Region 15 School Administrators Report on Student Assessments and Results of the 2009 Connecticut Mastery Test
Region 15 Assistant Superintendent of Schools, Dr. Lois A. Lanning, and the four elementary and two middle school principals reported to the Region 15 Board of Education about the District’s 2009 Connecticut Mastery Test scores, and the plans in place to identify areas of improvement. Region 15’s results remain strong, with a steady increase in the number of students scoring at and above the state goal standard.
The fourth-generation Connecticut Mastery Test, or “CMT”, is a standardized test administered to students in Connecticut in grades 3 through 8 to assess students on their application of skills and knowledge in the areas of mathematics, reading, and writing. The science subtest is given to students in grades 5 and 8.
The five levels of student performance are Below Basic, Basic, Proficient, Goal, and Advanced.
Mrs. Carissa Keepin, Principal of Pomperaug Elementary School studied a reading comprehensive strand that has been giving students trouble in the past. “Upon deep examination of the data, we are seeing significant growth over three years. This tells me that the reading comprehension work done in our guided reading groups has been paying off,” said Mrs. Keepin.
Principal Mr. Christopher Moretti of Long Meadow Elementary School examined the results of a strand in mathematics and a strand in reading. “We have used the data to identify any weaknesses in order to address where we needed to strengthen our teaching and learning,” said Mr. Moretti. “This has helped our students achieve higher levels of learning in both of these strands.”
Mr. Matthew Salvestrini, Principal of Gainfield Elementary School reviewed the reading results of students since 2007. “Over 36 percent of our fifth graders last year scored at the advanced level in comparison to 26 percent in 2007—this is almost a ten percent increase in the number of students scoring at the advanced level of student performance,” said Mr. Salvestrini.
Middlebury Elementary School Principal, Mr. Jack Zamary commented that he is seeing additional students moving into the advanced levels in mathematics, reading, and writing. “I am very proud of the work our teachers and support staff are doing to help the students achieve these higher levels of learning.” For example, 49 percent of MES fifth graders scored at the advanced level in writing.
“Region 15’s 2009 CMT results remain strong,” said Dr. Lanning. “In fact 70 percent of the tests showed improvement, some of it very significant, over a three year period, with the greatest increases in mathematics.”
This is the second year the CMT included a science test for students in grades five and eight. Region 15 outperformed many other districts on the science subtest in 2008.
Dr. Lanning felt this year’s slight decline is due to a leveling off since District scores were so high last year.
“I’m still pleased that 80 percent our eighth graders and nearly 85 percent of our fifth graders achieved at or above the state goal standard.”
CMT Performance by Year & Grade, Percent At & Above Goal
|
Grade Level
|
2006
At/Above Goal
|
2007
At/Above Goal
|
2008
At/Above Goal
|
2009
At/Above Goal
|
2006-09
Change
|
|
Gr. 3 Reading
|
78.6%
|
74.0%
|
76.0%
|
78.8%
|
+.2%
|
|
Gr. 3 Writing
|
83.1%
|
80.5%
|
83.4%
|
80.2%
|
-2.9%
|
|
Gr. 3 Math
|
78.0%
|
75.7%
|
79.9%
|
85.3%
|
+7.3%
|
|
|
|
|
|
|
|
|
Gr. 4 Reading
|
77.5%
|
83.2%
|
80.2%
|
79.3%
|
-1.8%
|
|
Gr. 4 Writing
|
78.3%
|
82.5%
|
84.4%
|
84.3%
|
+6.0%
|
|
Gr. 4 Math
|
73.7%
|
79.9%
|
76.6%
|
81.0%
|
+7.3%
|
|
|
|
|
|
|
|
