MIE 2012-2013 EOG Results

SLT PresentationNovember 14, 2013MIE 2012-2013 EOG ResultsAgendaNew test context Common CoreData resultsWhat happened?Whats next? - Action PlanQuestions, commentsMIE Record of SuccessMet or exceeded growth standards every year of the schools existenceHigh growth for the past three years78.6% proficient in 2011-2012 close to ABC School of Distinction 54% Economically DisadvantagedYears of steady growth with all sub-groups despite population change, re-normed testsCommon Core State Standards NC Essential StandardsThe 2012-13 EOG and EOC tests were the first to reflect the new Common Core State Standards for English/Language Arts and Math and North Carolina Essential Standards for other subject areas. These standards set a new benchmark for what students are expected to know to graduate college- and career-ready. The new standards and the assessments that measure them are more challenging and more demanding of our students. They ask students to demonstrate higher-level thinking and reasoning skills to better prepare them to succeed in tomorrows global workplace. In the past, proficiency standards only addressed what students needed for success at the next grade level. The new proficiency standards address how ready students are for college and careers, and whether students are on track to be ready by high school graduation.Forty five states and the District of Columbia have adopted the CCSS, reflecting a national commitment to ensuring all students graduate college- and career-ready.When states transition to higher standards, it is common for proficiency scores to drop dramatically as compared to previous years. It doesnt mean that students learned less or lost ground.

Common Core State Standards NC Essential StandardsThe new scores cannot be accurately compared to the old ones because the tests, the standards and the proficiency requirements are different. We expect students to reach higher levels of learning than ever before and the scores set a new benchmark for learning. The transition to new benchmarks, while difficult, is necessary to better prepare our students for college and to compete for jobs in tomorrows global workplace. We expect that as students become more familiar with the new standards, we will see improvements in test scores. That is the pattern we have seen in the past when North Carolina raised standards and expectations.We knew these new tests would be particularly difficult for our economically disadvantaged population

2012-2013 MIE EOG DataSubjectCMSMIEDifferenceReading 346.635.2-11.4Reading 445.442.7-2.7Reading 540.528.9-11.6Reading35.2Math 350.040.7-9.3Math 451.754.4+2.7Math 551.137.2-13.9Math43.8Science 547.323.1-24.22012-2013 MIE EOG DataMIE Composite Score 36.9%EVAAS Growth Status Not MetMet Expected Growth in 4th Grade ReadingExceeded Growth in 4th Grade MathDid not meet Expected Growth in 5th Grade Math, reading and Science2012-2013 scores are a BASELINE they do not affect students grades or placement

EVAAS?Education Value-Added Assessment SystemSAS Institute based in Cary, N.C. EVAAS is a statistical analysis of student assessment data, such as the EOG and EOC assessments, over time. It provides districts and their schools with growth data to consider, in addition to achievement data. This lens of measuring student learning provides educators with information to help ensure they are meeting the academic needs of cohorts of students, as well as individual students.EVAAS value-added reporting is available through a web application, which includes additional data and reporting so that educators and administrators can gain additional insight into their educational practices.

EVAAS?Value added data?Value-added is a statistical analysis used to measure the impact of districts, schools and teachers on the academic progress rates of groups of students from year-to-year. A value-added score is calculated in the following manner:Growth = Current Achievement compared to all Prior Achievement that is measured by a quality assessment, such as the end-of-grade (EOG) or end-of-course (EOC) assessments.EVAAS data replaced the old NC ABC accountability modelIts important to know that only 4th and 5th grade EOG scores count toward a schools growthWhat happened?New standardsBalanced Literacy implementationRtI MAP all newUnknown test, projected scoresHistorically proficiency scores increase from 3rd to 5th reversed this past yearNew classes in 3rd and 5th due to influx of new students4th Grade met and exceeded expectations5th Grade grossly underperformedNew staff/leadership Difficult students teacher/child/parent relationships

