Stamford Public Schools 2010-2011 School Year Report to the Community
Interim Superintendent Winifred Hamilton, Ph.D.
Board of Education, 2010-2011
Polly Rauh, Ed.D., President Jackie Heftman
Jerry Pia, Vice President John Leydon, Jr.
Lorraine Olson, Secretary Richard Lyons, II
Geoff Alswanger, Assistant Secretary Steven Polo
Mayor Michael Pavia Julia Wade
INTERIM SUPERINTENDENT’S HIGHLIGHTS OF THE 2010-2011 SCHOOL YEAR
I am pleased to share with you the third annual Stamford Public Schools Report to the Community. In it, you will find many indicators of our system’s successes during the 2010- 2011 school year in the areas of student achievement, operational and fiscal improvements, and grant acquisitions.
I am particularly proud of our students’ “You will see strong evidence that achievements in the area of college readiness. our students are motivated, engaged, More students than ever are taking four years of and ready to accept the challenges math and science. They are also taking and passing Advanced Placement of a rigorous course load.” courses in record numbers. At the middle school level, our efforts to add instructional time and standards-based curricula have led to substantial gains among multiple student groups in grade 7 reading, math, and writing. At the elementary level, the new standards-based math curriculum has been fully implemented in grades K-5, with a great deal of embedded professional development provided to staff. We are seeing steady improvement in math in the elementary grades with Stamford’s gains in math outpacing the state on the Connecticut Mastery Tests (CMTs).
These data points emerge from the extremely hard work of our teachers, paraprofessionals, and administrators. I am also profoundly grateful to the GE Foundation’s Developing Futures™ Program for its multi-million dollar investment in curriculum, instruction, and professional development. These resources have enabled our educators to make a big difference in student outcomes.
As you read through these pages, you will see strong evidence that our students are motivated, engaged, and ready to accept the challenges of a rigorous course load. We are proud to provide them with this opportunity and fulfill our mission of preparing each and every student for higher education and success in the 21st century.
Sincerely,
Winifred Hamilton, Ph.D. Interim Superintendent of Schools Stamford Public Schools
TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP 1 NOTES
2 TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP This Report to the Community includes information related to the four areas of the Strategic District Improvement Plan (SDIP), as well as SPS college readiness indicators and operational efficiencies. The SDIP is a three year improvement plan, accepted by the Stamford Board of Education in October 2009 and approved by the State Board of Education in November 2009.
The Report to the Community is organized as follows: PART I: STUDENT INDICATORS
A. College Readiness Indicators and Achievement on the Connecticut Academic Performance Test (CAPT)
B. Achievement on Connecticut Mastery Tests (CMTs), Grades 3-8
C. Achievement on Connecticut Mastery Tests (CMTs), by NCLB Group, Grade 7: Middle School Transformation PART II: SDIP ACTION AREAS
A. Curriculum, Instruction and Assessment
B. De-Tracking/Instructional Grouping
C. Professional Learning Communities and School Data Teams
D. School Culture PART III: GRANTS/PARTNERSHIPS AND OPERATIONAL EFFICIENCIES
PART IV: MEASURABLE STUDENT ACADEMIC ACHIEVEMENT TARGETS, SMART GOALS 1, 2, and 3
A. Smart Goal 1
B. Smart Goal 2
C. Smart Goal 3
TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP 3 PART I: STUDENT INDICATORS
A. COLLEGE READINESS INDICATORS AND ACHIEVEMENT ON THE CONNECTICUT ACADEMIC PERFORMANCE TEST (CAPT)
COLLEGE READINESS VIEWPOINTS
The mission of Stamford Public Schools is to prepare each and every student for higher education and success in the 21st century. Using a variety of data, including the SPS annual surveys, we measure students’ college readiness by exploring: (a) student readiness to advance through the SPS K-12 pipeline; (b) student preparation to succeed in post-secondary education and plans to go to college; and (c) student and family knowledge about the college admissions and financing processes. We believe that the sum of SPS students’ academic and developmental experiences in every grade level – even in kindergarten – are fundamental to success beyond high school graduation.
Annual surveys are conducted to measure stakeholder perceptions on key educational issues in SPS. Respondents include students, families, school administrators, teachers, and paraeducators. Presented below are results of the 2009 (prior to SDIP) and 2011 survey data in response to the question: Will students be prepared to go to college upon graduation from SPS? Approximately 45% of elementary families and 48% of secondary families believe their children will go to college. More than 80% of secondary school administrators and 45% of secondary teachers agree that students will go to college.
SPS SURVEY RESULTS: WILL STUDENTS BE PREPARED TO GO TO COLLEGE UPON GRADUATION FROM SPS?
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% Spring 2009 0% Spring 2011 Families Families Students Students Teachers Teachers * Paraeducators Paraeducators School Administrators School Administrators School ELEMENTARY SECONDARY
*Note: Surveys were not administered to elementary students.
4 TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP HIGH SCHOOL PREPARATION FOR COLLEGE READINESS
The College Board and other educational research institutions highlight the strong correlation between the following five high school measures and college readiness:
• Students completing four years of math • Students completing four years of science • Students enrolled in Advanced Placement courses • Students taking the SAT • Students eligible for college credit
Data tracking these indicators from 2005 through 2011, disaggregated by race/ethnicity, are presented graphically. Overall, the five indicators provide evidence that SPS students are increasingly prepared for success in college upon graduation.
SPS Student Achievement Highlights:
Advanced Placement, Honors 2011 • More than 150 SPS students earned the title of AP Scholar for the 2010-11 school year for high achievement on AP exams.
SPS Student Achievement Highlights:
National Merit 2011
• Nine SPS students in the Class of 2011 were named Commended Students, placing them in the top 3% of students tested on the PSAT in Fall of 2009.
TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP 5 PERCENTAGE OF SPS STUDENTS TAKING FOUR YEARS OF MATH*
100%
90%
82% 80% 81% 77%
70% 68% 66% 65% 65% 62% Asian 60% 60% 58% 58% 58% 57% 48% 55% 51% Black 50% 50% 49% 48% 47% 48% 46% 49% 45% 47% Hispanic 40% 38% 39% 36% 37% 34% 29% 32% White 30% 24% Peercentage of of Students Peercentage 28% District 20% 21%
10%
0% 2005 2006 2007 2008 2009 2010 2011 CLASS OF
*Includes students who passed four years of math. Current requirements for graduation include three years of math.
What Do the Data Tell Us?
• Overall, the percentage of SPS students taking four years of math increased from 36% in 2005 to 57% in 2011. Current requirements for graduation include three years of math.