|
Gr. 5 Reading
|
81.9%
|
84.3%
|
83.9%
|
85.2%
|
+3.3%
|
|
Gr. 5 Writing
|
83.6%
|
85.1%
|
84.8%
|
86.5%
|
+2.9%
|
|
Gr. 5 Math
|
81%
|
88.9%
|
89.2%
|
84.7%
|
+3.7%
|
|
Gr. 5 Science
|
--
|
--
|
87.2%
|
84.8%
|
-2.4%
|
|
|
|
|
|
|
|
|
Gr. 6 Reading
|
80.7%
|
79.0%
|
85.2%
|
84.5%
|
+3.8%
|
|
Gr. 6 Writing
|
79.2%
|
79.3%
|
81.5%
|
79.7%
|
-0.5%
|
|
Gr. 6 Math
|
81.0%
|
82.7%
|
89.3%
|
91.0%
|
+10.0%
|
|
|
|
|
|
|
|
|
Gr. 7 Reading
|
80.4%
|
83.1%
|
84.0%
|
88.3%
|
+7.9%
|
|
Gr. 7 Writing
|
74.2%
|
74.2%
|
76.1%
|
80.6%
|
+6.4%
|
|
Gr. 7 Math
|
73.6%
|
80.3%
|
79.8%
|
83.3%
|
+9.7%
|
|
|
|
|
|
|
|
|
Gr. 8 Reading
|
84.7%
|
83.2%
|
84.0%
|
83.3%
|
-1.4%
|
|
Gr. 8 Writing
|
78.6%
|
78.8%
|
79.9%
|
79.1%
|
+0.5%
|
|
Gr. 8 Math
|
80.5%
|
79.1%
|
84.6%
|
81.4%
|
+0.9%
|
|
Gr. 8 Science
|
--
|
--
|
84.1%
|
80.0%
|
-4.1%
|
The CMT report showed significant achievements in grades three through five at the elementary schools.
In grade 3, there was a 7.3% increase in the number of students who scored at or above goal in mathematics from 2006 to 2009. Likewise, in grade 4, there were significant increases in those achievement scores in both mathematics and writing.
Scores at the middle school level were also strong. Grade 6 math proficiency scores increased ten percent from 2006 to 2009. Over 80 percent of Grade 7 students scored at or above goal in math, writing, and reading since 2006—an increase of 9.7%, 6.4%, and 7.9% respectively.
Of note is the steady decrease in the number of students scoring in the Basic and Below Basic levels.
CMT Vertical Scales were developed in order to study the progress of students within a particular grade over time in mathematics and reading.
“Examining Vertical Scales gives us more meaningful information because they are an appropriate comparison of the same students through time,” said Dr. Lanning.
In Region 15, the four year progress in math of the 2009 Grade 6 students showed a steady growth. These students were tracked from grade 3 through grade 6. There is a similar profile in tracking the four year progress in mathematics of the 2009 Grade 8 students with student growth advancing to the top of the highest stage of understanding.
The slope of progress is also positive and strong in reading for 2009 Grade 6 students. In tracing the four year history of the reading progress of the 2009 Grade 8 students, the change is again positive with the average student performance advancing to the highest level of understanding.
While the elementary school principals reported on the cohort groups (the same students over a span of time), both middle school principals reported on the strength of the scores by a grade level in 2007, 2008, and 2009.
Memorial Middle School Principal John Sieller reported that 22 percent more students moved into the advanced level in 7th grade writing, with a decrease in the number of students in the below goal level. Rochambeau Middle School Principal Anthony Salutari credits not only his teachers but the teachers at Gainfield and Pomperaug Elementary School who prepared his sixth graders so well.
“We are seeing a 13 percent increase in the number of students scoring at and above goal in 6th grade CMT mathematics,” said Mr. Salutari.
Administrators and Principals will analyze the data with staff who will then adjust their goals, action plans, and intervention plans.
“Clearly we have a lot to be proud of,” said Dr. Lanning, reflecting on the report. “Region 15 has teachers, staff, and administrators who take teaching and learning very seriously and who do everything within their power to address the needs of all of our students.”
