Group 2012 2013 2014 2015 4-Year Trend Above/Below State 2014 All students District 72% 69% 69% 68% -4 0 State 69% 69% 69% -- -- High District 53% 52% 53% 48% -5 3 State 48% 49% 50% -- -- Economically Disadvantaged District -- -- -- 57% -- -- State -- -- -- -- -- ELL and former ELL students District 47% 57% 50% 43% -4 14 State 34% 34% 36% -- -- Students with disabilities District 25% 23% 22% 19% -6 -8 31% 29% 30% -- -- Between 2012 and 2015, the percentage of students scoring proficient or advanced in math improved by 3 percentage points for all students, by 10 percentage points for English language learners, and by 1 percentage point for high needs students. Table 4: Agawam Public Schools Math Proficiency by Subgroup 2012–2015 Group 2012 2013 2014 2015 4-Year Trend Above/Below State 2014 All students District 62% 65% 62% 65% 3 2 State 59% 61% 60% -- -- High Needs District 44% 47% 46% 45% 1 6 State 37% 40% 40% -- -- Economically Disadvantaged District -- -- -- 53% -- -- State -- -- -- -- -- ELL and former ELL students District 46% 53% 56% 56% 10 21 State 32% 35% 35% -- -- Students with disabilities District 20% 17% 21% 18% -2 -2 State 21% 23% 23% -- -- Between 2012 and 2015, the percentage of students scoring proficient or advanced in science declined by 1 percentage point for the district as a whole, by 3 percentage points for high needs students, by 8 percentage points by students with disabilities, and by 11 percentage points for English language learners. Table 5: Agawam Public Schools Science Proficiency by Subgroup 2012–2015 Group 2012 2013 2014 2015 4-Year Trend Above/Below State 2015 All students District 51% 49% 50% 50% -1 -4 State 54% 53% 55% 54% 0 High Needs District 36% 31% 36% 33% -3 2 State 31% 31% 33% 31% 0 District -- -- -- 42% --
develop and engage in critical thinking. Total # 6 18 18 13 1.7 Total % 11% 33% 33% 24% 7. Students assume responsibility for their own learning whether individually, in pairs, or in groups. ES 4% 4% 35% 58% 2.5 MS 0% 7% 47% 47% 2.4 HS 14% 36% 43% 7% 1.4 # 3 7 22 23 2.2 Total % 5% 13% 40% 42% Total Score For Focus Area #2 ES 7.1 MS 6.7 HS 4.3 Total 6.3 Focus Area #3: Differentiated Instruction & Classroom Culture Insufficient Minimal Moderate Strong Avg Number of points (0) (1) (2) (3) (0 to 3) 8. The teacher appropriately differentiates instruction so the lesson content is accessible for all learners. ES 12% 23% 27% 38% 1.9 MS 40% 27% 7% 27% 1.2 HS 43% 29% 29% 0% 0.9 Total # 15 14 12 14 1.5 Total % 27% 25% 22% 25% 9. The teacher uses appropriate resources aligned to students' diverse learning needs. (e.g., technology, manipulatives, support personnel). ES 12% 15% 38% 35% 2.0 MS 20% 20% 33% 27% 1.7 HS 29% 36% 21% 14% 1.2 # 10 12 18 15 1.7 Total % 18% 22% 33% 27% 10. The classroom climate is characterized by respectful behavior, routines, tone, and discourse. ES 4% 4% 12% 81% 2.7 MS 0% 0% 7% 93% 2.9 HS 7% 36% 29% 29% 1.8 Total # 2 6 8 39 2.5 Total % 4% 11% 15% 71% 11. The teacher conducts appropriate formative assessments to check for understanding and provide feedback to students. ES 4% 12% 50% 35% 2.2 MS 7% 7% 53% 33% 2.1 HS 21% 43% 7% 29% 1.4 # 5 10 22 18 1.9 Total % 9% 18% 40% 33% Total Score For Focus Area #3 ES 8.7 MS 7.9 HS 5.3 Total 7.6