• The overall increase in the percentage of SPS students taking four years of math is reflected in gains by students in all racial/ethnic groups.
• The percentage of Black students taking four years of math nearly doubled from 24% in 2005 to 47% in 2011.
6 TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP PERCENTAGE OF SPS STUDENTS TAKING FOUR YEARS OF SCIENCE*
100%
90%
80% 73% 73% 70% 70% 67% 57% 60% Asian 60% 58% 58% 56% 55% 55% 59% 50% Black 44% 43% 44% 43% 40% 41% 41% Hispanic 38% 38% 30% 33% 33% 28% 30% 26% White Percentage of of Students Percentage 28% 29% 26% 25% 23% 26% 27% 28% 20% District 18% 22% 10%
0% 2005 2006 2007 2008 2009 2010 2011 CLASS OF
*Includes students who passed four years of science. Current requirements for graduation include two years of science.
What Do the Data Tell Us?
• Overall, the percentage of SPS students taking four years of science increased from 38% in 2005 to 43% in 2011. Current requirements for graduation include two years of science.
• White students showed the greatest increase in the percentage of students taking four years of science, growing from 44% in 2005 to 60% in 2011.
TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP 7 PERCENTAGE OF SPS STUDENTS ELIGIBLE* FOR COLLEGE CREDIT**
100%
90%
80% 79%
70% 67% 61% 60% 57% 61% Asian 56% 55% 53% 54% 50% 46% 51% Black 45% 43% 40% 43% 41% 40% Hispanic Percentage of of Students Percentage 36% 37% 30% 31% 30% 31% White 28% 27% 26% 24% 20% 22% 21% District 17% 15% 16% 10% 11% 12% 12% 7% 8% 0% 2005 2006 2007 2008 2009 2010 2011 CLASS OF *Requirements to receive credit vary by institution. **Data based on students who took one or more AP courses, one or more AP exams and passed one or more AP courses.
What Do the Data Tell Us?
• Overall, the percentage of SPS students eligible for college credit increased from 31% in 2005 to 43% in 2011.
• The percentage of SPS students eligible for college credit is highest for Asian and White students.
• The percentage of students eligible for college credit is lowest among Black students.
8 TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP PERCENTAGE OF SPS STUDENTS ENROLLED IN ADVANCED PLACEMENT (AP) COURSES*
100%
90%
80% 78% 70% 67% Asian 64% 60% 60% 55% 62% 55% Black 50% 48% 55% 52% 47% 48% 45% 43% 44% Hispanic 40% 38% 38% 41% 32% 32% 33% White 30% 30% Percentage of of Students Percentage 28% 26% 24% 20% 22% 22% 21% District 17% 16% 14% 12% 11% 10% 9% 9%
0% 2005 2006 2007 2008 2009 2010 2011 CLASS OF
*Includes all students who had an AP final grade recorded.
What Do the Data Tell Us?
• Overall, the percentage of SPS students enrolled in Advanced Placement courses has increased from 32% in 2005 to 44% in 2011.
SPS Student Achievement Highlights:
AP Participation AP Results
• A total of 813 students in 2010-11 • The percentage of students with AP participated in one or more AP courses, scores of 3 or higher increased from up from 674 students in 2009-10. 68.7% in 2009-10 to 69.7% in 2010-11.
TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP 9 PERCENTAGE OF SPS STUDENTS TAKING THE SAT*
100% 98% 90% 94% 94% 90% 85% 89% 84% 84% 84% 80% 83% 80% 79%
71% 71% 70% 69% 67% 68% 67% Asian 60% 60% 54% 58% 53% 53% Black 53% 50% 48% 51% 49% 51% 51% Hispanic 44% 40% White
Percentage of of Students Percentage 30% District 20%
10%
0% 2006 2007 2008 2009 2010 2011 CLASS OF
*Includes grade 12 participation in the SAT among students who graduated.
What Do the Data Tell Us?
• Overall, the percentage of SPS students taking the SAT has remained relatively consistent, hovering around 70% between 2006 and 2011.
• More than 80% of Asian and White SPS students take the SAT, in comparison to approximately 50% of Black and Hispanic SPS students.
SPS Student Achievement Highlights:
SAT II Subject Exams • On the SAT II Subject Exams, mean scores of SPS students in the class of 2011 exceeded state and/or national results in Literature, U.S. History, Math Level II, Biology (Ecological), Chemistry, and Spanish.
10 TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP CONNECTICUT ACADEMIC PERFORMANCE TEST
SPS SURVEY On the Connecticut Academic Performance Test (CAPT) administered in grade 10 increases in the HIGHLIGHTS percentage of SPS students achieving at/above Goal from 2010 to 2011 exceeded state gains in SPS Families: I am math, science, and writing. From 2007-2011, SPS students posted double-digit gains in the welcome at school percent achieving at/above Goal in math and writing. (% strongly agree or agree)
Percentage of Students at/above GOAL on CAPT, 2007-2011 Math, Science, Reading and Writing Stamford and State 82 Change from 2010 to 2011 (rounded to nearest point). Circled gains exceed state gains. 81 % +3 +1 +3 +1 0 -1 +4 +1 % 70 Change from 2007 to 2011 60 61 Pre-SDIP Current 60 58 55 (2009) (2011) 5253 50 50 50 49 47 50 48 47 47 48 48 45 46 4646 4645 44 43 2007 2008 38 38 40 35 2009 35 353634 35 35 34 34 3332 2010 2011 30 27 28 29
-1 +8 Percentage of Students +11 +5 +7 +17 20 0 +3
10
0 Stamford State Stamford State Stamford State Stamford State
MATH SCIENCE READING WRITING
SPS Student Achievement Highlights:
CAPT 2011 • A total of 53 SPS students achieved at Level 5 (Advanced) on all four sections of CAPT (math, science, reading, and writing). These students received letters of commendation from the Connecticut Commissioner of Education.
TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP 11 B. ACHIEVEMENT ON CONNECTICUT MASTERY TESTS (CMTs), GRADES 3-8
The Connecticut Mastery Tests measure student achievement in math, reading, and writing in grades 3-8 and science in grades 5 and 8.
In math, over five years from 2007 to 2011, double digit increases in the percentage of SPS students scoring at/above Goal were achieved in grades 6 and 7; double digit gains in reading were achieved by students in grade 6.
