District Data Overview & Accountability Index

Accountability Scores

What is the Accountability Index?

• “Connecticut’s Next Generation Accountability System is a broad set of 12 indicators that help tell the story of how well a school is preparing its students for success in college, careers and life. It provides a holistic, multifactor perspective of district and school performance. Districts/schools earn points on each indicator (achievement, growth, chronic absenteeism, college and career readiness, high school graduation, postsecondary entrance, physical fitness, and the arts) and performance is measured against a target. Student group performance receives additional weight in the system. The Accountability Index is the percentage of points earned across all available indicators.” EdSight

Detailed Indicators & Weights

Trend Data��Total possible points is 100 for Accountability Index�Made up of 12 indicators �Each indicator is weighted differently��

State District Reference Group (DRG) Data (2006) & School & State Finance Project DRG Data (2023)

• DRG Data provides for the best comparison
• Communities grouped from A (highest wealth) to H (highest levels of poverty). Bethel is DRG D (both in 2006 & 2023)
• Factors used to calculate DRG Data

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• Income - Median Household Income
• Education - Percentage of parents with a bachelor’s degree or higher
• Occupation - Percentage of students with parents aged 16 or older, employed, and holding jobs in executive, managerial, and professional specialty occupations
• Family Structure - Percentage of students living with families without a wife or husband present or in non-family households
• Poverty - Percentage of students from families with incomes eligible to receive free or reduced-price meals
• Home Language - Percentage of students whose families speak a language other than English at home
• District Enrollment - Gross enrollment for the local public school district

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What are the differences between the comparative communities? DRG D

2006 Communities

2023 Communities

All towns that are not in the 2023 DRG D moved up to DRG C or communities with a greater wealth, less diversity.

District Reference Group (DRG 2023) Comparisons for 2025 Accountability Indices

Bethel is ranked 5^th in DRG Comparison data from 24 similar communities.

Regional Accountability Data (2025)

Indicator 1

District Performance Index – Academic Achievement

Indicator 1 Academic Achievement

• ELA, Math, and Science (All Students, Students with High Needs)
• Measures: SBAC, NGSS & SAT (School Day)
• The Performance Index (PI) is the average performance of students in ELA on the state summative assessments and ranges from 0-100. Connecticut's ultimate target is 75

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ELA Performance Index� �Goal is 75�3^rd year of implementation of resources�Consistent expectations - calibration �Use of data and student work in PLC�Specific skill focus (i.e., fluency, comprehension)

ELA Achievement, Growth Rate &Average Percent of Target Achieved, Average of all growth by DRG��Average Percentage of Target Achieved the Strongest Indicator

• Math Performance Index��Goal is 75�Focus on fluency, problem solving & application of strategies. �Use of formative assessment & data in PLC to respond to teaching.�Use interim assessments (State) authentically in units.�Modification of curriculum to align the standards.

Math Achievement, Growth Rate & Average Percent of Target Achieved, Average of all growth by DRG

Science Performance Index��Goal is 75��Loss of science instructional time, adjusted at Johnson for this academic year in fifth grade.� �Inconsistency of instruction. ��Moved to a new core resource at MS (learning resource) �

Indicator 2

Growth – ELA, Math and Las Links (Multilingual Learners)

Indicator 2 (a-d): Academic Growth – ELA and Math (All Students, Students with High Needs)

Every student in Grades 4-8 have Smarter Balanced growth targets in ELA and Math. This indicator is the average percentage of target achieved across all students.

Smarter Balance Growth, ELA

Smarter Balanced Growth, Math

Indicator 2 (e &f): Growth Toward English Language Proficiency

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Similar to academic growth measured by Smarter Balanced, this indicator is the average percentage of growth target achieved based on LAS Links for all English learners. There are growth scores calculated for literacy and oral.

Matched cohort or students who attend our schools year to year, increasing.

• For 2024-2025 278 Multilingual Learners, only 209 were a matched cohort. Significant increase in matched cohort from 2023-2024
• Significant Increases in matched cohort for BMS and BHS
• Students entering with significantly higher academic needs & interrupted schooling
• Significantly less willing to take assessments
• Elementary students have higher success in literacy development because they are learning to read

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Growth Toward English Language Proficiency

Matched Cohort Data

Literacy includes reading & writing

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*data protected due to the number of students is less than 20

Indicator 4

Chronic Absenteeism

A student is in attendance if they spend at least half of the day participating in school activities.  

A student is chronically absent if they are absent for any reason for 10% or more school days.

Pre-K are excluded.

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Chronic Absenteeism –

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Indicator 4

Attendance Patterns

• Largest issue is students who take extended vacation out of the country during the school year.
• Typically to see family in country of origin.
• State recognizes the issue, but has not changed the reporting protocols.
• Improved follow up with individual families.

