A B Cs PreK and Full Day Kindergarten

A B Cs Pre-K and Full Day Kindergarten Analysis 1 2 s 3 September 20, 2017

Preschool Enrollment (3 and 4 year olds) 2013 2014 2015 Oct 1 Sept 2017 2016 TBD Community (spring report) 192 171 224 235 22 25 38 30 35 0 0 47 48 48 26 24 35 33 TBD 231 333 348 Sped @ Community Site East PDG District Sped Pre-K 0 Report & District Report Reference: 211 Child Care Torrington Preschool Development Grant (PDG) at East School Torrington Preschool (Private) Ed. Advance Head Start: Prenatal to Five Torrington St. Peter - St. Francis of Assisi Northwest CT YMCA Child Care Brooker Memorial Child Care & Learning Center Future Foundations Child Care Center Torrington Child Care Center Kindercare Learning Center #70292 Kiddie Kollege Nursery School Hilltop Christian Early Learning Center 2

2015 -2016 PDG Cohort Corresponding 2016 -2017 Kindergarten DRA 2 Data Fall DRA 2 Spring DRA 2 Levels Gained # Students % Students Non-Reader Level 1 2 3 8 Non-Reader Level 2 3 1 3 Non-Reader Level 3 4 11 30 Non-Reader Level 4 5 10 28 Non-Reader Level 6 7 4 11 Level A Level 6 6 1 3 Level 1 Level 4 3 2 6 Level 1 Level 8 7 3 8 Level 2 Level 4 2 1 3 Average gain of 4. 6 DRA 2 levels Total: 36 3

Below Expectations Approaching Proficiency 11% (4 students) 30% (11 students) Met Proficiency Exceeded Proficiency 36% (13 students) 22% (8 students) Total - 58% met or exceeded proficiency Further data on PDG students: • 100% at or below Poverty level • 66% ELL • 2015 -2016: 43 PDG graduates, 36 are currently enrolled, 7 moved out of district. • The state is obtaining data on all PDG programs in CT. The results from 2016 -2017 should be available by January 2018. Last year of the grant: 2018 -2019. New grants to apply for: • School Readiness-1 school year, the length of the school day, one class • SMART Start-$75, 000, per class, competitive with the rest of the state 4

DRA Benchmarks • • • Kindergarten: DRA 4; Level 3 is Approaching Goal First Grade: DRA 18; Level 16 is Approaching Goal Second Grade: DRA 28; Level 24 is Approaching Goal Third Grade: DRA 38 (non-fiction); Level 34 is Approaching Goal Fourth Grade: DRA 40 (non-fiction) Fifth Grade: DRA 50 (non-fiction) 5

80, 0% Grade K DRA: % Students At/Above Goal District Summary 67, 9% 70, 0% 66, 8% 62, 1% 60, 0% 50, 0% 44, 4% 40, 0% 30, 0% 25, 7% 23, 2% 22, 9% 22, 0% 20, 0% 10, 0% 2013 -2014 (331 students) 2014 -2015 (314 students) Fall 2015 -2016 (340 students) 2016 -2017 (313 students) Spring 6

Grade K DRA: % Students At/Above Goal Special Ed Students Fall Spring 38, 5% 31, 7% 28, 6% 17, 1% 14, 6% 14, 3% 12, 2% 10, 3% 2013 -2014 (41 students) 2014 -2015 (35 students) 2015 -2016 (41 students) 2016 -2017 (39 students) 7

80, 0% 70, 0% DRA Cohort 2013 -2014 to 2016 -2017: % Students At/Above Goal Grades K-3 60, 0% 55, 5% 52, 3% 50, 5% 47, 7% 50, 0% 44, 0% 40, 0% 30, 0% 41, 8% 38, 6% 25, 7% 20, 0% 10, 0% Grade K, 2013 -2014 Grade 01, 2014 -2015 Fall Grade 02, 2015 -2016 Grade 03, 2017 -2018 Spring 8

DRA Cohort 2014 -2015 to 2016 -2017: % Students At/Above Goal Grades K-2 Fall Spring 70, 7% 62, 1% 59, 1% 55, 2% 53, 4% 26, 7% Grade K, 2014 -2015 Grade 01, 2015 -2016 Grade 02, 2016 -2017 9

DRA Cohort 2015 -2016 to 2016 -2017: % Students At/Above Goal Grades K-1, No RTI support 2016 -2017 67, 9% Fall Spring 50, 7% 51, 0% 22, 9% Grade K, 2015 -2016 Grade 01, 2016 -2017 10

Spring DRA: % Students Near, At, or Above Goal (GK=Levels 3+; G 1 -Levels 16+; G 2 = Levels 24+; G 3=Levels 34+) Half Day vs Full Day comparison 100% 90% 85% 78% 77% 70% 72% 69% 67% 59% 60% 50% 40% 30% 20% 10% 0% K K Grade 1 Grade 2 Grade 3 2013 -2014 -2015 -2016 -2017 11

Action Plans ØFundations: K-2, districtwide ØDevelops an understanding of how words work ØFocuses on letters, sounds, pictures, building to no reliance on picture cues ØIdentifies the key words for teachers to use with students ØIncorporates all elements of reading, vocabulary/word work, phonological skills, and writing-foundational sentence structure 12

Action Plans Continued Ø SPECIALISTS-Districtwide-(2 Literacy and 2 Numeracy) Ø Data Analysis Ø Modeling Ø RTI READING AND MATH-Site (support services required by the state) Ø Data Analysis Ø Student Support Ø CONSISTENT CURRICULUM: Ø Increased rigor and expectations Ø Building student independence 13