SPS and State CMT Comparison, Grades 3-8 in MATH, 2007 through 2011 MATH Percentage of Students AT/ABOVE GOAL
100 Change from 2010 to 2011 (rounded to nearest point; circled gains exceed state gains)
+3 0 -2 +8 +6 -3 0 00+1 0 -1
Change 7373 2007 to 72 71 7172 70 69 69 69 2011 69 68 67 6767 6666 67 66 67 64 64 64 65 63 6263 636363 62 63 6161 61 60 61 60 6161 59 59 58 59 57 57 57 +7 55 56 55 55 55 +6 54 54 55 +8 53 53 +6 51 +5 +9 4950 +4 +17 +8 +2 +10 +6
Spring 2007
Spring 2008
Spring 2009
Spring 2010 Percentage of Students at/above Goal Spring 2011
0 345678 345678
STAMFORD PUBLIC SCHOOLS STATE
What Do the Data Tell Us?
• In math, increases in the percentage of SPS students achieving at/above Goal from 2010 to 2011 exceeded the state in grades 3, 6, and 7.
• Over five years, the percent of SPS students achieving at/above Goal in grades 6 and7 increased by double digits.
12 TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP
SPS and State CMT Comparison, Grades 3-8 in READING, 2007 through 2011 Percentage of Students AT/ABOVE GOAL READING
100 Change from 2010 to 2011 (rounded to nearest point; circled gains exceed state gains)
+2 +3 -7 -2 0 +1 +1 +3 -1 +1 0 +2 7878 7576 75 75 73 72 71 71 Change 70 71 68 69 69 2007- 68 67 67 67 65 66 66 66 65 2011 64 64 62 63 6262 62 61 60 6160 61 5758 57 57 5758 57 +12 55 56 56 56 +12 +8 54 +9 55 52 5252 50 51 -1 49 49 49 +12 4848 48 +8 +6 +6 +6 -8 +3
Spring 2007
Percentage of Students at/above Goal Spring 2008 Spring 2009 Spring 2010 Spring 2011
0 345678 345678
STAMFORD PUBLIC SCHOOLS STATE
What Do the Data Tell Us?
• In reading, increases in the percentage of SPS students achieving at/above Goal from 2010 to 2011 exceeded the state in grade 3.
• Over five years, the percent of SPS students achieving at/above Goal in grade six increased by double digits.
TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP 13
SPS and State CMT Comparison, Grades 3-8 in WRITING, 2007 through 2011 WRITING Percentage of Students AT/ABOVE GOAL
100 Change from 2010 to 2011 (rounded to nearest point; circled gains exceed state gains)
+1 -1 -8 -3 -5 0 +3 +2 -1 -14 -2 +2
Change 2007 to 2011 68 67 67 67 65 65 66 6665 65 64 65 64 6464 6565 6463 62 63 63 63 62 63 63 61 62 61 61 62 62 61 6061 5959 60 60 60 58 59 59 59 56 58 59 58 57 57 58 54 56 55 56 54 +2 53 53 53 +1 +1 +2 -1 -7 48 0 -1 -1 -6 +1 -5
Spring 2007
Spring 2008
Spring 2009 Percentageof Students at/above Goal Spring 2010
Spring 2011
0 345678 345678
STAMFORD PUBLIC SCHOOLS STATE
What Do the Data Tell Us?
• In writing, the percentage of SPS students achieving at/above Goal declined in most grades from 2010 to 2011; state results are relatively unchanged.
• Over five years, the percentage of SPS students achieving at/above Goal similarly declined across grades 3-8; state results are relatively unchanged.
SPS Student Achievement Highlights: English Achievement Award, 2011 • A SHS student in the Class of 2011 won a National Council of Teachers of English Achievement Award in Writing, one of six winners in Connecticut.
14 TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP
SPS and State CMT Comparison Grades 5 & 8 in SCIENCE, 2008 through 2011 Percentage of Students AT/ABOVE GOAL SCIENCE
100
Change from 2010 to 2011 (rounded to nearest point; circled gains exceed state gains)
-2 0 0 0 +4 0
Change 2008 to 2011 63 63 60 60 61 58 59 55 51 52 51 51 50 51 +4 47 45 +5
+3 +6
Percentage of Students at/above Goal Spring 2008
Spring 2009
Spring 2010
Spring 2011
0 58 58
STAMFORD PUBLIC SCHOOLS STATE
What Do the Data Tell Us?
• The percentage of SPS students achieving at/above Goal in science is unchanged from 2010 to 2011.
• Over four years, from 2008 to 2011, the percentage of SPS students in grades 5 and 8 scoring at/above Goal trended upward, as did state results.
TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP 15 VERTICAL SCALE SCORE ANALYSIS The CMT vertical scale scores in math and reading enable longitudinal analysis across grades 3-8 and measurement of growth – both the growth of individual students and the growth of groups SPS SURVEY HIGHLIGHTS (K-12) of students – over time. Analysis of vertical scale scores is one additional tool that educators and community members should use to assess student, school and district progress. The following SPS Teachers: My students will be figures show the average two-year growth (i.e., average change in vertical scale score) for each prepared to go to the SPS elementary and middle school from 2009 to 2011, for math and reading. For SPS schools and next grade level (% the district average, only students who were tested in the same school in all three years—2009, strongly agree or agree) 2010 and 2011—are included in the analysis. This approach isolates the students who remained in each SPS elementary and middle school over time but does not mean that the school was the only factor related to students’ growth. Average vertical scale scores for students in the state 71 include all students who were tested in the same school in 2009 and 2011. Results are displayed % 66 most to least by amount of growth, including the district and state averages. %
• SPS (district) average vertical scale growth exceeds the corresponding average growth statewide in elementary math and middle school reading. Pre-SDIP Current (2009) (2011) MATH - Average Vertical Scale Score Growth, 2009 to 2011* * The difference between 2011 and 2009 vertical scale scores has been rounded
650
Most Least Most Least 600 Growth Growth 582 Growth 575 576 568 571 571 565 32 26 28 26 549 549 30 33 550 539 35 535 532 534 533 549 547 550 529 528 528 541 546 520 523 522 533 532 509 92 98
500 89 75 92 59 81 76 84 85 96 85 73 85
463 450 457 459 458 458 452 448 443 444 443 443 439 436 431 VerticalScale 400
350 Hart Stark Dolan Rogers Scofield Toquam Roxbury Cloonan STATE STATE Newfield Westover Northeast Davenport Rippowam Springdale K.T.Murphy DISTRICT DISTRICT Stillmeadow Turn of River
ELEMENTARY SCHOOLS MIDDLE SCHOOLS
SPS Elementary and Middle Schools Compared to District and State
16 TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP
READING - Average Vertical Scale Score Growth, 2009 to 2011* * The difference between 2011 and 2009 vertical scale scores has been rounded
650
Most Least Most Least 600 Growth Growth Growth Growth
550 533 534 529 525 526 518 518 32 38 31 3 31 35 40 500 484 486 36 502 482 495 495 498 475 477 477 489
469 39 464 464 461 478 482 463 457
456 51
51 452 51 43 49 57
450 47 24 48 46 43 47 39 56 435 434 433 433 431 428 5 423 VerticalScale 419 418 418 415 417 413 400 400
350
300 Hart Stark Dolan Rogers Scofield Toquam Roxbury Cloonan STATE STATE STATE STATE Newfield Westover Northeast Davenport Rippowam Springdale DISTRICT DISTRICT K.T.Murphy Stillmeadow Turn of River Turn ELEMENTARY SCHOOLS MIDDLE SCHOOLS SPS Elementary and Middle Schools Compared to District and State
SPS SURVEY HIGHLIGHTS SPS SURVEY HIGHLIGHTS
SPS Families: Families of SPS Teachers: I would diverse cultures are recommend Stamford respected for their Public Schools as a good place to work (% presence and contribution strongly agree or to the school community agree) (% strongly agree or agree) 66% 67% 66% 57%
Pre-SDIP Current Pre-SDIP Current (2009) (2011) (2009) (2011)
TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP 17 C. ACHIEVEMENT ON CONNECTICUT MASTERY TESTS (CMTs), BY NCLB GROUP, GRADE 7: MIDDLE SCHOOL TRANSFORMATION
MIDDLE SCHOOL TRANSFORMATION - Middle School Transformation was initiated with grade 6 in 2009-10, extended to grade 7 in 2010-11, and to grade 8 in 2011-12. Components of the Middle School Transformation initiative include:
• Increased instructional time • Standards-based, high-level curriculum instruction and assessment • Professional development for teachers • Academic enrichment period for students • Efficacy training for teachers and students • Advisory period for students • Standard criteria for placement into College Prep and Honors classes
In math, increases in the percentage of SPS seventh graders scoring at/above Goal from 2010 to 2011 exceeded state gains for Asian, Black, Economically Disadvantaged, Hispanic and White students.
