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20250407-121244-19a-scl-bwsd achievement update 3-31-25.pdf

The results of tests taken by students in Bristol and Warren at the half-way mark of the 2024-25 term were basically stagnant, leaving administrators and instructors admitting there remains much more work to do in both the near and longer terms.

Assistant Superintendent Dr. Diane Sanna was blunt as she led the regional school committee through a review of the district's middle of the year (MOY) Kindergarten-12th grade assessment results at the body's March 31 meeting.

She noted some schools and classrooms are making "incremental progress," though not at a desired level for all parties involved.

The figures shown last week were based on the recent scores of students who participated in elementary and middle school level "i-Ready" program and high schoolers who took the PSAT (Preliminary SAT/National Merit Scholarship Qualifying Test).

Note, according to literature provided by the Rhode Island Department of Education "i-Ready is used as a digital curriculum program and diagnostic assessment tool for students in K-8, providing personalized learning paths and data to inform instruction."

As an introduction, Sanna told the committee, "I want to begin by saying that (results) are not what we had hoped. Across all districts in Rhode Island and nationally, the achievement is just not growing at the rate that we would hope. Our most recent NAEP (National Assessment of Educational Progress) results nationwide show this. So although we have wonderful work going on in our schools, it's not reflected in this data, so I want to say that up front."

District students were proficient on the English Language Arts test at 39 percent a year ago on the i-Ready tests and rated the same this year. On the Mathematics test, the local pupils were a bit better, scoring 26% last winter and 27% in '24-25.

Bristol-Warren students began the '23-24 with percentages of 23 and 11, respectively, in each curriculum, then finished the year at 52 and 44 in each. They started 2024-25 at 22% in English and 11% in Math.

Sanna also directed the committee's attention to the 2023-24 results from the Rhode Island Comprehensive Assessment System, Next Generation Science Assessment and Scholastic Aptitude Test as a likely prelude of what to expect in a few month's time.

District students earned the following proficiency percentages in '23-24: RICAS ELA, Gr 3-8 43%; RICAS Math, Gr 3-8 42%; NGSA Science 54%; SAT ELA 68%; SAT Math 31%

"You'll notice that they look very, very similar. Based on this, we're projecting that our state assessment results will be somewhat similar to last year," Sanna said. "We do have a lot of wonderful professional development going on. A lot of people working very hard, so perhaps our end of year data will be better. We are certainly hopeful."

The presentation came with a stated goal of having "75 percent" of pupils being proficient or better on state and local assessments by 2027.

Sanna described the administration's overall strategy on how to work with teachers to show greater improvement the rest of the term thusly:
Continue to strengthen core instruction
K-5, ELA and Math coaching working in six-week cycles
6-8, coaching within common planning time
K-12, Ensuring all students have access to grade level learning with their peers- embedding specialized services into core instruction
K-12, curriculum "look-fors" and "walkthrough" tools with school leaders to support effective use of curriculum
Tier 2 enrichment and intervention (Acceleration Block K-5, Flex MS)
K-8, framework for evidence-based practices to guide professional learning
9-12, adjusting existing flex or skills classes
And increased use of classroom data to inform instruction and intervention.

In addition, each of the district's building principals presented their specific strategies.

They were as follows:

Hugh Cole Elementary, Colin Grimsey
Coaching: ELA and Math 2nd cycle just beginning after successful 1st cycle; student performance increased in rooms that received coaching; student centered instruction was clearly evident
Walkthroughs: beginning EOY (end of year) data collection; MOY results showed some improvement to curriculum integrity, student engagement and higher level
thinking skills; Exploring possibilities of bringing teachers with admin similar to successful MHHS initiative
Acceleration blocks: searching for a metric and consistent implementation
Global Learning Launchpad working on: attendance using last years successful implementation, morale using successful KMS model; expanding distributed leadership
Further refinements to Multi-Tiered System of Supports to include Tier 2 results- could dovetail with acceleration metric search

Kickemuit Middle School, Dennis Morrell
RICAS Academy targeted for students who closely missed reaching proficiency
ELA study sync curricular practical training/professional development grade level teams: focus on research based vocabulary routines that increase long-term language acquisition and
improves comprehension; focus on 4-5 vocabulary words connected to the central idea; utilize components of the vocabulary routine to increase exposure and articulation with key vocabulary; all grade levels on pace with instruction; studySync PD: Curriculum implementation with following focus areas: “Differentiate for All Learners: Special Populations Resources” & “Create a Path to Success through StudySync” Data Reporting”
Math I-Ready & Illustrative Math: participation in 3 year research study with Center for Public Research and Leadership (CPRL) at Columbia University, RAND, and the Research Partnership for Professional Learning (RPPL) at Brown University on math High-Quality Instructional Materials implementation and student outcomes; teachers participated in PD in the calibration process of the walkthrough tool; teachers scheduled for walkthroughs as an opportunity to share perspectives and engage in professional learning about curriculum implementation.

