panorama parent survey results in most areas, the Panorama survey questions did not closely align with our stated goal. Our original intention when planning our goal was to develop our own parent survey that specifically targeted data assessing our goal achievement. With the district implementation of the Panorama survey, we mistakenly anticipated data collection more specific to our stated goal. Additionally, we were concerned with respondent survey fatigue and therefore low response rate if we sent out our own additional parent survey right after the Panorama was administered. As this is a multi-year goal, we plan to administer our own, targeted survey of parents during the 2018-19 school year to provide more relevant data as it pertains to Eastern’s FACE goal.

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EoY Goal Data

Eastern SEL Goal 70% of students will feel connected to an adult at Eastern Middle School as indicated in an end of year student survey in June 2018.

Accomplished Multi-year In the Spring of 2018, the Panorama Survey was administered to Eastern Middle School students. Within the “School Belonging” section of the survey, the student survey response data shows an overall increase of 7% with 57% of the 670 respondents indicating a sense of belonging at Eastern. Of particular note is the data from the two questions listed below which most closely assess student connectedness to adults. 70% of students indicated that they feel between somewhat connected to extremely connected to an adult. 85% of students feel that they are understood somewhat, quite a bit, or completely. How connected do you feel to the adult at your school? 5% Extremely Connected 31% Quite Connected 34% Somewhat Connected 22% Slightly Connected 8% Not at all Connected How well do people at your school understand you as a person? 11% Completely Understand 47% Understand Quite a Bit 27% Understand Somewhat 11% Understand a Little Bit 5% Do Not Understand at All

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Analysis Narrative We were committed to the SEL work this year, using opportunities to teach both Second Step (10 lessons), and teacher created lessons around appropriate behavior for our students. We also introduced the PBIS behavioral system, school-wide. This PBIS system is a work in progress, as we realized that at times were reactive and focused too much on the negative behaviors. We are working on putting systems into place to better meet the needs of all the students, and the staff and to ensure that the school remains a positive place for all. The advisor base program has been shifted to take place in the middle of the school day. This was done primarily to address needs created due to the increased enrollment (i.e. increasing from 5 to 6 lunch waves) while still preserving the cultural and elective opportunities for all students. In addition to initiatives listed above, we continue to build connections between the staff and the students through the vibrant music programing, competitive and intramural sports programs, various after school clubs and activities, along with Mindfulness workshops and Mountain Works team building events. While the panorama survey did show positive results, the two questions pertaining to this goal produced more questions to ascertain more specific information about student connectedness. Additional survey questioning and data collection might help us to determine how to increase our effectiveness with building better connections within the Eastern Middle School community of students and adults. Our next steps include revising our RTI process, continuing to enhance our PBIS, continue with the Second Step and other social emotional lessons. Additionally, parent workshops for 2018-2019 school year are under development to improve both student and parent connectedness to Eastern. Challenges to improved connectedness with students include specific staffing needs such as: nurse, PPS department and mental health. As mentioned earlier, Eastern’s ratio for mental health staff had increased for this upcoming 2018-19 school year, but at the cost of three professional assistants.

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WMS 2017/18 SIP EOY


EoY Goal Data

Western Western Middle School will exceed the percentage of students projected to achieve at/or above benchmark on the SY 2017/18 SBA in Math, and ELA, based on the ECRISS Growth Model Growth Goal: Students will meet or exceed growth expectations as determined by the ECRISS growth model

accomplished multi-year

Western met this goal, significantly so in Math. See the chart below: With the exception of grade 6 ELA, we exceed the ECRISS projections, some of which were quite ambitious. I also included the chart to represent our overall cohort growth.

ELA Math

Grade 6 2017 2018 Grade 6 2017 2018

63% 66% 41% 48%

Grade 7 2017 2018 Grade 7 2017 2018

65% 75% 55% 61%

Grade 8 2017 2018 Grade 8 2017 2018

65% 77% 47% 58%

ELA Math

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WMS 2017/18 SIP EOY

Predicted

Actual diff Predicted

Actual diff

6 58% 65% 7% 6 51% 49% -2%

7 68% 73% 5% 7 59% 61% 2%

8 66% 75% 9% 8 56% 57% 1%

Grade 6 Math: 92% met or exceeded, included 22% at high growth Grade 6 ELA: 88% met or exceeded including 22% at high growth Grade 7 Math: 86% met or exceeded including 27% at high growth Grade 7 ELA: 90% met or exceeded including 16% at high growth Grade 8 Math: 83% met or exceeded including 13 % at high growth Grade 8 ELA: 95% met or exceeded including 14% at high growth Western had the highest high growth AND the lowest low growth numbers in every grade in both math and ELA when compared against the other two middle schools in town