SPS and State CMT Comparison by NCLB Category, Grade 7 in MATH GRADE 7 MATH Spring 2010 and 2011 Percentage of Students AT/ABOVE GOAL
Change from 2010 to 2011 (rounded to nearest point; circled gains exceed state gains)
+7 +16 +6 -3 +5 -8 +3 +2 0 +1 -2 +2 -1 0 100
87 90 86 85 79 79 8080 80 76
70 2010 60 2011
50 46 43 43 43 42 41 4141 42 41 40 37
3130 30 26 25
Percentage of Students at/above Goal 17 17 20 16 15 13 10
0
k L . e k L ic e an c ab c ab. it a s sian a adv. an s h Asi Bl EL i A Bl EL p /D Whit is /Di W Hispanic w . D His w ts on td tdts Econ. Disadv. S Ec S STAMFORD PUBLIC SCHOOLS STATE
18 TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP SPS and State CMT Comparison by NCLB Category, Grade 7 in READING Spring 2010 and 2011 GRADE 7 READING Percentage of Students AT/ABOVE GOAL
Change from 2010 to 2011 (rounded to nearest point; circled gains exceed state gains)
+2 +8 -1 -4 -1 -10 0 -1 0 +3 -2 +3 +1 +1 100
90 88 89 88 88 90 86 86 87
80
70 2010 61 60 60 56 56 57 2011 55 55 54 54 55 52 50 47 42 43 39 40
29 30 Percentage of StudentsPercentage of Goal at/above
20 17 15 13 13 10
0
. k v. c te k L c ac ab ian ac ite sian ELL adv. EL ani A Bl Whi As Bl p Wh Disad Dis . Hispani w/Dis . His on s on c tdt c E S E Stdts w/Disab. STAMFORD PUBLIC SCHOOLS STATE
What Do the Data Tell Us?
• In reading, increases in the percentage of Asian and Black students achieving at/above Goal from 2010 to 2011 exceed gains by their peers statewide.
• Across NCLB groups, percentages of SPS students scoring at/above Goal in reading in 2011 mirror statewide results.
TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP 19 SPS and State CMT Comparison by NCLB Category, Grade 7 in WRITING Spring 2010 and 2011 GRADE 7 WRITING Percentage of Students AT/ABOVE GOAL
Change from 2010 to 2011 (rounded to nearest point; circled gains exceed state gains)
+7 -2 -7 +1 -5 -3 -5 -2 -3 -2 -1 -1 -1 -3 100
90 83 79 80 76 77 73 71 70 70 66 2010 60 2011 50 40 37 40 36 35 35 34 33 3433 29 29 30 27 Percentage of Students at/above Goal at/above of Students Percentage 20 1615 9 10 8 7 8 7 4 0
. . n ck b L a a dv. nic ite dv nic ab. ite si ELL EL a s h A Bl Wh Asian Black p W Disa ispa s . H . Disa Hi w/Di on on ts c c td E Stdts w/Disa E S STAMFORD PUBLIC SCHOOLS STATE
What Do the Data Tell Us?
• In writing, increases in the percentage of Asian and ELL students achieving at/above Goal from 2010 to 2011 exceed gains by their peers statewide. • Across NCLB groups, the percentage of SPS students scoring at/above Goal in writing mirror statewide results in 2011.
