september 2015 amanda grinager, director of teaching and learning
TRANSCRIPT
Marshall Public Schools
Assessment Update
September 2015Amanda Grinager, Director of Teaching and
Learning
Mathematics (MCA III/MTAS) and Reading (MCA
III/MTAS) Grades 3-8 and once in high school Aligned to Minnesota Academic Standards
Science (MCA III/MTAS) Once in elementary, middle, and high school Aligned to Minnesota Academic Standards
English Learners (ACCESS) Grades K-12 Assess English language proficiency in Reading,
Writing, Listening, and Speaking
Federal Requirements for Minnesota Assessment System
No changes to Federal requirements—
reading, math, and science MCA’s and ACCESS are still used for
accountability purposes Everything is online this year
Basic Assessment Information
Eliminates
Grade 8 (Explore) Grade 10 (Plan) College Placement Diagnostic Exam (Compass)
Revises requirements for ACT Requires districts to contract directly with ACT
to provide school day administration Student participation no longer required as
graduation assessment requirement
Changes in Legislation Regarding Testing
Requires districts adhere to limits in testing time
Grades 1-6 max 10 hours Grades 7-12 max 11 hours
MCA, MTAS, ACCESS for ELLs, and ACT plus Writing are not listed
Career Interest Inventories, as required by statute, are not included.
Special education and EL testing are not included. Use published estimated testing times for each test.
Changes in Legislation Regarding Testing
Requires New HS Writing Test
Implementation timeline still to be determined No GRAD Retests Last year of the OLPA tests Graduation requirements for students first
enrolled in Grade 8 in 2012-13 and later: Be provided the opportunity to participate in a
district-provided college entrance exam in grade 11 or grade 12
Changes in Legislation Regarding Testing
Decreased emphasis on assessments
related to career and college readiness Limiting amount of district administered
assessments No more OLPA’s after this year
Assessment Changes
MCA Reading and Math testing window: March 7-
May 6 MCA Science testing window: March 7-May 13 Optional Local Purpose Assessments (OLPA)
testing window: Oct. 19-Feb. 19 Second year with Pearson as the testing vendor for
MCA Reading, Math & Science and OLPA Reading & Math
ACCESS testing window: February 1-March 25 This will be the first year the ACCESS testing will
be online
2015-2016 Testing Schedule & Information
DemographicsState District
White Students 70.5% 71.9%
Ethnicity 29.5% 28.1%
LEP 8.4% 11.8%
Special Education 13.4% 13.1%
Free & Reduced 38.4% 39.9%
In the last 3 years, we’ve seen the following:
EL: MPS has gained 70 students FRP: MPS has gained 122 students SPED: MPS has gained 22 students Minority: MPS has gained 147 students White: MPS has lost 26 students
The total student population has grown by 155 students in the last 3 years.
Demographics
Growing enrollment Increase in many subgroups, especially EL, F/R
and various ethnicities Comparison to state figures
Demographics
MPS 2015 Data
Results
All MCA testing was done onlineMathematics Grades 3-8 MCA-III
This is the fifth year for the grades 3-8 MCA-III Grades 7 (+3) and 8 (+19.2) are above the state average.
Grade 11 MCA-III 2015 was the second year for the grade 11 MCA-III test Grade 11 was above the state average by +.8
Overall MPS Math MCA-III scores were below the state average by -.3
In all math proficiency tests, MPS saw a -4.5 decrease in Math MCA-III scores.
2015 MCA III Assessment Results Summary
Reading 3rd year of the MCA III assessment New English Language Arts (ELA) standards
aligned to the common core Grades 5 (+3.6), 7 (+.7) and 8 (+2.7) are
above the state average Overall MPS Reading scores are below the
state average by (-.9)
2015 MCA III Assessment Results Summary
Marshall Data-Math & Reading
Math2014-
15
MathState 14-
15
(+/-) Reading2014-15
ReadingState 14-
15
(+/-)
Grade 3 69.4% 70.9% -1.5 57.9% 58.7% -.8Grade 4 58.1% 70% -11.9 55% 57.9% -2.9Grade 5 56.8% 59.7% -2.9 70.3% 66.7% +3.6Grade 6 52.5% 57.6% -5.1 63.5% 63.9% -.4Grade 7 58.1% 55.1% +3 56.3% 55.6% +.7Grade 8 77% 57.8% +19.