Analysis Narrative: We attribute this growth to a number of factors, which revolved around three areas: Instructional practice / targeted interventions, familiarity with the assessments and how they identify individual strengths and weaknesses and subsequent goal setting, and a focus on improving student mindset and resilience. Each student created their own profile sheet to track their math and reading scores on STAR and the SBA, and identified areas for improvement and set goals. These were reviewed three time a year (after each STAR assessment). Our expectation is that, by helping students identify their strengths and weaknesses, they will be better equipped to build on the former and strengthen the latter. The staff also worked to improve the students' familiarity with the actual assessments. Students took interim SBA’s, and the staff worked to incorporate question stems in their subject areas which mirrored those asked on these standardized assessments. We identified key

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WMS 2017/18 SIP EOY

vocabulary, which was also embedded in the day to day instruction. We have a very tight intervention identification process, and kids moved in and out of reading and math interventions, based upon needs and assessed progress. The math option was new this year and the results were impressive. It is important to note that we used this identification process not only for remedial interventions but also to relook at placements. Western continues to regularly move kids up a level in math or into ELA ALP, based on scores and performance. Finally, and perhaps most importantly, the school really focuses on student self-belief. Many of our students have never passed a standardized assessment. We work to build their confidence by showing them they can be successful. This, along with exposure to longer period of academic work to build their resilience, allowed them to give us their best, come test time. This is work we will continue to build on, as it has proved to be effective in moving ALL kids to higher achievement.


EoY Goal Data

Western In the 2016-17 Student Climate Survey 61% of the 6th and 7th graders answered positively to the question ‘I feel that students generally treat each other with respect.’ It is our goal that with the same survey administered in May of 2018 that at least 65% of students will answer that same question favorably.

not accomplished multi-year The student climate survey results for the 2017-18 school year were as follows: Grade 7 61% grade 8 58% see below:

Analysis Narrative We were committed to the SEL work this year, using every Monday as an opportunity to teach both Second Step, and teacher created lessons around appropriate behavior for our students. We also introduced the PBIS behavioral system, school-wide. This PBIS system is a work in progress, as we realized we forgot the 'P' (positive) part and focused too much on the negative behaviors. We are working on putting systems into place to better meet the needs of all the students, and the staff and to ensure that the school remains a positive place for all. We did not meet the goal as the 7th-grade number remained flat, and the 8th-grade score actually decreased a few percentage

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WMS 2017/18 SIP EOY

points. That being said, on the question which asked if the child personally felt as if they were treated with respect, the percentage who answered agreed or strongly agreed actually increased in both grades. That speaks to what might be a perception-reality gap between what the children view as disrespectful behavior the might witness vs what might be kids at play. Going forward, I think the personal question which asks if they personally are treated respectfully make more sense as a goal.


EoY Goal Data

Western By the end of the 2017-18 school year, 100% of the staff will contact the parents of each child, at least once, facilitating a two way conversation. In addition, the WMS guidance staff will reach out to all parents at a minimum of 2 times per year, to share observations from staff, their own conversations with the student and receive information about the student from the parent. (One of these communications must happen by Thanksgiving).

in progress multi-year All staff reached at least 80% of their parents, while all counselors were able to meet their part of the goal.

Analysis Narrative While I am proud of the efforts of the staff to improve one to one communication, this goal was a real struggle for some staff, which only validated its importance. All staff made a concerted effort to reach out to each family at least once per year, in addition to unit updates and good news postcards. All staff got to around 80%, but the reason for this goal is that other 20% cannot be left out of our personal communication, just because they are doing well. This will continue to be a goal of ours into next year. As we look at our new teaming model, I will be asking teams to come up with a system that works for them, but guarantees 100% compliance with this goal.

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EoY Goal Data

GHS Academic Goal: Through implementation of strategies for Student Reflection and Ownership within a more personalized learning environment:

Student Learning Outcomes 1. GROWTH: 80% of students

in grade 11 will meet or exceed projected academic growth scores based on the ECRISS Growth Model.

2. BENCHMARK: The percentage of students in grade 11 who meet or exceed CT standards in ELA as measured by the grade 11 CT SAT will increase by 3% from 84.6% to 87.1%.

3. BENCHMARK: The

percentage of students in grade 11 who meet or exceed CT standards in Math as measured by the grade 11 CT SAT will increase by 3% from 62.7 to 64.6%.

4. Advanced Placement

Exams: The percentage of seniors who take and pass

1. Accomplished

2. Accomplished

3. Accomplished

4. Not Accomplished

1. Yes

2. Yes

3. Yes

4. Yes

1. Class of 2019 (Composite Growth score): # 556 students # met or exceeded projected academic growth: 479 % met or exceeded projected academic growth: 86%

2. Class of 2019 (ELA Benchmark score): # 556 students # Meets benchmark: 496 % Meets benchmark: 89%

3. Class of 2019 (Math Benchmark score): # 556 students # Meets benchmark: 398 % Meets benchmark: 72%

4. 58% of Class of 2018 passed at least one AP test during their four years of high school.