20 TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP PART II: SDIP ACTION AREAS SPS SURVEY HIGHLIGHTS A. CURRICULUM, INSTRUCTION, AND ASSESSMENT SPS Families: My child receives adequate instruction in the basic CURRICULUM, INSTRUCTION AND ASSESSMENT IMPLEMENTATION skills in all content areas (% strongly agree The SPS Plan for Curriculum Management, Design and Delivery standardizes the four phases of or agree) the curriculum development process: 69 68 % Phase I: Assess and Review – Background Knowledge % Phase II: Write and Revise – Develop a Curriculum Guide Pre-SDIP Current Phase III: Implement and Monitor the New Curriculum (2009) (2011) Phase IV: Evaluate, Reflect, and Revise – Continue the Curriculum Cycle
MATH LITERACY/ENGLISH LANGUAGE ARTS (ELA) SCIENCE ELEMENTARY PHASE: III PHASE: II and III PHASE: III and IV • Completed implementation of math curriculum in • Completed implementation of new standards- • Completed implementation of physical, life, grades K-5 based reading and writing curriculum, grades K-5, and earth science modules in grades K-5 • Implemented mid-year and end of the year all schools • Continued implementation of district-wide assessments • Completed implementation of the Readers and unit and cumulative science assessments in • Math Liaison continued to support each school Writers Workshop Model in ten elementary grades 3-5 schools and provided professional development • Continued support to elementary teachers by and technical assistance to teachers four science educational paraeducators • Continued the alignment of the Common Core State Standards (CCSS) within the new reading and writing curriculum • Implemented scientifically research-based interventions (SRBI) in all schools
MIDDLE PHASE: III and IV PHASE: III PHASE: III • Continued implementation of math curriculum • Continued to align assessments to CMT Reading • Continued implementation of the science and assessments in grades 6 and 7 Comprehension and Direct Assessment of curriculum and assessment in grade 6 • Began implementation of math curriculum and Writing • Began implementation of science curriculum assessments in grade 8 • Continued to support the middle school ELA and assessment in grades 7 and 8 • Continued support to the middle school math teachers with Literacy Coaches • Continued Long Island Sound watershed teachers by the Math Coach • Continued implementation of the Book Club studies with SoundWaters in grade 8 • Extra period each day for acceleration or support model, grades 6-8 • Piloted math/science integration in three in math for grade 6; extra period each day for • Provided professional development in Laying The middle schools support in math for grades 7 and 8 Foundations modules 1-4 • Implemented a web-based platform to collect • Piloted Math/Science integration in three middle • Provided an extra period each day for and analyze assessment data schools acceleration and support in literacy or math in • Provided new support to middle school science • Implemented a web-based platform to collect and grade 6 teachers by the district-wide science coach analyze assessment data • Implemented SRBI in all schools
HIGH PHASE: III and IV PHASE: III PHASE: III and IV • Continued implementation of revised district- • Continued the implementation of a standards- • Continued implementation of district wide curriculum and assessments in algebra I, based ELA curriculum and the Literature Studies curriculum and assessment for all core courses geometry, algebra II in all levels: Academic, model in grades 9-12 • Began implementation of web-based platform College Prep, and Honors • Continued the alignment of the CCSS and Laying to collect and analyze assessment data in • Began implementation of revised pre-calculus The Foundations within the ELA curriculum grades 9 and 10 curriculum (College Prep and Honors) • Began implementation of the Reading and • Implemented research-based Interventions in • Began implementation of web-based platform to Writing Requirements and Skills Progression all middle schools collect and analyze assessment data in grades 9 Charts in grades 9-12 and 10 • Implemented SRBI in all schools • Continued to align Common Assessments in grades 9 and 10 to CAPT
TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP 21 PROFESSIONAL DEVELOPMENT
Professional learning for teachers and administrators has improved significantly in recent years in tandem with the changes and improvements to curriculum and instruction. The approach to ongoing education for educators has been redesigned; we strive to provide professional learning SPS SURVEY HIGHLIGHTS that is timely, job-embedded, frequent, and comprehensive. SPS educators have provided important feedback about effective professional development through course evaluations, SPS Teachers: My working groups, focus groups and surveys. students are acquiring skills needed to be successful in the 21st In 2010-11, all teachers participated in professional development workshops in math, science, century (% strongly literacy and efficacy. agree or agree)
Key topics are noted below: 69 % • Implementing the Readers/Writers Workshop model in grades K-5 63 % • Differentiating instruction in literacy/math classrooms • Teaching the Connected Math Program, grades 6-8 Pre-SDIP Current (2009) (2011) • Activities for the Academic/Enrichment Classroom, grades 6-8 • Motivating urban educators • Inquiry in the core novel: A different type of questioning • Training on science modules, including Body Works, Cell Biology, Genetics, and Erosion/Deposition as examples • Efficacy in the middle school classroom: smart is not what you are, it is what you become
DISTRICT BENCHMARK ASSESSMENTS
District Benchmark Assessments were implemented for the first time in 2009-2010 as part of a K- 12 balanced assessment system. The purpose of these assessments is to collect formative information about students’ achievement of curriculum standards throughout the school year. District Benchmark Assessments are administered two to four times a year, depending on grade and content area, beginning in the areas of math, science, literacy/English Language Arts. The District Benchmark Assessments provide teachers with data to monitor teaching and learning as well as examine the impact of interventions for students in their own classroom or course. These assessments provide principals and school data teams with data to monitor student achievement at the school and classroom level as well as to evaluate the achievement of objectives in School Improvement Plans. Central Office staff use the data to monitor the achievement of student groups, identify professional needs of teachers, review programs, and monitor objectives in the SDIP. The results of District Benchmark Assessments will not be used for high stakes decisions like student placement, course marks, report cards or teacher evaluation.
In 2010-11, District Benchmark Assessments were expanded to include assessments in reading, math, and writing from the Connecticut Benchmark Assessment System.
22 TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP SCIENTIFICALLY RESEARCH-BASED INTERVENTIONS
Scientifically Research-Based Interventions (SRBI) are an important new component of SPS SPS SURVEY curriculum, instruction and assessment programs, required by the State of Connecticut as of July HIGHLIGHTS
1, 2009. SRBI programs are research-based and use proven assessment techniques to ensure SPS Teachers: "Teachers that students are making progress. SRBI strategies are in development and implementation in at my school provide regular communication reading, math and social and emotional development. All students are supported by SRBI to families about through a three-tiered model: students' progress." (percent of teachers who strongly agree) • Tier I supports all students in core academic curriculum in a system of academic, social- emotional learning and behavioral supports; • Tier II supports students short-term with academic, behavioral or social-emotional difficulties, who need more than Tier I supports; and 78 78 • Tier III supports students who need more intensive interventions who have not progressed % % sufficiently with Tier II interventions.
The Scholastic Reading program was implemented in all elementary and middle schools in 2010-11. Approximately 1200 students in grades 3-8 participated in a three part reading Pre-SDIP Current program, including online instruction and assessment for one hour each day. Preliminary results (2009) (2011) indicate growth levels of one year or more for the majority of students.
In 2011-12, SRBI interventions will be expanded to include math, using the Fast Math and Fractionation programs.
ANALYSIS OF 2010-2011 SRBI Results
• All NCLB categories achieved average growth levels of over 1 year.
School Grade Range # Students with Mean Change in Mean School % Students with Analysis Data Lexile Level Growth 1+ Year’s Gain Asian 3 to 8 45 200 1.7 71% Black 3 to 9 339 133 1.2 59% Hispanic 3 to 11 494 141 1.4 59% White 3 to 9 216 145 1.4 60% Grand Total 3 to 11 1094 142 1.4 59%
Bilingual 4 to 8 8 154 1.5 63% ESL 3 to 11 275 145 1.4 60% Fluent in English 3 to 11 841 138 1.3 59%
Free & reduced 3 to 11 775 142 1.4 60% lunch (FRL) Not FRL 3 to 11 349 135 1.3 56%
Not Special Ed. 3 to 11 907 147 1.4 60% Special Ed. 3 to 11 217 108 1.2 55%
TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP 23 B. DE-TRACKING/INSTRUCTIONAL GROUPING
The De-tracking/Instructional grouping strategies in the SDIP include the following:
• Implement more heterogeneous grouping through differentiated placement in English Language Arts/Social Studies and Math/Science in all SPS middle schools;
• Eliminate/reduce traditional ability grouping and increase small, flexible grouping in grades K-5; and
• Reduce number of low-level high school courses and increase participation of all students in AP and Honors courses.