258.7% 56% +2.7
Grade 10R & 11M 49.5% 48.7% +.8 51.3% 57% -5.7MPS- MCA III 59.9% 60.2% -.3 58.5% 59.4% -.9
The cohort of students graduating in 2023 (in 4th grade last
year) were 5.5% below the state last year in reading; this year, they were 2.9% below the state. That’s a 2.6% increase.
The cohort of students graduating in 2022 (in 5th grade last year) were 10.7 below the state last year in math; this year, they were 2.9% below the state. That’s a 7.8% increase.
The cohort of students graduating in 2022 (in 5th grade last year) were 7.3% below the state last year in reading; this year, they were 3.6% above the state. That’s a 10.9% increase.
The cohort of students graduating in 2019 (in 8th grade last year) were 7.4 above the state last year in math; this year, they were 19.2% above the state. That’s a 11.8% increase.
Other Items of Interest
Science Grade 5 is above the state average by +3.7 Grade 8 is above the state average by +8.4 MPS overall is above the state by +3.1
2015 MCA III Assessment Results Summary-Science
MCA Science 2014-15 State 14-15 (+/-)MS Grade 5 62.8% 59.1% +3.7MS Grade 8 53.7% 45.3% +8.4Secondary Grade 10
52.9% 54.6% -1.7
MPS All Grades 56.1% 53% +3.1
Sub-Group
Results Summary
Celebrations-Math Our White subgroup increased proficiency in
Math by +.6 from 2014 Our SPED subgroup increased proficiency in
Math by +6.3 from 2014 and reduced the achievement gap by 11.3
Achievement Gap Results Summary-Math
Opportunities for Improvement-Math Our EL subgroup decreased by -11.4 in regards to
proficiency Our Hispanic subgroup decreased by –6.2 in
regards to proficiency Our Asian subgroup decreased by –13.7 in regards
to proficiency Our Black subgroup decreased by –5.5 in regards to
proficiency Our FRP subgroup decreased by –3.3 in regards to
proficiency
Achievement Gap Results Summary-Math
Celebrations-Reading Our White subgroup increased proficiency in
Reading by +1 from 2014 Our SPED subgroup increased proficiency in
Reading by +2.8 from 2014
Achievement Gap Results Summary-Reading
Opportunities for Improvement-Reading Our FRP subgroup decreased by -2 in regards to
proficiency Our Hispanic subgroup decreased by -5.2 in regards
to proficiency Our Asian subgroup decreased by -.2 in regards to
proficiency Our Black subgroup decreased by -1.7 in regards to
proficiency Our EL subgroup decreased by -1.1 in regards to
proficiency
Achievement Gap Results Summary-Reading
Reading—some pockets of success (3/7 grade
levels above state average) but also pockets of concern
Math—some pockets of success (3/7 grade levels above state average) but also pockets of concern
Science—more celebrations (2/3 grade levels above state average)
Subgroups—in general, our subgroups did not meet expectations
MCA Summary
Based on participation, proficiency, and
graduation/ attendance rate (school specific) AYP indexes and targets continue to increase
annually No individual school or the district made AYP
in 2015
AYP Summary
Is the “new” accountability system in
Minnesota Includes proficiency, growth, achievement gap
reduction, and graduation West Side is the only school that is eligible for
a MDE “designation” (such as Continuous Improvement)
MMR
NWEA
2014-2015 SPRING NWEA MAP OVERVIEW FOR ISD 413 NATIONAL NORM COMPARISON
GradeMath Reading
MPS Mean
Norm Mean Difference MPS Mean Norm Mean Difference
Kindergarten
158.6 158.7 -0.1 157.2 157.6 -0.4
1st Grade 180.6 180.8 -0.2 179.4 177.5 1.92nd Grade 193.0 192.1 0.9 190.6 188.7 1.93rd Grade 204.1 203.4 0.7 200.9 198.6 2.34th Grade 213.3 213.5 -0.2 207.7 205.9 1.85th Grade 229.2 221.4 7.8 217.9 211.8 6.16th Grade 233.7 225.3 8.4 219.4 215.8 3.67th Grade 236.4 228.6 7.8 222.3 218.2 4.18th Grade 243.8 230.9 12.9 227.4 220.1 7.39th Grade 239.6 233.4 6.2 226.0 221.9 4.110th Grade 249.3 232.4 16.9 231.1 221.2 9.9
Average 5.6 Average 3.9In the norm group samples, each district's base calendar was used to determine instructional days. Using the instructional days data, time frames for beginning of the year tests, middle of the year tests, and end of the year tests were established. The centers of these time frames were roughly 20 days (fall), 80 days (winter), and 130 days (spring) from the beginning of the academic year.