10Leading Data IndicatorsGrade CASE % ProficientMAPSpring 2013EOG Result3rd Reading71.655.035.23rd Math71.639.040.74th Reading67.449.042.74th Math80.657.054.25th Reading67.250.028.95th Math63.642.037.25th Science72.5N/A23.1ConclusionsToo heavy reliance on CASE data which had been reliable in the past particularly in scienceUnfamiliarity with utilizing MAPMAP Measures of Academic ProgressNWEA Northwest Evaluation AssociationMAP seems to be a better (but not perfect) predictor for EOG performanceCASE data will be reconsidered Action PlanWe have a history of success high academic achievement AND growth 2012-2013 is a historical anomaly5th Grade is reborn!Better understanding and use of MAP professional development, individual student goals, progress reports, conferencesSpecifics Reading Vicki DouvikasMath Joeie Puckett5th Science Christie Lyles

Reading Action Plan: Grade 3Problem Statement: Our teachers data sources did not align to provide a clear picture of our students performance on the North Carolina End of Grade tests.

Our Goal: 3rd grade will increase their end of grade year proficiency by 15% on the 2013-2014 North Carolina End of Grade test.

Reading Action Plan: Grade 3Provide on grade level passages to ALL students Utilize MAP data to drive instruction and to determine growth of 3rd grade studentsIdentify our lowest performing students, according to MAP Utilize the learning lab for students to receive foundational skills to increase reading achievementUtilize formative assessments between benchmark windows to determine student growth toward normative goalsUtilize TRC as mandated by stateUtilize CASE21 and the item analysis to identify deficits in learning with the CCSS and depths of knowledgeUtilize RIT scores to determine which readiness skills are needed to raise student achievement

Reading Action Plan: Grade 4Problem Statement: Our teachers data sources did not align to provide a clear picture of our students performance on the North Carolina End of Grade tests.

Our Goal: 4th grade students will increase their proficiency on the 2013-2014 North Carolina End of Grade test by 10%.

Reading Action Plan: Grade 4Identify our lowest students needing foundational reading skills according to MAPFoundational literacy support will be provided in the areas of fluency, vocabulary, and word workTeachers will utilize RIT scores for students to determine readiness skills which are aligned to CCSS and measures assessed on MAP benchmark assessmentsProgress monitor student learning between MAP benchmark windows using DORF and DAZE assessments, along with curriculum based measurementsUtilize CASE21 and the item analysis to identify deficits in learning with the CCSS and depths of knowledge

Reading Action Plan: Grade 5Problem Statement: Only CASE21 data in grade 5 was used to determine proficiency for students on summative assessments.

Our Goal: 5th grade will increase literacy scores on the North Carolina End of Grade test by 15% for the 2013-2014 school year.

Reading Action Plan: Grade 5Create ongoing formative assessments to measure student growth between benchmark windows on the MAP assessmentIdentify the lowest performing students in reading and provide additional literacy instruction in a learning lab settingStudents will receive instruction according to their RIT scoreStudent growth will be measured using DORF/DAZE and curriculum based measurementsEnsure all lessons are aligned to CCSS Teachers will use CCSS verbs and nouns as part of daily interactionsUtilize CASE21 and the item analysis to identify deficits in learning with the CCSS and depths of knowledge

5th Grade ScienceGoal: 70% or more of students will perform at a Level III or IV on the NC EOG Science test; 100% of students will meet or exceed expected growth as measured by 2013-14 EVAAS data. Areas of Focus:Planning and data-analysisusing EVAAS data, informal and formal assessment data points in a systematic wayFocus on teacher instructional effectivenessfocusing on the quality of our pedagogy and strategies used to teach content (i.e., reciprocal teaching, interactive note-booking, work products)as well as student relationships and goal-settingDifferentiationindividualizing instruction for groups of students and drilling down to individual student needs so that all students can successfully access content and be challenged at their levelCollaboration and partnershipsworking with other schools to identify best practices that led to their success with teaching science; also, utilizing resources provided through partnerships with community agencies (i.e., Mecklenburg County 4-H)

Action PlanMIE staff is proud eager to reverse last years bump in the road We will be better informed, better prepared and will be successful in MayCommunicate our message WE HAVE A PLAN2013-2014 will be our most successful year ever!Questions/comments -