Work is progressing on all three strategies. In middle school, two instructional groups – College Prep and Honors – have replaced four or more instructional groups, beginning with grade 6 in 2009-10, extended to grade 7 in 2010-11, and to grade 8 in 2011-12. In the elementary grades, flexible grouping whereby students are grouped and regrouped based upon specific instructional needs, has replaced tracked classes.
In high school, low level classes in math, science, English and social studies have been eliminated along with a number of unified arts classes.
C. PROFESSIONAL LEARNING COMMUNITIES AND SCHOOL DATA TEAMS
• Professional Learning Communities (PLCs) are operative in all Stamford schools. Teachers meet at least once a week and use data to monitor student achievement.
• A PLC Reflection Guide has been developed and is used by schools to monitor progress toward meeting Gold Standards for PLCs, as defined by the Connecticut State Department of Education.
• A total of 65 teachers were trained in the Six Step PLC process in 2010-11; 76 teachers were trained to be trainers of the Six Step PLC process.
• School Data Teams were initiated in all SPS in 2010-11. Trainers from the Connecticut State Department of Education will support this work in 2011-12.
D. SCHOOL CULTURE
• The process for reporting and recording Out of School Suspensions was refined in 2010-11 such that incidents are entered within 48 hours.
• A Behavior Incidents Recording Form was developed and piloted to monitor infractions that do not result in suspensions.
• Naviance Succeed, a college readiness computer program was launched in Fall 2010 to enable students and parents to track the college application process.
• Second Step, a school counseling curriculum, grades K-8, was provided to elementary and middle school social workers and guidance counselors.
24 TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP PART III: GRANTS/PARTNERSHIPS AND OPERATIONAL EFFICIENCIES
GRANTS AND PARTNERSHIPS
Stamford Public Schools collaborates with community partners to pursue State, Federal and foundational funding to prepare each and every student for higher education and success in the 21st century. In 2010-11, SPS began implementing literacy support through another unprecedented award from the GE Foundation of nearly $10.4 million over a period of three years.
SPS maintained funding for 2010-11 after school programming to benefit Stamford’s students at the elementary, middle and high school level. Federal 21st Century Community Learning Center (21st CCLC) grants provided programs focused on helping children in high-need schools to succeed academically through the use of scientifically-based practice and extended learning time at the following schools with their partnering community organizations: Springdale (CTE), Hart (ROSCCO), Rippowam (Stamford YMCA) and Dolan (ROSCCO). Aspiring Leadership Through Action (ALTA) Academy, funded through the State After School Grant and partnered with The Yerwood Center, benefited Hispanic students at Westhill and Stamford High Schools through academic enrichment and parent engagement activities throughout the year. State funded Extended School Hours and Priority School District Grants funded afterschool at all other school sites.
In 2010-2011, SPS was awarded the Primary Mental Health Program Grant at Roxbury and Stillmeadow schools for the prevention of behavioral problems. The Education Credit Management Corporation (ECMC) mentoring grant awarded to Stamford High School benefits juniors who meet with mentors throughout the year to discuss college plans. Upon graduation, each ECMC Scholar receives a $4,000 award for their first year of college, and $2,000 for their second year.
SPS continues to partner with the Panasonic foundation and the Connecticut Center for School Change to increase instructional leadership capacity and achievement for all students.
SPS GRANT FUNDING
The following chart shows grant awards in 2009-10, 2010-2011 and estimated awards for 2011-12.
2009-2010 2010-2011 Estimated 2011-2012*
Total Grants $29,579,361 $27,629,139 $23,169,708** Revenue
Number of 42 38 40 Grants * Latest estimate, may be subject to change due to the availability of grant opportunities related to the Strategic District Improvement Plan (SDIP).
** The 2011 reduction in revenue reflects the expiration of the American Reinvestment and Recovery Act (ARRA) funding and the end of the 5 year cycle for the G.E. Developing Futures Math/Science Grant.
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TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP 25 OPERATIONAL EFFICIENCIES
The following operational and fiscal improvements represent considerable savings realized during the 2010-2011 school year.
OPERATIONAL AND FISCAL IMPROVEMENTS, 2010-2011 FISCAL • Hired a Special Ed Management analyst, which produced an increase in grant revenue of $251,000 and a reduction of 10 positions. • Updated district policies on Student Activity Accounts, Budget Transfers, School Building Use Fund, and Transportation.
• Produced upgrades to Position Control System to assist with managing 2,097 positions.
• With assistance from District Community Partners, assembled a task force to review all areas of Special Education to produce long-term structural changes and cost reductions.
• Increased lunch program participation by 2% and profitability by 76%.
• Settled Administrator (SAU) contract with 0% increase (year 1) and phase-out of “pre- normal retirement” payout.
• Reduced retiree insurance enrollment by 90 members, producing budgetary savings of $500,000 in 2011-12 and $1 M in 2012-13 plus reductions in Post Retirement Benefit (OPEB) liability.
• Assembled the 2011-2012 operating budget with an increase of 2.64% with assistance from the Citizen Budget Advisory Committee.
TRANSPORTATION
• Maintained a 99% on-time rate for district bus service.
