By KATY SAVAGE
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SPRINGFIELD, Vt. — Test scores improved slightly in the Springfield School District this year after falling below state averages.
It’s unclear how students’ scores this year compare to state averages. State scores were not yet available on Monday, but Springfield Director of Curriculum, Instruction and Assessment David Cohn predicted the improvements would not be enough.
“We’re still going to be far off the state averages in many of these areas,” Cohn said as he presented the scores to the Springfield School District board at a meeting Monday night. “The importance is growth. My hope is that we’ll be able to close that gap a little bit.”
Springfield students have ranked far below the state in previous years.
Seventy-eight percent of grade-3 students in Springfield scored “below proficient” in math last year, compared to 47 percent statewide. Sixty-four percent of Springfield students were below proficient in English, compared to 46 percent statewide.
This year, 35 percent of Springfield third graders were proficient or better in math and 45 percent were proficient or better in English.
Cohn couldn’t point to a specific reason for the improvements.
English and math scores for grade 3 were the highest they’ve been since the Smarter Balanced Assessment Consortium (SBAC) was administered four years ago. Grade 4 students also improved in math and english.
“We’re hoping there’s a ripple effect as those kids push through the system,” said Cohn.
In 2015 the SBAC test replaced the The New England Common Assessment Program (NECAP) test. The SBAC measures English and math skills, placing more emphasis on a student’s ability to think critically, write analytically and problem-solve than did the NECAP. About 578 Springfield students in grades 3-9 sat for the test this spring. During the previous three years, grades 3-8 and grade 11 were tested.
The Vermont Agency of Education eliminated the 11th grade test and created a grade 9 test to reduce the burden on 11th-grade students preparing for college.
New initiatives have been put in place to better Springfield’s schools during that time.
The school district implemented Professional Learning Communities about three years ago, where teachers meet with each other weekly to discuss what they are teaching.
“I think it’s a matter of teachers being more confident and comfortable,” said Cohn. “With much of the work we’re doing in Springfield, we’re looking for the long game. We’re looking for systems that sometimes take a few years to take root.”
While some grade levels did better on the test, other grades did worse.
Fifth-grade students did more poorly in English this year compared to last year. Sixth- and eighth-grade students did poorly in math.
“I think it was more of a motivational issue,” Cohn said, explaining older students may not have taken the test seriously. He also said teachers may be a factor.
“You have certain teachers who philosophically don’t believe in this assessment,” Cohn told the board on Monday. “That, in any grade level, can play a role.”
Agency of Education Director of Educational Assessment Michael Hock estimates 5 percent of schools in the state are like Springfield; student performance doesn’t meet standards.
This fall, those schools with dwindling test scores will be assigned a consultant to address areas of weakness.
“Our priority groups are schools that have low scores and haven’t shown improvement in bringing those scores up” Hock said.
The list of schools identified in need of extra support will be available in the fall.
Most students who take the test in Springfield attend Union Street School and Riverside Middle School. Three principals have led Union Street in the last four years. The school will be under new leadership again next year when Principal Nancy Wiese leaves and Phil Trejo of Detroit takes over.
Cohn acknowledged there was still work to do.
“I’m still not satisfied in where we are right now but I’m confident with the systems we have to increase student performance,” he said.
Cohn is conducting a three-day retreat this summer for teachers. The emphasis will be on creating more rigorous assignments.
“We’ve been focused on the ‘what’ teachers are teaching,” Cohn told board members. “We’re going to get back into the ‘how’ next year.”
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