mcas 2014...district goals 2013-2014 • 90% of students will achieve advanced/proficient in grade 5...

MCAS 2014

Concord Public Schools

October 14, 2014

Overview

• Test Administration

• Cohort Value Added

• District Goals 2013-2014

• Grade Level Performance

• DESE Accountability Data

• District Actions

• Moving Forward: District Goals 2014-2015

Test Administration

• Grade 3 - ELA Reading Comprehension, Math



Science & Technology Engineering




Science & Technology Engineering

Class of 2016 Cohort Value Added

ELA % Adv/Prof Concord (State)

Gr 10

2014

Gr 8

2012

Gr 7

2011

Gr 6

2010

Gr 5

2009

Gr 4

2008

All 97% (89%)

96% (81%)

95% (73%)

91% (69%)

90% (63%)

82% (49%)

Reg Ed 99% (95%)

100

% (88%)

99% (84%)

91% (80%)

96% (72%)

92 % (57%)

High

Needs 88% (78%)

84% (63%)

81% (52%)

64% (49%)

62% (38%)

50% (25%)

Class of 2016 Cohort Value Added

Math % Adv/Prof Concord (State)

Gr 10

2014

Gr 8

2012

Gr 7

2011

Gr 6

2010

Gr 5

2009

Gr 4

2008

All 95% (78%)

76% (52%)

79% (51%)

80% (59%)

88% (54%)

75% (49%)

Reg Ed 100% (86%)

85% (62%)

89% (60%)

91% (68%)

95% (62%)

86% (57%)

High

Needs 77% (60%)

43% (29%)

45% (27%)

42% (36%)

60% (31%)

35% (28%)

District Goals 2013-2014

• 90% of students will achieve Advanced/Proficient

in Grade 5 & 8 ELA MCAS through continued use

of research based literary practices and the

implementation of targeted instruction and

intervention.

• 80% of students will achieve Advanced/Proficient

in Grade 5 and 8 Math MCAS through continued

use of research based math instructional practices

and the implementation of targeted instruction and

intervention.

Grade Level Performance

Grade 5 All Students (High Need)

A/P NI W

ELA 90% (65%) 8%(27%) 2%(8%)

Math 91% (68%) 5% (15%) 4% (17%)

Science 82% (55%) 17% (33%) 3% (12%)

District Actions K -5 ELA

• Regular Progress

Monitoring

• RtI for students below

benchmarks

• Leveled Literacy

Intervention as RtI

• Track My Progress

iReady for practice for

High Needs Students

• Professional Development

in “Close Reading”

• Focus on Writing:

Narrative, Expository, and

Persuasive

• Regular Ed. and Special

Ed. Faculty work

collaboratively

• ELA Specialists Coach

Staff

District Actions K -5 Math


Monitoring

• Assessment

structure for grades

K - 5

• RtI for students

below benchmarks

• Dreambox and

iReady

• Flexible groups for

grades 1 – 5 as

appropriate

• Math Olympiad

• Regular Ed. And

Special Ed. Faculty

work collaboratively

• Math Specialists

Coach Staff

• Emphasis on Math

Practice Standards

• Focus on Number

Operations,

Algebraic Thinking,

Measurement, and

Geometry

Grade Level Performance

Grade 8 All Students (High Need)

A/P NI W

ELA 94% (79%) 4% (12%) 2% (7%)

MATH 78% (51%) 20% (25%) 8% (12%)

Science 76% (44%) 21% (41%) 4% (14%)

District Actions 6-8 ELA


Monitoring

• Common

assessment


6-8

• Developmental Language

Arts Program;

Integrated Language Arts

Program;

Intensive Language Arts

Program

• Achievement

Academy for Boston-

resident students

• 6 x 6 schedule gives

time for intervention


below benchmarks

District Actions 6-8 Math


Monitoring

• Assessment


6-8: baseline and

follow up 3x year

• Math Olympiad,

NEML, and other

math challenges

• Achievement

Academy for Boston-

resident students

• New 6 x6 schedule

gives time for

intervention


below benchmarks

• Math Strategies

program

District Actions K-12

• Continue to analyze MCAS performance to identify areas to focus improvement in curriculum, instruction and assessment.

• Support areas in need of improvement with professional development activities.

• Support school/grade level data teams

• Support interventions for students not making benchmarks

DESE Accountability Data

• The 100-point composite Performance Index (CPI) is a

measure of the extent to which all students in a district

or school or subgroup are progressing toward

proficiency, gauges progress toward this goal.

• School Percentiles (1-99) is an indication of the school’s

overall performance relative to other schools that serve

the same grades.

• AYP replaced with new 100-point performance

measure, Progress & Performance Index (PPI) that

incorporates student growth and other indicators.

Progress & Performance Index (PPI)

• Annual PPI is a measure of improvement toward a

school or district’s own target over a a two year period.

• Cumulative PPI is the average of a district’s, school’s or

subgroup’s annual PPI over the most recent four year

period.

• For a school to be making progress toward narrowing

proficiency gaps, the cumulative PPI for both the “all

students” group and “high needs” students must be 75

or higher.

• “High Needs” is an unduplicated count of students in at

least one of these subgroups: SPED, ELL, former ELL

and low income.

School Percentile & PPI

School

Percentile

PPI

All Students

PPI

High Needs

CPS 3-8 NA 96 64*

Alcott 91 98 71*

Thoreau 99 100 100

Willard 97 100 34*

CMS 92 97 72*

CCHS 82 86 67*

* indicates that district/school has not met 75% target for the year

Moving Forward District Goals 2014-2015

• 90% Advance/Proficient on ELA MCAS at

5, 8 and 10

• 80% Advance/Proficient on Math MCAS at

5, 8, and 10

• PPI score is 75 or better for each student

group in ELA and Math

mcas 2014...district goals 2013-2014 • 90% of students will achieve advanced/proficient in grade 5...

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