26 TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP PART IV: MEASURABLE STUDENT ACADEMIC ACHIEVEMENT TARGETS, SMART GOALS 1, 2, and 3
STRATEGIC DISTRICT IMPROVEMENT PLAN
Stamford Public Schools (SPS) completed the second year of implementation of the Strategic SPS SURVEY HIGHLIGHTS District Improvement Plan (SDIP) in 2010-2011. The SDIP is a three-year improvement plan developed and monitored by the District Data Team, a representative group of teachers and SPS Families: I am administrators that meets monthly. satisfied with the information I receive about the District's Goals The SDIP lays out clear action steps for each area and includes results indicators—measurable (% very satisfied or progress checks—for adult actions and student outcomes to be tracked at regular intervals. The satisfied) SDIP also sets measurable targets to increase student achievement on Connecticut Mastery Tests (CMT) in grades 3-8 and the Connecticut Academic Performance Test (CAPT) in grade 10 and to decrease achievement gaps. Results for SMART Goals 1, 2, and 3 are presented in tables below. 50 49 % The SDIP was accepted by the Stamford Board of Education in October 2009 and approved by the % State Board of Education in November 2009. There are four areas of the SDIP, with two or three Pre-SDIP Current accompanying strategies for each area: (2009) (2011) CURRICULUM, INSTRUCTION AND ASSESSMENT
1. Developing, implementing and monitoring district-wide standards-based curriculum in math, literacy/English language arts and science for all students 2. Developing and implementing District Benchmark Assessments 3. Creating a system of scientific research-based interventions (SRBI)
DE-TRACKING/INSTRUCTIONAL GROUPING
1. Implementing more heterogeneous grouping in middle schools 2. Increasing small, flexible grouping in elementary schools 3. Increasing participation in AP and Honors courses and eliminating low-level coursework in high schools
PROFESSIONAL LEARNING COMMUNITIES AND DATA TEAMS
1. Continuing Professional Learning Communities for teachers to collaborate around student progress and instructional change 2. Developing School Data Teams to monitor and guide school-wide improvement 3. Leveraging the District Data Team to monitor the SDIP
SCHOOL CULTURE
1. Developing a system of positive behavior supports and interventions to enhance student achievement 2. Increasing schools’ capacity to connect with all students and families
TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP 27 A. SMART GOAL 1: CMT in math, reading and writing: average grade-level gain in students at or above Proficient (CMT Levels 3, 4 and 5) of at least 12 percentage points over three years.
AVERAGE GRADE-LEVEL PERCENTAGE POINT CHANGE ON THE CMTs FROM 2010 TO 2011 (SDIP YEAR 2): CONTENT GRADE BASELINE YEARS % OF STUDENTS SDIP YEAR 1 SDIP YEAR 2 SDIP YEAR 3 AREA AT/ABOVE PROFICIENT
2006 2007 2008 2009 2010 CHANGE 2011 CHANGE 2012 CHANGE FROM FROM (TARGET FROM 2010 2010 MINIMUM) 2011
MATH 3 73.5 77.0 75.3 75.6 78.8 3.2 80.4 1.6 87.6 N/A 4 75.0 74.4 77.7 80.0 80.4 0.4 81.3 0.9 92.0 N/A 5 79.7 80.3 82.1 84.6 86.9 2.3 87.4 0.5 96.6 N/A 6 70.2 76.9 77.6 82.1 84.0 1.9 86.9 2.9 94.1 N/A 7 70.8 71.7 77.6 80.9 80.4 -0.5 82.6 2.2 92.9 N/A 8 70.6 72.9 72.8 79.9 80.5 0.6 80.9 0.4 91.9 N/A Average percentage point change from 2009 to 2011 in math: 2.7 READING 3 62.6 65.3 64.0 65.4 64.6 -0.8 67.7 3.1 77.4 N/A 4 69.3 61.8 62.1 69.0 64.3 -4.7 67.0 2.7 81.0 N/A 5 70.9 71.0 69.5 74.8 70.9 -3.9 64.2 -6.7 86.8 N/A 6 70.3 69.3 70.0 72.2 81.7 9.5 82.2 0.5 84.2 N/A 7 74.2 71.5 76.1 81.4 77.4 -4.0 81.5 4.1 93.4 N/A 8 70.9 70.5 69.8 78.7 78.5 -0.2 78.0 -0.5 90.7 N/A Average percentage point change from 2009 to 2011 in reading: -0.2 WRITING 3 75.6 80.2 79.1 81.8 76.3 -5.5 77.1 0.8 93.8 N/A 4 82.6 80.5 83.3 83.0 85.4 2.4 82.6 -2.8 95.0 N/A 5 83.3 87.2 83.8 84.0 86.6 2.6 85.7 -0.9 96.0 N/A 6 80.4 83.4 83.0 80.0 82.5 2.5 82.7 0.2 92.0 N/A 7 78.2 77.8 79.9 79.2 71.6 -7.6 73.6 2.0 91.1 N/A 8 76.3 77.5 75.9 83.4 80.1 -3.3 76.7 -3.4 95.4 N/A Average percentage point change from 2009 to 2011 in writing: -2.2
28 TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP B. SMART GOAL 2: CAPT in math, reading, writing and science: gain in students at or above Proficient (CAPT Levels 3, 4, and 5) of at least 12 percentage points over three years.
AVERAGE GRADE-LEVEL PERCENTAGE POINT CHANGE ON THE CAPT FROM 2010 TO 2011 (SDIP YEAR 2): CONTENT AREA GRADE BASELINE YEARS* % OF STUDENTS SDIP YEAR 1 SDIP YEAR 2 SDIP YEAR 3 AT/ABOVE PROFICIENT 2007 2008 2009 2010 CHANGE 2011 CHANGE 2012 TOTAL FROM FROM (TARGET CHANGE 2009 2010 MINIMUM) FROM 2009- 2011
MATH 10 63.3 71.5 69.3 67.7 -1.6 68.9 1.2 81.3 -.4 Overall percentage point change from 2009 to 2011 in math: -0.4 READING 10 75.6 78.8 77.8 78.7 0.9 79.2 0.5 89.8 1.4 Overall percentage point change from 2009 to 2011 in reading: 1.4 WRITING 10 72.5 85.3 85.5 80.9 -4.6 87.3 6.4 82.8 1.8 Overall percentage point change from 2009 to 2011 in writing: 1.8 SCIENCE 10 71.1 71.9 70.8 71.9 1.1 75.5 3.6 97.5 4.7 Overall percentage point change from 2009 to 2011 in science: 4.7
SMART GOALS 1 AND 2: What Do the Data Tell Us?
� In math, a cross sectional review (same grades, different students) indicates an increase of 2.7 percentage points in the percent of students, grades 3-8, scoring at/above Proficient on the CMTs from 2009 to 2011. The percent of tenth graders scoring at/above Proficient on CAPT decreased by .4 percentage points from 2009 to 2011.
� In math, a cohort comparison review, (same students, different grades) indicates an increase of 11 percentage points in the percent of third graders in 2009 scoring at/above Proficient as fifth graders in 2011; an increase of five percentage points in the percent of fourth graders in 2009 scoring at/above Proficient as sixth graders in 2011; a decrease of four percentage points in the percent of fifth graders in 2009 scoring at/above proficient as seventh graders in 2011; and a decrease of one percentage point in the percent of sixth graders in 2009 scoring at/above Proficient as eighth graders in 2011.
� In reading, a cross sectional review (same grades, different students) indicates a decrease of .2 percentage points in the percent of students grades 3-8, scoring at/above Proficient on the CMTs from 2009 to 2011. The percent of tenth graders scoring at/above Proficient on CAPT increased by 1.4 percentage points from 2009 to 2011.
