Dear Parents and EECS Community Members:
The Elementary and Secondary Education Act (ESEA) as amended by the No Child Left Behind (NCLB) requires all states, school districts and schools to provide an annual report card to inform stakeholders about the progress of students and schools on indicators of student achievement, attendance and graduation rates, status of ESEA accountability and information on “highly qualified” teachers – information that is related to student success. The purpose of this letter is to let you know how to access the school’s report card and to provide some insight into what the data on the report card means.
Due to changes in the state assessment, the 2015-2016 NCLB report serves as a baseline and is for informational purposes only. Student academic achievement is measured using MEA scores for reading and mathematics in grades 3-8 and high school, and science for grades 5, 8 and high school. It will have no impact on school accountability status. A new accountability system will be established for school year 2016-17.
The school’s report card can be accessed here
When you access the link you will notice that there are many blanks on the report card. This is due to the state’s policy of suppressing the data in public reports where actual numbers of students are less than 10. For example, on the page for the 3rd grade ELA (English Language Arts) data, there is a blank space for number of students scoring a 4. In reality, we had 4 students (16%) who scored a 4.
Hard copies of school reports can be obtained in school offices and the full district report is available at Central Office (353 Cumberland Avenue), where you are welcome to call (874-8100) or stop by Monday-Friday 8:00 to 4:00.
We analyze the data through multiple lenses in order to improve our teaching practice and increase student achievement. For example we look at whole school performance as well as looking at various subgroups such as gender, ethnicity, socioeconomic status, or language proficiency. This data provides us with valuable information on how our students’ achievement compares across the state and in comparison to schools with similar demographics. In some areas our students exceed the district and state average and in other areas our students are performing below average.
The state data is only one component of the data set we use to monitor student progress and inform teacher practice. We use the NWEA to help us ensure that all students are meeting their personal growth targets in Reading and Math. In addition, all teachers use common formative assessments (such as reading benchmarks, math unit tests, writing samples) to monitor your child’s progress in Math, Reading, and Writing throughout the year. Our English Language Learners also take the ACCESS test. This test is a Federal requirement and helps us monitor individual growth in speaking, listening, reading and writing in English.
After reflecting on the data, the Leadership Team has selected Accountable Talk and Content and Language Targets as the two school-wide instructional focuses for the 2016-17 school year. Accountable Talk is an instructional strategy that provides multiple opportunities across all curriculum areas for students to share their thinking with one another. It allows them to develop and reinforce their ability to develop and articulate their knowledge. Content and Language Objectives are when teachers clearly state or write what the students will be learning and what language modality the students will use to demonstrate understanding. The staff also analyzes the data at pivotal points during the school year to determine instructional groups, interventions and individual goal setting.
We are pleased to share this information with parents and community members and welcome your support and involvement in helping to improve the performance of our students and our school. Please contact me with any questions.
Marcia Gendron, Principal