Science NECAP scores

The state released the results of the science NECAP scores that were administered to last year’s juniors. The results for grades 4, 8, & 11 can be found at: http://www.ride.ri.gov/assessment/DOCS/NECAP/Science/RI_NECAP_Science_Results_for_Students_in_Grades_4_8_11_May_2008_vs_May_2009_Testing.pdf

Rhode Island lags behind New Hampshire and Vermont regarding student performance on the NECAP. Students in those two states are administered the same assessments as Rhode Island students in the fall (math, reading & writing) and the spring (science). The good news for SKHS is that we continue to make progress in moving kids from being nearly proficient to proficient. We saw an 8.2% increase for a total of 43.9% students achieving proficiency. That number represents the fourth highest proficiency rate in the state (Barrington is first with 55.7% of their students attaining proficiency). We expect the number of proficient students to continue to rise. I am concerned that the number of students who “achieved” a 1 on the test remained stable. While we are moving more kids from nearly proficient (2) to proficient (3), we are still struggling with moving approximately 15% of our students from the lowest score. We have observed a similar patter in our math NECAP scores. Through the collaborative structures we have developed for teachers and professional development facilitated by Assistant Superintendent, Mary Kelley and Director of Pupil Personnel Services, Judy Saccardo, our expectation is that our increases in the future will ripple throughout our entire student population. That being said, we are headed in the right direction; in large part due to the work of our outstanding science department and the focus and effort of our wonderful students!

New math homework policy

Each SKHS parent will be receiving a letter from the math department in the next week or so. The letter will be explaining a change in homework policy which the math department will enact beginning in late September. One of the struggles in sequential content areas like math is that the further a student falls behind, the harder it is for him or her to catch up. We know there is a direct correlation between completing homework and academic success. Homework is an effective way for students to re-acquaint themselves with material or raise questions that can be addressed in the next class. In most every math class I have observed, a portion of the lesson has focused on reviewing specific problems from the homework that gave students trouble. As we have examined how other schools have addressed supporting students, one of the recurring themes we have seen is increased expectations around students getting their work done. For instance in some schools, there are no Ds; if at the end of a marking period you have not earned a 70 or above, you have two weeks to raise your grade to that level to a "proficient" level or you receive an F.

The math department’s new homework policy provides clear expectations and the support to make it happen. While all homework assignments are due on the date that a teacher requires, students will be allowed to show the teacher an assignment the following day (including any additional assignments that may be expected). But, if any student does not complete homework by day two, the student will stay after school with a math teacher on that day to complete all work not done. We expect when we compare homework completion rates we will see a rise in students both completing assignments and learning the material which will be demonstrated through their grades.

I see this as another way we can increase our expectations for all students while also providing each student an opportunity to get the support they may need.

Speaking the language

One challenge for a principal is communicating similar messages to different audiences. Each stakeholder has a specific perspective that needs to be taken into account. For instance, when I was asked a question about the portfolio at freshman orientation last week, I described the basic process for the parents. After my explanation, Anne Hathaway, one of our teachers, told the parents to make sure that their children saved everything. While my background information may have been helpful, Anne’s message was more immediate and direct providing an important action step for that audience.

When we meet as a group of faculty on the first day, I try to provide connections and context to the work we will continue to work on as a professional learning community as well as show how we can get there. So when I say to students that we want all of them to succeed, I frame that in more specific terms to our faculty. One of the graphics I showed to the staff examined how we can continue to improve the effectiveness of our instruction to improve student achievement. The graphic I shared with them laid out how the work we do as professionals connects to the work we've done and how we need to move forward. Most departments have achieved consensus on what kids need to know and be able to do. Some of that is dictated by our state grade-span expectations and/or national content-area standards. Most departments have also created common summative assessments, reaching consensus on how we assess if kids are learning what we want them to learn over the course of a unit or entire year. In education this is called assessment of learning. The next step for us as a school is to use that assessment data to determine where kids are excelling and where they need more help. Once we determine that, we can more effectively address the areas where we need to re-emphasize or differentiate our instruction. I believe when we start using assessments not as an end point to a unit but an entry point to understanding what students know, we will be able to systemically support all students. That is to say, assessment for learning is as valuable as assessment of learning.

So while the message to parents and students is to commit to supporting all students, my communication to teachers, much like Anne's suggestion to parents about the portfolio, needs to be prescriptive regarding how we can achieve that goal. Let me know if you'd like a copy of the graphic.