� In reading, a cohort comparison review (same students, different grades) indicates a decrease of one percentage point in the percent of third graders in 2009 scoring at/above Proficient as fifth graders in 2011; an increase of 11 percentage points in the percent of fourth graders in 2009 scoring at/above Proficient as sixth graders in 2011; an increase of five percentage points in the percent of fourth graders in 2009 scoring at/above Proficient as seventh graders in 2011; and an increase of six percentage points in the percent of sixth graders in 2009 scoring at/above Proficient as eighth graders in 2011.
TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP 29 C. SMART GOAL 3: On the CMT and CAPT: achievement gaps in math, reading and writing for targeted No Child Left Behind (NCLB) categories (Black, Hispanic, Economically Disadvantaged, English Language Learner and Special Education students) in relation to comparison categories will be reduced by at least one-third, with no loss in performance by any category, over three years. The following table indicates the gaps in proficiency among target comparison groups, not proficiency rates. Negative values in the last column indicate that the gap narrowed from 2009 to 2011. Cells shaded in green indicate the gap narrowing by more than one percentage point from 2009 to 2011, with no loss in performance in target or comparison groups.
*Student may belong to more than one NCLB category; only NCLB categories of race/ethnicity are mutually exclusive.
2009 GAP 2011 GAP GAP INCREASE (*) OR TARGET GROUP COMPARISON GROUP TEST (P ERCENTAGE (PERCENTAGE DECREAS E (-)* POINTS ) POINTS) CMT MATH 27.7 27.6 -0.1 CMT READING 29.7 32.9 3.2 CMT WRITING 21.0 22.9 1.9 BLACK ASIAN & WHITE CAPT MATH 44.1 40.2 -3.9 CAPT READING 27.3 28.2 0.9 CAPT WRITING 21.4 17.3 -4.1 CMT MATH 22.9 21.4 -1.5 CMT READING 28.7 30.9 2.2 ECONOMICALLY NOT ECONOMICALLY CMT WRITING 19.0 20.7 1.7 DISADVANTAGED DISADVANTAGED CAPT MATH 32.7 28.4 -4.3 CAPT READING 25.1 21.5 -3.6 CAPT WRITING 21.3 12.4 -8.9 CMT MATH 35.5 33.4 -2.1 CMT READING 51.7 55.3 3.6 ENGLIS H NOT ENGLIS H CMT WRITING 29.5 33.5 4.0 LANGUAGE LANGUAGE LEARNERS LEARNERS CAPT MATH 45.7 56.9 11.2 CAPT READING 43.1 54.5 11.4 CAPT WRITING 20.9 38.1 17.2 CMT MATH 18.1 17.4 -0.7 CMT READING 25.9 25.2 -0.7 HIS PANIC AS IAN & WHITE CMT WRITING 15.3 19.1 3.8 CAPT MATH 32.3 30.2 -2.1 CAPT READING 24.7 20.2 -4.5 CAPT WRITING 17.4 15.2 -2.2 CMT MATH 29.3 22.9 -6.4 CMT READING 33.1 26.9 -6.2 STUDENTS WITH NOT STUDENTS WITH CMT WRITING 53.9 56.7 2.8 DIS ABILITIES DIS ABILITIES CAPT MATH 39.4 37.8 -1.6 CAPT READING 31.4 28.6 -2.8 CAPT WRITING 41.9 41.8 -0.1
SMART GOAL 3: What Do the Data Tell Us?
� In math, reduction in the achievement gap from 2009 to 2011 occurred on the CMTs for ELL and Students with Disabilities; on the CAPT, the achievement gap narrowed for Black, Economically Disadvantaged, and Hispanic students as well as for Students with Disabilities.
� In reading, reduction in the achievement gap from 2009 to 2011 occurred on the CMTs for Students with Disabilities; on the CAPT, the achievement gap narrowed for Economically Disadvantaged, Hispanic, and Students with Disabilities.
30 TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP Profile of Stamford Public Schools, 2010-11
Elementary Schools Middle Schools Enrollment: Enrollment:
Davenport 559 Cloonan 598 Hart 505 Dolan 552 K.T. Murphy 541 Rippowam 642
Newfield 644 Rogers International 174 Northeast 729 Scofield 631
Rogers International 574 Turn of River 573 Roxbury 659 Middle School Total: 3170 Springdale 587
Stark 533 High Schools Stillmeadow 647 Enrollment:
Toquam 624 Stamford High 1778 Westover 720 Westhill High 2248 Pre-K Services 23 Academy of Information Technology 678
and Engineering (AITE)
Elementary School Total: 7345 High School Total: 4704
Program Information
- Rogers International and Rippowam are International Baccalaureate (IB) Schools. - Rogers International and AITE are inter-district magnet schools. Both schools are required to accept 25% of the student population from outside Stamford.
Fun Fact
- There are over 50 languages spoken in the homes of students attending SPS
32 TO READ THETO STRATEGICREAD THE STRATEGIC DISTRICT IMPROVEMENT DISTRICT IMPROVEMENT PLAN, VISIT PLAN, WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP 31 Profile of StamfordNOTES Public Schools, 2010-11 Elementary Schools Middle Schools
Enrollment: Enrollment: Davenport 559 Cloonan 598 Hart 505 Dolan 552 K.T. Murphy 541 Rippowam 642 Newfield 644 Rogers International 174 Northeast 729 Scofield 631 Rogers International 574 Turn of River 573 Roxbury 659 Middle School Total: 3170
Springdale 587 Stark 533 High Schools Stillmeadow 647 Enrollment:
Toquam 624 Stamford High 1778 Westover 720 Westhill High 2248 Pre-K Services 23 Academy of Information Technology 678 and Engineering (AITE)
Elementary School Total: 7345 High School Total: 4704
Program Information
- Rogers International and Rippowam are International Baccalaureate (IB) Schools. - Rogers International and AITE are inter-district magnet schools. Both schools are required to accept 25% of the student population from outside Stamford.
Fun Fact - There are over 50 languages spoken in the homes of students attending SPS
322 TO READ THE STRATEGIC DISTRICT IMPROVEMENT PLAN, VISIT WWW.STAMFORDPUBLICSCHOOLS.ORG/SDIP n Our Missi O The Stamford Public Schools prepares each and every student for higher education and success in the 21st century .
WWW.STAMFORDPUBLICSCHOOLS.ORG Administrative Offices Stamford Government Center 888 Washington Boulevard Phone: (203) 977-4105 www.stamfordpublicschools.org