Indicator 5

College and Career Readiness

College and Career Readiness – Indicator 5

• This report provides the number and percentage of 11th and 12th graders enrolled in College-and-Career-Readiness (CCR) courses during high school.
• CCR courses include Advanced Placement (AP), International Baccalaureate (IB), Career and Technical Education(CTE), workplace experience and dual enrollment.

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Indicator 6

Preparation for College and Career Readiness

Indicator 6

Preparation for Postsecondary and Career Readiness - Exams and College Credit Includes

SAT (School Day)

ACT

AP

Dual Enrollment

Advanced Placement Results

• 5 year trend data
• Increase in the percentage of students earning a 3 or higher (College Board Standard)
• Colleges/departments acceptance of credit varies

Advance Placement Summary

• All students enrolled in AP classes are required to take exam
• Increased access (number of students and exams)
• Improved percentage earning a 3 or more

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Advance Placement Offerings

Bethel High School

22 Courses

Early College Experience (ECE) �� 24 Classes��Enhanced Offerings��Set up a procedure to ensure that students were registering at the University for credit. �

UCONN

WCSU & SCSU

Indicator 7

On Track for Graduation

On Track for Graduation – Indicator 7

The On-track to High School Graduation in Ninth Grade report provides trend data for the percentage of students who are considered on-track to high school graduation at the end of Grade 9.

Strategies to Enhance On Track for Graduation

• Students reviewed at SAT and Integrated SAT
• Revised Academic Support (course) to include credit recovery
• ASAP – academic after school program
• Establishing program to use Math Honor Society for tutoring
• Placement in Algebra Lab

Indicator 8

4 Year Graduation Rate for All Students

Indicator 8 - 4-year Graduation Rate for All Students

• Percentage of first time ninth graders who graduate with a regular high school diploma in four years or less.
• 94% is the target.
• School avoidance after COVID
• Increased credit recovery options, including during the school year and during the school day.

Indicator 9

6 year graduation rate for students with high needs

Indicator 9 - 6- year Graduation Rate for Students with High Needs

• Percentage of first time ninth graders who graduate with a regular high school diploma in six years or less.
• 94% is the target.

Indicator 10

Post Secondary Entrance

Indicator 10: Postsecondary Entrance

Percentage of graduating class enrolled in a 2- or 4-year institution any time during the first year after graduation.

Post Secondary State Data ��Clearinghouse

Entrance

• Much higher rate of acceptance
• Dependent on economic factors out of control of schools
• Increase in students completing the FAFSA
• Increase in number of students enrolling in state college system

Persistence

• Much better indicator of academic preparation

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Clearinghouse data does NOT present a clear picture of district work…

Post Graduation Plans (6/13/2025 – self report)

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• 4-Year Schools: 201
• 2-Year Schools: 45
• Military Academy: 1
• Trade Programs: 13
• Employment: 12
• Military Enlistment: 3

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More Data….

Top 5 schools by number of matriculations:

• CT State Community College, All Campuses (increase since change in financial support)
• Western Connecticut State University
• University of Connecticut:
• Central Connecticut State University
• Sacred Heart University

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Other Data

• 97% of students applying to a 4 year college were accepted
• 20% of class applied to 2 year programs
• ALL students who applied to a 2 or 4 year program were accepted�

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FAFSA Completion Rates

Bethel High School = 76.4%

State = 61.1%

Targeted Strategies

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• Collaborative effort between school counseling and College & Career Center
• Workshops for students and parents
• Worked with multilingual families
• Called in individual students

Indicator 11

Physical Fitness

Indicator 11: Physical Fitness

Percentage of students meeting/exceeding the “Health Fitness Zone Standard” in all four areas of CT Physical Fitness Assessment.

Indicator 12

Arts Access

Arts Access – Indicator 12

• The percentage of students in grades 9-12 who participated in a visual and performing arts course during the school year (arts access percentage).
• Offer the same amount of courses at Bethel High School
• Indicates less students taking courses in the arts?

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Other Metrics Captured by the State of Connecticut

Seal of Biliteracy ��The Connecticut State Seal of Biliteracy was established to recognize public high school graduates who have attained a level of proficiency in English and one or more other languages.�

Consequence Data Trends

Major Incident Data �

Educator Diversity

Educator Attrition

This report presents the turnover rates of certified educators in Connecticut. Rates are presented for the following groups: Classroom Teachers (includes special education and general education teachers) and All Certified Educators.

Overall attrition is very low.  

Computer Science Participation - BHS

In crease in the overall number of students participating

Males account for significant amount of participation levels

Need overall audit of program to ensure relevance of courses and skills, including addition of courses in cybersecurity

Vacancy Dashboard

Still statewide shortages

BPS was able to fill all positions at time of census with a few paraeducator openings

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Questi0ns?