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Pomperaug High School Assessments Profiled at Region 15 Board of Education Meeting
Principal Rodrigue Discusses Importance of 21st Century Skills
Ms. Lorrie Rodrigue, Principal of Pomperaug High School, gave a presentation at the November 9th Region 15 Board of Education meeting on the results of the 2009 Connecticut Academic Performance Test and the District’s efforts toward teaching 21st Century skills.
“While we are very proud of our CAPT results and the excellent work by our students, staff, and teachers, there are many more indicators of academic success than standardized test data,” said Ms. Rodrigue. “Our school’s mission is to encourage students to take what they’ve learned and actively apply it in other contexts. This includes strengthening their critical thinking and communication skills, global awareness, as well as their mastery of core academic subjects.”
Ms. Rodrigue outlined the key elements of 21st Century skills that will foster lifelong learners at the high school.
Having the ability to use technology appropriately will help students learn, think critically, solve problems, become better communicators, innovate, and collaborate.
Secondly, students must develop life skills, including leadership, personal responsibility, self-direction, and people skills.
The last element Ms. Rodrigue highlighted was the importance of offering challenging, engaging and authentic experiences that measure students’ understanding of 21st Century skills and help them become lifelong learners.
Throughout the year, students are assessed in a variety of ways, including in-class assessments, performance-based activities, conferencing, end-of-unit assessments, mid-term and final exams, pre-CAPT assessments throughout the year, and standardized testing.
“Our teachers and staff gather assessment data every day across content areas and grade levels, and make instructional improvements based upon that information,” said Ms. Rodrigue. “One of those measurements, certainly, is the CAPT.”
The Connecticut Academic Performance Test (CAPT) is given to 10th grade students in the spring. CAPT scores fall into performance levels, which range from 1 to 5 in each area tested. On this scale, 5 is considered "advanced/above goal," 4 is considered "goal," 3 is considered "proficient," 2 is considered "basic," and 1 is considered "below basic." The students are tested on mathematics, science, reading, and writing.
Region 15 scored well above the Connecticut state average for the percentage at or above goal level in all four subtests.
“As we look at data over a three-year period, the trends provide us with information to help us draw assumptions about learning,” said Ms. Rodrigue. “For example, we will be reviewing our in-house math assessments and areas of concern in order to make modifications in our current instruction where students may be struggling, such as in the strands of probability and statistics.”
Science is one content area where Region 15 students are very strong. Compared with 19 similar towns and districts, Region 15 is in the top three for the number of students scoring in the goal range. This District is in the top spot for the number of students scoring at proficiency level.
Principal Rodrigue believes the strong results are due to systemic changes in the science curriculum across the District, new and engaging science elective courses and physical science labs, and assessments that foster inquiry-based, higher level thinking and problem solving.
“Nearly ten years ago, 71 percent of students took more than the minimum number of science classes required for graduation. Now, over 95 percent of our students take more than the minimum number,” said Ms. Rodrigue.
Over 96 percent of Region 15 students scored at the reading proficiency level, with nearly 70 percent scoring at the more rigorous goal level.
“To further support reading, our teachers will embed reading strategies in all courses, and at all academic levels and grades. We will promote critical literacy skills, such as Socratic Seminars, debate, and high levels of research,” said Ms. Rodrigue. “Students will have access to more non-fiction books and articles, and will incorporate more sustained reading time in English classes.”
Pomperaug High School writing trends show that over 78 percent of students are consistently scoring at goal level, with an increased number of students moving into the advanced level.
Further structures in place at PHS are freshman assistance programs to help ninth-graders transition well academically and socially to the new school, a revised schedule structure to add instructional time and educational opportunities, increased time for teacher professional development and collaboration, and new course proposals to support student interest and achievement.
Ms. Rodrigue ended her presentation by quoting an article written by a former Trinity College president, “It’s not a question of content versus skills—it’s about creating challenging, profoundly engaging, and authentic educational experiences that produce lifelong learners.”
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