1110 Main Street, East Hartford, CT Tel: (860) Fax: (860)

Transcription

1 Sarah E. Brzozowy, Ed.D. Data Analyst & School Improvement Specialist 1110 Main Street, East Hartford, CT Tel: (860) Fax: (860) MEMO To: Nathan Quesnel, Superintendent From: Sarah Brzozowy, Ed.D., Data Analyst and School Improvement Specialist Re: Day 135 Progress Date: April 21, Executive Summary The following report provides a high level overview of district and school level performance through the days of the - school year. The purpose of the report is to provide stakeholders, leaders, and community members with several points of analysis regarding the progress towards district goals. This report provides analysis of scores at the district, school, and grade level. East Hartford Public Schools (EHPS) analyzes longitudinal achievement and behavioral data to determine performance, growth, improvement, and areas of need for all students. This is in alignment with the District Improvement Plan and the EH2020 which highlight 4 theories of action for the district. The first quarter of the school year shows many areas of continued improvement for East Hartford Public Schools. Academic Data- STAR Assessment The chart below shows the progress of East Hartford Public Schools from the Winter administration of the STAR assessment in December. The table shows the progress of the district level performance from Fall to Winter and the progression towards grade level and district goals. STAR Reading Fall Winter Spring Target STAR Math Fall Winter Spring Target 41% 26% 58% 59% 52% 48% 50% 49% 45% 46% 48% 50% 42% 42% 41% 44% 43% 39% 39% 38% 40% 42% 42% 38% 36% 73% 56% 50% 41% 72% 73% 67% 69% 62% 63% 60% 59% 59% 59% 54% 52% 59% 48% 46% 47% 46% 40% 43% 80% 60% 50% STAR Reading Performance (District 50%) highest since inception of STAR. STAR Math increased by 10% points from Fall. 1 P a g e

2 Intervention Fidelity East Hartford Public Schools utilized a variety of interventions to provide additional support to students in both math and reading. The district measures the fidelity of implementation of each program to ensure students are getting the recommended programmatic strategies to promote academic achievement. While there are many interventions utilized in schools and classrooms, FasttMath, Lexia, and My Virtual Reading Coach (MVRC) are district-wide interventions. The purpose for tracking the implementation fidelity is to make sure programs are implemented appropriately, but to also provide a comparison in student achievement data. The district has begun analyzing the efficacy of each intervention as related to academic achievement. District Intervention Fidelity Usage Targets Reporting Window Model 45 Day 90 Day 135 Day 180 Day Target 87% 75% 76% 81% 76% 75% 99% 99% 99% 80% 3 days/week 70% Utilization 90% Utilization Discipline- In-School Suspension East Hartford Public Schools is committed to providing students with a continuum of support utilizing the framework of Positive Behavior Interventions and Supports. In addition to the PBIS framework, a comprehensive Social Emotional Learning curriculum is currently being piloted across the district. Below, the number of In-School Suspension () occurrences comparing and - at Day 135. In School Suspension () 5 Year Trend In-School Suspension ()- Day 135 SY17 Elementary Middle High Alternate Day 45 Day 90 Day 135 Day 180 Goal 2 P a g e

3 Actions Actions Days Days Elementary Middle High Alternative District Highlights: There was an overall decrease in actions by 12% at the elementary, middle and alternative levels. There was a 14.5% decrease in the number of students receiving an. There was 10.4% decrease in the number of days assigned at the elementary, middle and alternative levels. There was a decrease of 22% of students receiving at the high school level. Over the last 5 years, EHPS has seen a decrease in instances of by over 70% so there is a continued need for sustainability of the decreases in disciplinary action. Discipline- Out-of-School Suspension Similar to the work around a continuum of supports for behavior, a deeper look at district and school data highlighted a need for additional options instead of out of school suspension (). While EHPS believes there are unavoidable circumstances which warrant an, the district and schools have been steadfast in finding alternatives through restorative practices to help students succeed. Out of School Suspension () 5 Year Trend Out of School Suspension ()- Day 135 SY17 Elementary Middle High Alternate Day 45 Day 90 Day 135 Day 180 Goal 3 P a g e

4 Actions Actions Days Days Elementary Middle High Alternative District Over the last 5 years, EHPS has seen a decrease in instances of by over 80% so there is a continued focus on maintaining the low levels of disciplinary actions across all levels. Attendance EHPS is committed to working with families and community partners to make sure students are in school every day. Analyzing district attendance and achievement data, the importance of regular attendance is evident. Average daily attendance calculates the percentage of students within a school who are present each day. A student who is chronically absent has missed 10% of the days they are enrolled within a school year. Current attendance trends across the district show a strong commitment to making sure students are in school. Below, the graphs show the current trend across the district regarding the rates for chronic absenteeism. Chronic Absenteeism- 5 Year Trend (Number of ) Chronic Absenteeism- Day SY12 SY13 SY14 SY15 SY16 Day 45 Day 90 Day 135 Day 180 Target 4 P a g e

5 SY16 Number of absent as of Day 135 SY17 Number of absent as of Day 135 Decrease in number of students absent Percent Decrease Elementary % Middle % High % Alternative % District % There has been a 15.5% decrease in chronically absent students at the high school level. There has been a 25.6% decrease in chronically absent students at Synergy High Alternative School 5 P a g e