Mt. Hope High School, Michelle King
In addition to the full implementation of high quality curriculum in both math and English we have engaged in the following:
School-wide learning walks with a focus on Learner Centered Classrooms and student engagement — learning walk data is shared with department leadership to guide department and professional learning time; professional development for this school year has focused on specific student engagement strategies to enhance teaching and learning
ELA and Math teachers utilizing individual spreadsheets that contain their rosters and each student’s section score from last year’s assessment (grades 10 and 11) — section scores inform instruction on an individualized basis for students; Math and ELA teachers continue their work with the College Board’s Skills Insight Table. This allows teachers to determine what skills are necessary to move their student’s to the next band score for each domain. Instruction can then be differentiated based on individual needs.

Rockwell Elementary, Tara McAuliffe
ELA will be the focus of our School Improvement work next year; SIT team is currently working with Faculty to design high interest activities to increase Reading/Writing activities both in and outside of school; expand use of new tools that focus on writing such as Writable and i-Ready writing; use of CTT time to look at student writing across grade levels; continue with district PD work to increase overall student engagement; continue to offer classroom coaching opportunities in these areas.

Guiteras Elementary, Keith Twist
Guiteras students made impressive growth from the BOY and MOY Math and Reading iReady assessments, so we are going to continue with the initiatives started at the beginning of the year: PD will continue to focus on increasing student engagement in the classrooms; continue to implement the researched based Literacy and Math strategies our Curriculum Coordinators shared through the use of iReady and other gap closing resources within our curricula; continue to visits classrooms to collect data on student centered engagement, the Depth of Knowledge the students were being asked to reach and the fidelity to the curriculum, which will be shared with teachers individually in an effort to ensure that their teaching is aligned to this year’s plan

Colt Andrews Elementary, Deborah Kearns
ELA and Math will continue to be areas of focus on our school improvement plan to improve student achievement.
Consistent collaborative team teaching grade level collaborative meetings to make data-driven decisions: teachers incorporate regular data analysis meetings to review student progress and tailor interventions accordingly; spread the knowledge of Math Foundations course in deepening the mathematical understanding which statistically increase math instruction
Coaching focus in ELA and Math: increased participation and continuation of the ELA and Math Coaching cycles
Professional Development: continue with After School PD to focus on Student Engagement, Bloom's Taxonomy to increase higher order thinking skills and Depth of Knowledge levels of questioning to increase academic rigor; continue with the shift in instructional practice to student centered learning; share the knowledge of the Math Foundations course in deepening the mathematical understanding which statistically increase math instruction
Acceleration Block: utilizing teacher assistants and other staff members to deliver interventions during the acceleration block
Title I Tutoring: continuing with Before School Math Tutoring-targeting Tier 2 students.

After the presentations, committee Chairman Adam McGoven opened the floor to questions.

In response to an inquiry from committee member Nicky Piper about how the district compares to its counterparts around the state, Sanna said, "In terms of our achievements and our growth, you know, at our obviously depending on different tasks and the tests of different levels, but we often do receive i-Ready data where it shows across the state because there are several other districts that use i-Rready and we are always above those other districts, so that is good for us to see in addition to the national norms which we ahead of as well."

McGovern, himself, wondered if the administration could shed any light on the
stagnation? Was is the same locally and nationally? Was it due, in part, to the COVID-19 pandemic?

Sanna said there were a "number of factors," including "much higher standards for accountability than we've ever had before so classroom."

She continued, "learning is much more rigorous and we're holding every student accountable and expecting every student to meet national and international standards in some instances."

In Bristol Warren, specifically, she said the district is much more diverse than in years past and there are more students with a "multitude of learning needs."

In turn, teaching methods have changed, rather than being generalized they are now more sophisticated. Teacher retention and turn-over are factors as well.

"We're asking teachers to know their students to know their learning needs, um to make decisions about how best to adapt the activities within our program while maintaining that high level of rigor for everyone," Sanna explained.

She continued, "There's a learning curve to be able to teach like that and to plan your unit accordingly to meet the needs of your students so that's the other piece changes to curriculum, brand new curriculum takes three to four years to really master it."

Put together as a whole, education and instruction have diverged significantly than from where they once were.

"We're not teaching like it's a 1950s anymore," Sanna concluded. "There are a lot of different nuances to what teachers are expected to do, and so there is a significant need more than ever for high quality sustained professional learning within our schools to help all teachers be successful in this."