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(with a score of 3 or higher) at least one AP test during their four years of high school will improve by 3% (from 59.2% to 61.0%).

Analysis Narrative Goals 1-3: The data reveal that GHS surpassed our goals for growth and meeting/exceeding benchmarks on the CT SAT. GHS implemented several strategies to influence these goals. Since the data are a snapshot of one class without the ability to track progress of the same cohort on the same exam year over year, we are careful not to assert a cause and effect relationship between the strategies and the test results.) Our primary strategy was to focus all staff on creating a more personalized learning environment through student reflection and ownership of their learning. Specifically, we set clear expectations for staff to work with students to:

1. demonstrate an understanding of the importance of student reflection and ownership toward their academic success; 2. regularly monitor their academic progress in all classes; 3. conference individually with teachers in all classes; 4. exercise some form of choice in assignment.

The GHS administration offered school-wide professional learning, including specific examples, of how to guide student goal setting and strategies to expand student reflection. House-based PRTs reviewed individual student data and implemented interventions for those needing them. Our School Data Team monitored benchmark assessment results and teacher learning on student reflection and ownership. Teacher collaborative teams (IDTs) created and monitored methods for students to track their progress. All students established learning goals based on personal reflection, interests and review of benchmark assessments. All teachers scheduled individual student conferences at least once a semester allowing sufficient time for the meeting, reflection, and then a follow up. Finally, all teachers reflected on the impact of student self-reflection and ownership on student outcomes. Goal 4: The data reveal a 2% decrease from the Class of 2017 to the Class of 2018 in the percentage of seniors who passed at least one AP test during their four years of high school. As with the SAT data, we caution against over interpretation as the two compared classes consist of different students and different exams. That said, we are disappointed that our efforts failed to yield a higher percentage of the Class of 2018. Our main approach was to provide each AP teacher with a list of students who were in their class as their only AP. Each House PRT discussed the students, planned additional supports, and monitored their class grades and performance. Additional actions are necessary if GHS is to reach its goal for this important outcome.

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EoY Goal Data

GHS Interpersonal Goal GHS will increase the percentage of parents who respond favorably to questions related to communication by 3% from 39% (2017 survey) to 40% on the Panorama parent satisfaction survey.

1. No data available

1. Yes

Data not available

Analysis Narrative GHS used the results of the Panorama Survey from 2017 as the baseline for setting our communication goal. Unfortunately, the district did not implement the full Panorama Survey in 2018 and our goal, as written, is not measurable. While the Panorama Survey of 2018 asked some important questions, none touched on our communication to parents. GHS will need to develop an alternative means of measuring this goal.

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EoY Goal Data

GHS Personal Goal GOAL 1: By June 2018, there will be a 10% increase (from 50.1% to 55.1%) of students stating they agree or strongly agree that they know, understand, and apply district norms as measured by a pre and post survey.

GOAL 2: By June 2018, there will be an 8% increase (from 62.1% to 67.1%) of students stating they agree or strongly agree that they know the adult and peer supports which exist at GHS in relation to academic, personal, and interpersonal issues as measured by a pre and post survey.

1.Not accomplished

2. Not accomplished

1. Yes

2. Yes

September 2017: ● 908 student respondents ● 50.1% responded agree or

strongly agree that they know, understand, and apply district norms.

May 2018: ● 905 student respondents ● 46.7% responded that

they agreed of strongly agreed.

This represents a decrease of 3.4 percentage points. September 2017: ● 908 student respondents ● 62% responded agree or

strongly agree that they know the adult and peer supports which exist at GHS in relation to academic, personal, and interpersonal issues.

May 2018: ● 908 student respondents ● 60.1% responded that

they agreed of strongly 66


agreed.

This represents a decrease of 1.9 percentage points.

Analysis Narrative Goal 1 In September 2017, 908 students responded to a survey. 50.1 percent responded agree or strongly agree that they know, understand, and apply district norms. In May 2018, we asked the same question. Of the 905 students who completed the survey, 46.7 percent responded that they agreed of strongly agreed. This represents a decrease of 3.4 percentage points. If we compare the students who responded neutral, agree, or strongly agree, the percentage for September was 87.6% and May 85.9% (a difference of 1.7 percentage points). These data suggest that students might not have fully understood the question as it was written. It also could suggest that roughly half the students do not connect the district norms to their behavior. We will adjust the wording of the questions and work to solicit information that informs us of our level of connectivity in the building. Goal 2 In September 2017, 62% of the students (908 total) responded agree or strongly agree that at GHS, students know what adult and peer supports exist in relation to academic and social/emotional issues. In May, the percentage dropped to 60.1% (a decline of 1.9 percentage points). As with Goal 1 above, the data could lead to multiple interpretations. So as not to overgeneralize, we will note the decline and consider what we are seeking information on and how we can best solicit those data. And, we will review how we communicate with students about the adult and peer supports that exist in order to match each student with the level of support needed.

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