NWEA
2014-2015 NWEA MAP GROWTH OVERVIEW FOR ISD 413 NATIONAL NORM COMPARISON
Grade
Math Reading
MPSNorm Group
Comparison MPSNorm Group
Comparison
Growth (Fall to Spring)
Growth (Fall to Spring)
Difference Growth (Fall to Spring)
Growth (Fall to Spring)
Difference
Kindergarten
11.4 22.2 -10.8 10.0 20.1 -10.1
1st Grade 11.8 18.4 -6.6 12.6 16.8 -4.22nd Grade 10.1 15.2 -5.1 8.7 14.0 -5.33rd Grade 11.7 13.0 -1.3 9.4 10.3 -0.94th Grade 10.1 11.6 -1.5 7.2 7.7 -0.55th Grade 15.3 10.0 5.3 9.0 6.1 2.96th Grade 11.4 7.7 3.7 6.7 4.8 1.97th Grade 6.1 6.0 0.1 4.6 3.8 0.88th Grade 7.5 4.6 2.9 5.8 2.9 2.99th Grade 0.9 3.1 -2.2 1.6 1.7 -0.110th Grade 4.5 2.3 2.2 2.1 0.8 1.3Avg Growth
10.5 10.8 -0.3 8.0 8.3 -0.3
Locally-chosen assessment in mathematics
and reading Growth focused – students take this
assessment in the fall and again in the spring MPS scores tend to show our “mean RIT” in
most cases above the national-norm “mean RIT”
NWEA Summary
Best Practices: Many things are going well. We need to improve
in identifying what is working well and then share that information with other grade levels and/or same-grade teachers.
Curriculum: We need to ensure that teachers are familiar with state standards and benchmarks and verify that curricular materials selected and used adequately cover those.
Data: We need to continue to evaluate data, utilize data for decision making, and provide quality, relevant, and timely professional development (relative to what the data shows) for our staff.
Evaluation: We need to evaluate existing programs and their effectiveness – specifically, interventions provided for struggling learners.
Response & Direction
Professional Development: We need to determine what
effective tools, strategies, and professional development are available and provide those to our staff so they can work better with our changing demographics and student population.
Professional Learning Communities: It is critical that our PLC’s are effective – to work with colleagues to understand what a standard means, discuss strategies to help identify what works in classrooms, and use data to make instructional decisions.
Standards Based Learning: The need for “re-teaching” when students do not understand a particular concept is incorporated into Standards Based Learning, which is likely to help improve student achievement.
Response & Direction
Continue a focus on collaboration and team
work amongst colleagues Identify priority areas and work to develop
action plans to address those areas Focus on working SMARTER not harder
Response & Direction
For further data analysis, please visit the MDE
report card at the following website:
http://rc.education.state.mn.us/
MDE Report Card