The two-year view of the state assessment information demonstrates the following Highlights and Challenges:
South Portland elementary students outpaced the state target of 66% in reading by having 73% of students scoring within the proficient range.  Economically disadvantaged students scored below this target where only 54% of students scored at the proficient level.  Only 34% of students with disabilities scored at the proficient level while 46% of Limited English Proficient (LEP) students scored at the proficient level.  All three of these sub-groups were slightly below the state average.

In mathematics, 64% of elementary students scored within the proficient range.  This was 4% points above the state target of 60% and 1% point above the state average.  48% of economically disadvantaged students scored at the proficient level, along with 27% of students with disabilities and 54% of Limited English Proficient students. 
At the middle schools (grades 6-8), the target in reading was also for 66% of students to be proficient.   69% of our students scored at the proficient level; the same rate as the state.  56% of economically disadvantaged students scored at the proficient level (same as the state) with 53% of Limited English Proficient students proficient compared with 45% at the state level.  Students with disabilities in grades 6-8 demonstrated proficiency only by 26% of students, compared with 28% across the state.

The target for high school reading is for 71% of students to demonstrate proficiency.  54% of South Portland High School students performed at this level, compared with 48% of the comparable students of the state.  So, while they are performing better than the average of their peers, South Portland 11th graders are not yet performing at the targeted level.  29% of our economically disadvantaged scored at the proficient level (32% at the state), 24% of our students with disabilities (16% at the state level) and 20% of our LEP students scoring proficient (as to 14% at the state level). 
In mathematics at the high school level, the target was for 54% of students to perform at the proficient level.  At SPHS, 50% of our students met this target, compared with 43% of students across the state in grade 11.  31% of our economically disadvantaged students met this target (27% at the state level), 13% of students with disabilities (same as the state %), and 27% of LEP students (17% at the state level). 

Throughout South Portland Schools, we have put in place reading interventions to support students not yet meeting achievement targets on the NECAP or Maine High School Assessment.  In grades K-5, these take the form of additional and better-timed instruction within the classroom.  It may mean supports from academic classroom tutors for specified students to help accelerate their rate and level of learning.  Two of the schools receive significant staff support and supplemental instructional resources to support students identified as eligible for Title I services.  A full range of special education supports are in place for students with individual education plans.  Four of the elementary schools are making use of System 44, a reading intervention program for students in grades 3-5 who still need to develop word knowledge and vocabulary skills.  At the middle level, both schools make use of System 44 as well as READ 180, which provides greater instructional guidance for students needing to increase their reading comprehension and fluency.  High school literacy interventions occur within the classrooms, within freshman, sophomore and junior/senior companion classes, through the Learning Lab and via special education individual education plans.

Math interventions have occurred via a consistent focus on improving two areas:  math computation through greater proficiency in math facts, and development / understanding of math vocabulary so as to increase math achievement of math story problems.  Math computation has been greatly enhanced in grades 3-8 through the use of FastT Math (for addition, subtraction, multiplication and division for 169 facts, 0-12).  Math vocabulary has been an area of focus within each of the math classrooms.  Math support at the high school occurs within math companion classes, within the Learning Lab, within student workshops, and through a program used by teachers of freshmen and sophomores called Catch-up Math.

Accountability Data for 2009-2010 reveal that for our elementary schools, all met Adequate Yearly Progress in reading.  In mathematics, Brown School, Kaler School, and Skillin School each did not make AYP.    Skillin’s status for math is at CIPS2 (Continuous Improvement Progress Schools – 2nd year), while Brown and Kaler Schools each are on Monitor Status. 

Mahoney Middle School did not meet AYP in reading.  Mahoney is at CIPS1 (first year) Status for reading, and at CIPS-on hold for mathematics (they met targets this past year.  To move off from CIPS status, a school needs to meet targets for two consecutive years). 

South Portland High School, who had not made AYP for the last few years, met all targets during 2008-2009.  This placed them in a “CIPS on-hold status”.  During 2009-2010, targets were again not met.  Therefore, SPHS returned to CIPS5 status for reading (fifth year of not meeting targets) and CIPS4 for math (4th year of not meeting targets).
Within all the schools not making AYP, sub-groups with the greatest difficulty in meeting AYP targets were “students with disabilities” and “economically disadvantaged” students.